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COMPREHENSIVE PLACEMENT TRAINING -- 2018
DEPARTMENT OF COMMUNICATION AND SOFT SKILLS

INDUSTRY EXPECTATIONS
When you’re looking for a job, you require the right skills, education, and experience.
But that will not suffice. In addition to that employers are also looking for a host of
other qualities.
1. Technical Competency – (Coding Ability)
Most positions require certain skills that are advertised on the Job Posting. If you are hired to
perform certain tasks particularly in IT industry, you need to be skilled in the code or
language used at present. It can get replaced with a better and user-friendly version and you
need to upgrade yourself accordingly. Improving your skills along the way is essential.
2. Communication Skills
The employees are expected to develop both oral and written communication skills. They
need oral communication skills for presentation and written communication for
documentation. In written communication sending Emails, texting information and messages
through phones play a very dominant role.
3. Problem-Solving Skills
Companies are looking for people who have a great flair for solving problems in a jiffy.
People can develop these skills by accepting a problem, analyzing it and finding a feasible
solution. They should be self - motivated to take challenges with minimal direction.
4. Flexibility
Flexibility and adaptability go hand in hand. Employers and their employees need to act
quickly to changing business situations. Employers need employees who can mould
themselves to meet the requirements of the company.
5. Determination and Diligence

Employees are expected to have strong determination in accepting challenging goals which
are generally achievable. They should work hard and keep moving forward in the process of
encountering obstacles. They should never show any disinclination towards the task assigned.
6. Perseverance and Willingness to Upgrade Knowledge and Skills

An engineer is expected to be smart enough to widen his horizon of knowledge as per the
latest trends. As enhancement is a common criterion, employee needs to find out new
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information, expand knowledge and explore new ways of doing things. People have to
upgrade their skills to match the latest in technology. Their interest in learning and their
willingness to pass on their knowledge to others, become priceless.
7. Ability to Work in Harmony with Co-Workers

Employers and managers like to have employees who are strong in both interpersonal and
intrapersonal skills. They also want people who can get along with their colleagues and work
with others effectively and seamlessly.
8. A Multi Tasker.
People these days are rarely hired to perform a single function. Especially in a small business
setting, companies need employees who are willing to perform a variety of roles to fulfill
various functions. In the modern world the old adage can be applied with a modification:
“People who are master of all and Jack of at least two or three aspects will attain success
anywhere and everywhere.”
9. Ability to Lead:
Leadership is the willingness and the desire to accept responsibility for either result. It’s the
ability to take charge, to volunteer for assignments, and to accept accountability for
achieving the required results of those assignments. The mark of the leader is that he or she
does not make excuses. You demonstrate your willingness to be a leader in the organization
by offering to take charge of achieving company goals and then committing yourself to
perform at high levels.
10. Self Driven or Self-Motivated

Self-motivated individuals needn’t be pushed to get the work done. They are like the tortoise
in the fable. They possess the stamina to perform outstanding work and usually they work
hard consistently. You don’t have to worry about slack or lost hours when there’s a self-
motivated employee working for you. They also fix a pace and model that others can follow.
The return on investment for such individuals is very high with respect to cost, because they
don’t need additional rewards.
Self-motivated people know the purpose of life, and they live for it. They rise above
adversity, problems, momentary failure and loss. They believe in others and themselves too.
They epitomize humility and can laugh at themselves, take criticism and admit
vulnerabilities. They are persistent and try to keep updating their knowledge on a regular
basis
The Students who possess quick learning abilities, adaptable to any environment, having
management skills, leadership qualities, self motivation, and team orientation will be given
top priority.
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The general process of recruitment has three rounds of Written Test, Technical Round,
& HR round.
 In Written test the problem solving abilities and verbal competencies of the students
will be assessed.
 In Technical round, the core competency of the students will be assessed.
 In HR round, Interpersonal Skills, Intrapersonal Skills, Body Language, Attitude,

Behavioral Skills will be assessed.
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Comprehensive Placement Training (2018) --Verbal Syllabus
Competency – I: VERBAL ESSENTIALS – 1 (Vocabulary Usage)
 Word List (600 words with synonyms and antonyms)
 Identifying meaning from context.
 Analogies – Relationships Explanation
 One Word Substitutes – 100 List
 Idioms and Phrases – 100 List
 Spellings
 Odd Man Out Series
Competency – II: VERBAL ESSENTIALS – 2 (Grammar)

 Articles
 Prepositions
 Tenses
 Active Voice and Passive Voice
 Direct and Indirect Speech
 Error Identification (130 Rules)
 Sentence Improvement
Competency-III: VERBAL ESSENTIALS – 3 (Comprehension & Composition)

Comprehension:
 Reading for information
 Theme Detection
 Identification of Mood and Tone
 Critical Reasoning
Composition:
 Jumbled Sentences
 Para Jumbles
 Paragraph Writing
 Video Synthesis
 E-Mail Drafting
 Essay Writing –
 Resume and Cover Letter
Competency-IV: INTERACTIVES, DISCUSSIONS, INTERVIEWS

 JAM (Just a Minute)
 Role-Plays
 Debate
 Group Discussion
 Interview Skills
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Preface
Students of Engineering and Technology, though they are endowed with high intelligence
and sharp insight, often falter when it comes to communicating in English. With this book,
we hope to reach the job aspirants and others, trying relentlessly to compete for Campus
Placements, and for jobs in Government and Public Sector. The book covers a wide range of
topics covered under written test conducted by MNC’s at the time of placements. Although
the material caters chiefly to the students of Science and Technology, professional students
from other streams will also find it equally useful and interesting.
Verbal Essentials for Placements is basically a string of four units: Vocabulary, Grammar,
Comprehension and Composition, and Oral Skills. The book is designed in such a way, so as
to give the students a clear concept of English Grammar and, at the same time, helps in
business communication and acquiring language skills in other areas as well. It enables the
readers to see how they can express themselves clearly and communicate effectively while
speaking and writing.
The study of Verbal Essentials for Placements requires at least three processes: Learning, that
is, acquiring knowledge, Understanding this knowledge, and memory retention. The best way
of achieving these objectives is through careful reading and solving of practice worksheets.
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Table of Contents
Preface …………………………………………………………………………….
Table of Contents………………………………………………………………….
Competency – I: VERBAL ESSENTIALS – 1 (Vocabulary Usage) ……….. 7
 Word List (600 words with synonyms and antonyms) ……… . 9
 Identifying meaning from context. ………………………………. 32
 Analogies – Relationships Explanation ……………………….... 36
 One Word Substitutes – 100 List ………………………………… 39
 Idioms and Phrases – 100 List ………………………………….... 43
 Spellings …………………………………………………………. 54
 Odd Man Out Series …………………………………………….. 56
Competency – II: VERBAL ESSENTIALS – 2 (Grammar) ……………….... 58

 Articles …………………………………………………………… 59
 Prepositions ………………………………………………………. 62
 Questions Tags …………………………………………………… 69
 Tenses …………………………………………………………….. 71
 Active Voice and Passive Voice ………………………………......78
 Direct and Indirect Speech ……………………………………...81
 Error Identification (130 Rules) ……………………………….......85
Competency-III: VERBAL ESSENTIALS – 3

(Comprehension & Composition) ……………………….....106
Comprehension:
 Reading for information …………………………………………...107
 Theme Detection …………………………………………………...114
 Identification of Mood and Tone ……………………………….....117
 Critical Reasoning ………………………………………………….119
Composition: ………………………………………………………… 127
 Jumbled Sentences ………………………………………………….129
 Para Jumbles …………………………………………………….....131
 Paragraph Writing ……………………………………………........133
 Video Synthesis …………………………………………………….136
 Essay Writing …………………………………………………….138
 E-Mail Drafting – …………………………………………………..143
 Resume and Cover Letter …………………………………………..145
Competency-IV: INTERACTIVES, DISCUSSIONS,

INTERVIEWS (Oral Skills) ………………………………..156
 JAM (Just a Minute) ……………………………………………….157
 Extempore ………………………………………………………….160
 Debate …………………………………………………….............162
 Role-Plays…………………………………………………………..166
 Group Discussion …………………………………………………..169
 Interview Skills ………………………………………………….... 176
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COMPETENCY – I
(VOCABULARY
USAGE)
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THE ROLE OF VOCABULARY IN EMPLOYABILITY SKILLS
Introduction
Vocabulary is defined as "All the words known and used by a particular person”. Vocabulary
is a vital aspect in language, because it appears in every skill of language listening, speaking,
reading and writing skill. Many people realize that their vocabulary is limited so that they
have difficulties in expressing their idea. Mastering vocabulary is very important for the
students who learn English as a foreign language. That is why everybody who learns English
language should know the words. The mastery of vocabulary can support them in speaking
when they are communicating to people. If they do not know the meaning of words, they will
not be able to speak, write and translate anything in English.
Types of Vocabulary
Vocabulary can be divided into two groups, passive and active vocabulary. Passive
vocabulary contains all the words that we understand when we read or listen, but which we
do not use or cannot remember in our own writing or speaking. Active vocabulary contains
all the words we understand and use. The same as the word, active vocabulary is vocabulary
we can call up and use in writing or conversation without having to think very much about it.
Passive vocabulary is vocabulary we can recognize when we hear it but cannot remember
when we actually have to produce it. These words are easily forgotten since the connection
between them and our memory is weak. Besides that, vocabulary can be divided based on
word group those are: Noun, Pronoun, Adjective, Verb, and Adverb.
Apart from the parts of speech, vocabulary is the combination of many things like synonyms,
antonyms, homonyms, homophones, idioms and phrases, one word substitutions, phrasal
verbs and phrasal prepositions. All these categories can help the students to improve their
language communication skills and lead them to become perfect communicators in highly
competitive world. They can always be in the front to select their interested and productive
career.
Development of Vocabulary
A student cannot learn all these words in a day or two. He or she has to take the guidance of
the teachers. Attend the training sessions punctually, regularly, seriously, committedly,
sincerely and interestingly. They should also refer the vocabulary books, materials and take
active participation in vocabulary building games and activities. In addition to this, they can
effectively use the sources of thesaurus and dictionary. They have to collect 5 to 10 new
words daily and should know the definitions, meanings and usage of the words. To develop
their vocabulary from simple level to complex level, other sources like newspapers,
magazines, story books and any other text.
If the student applies these learnt words in his/her regular writing and speaking, there will a
lot of scope for improvement of new vocabulary. Simply reading and memorizing the passive
vocabulary will not fulfill the student’s requirement. He/She has to apply them in their
writing and speaking repeatedly until they get perfection to use them for sake of accuracy and
fluency. Once their vocabulary is better, they can be very confident of their written
communication as well as oral communication.
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List of Synonyms and Antonyms (600 Word List)
Day - 1
WORD SYNONYMS ANTONYMS
1. Abash Embarrass, fluster, discomfit Self-possessed, soothe
2. Abdicate Renounce, abandon, relinquish Maintain, continue, keep
3. Abhor Detest, loathe, despise, hate Admire, cherish, adore
4. Apparent Clear, evident, noticeable Concealed, hidden, obscure
5. Abject Wretched, deplorable, contemptible Commendable, exalted, worthy
6. Abrogate Abolish, Invalidate, nullify Approve, sanction, permit
7. Accolade Distinction, kudos, honor Insignificance, Mediocrity
8. Addle Confuse, baffle, bewilder Clarify, enlighten, explicate
9. Alleviate Lessen, mitigate, pacify, assuage Intensify, worsen, agitate

10. Appall Horrify, daunt, frighten, intimidate Comfort, delight, encourage,
Day - 2

1. Apprehend Capture, seize, clutch, grasp Liberate, release, free
2. Abate Lessen, diminish, recede, dwindle Enlarge, develop, advance
3. Abjure Forswear, give up, renounce, recant Allow, emphasize, approve
4. Abet Instigate, provoke, incite, condone Halt, prevent, dissuade
5. Abstemious Moderate, austere, restrained Gluttonous, greedy, hungry
6. Accede Agree, consent, accept Decline, deny, disagree
7. Accelerate Increase, advance, stimulate Block, cease, hinder
8. Accord Agree, affirm, correspond Differ, disagree, refuse
9. Acrimonious Bitter, caustic, petulant Mild, pleasant, nice
10. Admonish Warn, chide, rebuke, scold Compliment, flatter, laud
Day - 3

1. Adversity Difficulty, calamity, misfortune Blessing, boon, benefit
2. Affable Courteous, friendly, gentle Impolite, rude, uncivilized
3. Affluent Wealthy, prosperous, rich Poor, destitute, unsuccessful
4. Alacrity Liveliness, promptness, alertness Lethargy, apathy, indifference
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5. Alienate Estrange, separate, divide Combine, join, unite
6. Allay Alleviate, assuage, ease Aggravate, intensify, incite
7. Allude Imply, refer, suggest, intimate Define, state, express
8. Allure Attraction, Enticement, Charisma Repulsion, revulsion
9. Ambiguous Enigmatic, unclear, puzzling Definite, clear, obvious
10. Amenable Willing, agreeable, responsive Unsusceptible, unwilling
Day - 4
1. Amiable Affable, friendly, sociable Aloof, hostile, disagreeable
2. Anarchy Chaos, disorder, rebellion Harmony, order, calm
3. Acumen Insight, intellect, brilliance Ignorance, stupidity,
4. Apathy Indifference, insensitivity, disregard Interest, passion, concern
5. Apprehensive Anxious, jittery, afraid Composed, calm, confident

6. Apprise Advise, inform, notify Hide, conceal
7. Approbation Praise, admiration, endorsement Denial, refusal, dislike
8. Artful Skillful, adroit, ingenious Stupid, unclear, inept
9. Ascetic Disciplined, austere, self-denying Bland, meek
10 Askance Suspiciously, skeptically, dubiously Doubtful, implausible, incredible
.
Day - 5

1. Asseverate Assert, affirm, attest Discredit, disprove
2. Assiduous Diligent, laborious, scrupulous negligent, indifferent
3. Attribute Feature, characteristic, quality ----------

4. Augment Improve, amplify, enhance Condense, curtail, halt
5. Authentic Real, genuine, reliable Doubtful, implausible, incredible
6. Auspicious Favorable, felicitous Unsuitable, unlucky
7. Autocratic Dictatorial, tyrannical Democratic, rational
8. Avarice Avidity, greediness, frugality Philanthropy, generosity
9. Aberration Oddity, Peculiarity, quirk Normality, usualness
10. Amalgamate Blend, combine, consolidate Disjoin, divide
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Day - 6

1. Accretion Addition, accumulation Decline, drop, fall
2. Abysmal Immeasurable, boundless Limited, low
3. Asperity Bitterness, harshness, acerbity Politeness, courtesy
4. Arduous Difficult, laborious, painful Effortless, easy, facile
5. Abut Adjoin, touch, annex Disconnect, detach, divide

6. Antipathy Disgust, animosity, aversion Friendliness, kindness
7. Abeyance Inactivity, latency, dormancy Activity, continuation
8. Agog Enthralled, excited, eager Reper, disenchant
9. Aver Maintain, affirm, assert Discredit, deny, disprove
10. Analogue Parallel, correlate, match Dissimilar, separate
Day - 7
1. Baneful Ruinous, injurious, deadly Beneficial, advantageous
2. Banter Gossip, teasing, chaff Praise, flattery
3. Belie Contradict, negate, repudiate Approve, affirm

4. Belligerent Combative, hostile, aggressive Friendly, peaceful
5. Bellicose Combative, quarrelsome Agreeable, peaceful

6. Bicker Quarrel, wrangle Concur, agree
7. Benevolent Charitable, generous, kind Cruel, merciless, mean
8. Bereave Deprive, leave, dispossess Cover, bestow
9. Besmirch Taint, defile, slander Honor, praise, upgrade
10. Baffle Perplex, befuddle, confuse Clarity, explain
Day - 8

1. Bizarre Strange, wild, unusual Common, familiar, normal
2. Bland Tedious, insipid, boring Sharp, bright, lively
3. Blemish Stain, smudge, blot Adornment, decoration
4. Blight Evil, affliction, pestilence Blessing, boon
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5. Blithe Jovial, cheerful, buoyant Unhappy, sad, troubled
6. Bombastic Pompous, flowery, ostentatious Reserved, quite, humble
7. Boorish Rude, uncivilized, impolite Gentle, sophisticated, refined
8. Bucolic Pastoral, rural, countrified Urbane
9. Bulwark Guard, protection, citable Harm, hurt
10. Baleful Deadly, evil, harmful Good, favorable, auspicious
Day - 9

1. Bumptious Arrogant, egotistic Humble, modest
2. Concise Brief, terse, short Long, expansive
3. Cabal Plot, conspiracy, intrigue Ignorance, innocence
4. Cacophonous Noisy, discordant Quite, calm
5. Cadaverous Pale, gaunt, corpselike Lifelike, flushed
6. Callous Cruel, careless, insensitive Kind, merciful
7. Calumniate Defame, accuse, slander Compliment, honor
8. Candid Straight forward, frank, honest Devious, dishonest
9. Cantankerous Quarrelsome, irascible Cheerful, pleasant
10. Capricious Careless, erratic, fickle Cautious, sensible
Day - 10
1. Captious Hypercritical, censorious Praising, laudatory
2. Caricature Dummy, puppet, statue Being, entity

3. Castigate Reprove, reprimand, scold Laud, praise, commend
4. Celestial Ethereal, immortal, heavenly Earthly, mortal
5. Chicanery Duplicity, wile, craft Openness, truthfulness
6. Chronic Persistent, incessant Sporadic, infrequent
7. Circumspect Vigilant, prudent, discreet Rash, reckless
8. Circumvent Thwart, outwit, prevent Allow, liberate
9. Civil Polite, courteous, civilized Rude, ill-mannered
10. Clamorous Vociferous, strident Muted, quite
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Day - 11

1. Clandestine Secret, surreptitious Open, authorized
2. Clement Compassionate, forbearing Relentless, merciless
3. Coalition Amalgamation, fusion Separation, division
4. Coercion Constraint, compulsion Free will, liberty
5. Cogent Persuasive, convincing Ineffective, unimportant
6. Collusion Conspiracy, conniving Honestly, frankness
7. Commodious Spacious, capacious Confined, cramped
8. Compatible Consistent, agreeable Unsuitable, unfitting
9. Compendium Synopsis, abstract Enlarge, amplify
10. Complacent Satisfied, pleased, smug Unhappy, discontent
Day - 12

1. Compunction Penitence, remorse, atonement Happiness, defiance
2. Concede Capitulate, allow, acknowledge Disapprove, deny
3. Condole Compassion, solace, soothe Agitate, trouble
4. Condone Ignore, forgive, excuse Refuse, censure, forbid
5. Confederate Accomplice, associate, partner Enemy, opponent
6. Congenial Compatible, friendly, affable Aloof, unfriendly
7. Conjecture Speculation, supposition Reality, truth, proof
8. Consecrate Dedicate, ordain, devote Damn, condemn
9. Consensus Accord, consent, harmony Denial, disagreement
10. Consternation Dismay, bewilderment, fright Calmness, composure
Day - 13
1. Construe Deduce, interpret, infer Misunderstand, confuse
2. Consummate Achieve, finish, accomplish Begin, give up
3. Contemptuous Scornful, disdainful, supercilious Affectionate, kind
4. Convivial Jovial, mirthful, cheerful Dolorous, remorse,
lugubrious
5. Copious Plentiful, abundant, profuse Meager, scant
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6. Corpulent Obese, fat, plump Emaciated, thin, gaunt
7. Countenance Approve, support, aid Criticize, censure, deny
8. Crass Insensitive, boorish, rude Polite, sophisticated
9. Craven Timid, cowardly, fearful Courageous, bold
10. Credence Acceptance, faith, belief Disbelief, uncertainty
Day - 14

1. Credible Believable, conceivable Dishonest, unreasonable
2. Credulous Gullible, naïve Suspicious, untrusting
3. Cringe Quiver, tremble, flinch Meet, stretch
4. Culpable Responsible, reprehensible Immune, irresponsible
5. Cumbrous Clumsy, cumbersome Convenient, manageable
6. Cursory Blunt, brusque Affable, civil
7. Cynical Doubtful, contemptuous Believing, trusting
8. Cardinal Over riding, important Inessential, auxiliary
9. Contiguous Adjacent, neighboring Divided, separated
10. Churlish Rude, boorish Refined, sophisticated
Day - 15

1. Commensurate Adequate, sufficient Unsuitable, inadequate
2. Competent Efficient, capable Inept, incapable
3. Cloistered Secluded, reclusive Free, unselected
4. Comeliness Decency, decorum Immorality, indecency
5. Complaisance Agreeableness, courtesy Dishonor, rudeness
6. Contentious Quarrelsome, combative Agreeable, friendly
7. Corroborate Confirm, authenticate Invalidate, disprove
8. Connive Plot, scheme Neglect
9. Cognitive Intellectual, rational Illogical, foolish
10. Dearth Insufficiency, shortage Abundance, plenty
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Day - 16
1. Deference Obedience, yielding Stubborn, rude
2. Delectable Delightful, enjoyable Horrible, distasteful
3. Delineate Define, describe, outline Confuse, distort
4. Deluge Overwhelm, flood, engulf Under whelm
5. Demeanor Behavior, attitude --------
6. Demure Reserved, reticent Outgoing, extroverted
7. Denounce Condemn, attack Exalt, compliment
8. Deplete Diminish, lessen Develop, strengthen
9. Deplore Lament, mourn, regret Approve, commend
10. Depraved Vicious, wicked Decent, gentle
Day - 17

1. Deprecate disesteem, belittle Commend, compliment
2. Devastation Destruction, havoc Creation, construction
3. Devious Dishonest, fraudulent Frank, sincere
4. Devoid Empty, lacking Full, complete
5. Dictum Adage, proverb, aphorism -----------
6. Diffident Shy, timid, bashful Aggressive, bold
7. Dilemma Crisis, puzzle, predicament Solution, clear
8. Dilettante Connoisseur, amateur Ignoramus
9. Disconcert Confuse, confound Assist, clarify, comfort
10. Disconsolate Depressed, unhappy Cheerful, happy
Day - 18

1. Disparity Difference, inequality Harmony, equality
2. Discursive Rambling, depicting Direct, coherent
3. Dispel Eliminate, dismiss Accept, welcome
4. Dissent Differ, balk, demur Agree, consent
5. Dissolute Corrupt, dissipated Virtuous, good
6. Distraught Agitated, distressed Balanced, composed
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7. Divulge Disclose, reveal, blab Conceal, suppress
8. Dogmatic Arrogant, arbitrary Ambiguous, yielding
9. Dolorous Miserable, deplorable Happy, cheery
10. August Eminent, noble, dignified undignified
Day - 19
1. Embezzle Pilfer, filch, loot Receive, give
2. Canny Adroit, clever, astute Awkward, careless
3. Acquitted Absolve, clear Blame, accuse
4. Annoy Irritate, bother Appease, assist
5. Alien Exotic, incongruous Familiar, normal
6. Diligent Careful, attentive, eager Idle, inactive
7. Deify Elevate, glorify, idealize Condemn, despise
8. Destitution Poverty, indigence Abundance, bountiful
9. Benign Benevolent, friendly Violent, unfriendly
10. Belittle Detract, criticize Compliment, flatter
Day - 20

1. Edify Instruct, enlighten Learn, mislead
2. Exaggerate Overstate, embellish Compress, abridge
3. Egotistic Boastful, bragging Humble, modest
4. Egregious Atrocious, deplorable Concealed, mild
5. Obsess Pre occupy, engross Neglect, exclude
6. Elicit Evoke, obtain, extort Placate, give
7. Elucidate Exemplify, explicate Confuse, complicate
8. Emissary Intermediary, messenger -----------
9. Ennui Boredom, weariness Cheer, happiness
10. Engender Arouse, generate Prevent, discourage
Day - 21

1. Ensue Emanate, arise, occur Cease, disregard
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2. Entreat Beseech, plead, ask Demand, command
3. Ephemeral Momentary, transitory, Lasting, enduring
4. Epicurean Gluttonous, gourmet Moderate, abstemious
5. Equanimity Coolness, tranquility Agitation, excitement
6. Erratic Abnormal, eccentric Common, regular
7. Esoteric Mysterious, obscure Familiar, common
8. Exceptionable Objectionable, disagreeable Pleasant, aggregable
9. Exculpate Forgive, absolve Blame, accuse
10. Exemplary Ideal, meritorious Unworthy, dishonorable
Day - 22
1. Exotic Mysterious, alien Ordinary, common
2. Expatiate Elaborate, develop Compress, reduce
3. Expedient Feasible, judicious Unwise, unfeasible
4. Exploit Manipulate, utilize Misuse
5. Expound Clarify, explicate Mystify, complicate
6. Expurgate Censor, bowdlerize Permit, allow
7. Extemporaneous Impromptu, improvised Planned, prepared
8. Extirpate Destroy, uproot, abolish Build, construct
9. Extraneous Superfluous, non essential Necessary, essential
10. Exultation Delight, elation, glee Misery, gloom
Day - 23

1. Debacle Catastrophe, disaster Creation, blessing
2. Defiance Disobedience, disregard Harmony, calm
3. Insane Crazy, idiotic, irrational rational, balanced
4. Extricate Differentiate, detach Attach, connect
5. Ecstatic Blissful, delirious Apathetic, depressed
6. Evasive Deceitful, tricky Honest, truthful
7. Fickle Changeable, temperamental Constant, steadfast
8. Flimsy Feeble, frivolous, thin Strong, efficient
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9. Flagitious Corrupt, fraudulent Honest, trustworthy
10. Futile Hopeless, worthless Productive, effective
Day - 24

1. Facade Front, exterior, veneer Reality, truth
2. Facetious Amusing, kidding, blithe Grave, serious
3. Fallacious Wrong, deceptive, false Correct, truthful
4. Fallible Faculty, imperfect Perfect, strong
5. Fatuous Stupid, absurd, brainless Aware, sensible
6. Fealty Allegiance, faithfulness Disloyalty, inconstancy
7. Feasible Possible, attainable, achievable Implausible, improper
8. Feign Pretend, counterfeit, bluff Be honest, truthful
9. Felicitous Appropriate, suitable, apt Improper, unsuitable
10. Fervid Passionate, ardent Half-hearted, indifferent
Day - 25
1. Fetish Proclivity, obsession Dislike, impartiality

2. Fiasco Failure, debacle, disaster Success, accomplishment
3. Fictitious Untrue, spurious, fanciful Genuine, factual
4. Flaccid Dropping, flabby, enervated Firm, taut
5. Flagrant Flaunting, blatant Hidden, concealed
6. Flamboyant Dazzling, ornate, gaudy Dull, plain
7. Flaunt Brandish, show off Hide, refrain
8. Forbear Avoid, cease, curb Allow, aid, assist
9. Fortuitous Lucky, fortunate Unlucky, intentional
10. Fulsome Adulatory, flattering Reasonable, sincere
Day - 26

1. Desist Stop, abstain, cease Continue, persist
2. Astute Adroit, intelligent, shrewd Foolish, idiotic
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3. Drivel Babble, gibberish, nonsense Sense, truth
4. Dissipate Expend, spend, squander Save, accumulate
5. Docile Gentle, compliant, meek Stubborn, unyielding
6. Deteriorate Decline, decay, degenerate Improve, strengthen
7. Boisterous Loud, noisy, vociferous Calm, quiet
8. Badger Bother, heckle, pester Delight, please
9. Encumber Over burden, oppress Aid, help, assist
10. Evict Dislodge, expel, eject Keep, hold, welcome
Day - 27

1. Garnish Embellish, beautify, improve Mar, decrease
2. Gesticulate Gesture, motion, signal Speech
3. Ghastly Dreadful, horrifying Comforting, pleasant
4. Gibe Ridicule, sarcasm, jab Compliment, praise
5. Gluttonous Voracious, covetous, greedy Full, satisfied
6. Gossamer Thin, translucent, gauzy Heavy, thick
7. Gregarious Friendly, affable, sociable Unfriendly, cold
8. Grimace Frown, smirk, sneer Grin, smile
Gallant Audacious, dauntless Cowardly, timid
9.
10. Guile Cunning, deceit Honesty, Frankness
Day - 28
Hazardous Jeopardous, chancy Guarded, secure
1.
Hostile Belligerent, pugnacious Gentle, agreeable
2.
Hamper Retard, prevent Promote, facilitate
3.
Haggle Bargain, dicker Concur, harmonize
4.
Hanker Desire, crave, yearn Dislike, hate
5.
Hegemony Authority, power Subservience, yielding
6.
Hapless Unfortunate, rumpus Truce, peace
7.
Hideous Frightful, shocking Attractive, alluring
8.
Hypocrisy Deception, affectation Sincerity, honesty
9.
Iconoclastic Dissident, individualistic Religious, conformist
10.
Page | 19
Day - 29

1. Hail Honor, acclaim, commend Censure, denounce
2. Harangue Diatribe, tirade, discourse Compliment, praise
3. Harbinger Indication, precursor Misinformation
4. Haughty Arrogant, imperious Humble, shy, meek
5. Heedless Careless, reckless Attentive, concerned
6. Heinous Horrifying, abominable Delightful, likeable
7. Heresy Fallacy, blasphemy Agreement, belief
8. Hiatus Pause, interruption Closure, continuation
9. Hyperbole Exaggeration, overstatement Understatement, lessening
10. Hoax Trick, bluff, deceive Be honest, fair
Day - 30

1. Idiosyncrasy Oddity, peculiarity Normality, usualness
2. Ignominious Humiliating, embarrassing Respectable, encouraging
3. Immaculate Spotless, uncorrupted Flawed, imperfect
4. Imminent Impending, forthcoming Avoidance, unlikely
5. Scintillating Bright, dazzling, illuminating Dull, usual, normal
6. Impale Stab, prick, transfix Close
7. Impeach Denounce, accuse Absolve, exonerate
8. Impeccable Flawless, unblemished Tainted, imperfect
9. Impervious Immune, impassable Affected, susceptible
10. Implacable Merciless, cruel, ruthless Kind, merciful
Day - 31
1. Implicit Inherent, contained, latent Stated, explicit
2. Impostor Hypocrite, bluffer, chat Honest, straight forward
3. Imprecation Blasphemy, curse, malediction Piety, godliness
4. Impregnable Unyielding, fortified, invincible Destructible, breakable
Page | 20
5. Impropriety Indecency, barbarism Correctness, suitability
6. Improvident Careless, spendthrift, lavish Careful, miserly
7. Impugn Criticize, challenge, assail Aid, assist, approve
8. Incarcerate Confinement, imprison, jail Liberate, release
9. Incisive Penetrating, trenchant, acerbic Kind, mild, calm
10. Incognito Anonymous, disguised Known, unhidden
Day - 32

1. Incontrovertible Authentic, indisputable Questionable, uncertain
2. Incumbent Obligatory, binding Unnecessary, inessential
3. Indefatigable Untiring, relentless Inactive, lethargic
4. Indigenous Native, domestic Alien, foreign
5. Indomitable Steadfast, unyielding Flexible, yielding
6. Inference Conclusion, deduction Fact, proof, reality
7. Ingenuous Honest, trustful, artless Deceitful, dishonest
8. Ingratiate Flatter, captivate, charm Offend, repel
9. Innocuous Harmless, insipid, bland Harmful, destruction
10. Inordinate Excessive, irrational Logical, reasonable
Day - 33

1. Insatiable Warning, rapacious Pleased, satisfied
2. Inscrutable Mysterious, enigmatic Clear, understandable
3. Insidious Sneaky, tricky, artful Fair, honest
4. Instigate Provoke, inflame, incite Discourage, dissuade
5. Integrity Honor, rectitude, sincerity Deceit, disgrace
6. Inveigh Blame, castigate, censure Laud, compliment
7. Irascible Crabby, grouchy, irritable Cool, pleasant
8. Irate Annoyed, enraged Cheerful, pleased
9. Irksome Bothersome, troublesome Helpful, untroubling
10. Itinerant Nomadic, wandering Settled, permanent
Page | 21
Day - 34
1. Jaunty Lively, impish, jolly Depressed, unhappy
2. Jeopardy Danger, peril, trouble Safety, assurance
3. Judicious Wise, astute, shrewd Ignorant, inattentive
4. Adroit Skillful, adept, proficient Awkward, incompetent
5. Affinity Affection, fondness, liking Dislike, hatred

6. Animosity Hatred, antipathy, enmity Friendliness, liking
7. Babble Drivel, gibberish Sense, wise talk
8. Beguile Mislead, deceive, seduce Disenchant, repulse
Jubilant Exultant, euphoric Depressed, dejected
9.
Jaded Tired, exhausted Renewed, recreated
10.
Day - 35

Jocose Comedic, acetous Formal, grave
1.
Jocund Blithe, convivial Morose, depression
2.
Triumphant Melancholy, depressing Cheering, uplifting
3.
Keen Sharp, poignant Vapid, insipid
4.
Knave Dishonest, scoundrel Paragon, innocent
5.
Knotty Complicated difficult Simple, manageable
6.
Kudos Accolade, plaudit condemnation
7.
Lavish Opulent, prodigal Economical, scanty
8.
Legitimate Licit, justifiable Illegal, unwarranted
9.
Lethal Fatal, ruinous Beneficial, harmless
10.
Day - 36

Lethargic Sluggish, stupor us Vivacious, lively
1.
Loyal Staunch, steadfast Disloyal, undependable
2.
Lunatic Demented, distraught Sane, sensible
3.
Luxurious Palatial, sumptuous Destitute, tiny
4.
Lavish Abundant, excessive Scarce, deficient
5.
Labyrinth Entanglement, knot Clue, solution
6.
Laconic Compendious, concise Elaborate, prosy
7.
Lassitude Languor, stupor Revival, cheer
8.
Lissome Agile, flexible Portly, awkward
9.
Page | 22
Lopsided Asymmetrical, cockeyed Even, straight
10.
Day - 37
Loquacious Chatty, garrulous Restrained, subdued
1.
Ludicrous Comic, ridiculous Logical, sensible
2.
Lurid Ghastly, macabre Modest, pleasing
3.
Lenient Compassionate, merciful Cruel, severe
4.
Liable Accountable, bound Unaccountable, apt to
5.
Linger Loiter, prolong Hasten, quicken
6.
Listless Indifferent, inattentive Brisk, attentive
7.
Lucid Sound, rational Obscure, hidden
8.
Lure Attract, entice Repel, dissuade
9.
Luscious Palatable, delicious Unsavory, tart
10.
Day - 38

Macabre Morbid, unhealthy Comforting, calming
1.
Malediction Anathema, imprecation Pleasantry, blessing
2.
Malleable Ductile, pliable Intractable, rigid
3.
Malodorous Fetid, mephitic Aromatic, flagrant
4.
Mirth Blitheness, jocularity Blues, depression
5.
Mordant Acerbic, caustic Pleasant, soothing
6.
Mulish Dogged, bullheaded Willing, amenable
7.
Multifarious Diverse, sundry Homogenous, individual
8.
Murky Dusky, turbid Luminous, sparkling
9.
Mutable Alterable, unstable Constant, invariable
10.
Day - 39

Miraculous Marvelous, extraordinary Ordinary, trivial
1.
Mitigate Alleviate, relieve Augment, enhance
2.
Modest Humble, courteous Arrogant, pompous
3.
Molest Harass, tease Console, soothe
4.
Mollify Appease, assuage Irritate, infuriate
5.
Meager Scant, skimpy Plenty, substantial
6.
Mediocre Standard, shabby extraordinary
7.
Meticulous Painstaking, choosy Sloppy, unorganized
8.
Nurture Cultivate, nourish Deprive, ignore
9.
Page | 23
Naive Guileless, unsophisticated Skeptical, experienced
10.
Day - 40
Niggard Parsimonious, stingy Generous, unselfish
1.
Nimble Facile, adroit Awkward, lumbering
2.
Nonchalance Composure, poise Agitation, discompose
3.
Novice Tyro, beginner Veteran, ingenious
4.
Noxious Baneful, injurious Healing, profitable
5.
Nullify Cancel, annual Confirm, uphold
6.
Obsolete Outdated, antique Contemporary, current
7.
Obvious Apparent, distinct Ambiguous, obscure
8.
Offensive Repellent, atrocious Harmless, non-toxic
9.
Opulent Lush, palatial Destitute, depressed
10.
Day - 41

Ordeal Crucible, affliction Relief, happiness
1.
Obsequious Menial, servile Assertive, brazen
2.
Obstreperous Intractable, docile Orderly, compliant
3.
Odious Abominable, filthy Agreeable, delightful
4.
Onerous Formidable, laborious Facile, trivial
5.
Outlandish Eccentric, freakish Familiar, ordinary
6.
Overwrought Affected, distracted Unruffled, cool
7.
Obstruct Impede, prevent Hasten, encourage
8.
Outrage Offence, maltreatment Realistic, credible
9.
Overwhelm Triumph, subjugate Flounder, falter
10.
Day - 42

Palter Equivocate, bargain Agree, comply
1.
Pejorative Deprecatory, derogatory Complimentary, positive
2.
Pellucid Limpid, crystalline Dreary, dusky
3.
Penitent Contrite, regretful Content, defiant
4.
Perfidious Disloyal, recreant Faithful, principled
5.
Pernicious Baneful, malignant Innocuous, loving
6.
Pertinacious Dogged, mulish Irresolute, tentative
7.
Petulant Cranky, grouchy Amiable, pleasant
8.
Precocious Premature, untimely Delayed, overdue
9.
Page | 24
Predilection Disposition, penchant Antipathy, hatred
10.
Day - 43
Prefatory Inductive, preliminary Complex, intricate
1.
Pugnacious Bellicose, combative Tender, cooperative
2.
Puissance Potency, peppiness Idleness, lethargy
3.
Pulverize Dismantle, raze Construct, create
4.
Pusillanimous Craven, dastardly Undaunted, daring
5.
Putrid Rotten, rancid Perfumed, fresh
6.
Paramount Foremost, eminent Trivial, inferior
7.
Peerless Matchless, unrivalled Mediocre, commonplace
8.
Peevish Perverse, sullen Suave, amiable
9.
Placid Tranquil, calm Turbulent, hostile
10.
Day - 44

Pompous Haughty, arrogant Unpretentious, humble
1.
Precarious Doubtful, insecure Assured, undeniable
2.
Predicament Plight, dilemma Resolution, confidence
3.
Prodigious Vast, enormous Unimpressive, diminutive
4.
Profligate Dissolute, degenerate Virtuous, upright
5.
Profuse Lavish, abundant Scarce, scantly
6.
Prudent Cautious, discreet Impetuous, unwise
7.
Quack Impostor, deceiver Upright, unfeigned
8.
Quell Crush, extinguish Succeed, win
9.
Querulous Cantankerous, Crabbed
10. Cheerful, pleased
Day - 45

Quibble Niggle, squabble Approve, concur
1.
Quiescent Abeyant, dormant Active, progressive
2.
Rabble Riffraff, dreg Special, gentry
3.
Radical Extremist, primary Extrinsic, conservative
4.
Rakish Licentious, profligate Upright, moral
5.
Ramble Drift, meander Direct, guide
6.
Rancid Frowzy, fusty Fresh, pleasant
7.
Ravenous Famished, starving Satisfied, indifferent
8.
Recalcitrant Defiant, indocile Accommodating, amenable
9.
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Redress Amend, rectify Accuse, damage
10.
Day - 46
Refractory Fractious, indocile Manageable, amenable
1.
Refurbish Recreate, revamp Demolish, ruin
2.
Remorseful Compunctious, contrite Callous, ruthless
3.
Repercussion Impact, impression Cause, ineffectuality
4.
Replete Brimming, bursting Empty, needy
5.
Retract Abjure, recant Reaffirm, corroborate
6.
Retrench Conserve, curtail Extend, prolong
7.
Reverent Admiring, deferential Insincere, immodest
8.
Rickety Precarious, tottering Stable, steady
9.
Rudimentary Initial, primary Additional, derivative
10.
Day - 47

Rapacious Avid, edacious Dispassionate, indifferent
1.
Recant Abjure, backtrack Confirm, recapitulate
2.
Recluse Secluded, ascetic Extrovert, gregarious
3.
Rectitude Probity, uprightness Dishonesty, infamy
4.
Reprehensible Blameworthy, culpable Creditable, respectable
5.
Reprobate Iniquitous, corrupt Virtuous, just
6.
Reproach Admonish, castigate Approve, respect
7.
Repudiate Deny, disclaim Vouch, admit
8.
Repugnance Abhorrence, loathing Esteem, regard
9.
Resilient Buoyant, flexible Inflexible, rigid
10.
Day - 48

Reticent Incommunicable, taciturn Communicative,
1.
Reverberate Rebound, reflect Quieten, lull
2.
Revile Assail, disparage Acclaim, adulate
3.
Ruminate Cogitate, mull Discard, scorn
4.
Remorse Regret, penitence Ruthlessness, obduracy
5.
Resentment Displeasure, wrath Content, cheer
6.
Retract Recant, withdraw Confirm, assert
7.
Reverence Respect, esteem Disrespect, affront
8.
Ruthless Remorseless, inhumane Compassionate, lenient
9.
Page | 26
Sacrosanct Hallowed, pious Condemned, profaned
10.
Day - 49
Sagacious Judicious, rational Stupid, ignorant
1.
Scoff Deride, gibe Regard, respect
2.
Scrupulous Fastidious, meticulous Negligent, shallow
3.
Seduce Allure, entice Repel, dissuade
4.
Serene Placid, tranquil Agitated, trouble
5.
Sinister Baleful, deleterious Benevolent, inauspicious
6.
Slothful Indolent, sluggard Active, enthusiastic
7.
Solicitous Anxious, agog Unworried, lukewarm
8.
Somber Cheerless, desolate Cheerful, lively
9.
Soporific Opiate, slumberous Invigorating, awake
10.
Day - 50

Squeamish Dainty, fastidious Willing, desirous
1.
Strident Boisterous, clamorous Restrained, circumspect
2.
Sullen Glum, morose Grinning, uplifting
3.
Sumptuous Lavish, opulent Crude, inferior
4.
Salubrious Health some, invigorating Hurting, noxious
5.
Sanctimonious Hypocritical, canting Reasonable, forthright
6.
Sapient Sagacious, well-grounded Idiotic, reckless
7.
Sardonic Cynic, derisive Considerate, deferential
8.
Sluggard Indolent, slothful Overachiever, workaholic
9.
Stolid Detached, phlegmatic Aware, interested
10.
Day - 51

Subvert Overthrow, topple Comply, uphold
1.
Succinct Compendious ,laconic Lengthy, wordy
2.
Surreptitious Furtive, sneaky Authorized, aboveboard
3.
Sweltering Blistering, scalding Freezing, soothing
4.
Sarcastic Ironical, derisive Courteous, gracious
5.
Scanty Scarce, insufficient Lavish, multitude
6.
Shabby Miserable, impoverished Prosperous, thriving
7.
Page | 27
Shrewd Cunning, crafty Simple, imbecile
8.
Substantial Considerable, solid Tenuous, fragile
9.
Subvert Demolish, sabotage Generate, organize
10.
Day – 52

1. Slander Defame, malign Applaud, approve
2. Sneer Mock, scorn Flatter, praise
3. Solicit Entreat, implore Protest, oppose
4. Sporadic Intermittent, scattered Incessant, frequent
5. Squalid Dirty, filthy Tidy, attractive
6. Taciturn Non-communicate, reticent Communicative, wordy
7. Tangible Palpable, concrete Abstract, conceptual
8. Tantalize Bait, tease Repulse, turn off
9. Treacherous Unfaithful, hazardous Forthright, guarded
10. Tantamount Equivalent, commensurate Debate, polar
Day – 53

Tumultuous Stormy, turbulent Orderly, peaceful
1.
Tyro Beginner, fledgling Veteran, professional
2.
Tardy Chintzy, gaudy Sophisticated, decent
3.
Tedium Banality, drabness Excitement, pleasure
4.
Tremulous palpitating, quaky Stable, steady
5.
Trepidation dismay, dread, anxiety Contentment, peace
6.
Truculent Bellicose, mordant Cooperative, tame
7.
Turgid Flatulent, inflated Self-effacing, modest
8.
Taciturn Reserved, silent Talkative, extrovert
9.
Tedious Wearisome, irksome Exhilarating, lively
10.
Day – 54

Timid Diffident, coward Bold, intrepid
1.
Page | 28
Tranquil Peaceful, composed Violent, furious
2.
Transient Temporal, transitory Lasting, enduring
3.
Trenchant Assertive, forceful Feeble, ambiguous
4.
Unbridled Dissolute, profligate Justified, reasonable
5.
Uncanny Exceptional, unusual Natural, usual
6.
Uncouth Boorish, churlish Cultivated, sophisticated
7.
Undaunted Audacious, gallant Meek, coward
8.
Ubiquitous Omnipresent, universal Scarce, confined
9.
Unkempt shabby, slipshod, neglected Trim, tidy
10.
Day – 55

Untenable Flawed, illogical Defensible, justifiable
1.
Upheaval Convulsion, catastrophe Stagnation, submission
2.
Usurp Commandeer, arrogate Relinquish, surrender
3.
Venerate Adore, revere Abhor, despise
4.
Vengeful Spiteful, inimical Condoning, forgiving
5.
Vicarious Delegated, eventual Concrete, authentic
6.
Vicious barbarous, wicked Gentle, right
7.
Vindictive Revengeful, spiteful Compassionate, charitable
8.
Virtuoso Adept, prodigy Amateur, rookie
9.
Virulent Baneful, noxious Harmless, beneficient
10.
Day – 56

1.
2.
3.
4.
5.
6.
7.
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8.
9.
10.
Day – 57

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Day – 58

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Day – 59

1.
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2.
3.
4.
5.
6.
7.
8.
9.
10.
Day – 60

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Page | 31
IDENTIFYING MEANING FROM CONTEXT
Context clues are hints found within a sentence, paragraph, or passage that a reader can use
to understand the meanings of new or unfamiliar words. Learning the meaning of a word
through its use in a sentence or paragraph is the most practical way to build vocabulary, since
a dictionary is not always available when a reader encounters an unknown word.
A reader must be aware that many words have several possible meanings. Only by being
sensitive to the circumstances in which a word is used can the reader decide upon an
appropriate definition to fit the context. A reader should rely on context clues when an
obvious clue to meaning is provided, or when only a general sense of the meaning is needed
for the reader’s purposes. Context clues should not be relied upon when a precise meaning is
required, when clues suggest several possible definitions, when nearby words are unfamiliar,
and when the unknown word is a common one that will be needed again; in these cases, a
dictionary should be consulted.
The following are devices that authors use to incorporate context clues into their writing. The
point is not that students memorize each type of context clue. It is more that they come to
understand that authors give hints in all kinds of ways to help readers figure out what words
mean so they are alert to these devices.
1. DEFINITION / DESCRIPTION CLUE

The new term may be formally defined, or sufficient explanation may be given within the
sentence or in the following sentence. Clues to definition include “that is,” commas, dashes,
and parentheses.
Examples:
a. His emaciation, that is, his skeleton-like appearance, was frightening to see.
“Skeleton-like appearance” is the definition of “emaciation.”
b. Fluoroscopy, examination with a fluoroscope, has become a common practice.
The commas before and after “examination with a fluoroscope” point out the definition of
“fluoroscopy.”
c. The dudeen – a short-stemmed clay pipe – is found in Irish folk tales.
The dashes setting off “a short-stemmed clay pipe” point out the definition of “dudeen.”
2. EXAMPLE CLUES
Sometimes when a reader finds a new word, an example might be found nearby that helps to
explain its meaning. Words like including, such as, and for example, point out example clues.
Examples:
a. Piscatorial creatures, such as flounder, salmon, and trout, live in the coldest parts of the
ocean.
“Piscatorial” obviously refers to fish.
b. Celestial bodies, including the sun, moon, and stars, have fascinated man through the
centuries.
“Celestial” objects are those in the sky or heavens.
Page | 32
c. In the course of man’s evolution, certain organs have atrophied. The appendix, for
example, has wasted away from disuse.
“Atrophied” means “wasted away.”
3. SYNONYM RESTATEMENT CLUE

The reader may discover the meaning of an unknown word because it repeats an idea
expressed in familiar words nearby. Synonyms are words with the same meaning.
Examples:
a. Flooded with spotlights – the focus of all attention – the new Miss America began her year-
long reign. She was the cynosure of all eyes for the rest of the evening.
“Cynosure” means “the focus of all attention.”
b. The mountain pass was a tortuous road, winding and twisting like a snake around the
trees of the mountainside.
“Tortuous” means “winding and twisting.”
4. CONTRAST / ANTONYM CLUE

Antonyms are words with opposite meanings. An opposite meaning context clue contrasts the
meaning of an unfamiliar word with the meaning of a familiar term. Words like “although,”
“however,” and “but” may signal contrast clues.
Examples:
a. When the light brightens, the pupils of the eyes contract; however, when it grows darker,
they dilate.
“Dilate” means the opposite of “contract.”
b. The children were as different as day and night. He was a lively conversationalist, but she
was reserved and taciturn.
“Taciturn” means the opposite of a “lively conversationalist.”
5. MOOD / TONE CLUE

The author sets a mood, and the meaning of the unknown word must harmonize with the
mood.
Examples:
a. The lugubrious wails of the gypsies matched the dreary whistling of the wind in the all-
but-deserted cemetery.
“Lugubrious,” which means “sorrowful,” fits into the mood set by the words “wails,”
“dreary,” and “deserted cemetery.”
6. EXPERIENCE CLUE
Sometimes a reader knows from experience how people or things act in a given situation.
This knowledge provides the clue to a word’s meaning.
Examples:
a. During those first bewildering weeks, the thoughts of a college freshman drift back to high
school where he was “in,” knew everyone, and felt at home. A feeling of nostalgia sweeps
over him.
Page | 33
b. She walked away from her closet and quickly slipped a jersey over her head. She
smoothed it into place over her hips, added a belt, glanced at the mirror, and left for work.
7. ANALYSIS OR STRUCTURE CLUE

The parts used to construct a word can be direct clues to meaning. Knowledge of prefixes,
roots, and suffixes can aid a reader in using this type of context clue. Learning one word part
can add dozens of words to a reader’s vocabulary. The power of word parts lies in the ability
to combine the roots and affixes with the context in which a word is used to discover the
author’s meaning.
Examples: a. The story is incredible.
The root cred means “to believe,’ and the prefix in means “not.” Therefore, if a story is
incredible, it is unbelievable.
b. The somnambulist had to be locked in his bedroom at night for his own safety.
If a reader knows the meaning of ambular (walk) and somn (sleep) and sees the sentence, the
reader may realize that a “somnambulist” is a sleepwalker.
8. INFERENCE CLUE
Sufficient clues might be available for the careful reader to make an educated guess at the
meaning.
Example:
a. She told her friend, “I’m through with blind dates forever. What a dull evening! I was
bored every minute. The conversation was absolutely vapid.”
“Vapid” means “uninteresting.”
9. CAUSE AND EFFECT CLUE

The author explains the reason for or the result of the word. Words like “because,” “since,”
“therefore,” “thus,” “so,” etc. may signal context clues.
Example:
a. She wanted to impress all her dinner guests with the food she served, so she carefully
studied the necessary culinary arts.
“Culinary” means “food preparation.”
Direction: Circle the letter of the best meaning for the underlined word as it is used in
context.
1. My brother said, “I just freed myself from a very loquacious history professor. All he
seemed to want was an audience.”
a. pretentious b. grouchy c. talkative d. worried
2. There is no doubt that the idea of living in such a benign climate was appealing. The
islanders seemed to keep their vitality and live longer than Europeans.
a. tropical b. not malignant c. kind d. favorable
Page | 34
3. It is difficult to imagine a surfeit of talent in one individual, yet Leonard Bernstein simply
does not have the time to make complete use of his talent as conductor, performer, writer, and
lecturer.
a. excess b. variety c. superiority d. lack
4. There is a large demand all over the United States for plants indigenous to the desert.
Many people in Arizona have made a good business of growing and selling cacti and other
local plants.
a. native b. necessary c. foreign d. alien
5. After the Romans left, a millennium and a half passed before people again lived in such
comfort. Churchill wrote, “From the year 400 until the year 1900 no one had central heating
and very few had hot baths.”
a. a decade b. many years c. 1000 years d. a century
6. Many years before, Caesar’s men had tried and failed to invade Britain. No doubt this
contributed to the xenophobia of the Romans. They were cautious about strangers who
entered their country.
a. honesty b. fear of foreigners c. kindliness d. stubbornness
7. Such are the vicissitudes of history. Nothing remains the same. Three hundred years of
peace ended in darkness and confusion.
a. evils b. mistakes c. changes d. rules
8. The purpose of the psychiatrist is to mitigate the suffering of the patient.
a. make milder b. beautify c. increase d. banish
9. We knew he couldn’t hold out much longer, because he had been doomed from the
beginning. One night he met his ineluctable fate.
a. forgotten b. inevitable c. hidden d. unhappy
10. A combination of fog and industrial smoke, called smog, has vitiated the air in and
around many big cities.
a. concentrate b. fill up c. replace d. contaminate
Page | 35
ANALOGIES
INTRODUCTION:
At the outset, analogy is used to refer to the relationship between the target and the source of
information. It is used as a process of transferring information from a target to another target
which is like the other one. To be precise, analogy is treated as the identification of
relationship between two terms/conditions. Analogy plays a notorious role in problem
solving, creativity, decision making, perception, memory, and communication. The Great
Greek philosophers Plato and Aristotle gave a wider vision to analogy. They defined analogy
as a shared abstraction, since they did not share necessarily a logical relationship, but also an
idea, a pattern, an attribute, an effect or a function.
As stated above, analogy has a wide range of purpose in many subjects and fields. We could
notice the use of analogies in various studies and subjects like mathematics, science, trials,
information technology, economics, political science, mental ability, philosophy, etc.
Types of Analogies
It is of course very evident that we should draw certain logic/relationship between the first
pair of words to discern analogy of any pairs. Do you wonder what those logic relationships
in analogy are? The most common analogy relationships you will encounter are:
Type of Analogy Relationship

Type Relationship Example
Synonym is similar in meaning to lucky: fortunate
Antonym is similar in opposite to lament: rejoice
Part to Whole is a part of stanza: poem
Category/Type is a type/kind of college: art
Object to Function is used to ruler: measure
Performer to Related Action does/performs chef: cook
Cause and Effect is a cause or indication of tornado: destruction
Degree of Intensity is a small or large irritate: enrage
Symbol and Representation is a symbol of dove: peace
Analogies Examples
You will be given a pair of words that have a certain logical relationship to each other, and
you will have to choose a parallel second pair. Now, from the given four pairs of words, you
need to choose a pair of words that has a similar relationship as the given pair.
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Explanation;
At first glance, the words in analogy may seem to have nothing to do with each other, but the
words are always logically related and have the same kind of relationship. To finish an
analogy, you need to decide what relationship exists between the first two things or ideas.
Then apply that relationship to another pair of words and see if it is the same. To get the exact
pair with the similar relationship, let us analyse each option in detail. It is always advisable to
find out the exact relationship the words in question shows. The given pair is ‘Basil: Herb’.
BASIL is a type of HERB. “Is a type of” is the relationship. Hence the next pair should also
share the same relationship. Shall we try?
1. Synonyms:
Synonyms are words that have the same or nearly the same meaning as another word. In this
type of analogy, you will need to find words that are parallel in meaning. Here is an example
for you.
2. Antonyms:
Some analogies are based on antonyms-words that have opposite meanings. In this type of
analogy, one word in each pair means the opposite of another. Here is an example for you.
3. Part to Whole:
This type of analogy expresses a part to whole or part of relationship. The first word will be a
part of the second word or vice versa. For example, galaxy: universe. In this pair, galaxy is a
part of the whole universe. Let’s look at another example.
4. Category /Type:
In this type of analogy relationship, one word is the element/member of a group that the other
word describes.
5. Object to Function:
This type of analogy tests whether you can determine the function of a specific thing or tool.
The first word will be a part of the second word or vice versa. For example, the function of a
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shovel is to dig. Make sure the function word (certainly a verb) is the primary function of the
object (noun) that makes up the other word of the pair.
6. Performer to Related Action:
This kind of analogy usually links a person or object with the action they commonly perform.
For example, consider the pair doctor: diagnose. Here the doctor’s job/profession is to
diagnose a patient and give treatment.
7. Cause and Effect
In this type of analogy, one word in the pair describes a condition or action, while the other
word describes an outcome or effect to that action or condition.
8. Degree of Intensity
Another type of analogy relationship is ‘Degree of intensity.’ That is, the words in each pair
have similar meanings, but one word is stronger, more intense, than the other. For example,
being fanatic is an extreme range of being enthusiastic. Though both words are similar in
meaning, one word is more intense than the other one. The relationship between these two
words depends on the degree of intensity of their meaning.
9. Symbol and Representation
This type of relationship represents or symbolizes the other word.
These are the 9 analogies relations which give a special idea how to find out the blank which
should be filled.
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ONE WORD SUBSTITUTION
One Word Substitution

One word substitution is a process in which people use one word to replace a wordy phrase,
to make the sentence structure more clear. This also makes work more succinct, instead of
convoluted. For example, if you have a sentence that states 'He drives me in a vehicle around
town.' instead you can use 'He chauffeurs me around town.' The meaning is identical, yet the
sentence is shorter. This adds a complexity to writing, while still making sure the writing is
concise.
How to Find One Word Substitutions

If you are not used to having to substitute your phrases, it can be challenging to figure out
where to search for these replacements. A thesaurus can be a simple way to find these
substitution words, especially when you do not have web access. There are actually websites
available for one word substitutions, such as onewordsubstitution.com. There are also other
ways to find these words.
Examples of One Word Substitution Regular Words

The following problems will have the wordy phrase with its one word substitution next to it.
There are some cases where there could be more than one word that could be used as a
substitution, and these are shown as well. There are many other phrases, but these are several
that are used frequently.
 To fall apart over time - Disintegrate

 A copy of something that is identical - Facsimile
 Old age that results in odd and unique behaviors - Senility
 A smart and educated individual - Intellectual
 Someone who is driven by passion to do crazy things - Zealot
 Things to be done throughout the day - Schedule
 To leave somewhere that is treacherous - Escape
 A person who pushes an idea or belief system they do not believe - Hypocrite
 Someone who sees everything negatively - Cynic
 Something that is not understandable - Incomprehensible
 A person who is talented in many different facets of life - Versatile
 A movie or play held during the daytime - Matinee
 Timeframe between kids hitting puberty and being an adult - Adolescence
 A person that is unknown - Anonymous
 Someone that you work with - Colleague
Examples of Rarer One Word Substitutions

There are also one word substitutions that are rarer, but also useful in writing in academics.
 A government that is only ruled by a few people - Oligarchy

 An animal or person who eats all different foods, vegetables, meats, fruits - Omnivore
 Someone who is new at being involved in an activity or group - Neophyte
 Something that allows light to move through it - Translucent
 A person who refuses to drink alcohol - Teetotaler
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ONE WORD SUBSTITUTION LIST
1. Able to use the left hand and right hand equally well - Ambidextrous
2. A man who hates marriage - Misogamist
3. A person who enters without any invitation - Intruder
4. The words with opposite meanings used together - Oxymoron
5. A person leaving his native country to settle in another - Emigrant
6. One who compiles a dictionary - Lexicographer
7. Too much official formality - Red tapism
8. One who devotes his life to the welfare and the interests of other people - Altruist
9. A person who opposes another - Antagonist
10. A person who doesn’t want to see the realities of life and tries to escape- Escapist
11. A game in which in which no one wins - Drawn
12. What cannot be heard - Inaudible
13. One who knows many languages - Polyglot or multilingual
14. A place where everything is perfect - Utopia
15. A sweet music - Melody
16. A person who is pure and clean - Immaculate
17. To send back a person to one’s country - Repatriate
18. One who tends to take a hopeful view of life - Optimist
19. To be known for bad acts - Notorious
20. Instruments to measure atmospheric pressure - Barometer
21. One who pretends to be what he is not - Hypocrite
22. An official call to appear in a court of law - Summon
23. Murder of a brother - Fratricide
24. A list of items to be transacted at a meeting - Agenda
25. A continuous process of change is known as - Metamorphosis
26. Circular building or hall with a dome - Rotunda
27. An order requiring a person to attend a court - Subpoena
28. An extreme fear of being in a small confined place - Claustrophobia
29. Allowance due to a wife from her husband on separation - Alimony
30. Belonging to all parts of the world - Universal
31. Words of similar meaning - Synonyms
32. A speech delivered without previous preparation - Extempore
33. Study of heavenly bodies - Astronomy
34. To cut apart a person’s body - Mutilate
35. One who is filled with excessive and
mistaken enthusiasm about his religion - Fanatic
36. An involuntary action under a stimulus is described as a - Reflex
37. The use of many words where only a few are necessary - Circumlocution
38. One who is a citizen not of a country but of the world - Cosmopolitan
39. An imaginary name assumed by an author for disguise - Pseudonym
40. A person who has no money to pay off his debts - Insolvent
41. A number of ships - Fleet
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42. A test in which cells from diseased organs are removed and tested - Biopsy
43. A foreigner who settles in a country - Immigrant
44. Place that provides refuge - Asylum
45. Art of writing for newspapers and magazines - Journalism
46. Parts of a country behind the coast of a river bank - Hinterland
47. One who does not make mistakes - Infallible
48. A professional rider in horse races - Jockey
49. Words uttered impiously about God - Blasphemy
50. A person who is bad in spelling - Cacographist
51. A small room in a big house, hotel, ship etc. where glasses, dishes, spoons, food
etc. are kept - Pantry
52. Doing something according to one’s own free will - Voluntarily
53. A person who gambles or bets - Punter
54. An abandoned child of unknown parents who is found by somebody - Foundling
55. A written statement about someone’s character,
usually provided by an employer - Testimonial
56. One who hates women - Misogynist
57. A raised passageway in a building - Walkway
58. One who cannot speak - Dumb
59. To look at someone in an angry or threatening way - Glower
60. Something that causes death - Fatal
61. A person who loves mankind - Philanthropist
62. One who has narrow and prejudiced religious views - Bigot
63. To confirm with the help of evidence - Corroborate
64. The time between midnight and noon- Ante - Meridiem
65. Fear of height - Acrophobia
66. Feeling inside you which tells you what is right and what is wrong - Conscience
67. Loss of memory - Amnesia
68. A system of naming things - Nomenclature
69. A cure for all diseases - Panacea
70. A post with little work but high salary - Sinecure
71. A person who writes decoratively - Calligrapher
72. A woman with dark brown hair - Brunette
73. The action of looking within or into one’s own mind - Introspection
74. One who is a dabbler in Arts, Science or Literature - Dilettante
75. Still existing and known - Extant
76. The highest point - Zenith
77. Release of a prisoner from jail on certain terms and condition - Parole
78. To struggle helplessly - Flounder
79. A person who is talkative - Garrulous
80. One who cuts precious stones - Lapidist
81. Specialist of Kidney - Nephrologist
82. Thick skinned animal - Pachyderm
83. A person who is always dissatisfied - Malcontent
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84. A funeral bell - Knell
85. Capable of being interpreted in two ways - Ambiguous
86. One who is not sure about God’s existence - Agnostic
87. A person who deliberately sets fire to a building - Arsonist
88. One who does a thing for pleasure and not as a profession - Amateur
89. One who makes an official examination of accounts - Auditor
91. A person who believes in or tries to bring about a state of lawlessness - Anarchist
92. A person who has changed his faith - Apostate
93. One who does not believe in the existence of God - Atheist
94. A person appointed by two parties to solve a dispute - Arbitrator
95. One who leads an austere life - Ascetic
97. One who can either hand with ease - Ambidextrous
98. An unconventional style of living - Bohemian
99. One who is bad in spellings - Cacographer
100. One who feeds on human flesh - Cannibal
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IDIOMS AND PHRASES
Definition:
The common phrase 'idioms and phrases' refers to commonly used groups of words in
English. Idioms are used in informal situations, whereas phrases may also be rather formal.
Learning idioms and phrases is an important part of learning English as it's common to string
phrases together rather than individual words. These idioms and phrases are used in specific
situations and often used in an idiomatic, rather than a figurative sense. Idioms are often full
sentences. Phrases, however, are usually made up of a few words and are used as a
grammatical unit in a sentence. Here are some examples of common idioms and phrases.
It's raining cats and dogs (idiom)
at the top of (prepositional phrase)
chairman of the board (noun phrase)
by the end of the day (adverbial phrase)
List of 100 Idioms and Phrases with Meaning and Example:
1. Acid Test-
Meaning - Acid test proves the effectiveness of something.
Example - I practiced hard at the dance sessions but the acid test will come when the
master will assess our solo performances.
2. Cut the ground from under feet-

Meaning - When you cut the ground from under someone's feet, you do something
which weakens their position.
Example - When team India hit more than 350 runs in the ODI, they cut the ground
from under the opponent's feet.
3. Chase your tail-

Meaning - Spending a lot of time and energy doing a lot of things but actually
achieving too little.
Example - He's been chasing his tail all week collecting data but the report is still not
ready
4. Whole bag of tricks -

Meaning - Means trying all the clever means to achieve something.
Example - It was really difficult to find the information even after applying the whole
bag of tricks.
5. Deliver the goods -

Meaning - Do what is expected or promised.
Example - I have given my car to a new mechanic for repair, hope he delivers the
goods.
6. Fine-tooth comb -
Meaning - Examining something carefully to not miss out any details.
Example - The boss examined my report with a fine tooth comb before submitting it
to the senior management.
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7. Explore all avenues-
Meaning - Trying out every possibility to get a result.
Example - It is a difficult thing to do but if we really want it done, we must explore
all avenues.
8. Fast track something -

Meaning - Rating something higher on your priority list to achieve the desired result.
Example - In view of the seriousness of the crime, the civil society is pressing up on a
fast track decision from the court.
9 .Get ducks in a row -

Meaning - Getting your things well organized.
Example - To ensure a successful product launch, we must get our ducks in a row.
10. Get the show on the road -

Meaning - Putting up a plan or idea into action.
Example - Now that we have completed all the legal formalities, let's get the show on
the road.
11. Keep your fingers on the pulse -

Meaning - Being constantly aware of the most recent developments.
Example - An entrepreneur must keep his fingers on the pulse of the market to be
successful.
12. Mean business -

Meaning - Being serious about what you announce.
Example - Now that all our policies about work are put up on intranet, we mean
business.
13. Think on your feet -

Meaning - Adjusting quickly to changes and making fast decisions.
Example - A good sales man must be able to think on his feet to close the deal.
14. Sail through something -

Meaning - Being successful in doing something without difficulty.
Example - The presentation at the national conference was extremely important for
the company. We sailed through it.
15. Tricks of the trade:

Meaning - Clever or expert way of doing something.
Example - Being into the construction business for last 10 years, I know all tricks of
the trade.
16. Not let grass grow under feet -

Meaning - Don't delay in getting something done.
Example - As soon as he finished all the registration formalities, he put the house on
sale. He doesn't let the grass grow under his feet.
17. Work like a charm -

Meaning - Works very well or has the desired effect.
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Example - I had cloves from my sore throat and they worked like a charm.
18. Back-room boys -

Meaning - People who perform important work but have no contact with the public.
Example - Our back room boys deserve applause for the success of this
advertisement.
19. Dead wood -

Meaning - People or things which are no longer useful or necessary.
Example - The Company bought in a lot of new computers. They no longer want the
dead woods.
20. Get the axe -

Meaning - lose the job.
Example - The projects team was undergoing a major restructuring, recruitment executives
were the first to get the axe.
21. Plum job -

Meaning - Desirable position which is well-paid and considered relatively easy.
Example - This looks like a plum job but it has its own bunch of complications.
22. Shape up or ship out -

Meaning - This expression is used to warn someone that if they do not improve their
ways, they will have to leave their job.
Example - When Tom started neglecting the customers, he was told to shape up or
ship out.
23. Golden handshake -

Meaning - Big sum of money given to a person when they leave a company or retire.
Example - The management of various PSUs wanted to cut down on the man power.
They offered a golden hand shake to many of their aged employees.
24. Separate sheep from goats -

Meaning - Examining a group of people and deciding their suitability
Example - Audition test was conducted by the director to separate sheep from goats.
25. Waiting in the wings -

Meaning - Waiting for an opportunity to take action, mostly to replace someone else
in their job.
Example - The senior manager is going to retire in next 2 months. Two of his juniors
who are waiting in the wings will have a fierce competition.
26. Eat, sleep and breathe something -

Meaning - Being so enthusiastic and passionate about something that you think about
it all the time.
Example - My son has recently learnt cycling. He eats, sleeps and breathes it now.
27. With bells on -

Meaning - When you are delighted and eager to go somewhere, you are said to go
with bells on.
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Example - The New Year party at the beach is most awaited. I will be there - with
bells on.
28. Fever pitch -

Meaning - When a feeling is very intense and exciting, it is said to be at a fever pitch.
Example - His love for music had reached a fever pitch before he became a world
known musician.
29. Blood, sweat and tears -

Meaning - Something that requires a lot of effort and hard work.
Example - Being the team of Indian cricket team is not just a matter of luck for him,
it is his blood, sweat and tears which has got him here.
30. Have on the brain -

Meaning - Thinking or talking about it all day long.
Example - He has just got engaged. Now, he has his fiance on his brain all the time.
31. Fling yourself into -

Meaning - Doing something with a lot of energy and enthusiasm.
Example - Flinging himself into the exercise routine is the reason for his good physique.
32. Raring to go -
Meaning - Being very eager and enthusiastic about the idea of doing something.
Example - My kids wish to see the animals. They are raring to go to zoo.
33. Xerox subsidy -

Meaning - Using the office photocopier for personal use.
Example - The office now has a strict policy about Xerox subsidy.
34. Get a grip on yourself -

Meaning - Controlling your feelings to deal with a situation.
Example - Reema saw her jewelry and cash missing from the almirah. After the
initial shock, she got a grip on herself and called up the police.
35. Hang on by fingernails -

Meaning - Continuing to do something in a very difficult situation.
Example - The market of watches has suffered a big loss after the arrival of mobile
phones. The survivors are just hanging on by their fingernails.
36. Pull out all the stops -

Meaning - Doing everything you can to make something successful.
Example - The deadline for the project is fast arriving; we have pulled out all the
stops for timely completion.
37. Buckle down -

Meaning - Doing some hard work with determination and full attention.
Example - Getting through the exam for civil services is possible when you have
buckled down yourself.
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38. First out of the gate -
Meaning - Being the first one to make a start at something.
Example - John and his friends had decided to voice their opinion against the new
economic policy. John was the first one to be out of the gate.
39. Going places -

Meaning - Exhibiting talent and ability that will lead to a successful future.
Example - Rakesh was a performer at the school sports club. It was obvious that he was
going places.
40. Have one's heart set on -

Meaning - Possessing a determination to obtain something.
Example - He has not become a renowned cardiologist just by chance. He has his
heart set on it after his father passed away with a cardiac arrest.
41. Make headway -

Meaning - Progress in what you are trying to achieve.
Example - The police have made headway with their investigation in the terror attack
on the city last Friday.
42. Punch above one's weight-

Meaning - Performing beyond your ability.
Example - He was not the best swimmer around but he could win the gold medal at
the state swimming competition by working hard and punching above his
weight in the finals.
43. Sink your teeth into -

Meaning - doing something with a lot of energy and enthusiasm.
Example - Marie joined the badminton coaching classes. She sank her teeth into the
practice sessions.
44. Stand one's ground -

Meaning - Maintaining your position.
Example - He stood his ground in support of his friend in spite of several family
interferences.
45. Close to home -

Meaning - A comment which is true and makes you uncomfortable is close to home.
Example - Tom's comment about his friend's unethical activities was quite close to
home. He looked quite embarrassed.
46. Carry the torch for -

Meaning - Having strong feelings for someone who cannot be yours.
Example - He has been carrying a torch for Mamta, who is now married to Nitin,
since they studied together in college.
47. Cork up something -

Meaning - Failing to express your emotions.
Example - She did not let her grief pour out when her father passed away. It’s not
good for her to cork up his feelings.
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48. Cut to the quick -
Meaning - Hurting someone deeply or offending them.
Example - Joe had worked for 10 years with all his loyalty for his company. He was
cut to the quick when his boss held him responsible for the theft.
49. Fish out of water -

Meaning - Feeling uncomfortable in unfamiliar surroundings.
Example - Being French, I felt like a fish out of water in the group of Japanese.
50. Bee in one's bonnet -

Meaning - Carrying an idea which constantly occupies your thoughts.
Example - She is not happy in Africa. She has a bee in the bonnet about moving to
Dubai.
51. Deep down -

Meaning - Describing what a person really feels deep inside or what is he like.
Example - He appears to be indifferent to the success or failure of his children but
deep down he is highly concerned.
52. Have your heart in the right place -

Meaning - Refers to a person with good intentions; even though the results are not
that impressive.
Example - The dinner she had cooked wasn't the best but she had her heart in the
right place.
53. Groan inwardly -

Meaning - Refers to a feeling where you want to express despair, disapproval or
distress, but you keep quite.
Example - She was quite disappointed at the sarcastic remark by her friend but
looking at the situation sh groaned inwardly.
54. Beard the lion in his den -

Meaning - Challenge someone in his own area.
Example - If he doesn't come to see me today, I'll have to beard the lion in his den.
55. Keep a stiff upper lip -

Meaning - Refers to a person who doesn't show off his emotions.
Example - He heard the news about his father's demise but kept a stiff upper lip.
56. Go bananas -
Meaning - Refers to someone who behaves in a crazy way out of emotions.
Example - Your decision to go abroad for a year will make your family go bananas.
57. Lump in your throat -

Meaning - Refers to a tight feeling in your throat because of an emotion like sadness
or gratitude.
Example - After all the hardships, I saw my son winning a gold medal today - I had a
lump in my throat.
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58. Hard as nails -
Meaning - Refers to a person without sentiments and sympathy for anyone.
Example - He has become as hard as a nail after his brother was brutally murdered.
59. Lick one's wounds -

Meaning - Trying to regain their confidence or boost up the spirits after a defeat.
Example - Raja is licking his wounds after being dropped from the Indian Cricket
Team.
60. Proud as a peacock -

Meaning - Refers to an extremely proud person.
Example - His son is has finally become a doctor. He is as proud as a peacock.
61. Tongue-tied -
Meaning - Difficulty in expressing yourself because of nervousness or
embarrassment.
Example - As her prospective in laws came to see her, she was completely tongue
tied.
62. Look on the bright side -

Meaning - View an unpleasant situation in a positive light.
Example - You met with an accident but look on the bright side - you managed to get
away just with some bruises.
63. Swallow one's pride -

Meaning - Accepting something humiliating or embarrassing.
Example - When his son was caught cheating in the exam. He had to swallow his
pride and meet the principal.
64. Makes your flesh crawl -

Meaning - Something that makes you feel disgusting or nervous.
Example - The sight of the accident made my flesh crawl.
65. Speak volumes -

Meaning - Expresses a reaction without words.
Example - She came to pick me at the station at an odd hour. Her actions spoke
volumes about her brevity.
66. Not turn a hair -

Meaning - Refers to not exhibiting any emotion where it is expected.
Example - He didn't turn a hair even after his office was raided by the CBI.
67. Reduce to tears -

Meaning - Getting into tears because of some one's behavior.
Example - Her best friend stopped talking to her. This reduced her to tears.
68. In the bag -

Meaning - Refers to a situation when you are sure that success is sure.
Example - The wickets of opponent team fell down very fast, victory seemed to be in
the bag at the end of 25 over.
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69. Blow up in face -
Meaning - Refers to a situation when a plan or project suddenly fails.
Example - It was difficult to get a place in the train to Mumbai. It blew up in the face
when a train de-railed and blocked the track.
70. Bottom fell out -

Meaning - Refers to a situation when a plan or project fails.
Example - When the police announced a red alert in the city, the bottom fell out of
their plan to hold a rally.
71. Cake not worth the candle -

Meaning - Refers to something in which result vs. efforts are too less.
Example - He worked very hard to organize the party but very few guests walked in.
The cake wasn't worth the candle.
72. Chance one's arm -

Meaning - Deciding to do something even though the chances of success are very
little.
Example - She knew there was little chance of getting through the audition test but
she decided to chance her arm.
73. Come up roses -

Meaning - Successful end results even though there may be some initial hiccups.
Example - After initial hiccups, the project seems to be coming up roses.
74. Cook someone's goose -

Meaning - Spoil other person's chances of success.
Example - When the opponent team saw Indian batsmen taking wicket after wicket,
they realized that their goose was cooked.
75. Cut one's own throat -

Meaning - Doing something that will cause your own failure.
Example - Raghav is not sincere in the class since the beginning. He is cutting his
own throat.
76. Foot in the door -

Meaning - Small but good start with a possibility for a bright future.
Example - With customers coming in, his new venture has got a foot in the door.
77. Go great guns -

Meaning - Being successful.
Example - Ram's preparation for the final exams is going great guns. He scored 90%
marks in the practice test.
78. Dead in the water -

Meaning - Plan or project that has ceased to function and is not expected to be re-
activated in future.
Example - Because of the revolt from the civil society, the plan to get the FDI in
various sectors is now dead in the water.
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79. Flying start -
Meaning - Something that is immediately successful.
Example - The film hit the box office with a flying start and collected the highest
revenue on day 1.
80. Make a go of -
Meaning - Succeeding in your enterprise.
Example - With his hard work and dedication, he has made a go of his new venture.
81. Go to the dogs -

Meaning - Getting comparably less successful than before.
Example - With new corruption scams un-veiling every day, the country is going to
dogs.
81. Go up in smoke -
Meaning - Something that ends before getting a result.
Example - With a vigilant police force around the town, the plan of antisocial
elements to cause chaos went up in smoke.
82. Live on the breadline -

Meaning - Having very little income.
Example - The partition of the country has left many people on the breadline.
83. Make or break -

Meaning - Circumstances causing total success or total ruin.
Example - The huge investments in this big project with make or break him.
84. Landslide victory -

Meaning - Overwhelming victory received by a candidate of political party at an
election.
Example - With a win of more of than 40% seats in the first two hours of counting,
they are expecting a landslide victory.
85. Let slip through fingers -

Meaning - Failing to obtain or keep up a good opportunity.
Example - This opportunity can be your breakthrough in the industry. Don't let it slip
through your fingers.
86. Rags to riches -

Meaning - Becoming very rich while starting very poor.
Example - His innovative ideas in business got him from rags to riches.
87. On the pig's back -

Meaning - Refers to a person in successful and well situation.
Example - The tourism in the state was on the pig's back before the terror attacks hit
the capital.
88. Miss the boat -

Meaning - Failing to take advantage of an opportunity because of slow actions.
Example - Reaching late made me miss the boat.
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89. Smash hit -
Meaning - Refers to music, films which are very successful.
Example - His music became a smash hit in a week's time.
90. Murphy's law -

Meaning - Means that if anything can go wrong, it will.
Example - Let's be prepared for the worst but don't forget the Murphy's law.
91. Place in the sun -

Meaning - Finding a place in the sun refers to a position which provides you all the
success and happiness you want in your life.
Example - Getting married into the renowned business family in the town, she found
a place in the sun.
92. Sink or swim -

Meaning - fails or succeed.
Example - The test will decide if he sinks or swims.
93. Champagne on a beer budget -

Meaning - Wanting expensive things that you cannot afford.
Example - She always buys things out of her budget. She has developed a taste for
champagne on beer budget.
94. Top dog -

Meaning - Very successful group, company, person, country etc.
Example - The economic survey proved that they are the top dogs of the IT industry.
95. Keep up appearances -

Meaning - Maintaining an outward show of prosperity or well-being while hiding
your difficulties
Example - Keeping up the appearances was important for him to secure the new big
projects.
96. Wooden spoon -

Meaning - Imaginary prize for the last person in a race.
Example - We won a wooden spoon at the fashion show.
97. Have the world by its tail -

Meaning - Very successful person who can choose from a lot of opportunities.
Example - Being the pioneers in the pharmaceutical industry, they are now having the
world by its tail.
98. Live beyond means -

Meaning - Spending more money than you can afford.
Example - He has a habit of living beyond his means. Most of the times, you will find
him borrowing the money from his friends.
99. Live in an ivory tower -

Meaning - Living a lifestyle that saves you from the real world problems.
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Example - Her inexperience in dealing with tough situations is because she has lived in an
ivory tower
100. Hit the road running -

Meaning - Start performing immediately.
Example - She was our old employee. She hit the road running when she joined us
back.
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SPELLING TEST
Choose the correct spelling for the missing word in each of the following sentences.
1. The newly-fallen snow ________ transformed the landscape.
a. magically b. magickelly c. majicelly d.magicaly
2. Her ________ into mathematical concepts was evident when she correctly analyzed
a challenging question.
a. insite b. inscite c. ensight d. insight
3. The baby’s soft skin was ________ to the harsh winter wind.
a. sensitive b. sensitive c. sensitive d. sinsative
4. It is my ________ that municipal employees handle their jobs with great
professionalism.
a. belief b. bilief c. belief d. beleaf
5. My sister is going to be on the cover of Seventeen ________.
a. magazine b. magazine c. magazine d. magazine
6. The sounding alarm signaled a ________ in security.
a. breach b. breche c. broach d. briech
7. For some reason, I ________ a change in her attitude.
a. perceived b. perceived c. perceived d. precieved
8. If you stay in the water too long, your fingertips will ________.
a. shrivel b. shrivel c. shrivel d. shrival
9. I just don’t know what I would do in her________.
a. situation b. situation c. situashun d. sitiation
10. The caverns were so damp that my skin felt________.
a. clamby b. clamy c. clammy d.clammby
11. It was a ________ day for the annual picnic.
a. superb b. superb c. supurb d. sepurb
12. The first time Wendy drove her new car into town, all of her friends were
________.
a. jellous b. jealous c. jealuse d. jeolous
13. The opening night performance was so ________ that the cast was given many
extra curtain calls.
a. terrific b. terrific c. terrific d. terific
14. To be elected ________, candidates must have a solid background in law
enforcement.
a. sherrif b. sherriff c. sheriff d. sheriff
15. Learning the words to all of Robert Frost’s poetry has become an ________ for
Jonathan.
a. obsession b. obsession c. obsession d. obsessiun
16. Driving on icy roads can place you in ________.
a. jeopardy b. jeopardy c. jeopardy d. jeopardy
17. Nora was awestruck by the ________mountain range in the national park.
a. magnifisint b. magnificent c. magnificent d.magnifficent
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18. From inside the box came a strange________ sound.
a. mechanical b. mechanical c. mechanical d.machanical
19. The agents were searching for ________ cargo on the airplane.
a. elicit b. elicit c. illicit d. illicit
20. There will be an immediate ________ into the cause of the accident.
a. inquiry b. inquiry c. enquiry d. enquery
21. The contract for the teachers’ union could not be ________ before the school year
ended.
a. terminated b. terminated c. terminated d. terminated
22. Getting a driver’s ________ is a rite of passage for most teenagers.
a. license b. lisence c. lycence d. license
23. The reporter gave a ________ and accurate account of the events.
a. concise b. concise c. consise d. cuncise
24. My next-door ________ planted some beautiful flowers near his sidewalk.
a. neighbor b. neighbor c. niehbor d. neighbor
25. The paramedics attempted to ________ the victim.
a. stabilize b. stabilize c. stableize d. stabalize
26.The attorney asked a question that was ______ to the case; the judge overruled it.
a. irelevent b. irrelevant c. irrelevant d. irrelevent
27. The mayor highlighted the ________ statistics during her campaign speech.
a. encouredging b. encouraging c. incurraging d. incouraging
28. The scientists had to do an ________amount of research on the project.
a. extraordinary b. extraordinary c. extraordinary d. ecstraordinary
29. The customer service representative gave his ________ that the refund would be
made within two weeks.
a. assurance b. assurance c. assurance d. assureance
30. The purpose of the new city ordinance was debated ________.
a. frequently b. frequently c. frequently d. frequentley
31. Throughout the trial, the ________ was placed on scientific evidence.
a. enphasis b. emphisis c. emphasis d. emfasis
32. The presidential candidate refused to __ the election until every vote was counted.
a. concede b. concede c. consede d. conseed
33. Each of the new employees had similar ________.
a.aspirations b. asparations c. aspirations d. aspirations
34. The young man wished to ________ his right to speak freely.
a. exercise b. exercise c. exersize d. exercize
35. The president and the vice president were a ________ pair.
a. compatible b. compatable c. compatible d. commpatible
36. I was ________ of the claims made by the loquacious salesman.
a. skeptical b. skeptical c. skeptical d. skepticil
37. The valedictorian will give the ________ address.
a. commencement b. commencement c. commencement d. comencment
38. Who is your immediate ________?
a. superviser b. supervizer c. supervisor d. supervisor––
39. There are two types of ________: viral and bacterial.
a. neumonia b. pneumonia c. pneumonia d.newmonia
40. The ________ size of the cathedral was typical of the Middle Ages.
a. colossal b. colossal c. colossal d. colassal
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ODD MAN OUT SERIES
The Odd Man Out and Series questions test your ability to observe difference and
similarities among various objects. Verbal Classifications tests, also known as "Odd Man Out
and Series” tests, consist of a list of 4-5 items. These items could be either word, group of
letters or figure and numbers. Out of the given 4-5 items one of them is different from the
others. In other words, except one, all of them have some sort of similarity. You are required
to study the given list of items, determine the similarity between them and pick up the one
that does not bear the same characteristics as the other in the list. This different, un-associated
or odd item has to be picked out from the list of items given in the questions.
Example: In the following five words, one is different from the others,
a) Rode
b) Flew
c) Sailed
d) Walked
e) Travelled
Answer
Explanation: If we study these five words we find that all of them are associated with
“movement” or “travelling” of a person. They all seem to be inter-related. However, a careful
analysis will reveal that the word (e) Travelled is different from all the other words. The word
(a) to (d) are specific ways of travelling and as such the word (e) Travelled does not fit in the
list. It is the odd word in the list of 5 words. This type of words or item analysis is called
classification to finding the “odd man out”
Exercise:
1 a. Astrology b.. Mycology c.. Nephrology d. Pathology

2 a. Small pox b.. Cholera c.. Typhoid d.. Tuberculosis
3 a. Jumping b. Jogging c. Exercising d. Running
4 a. Snake b. Frog c. Tortoise d. Mongoose
5 a. Lion b. Zebra c. Tiger d. Crocodile
6 a. Savanna b. Downs c. Grasslands d. Pampas
7 a. Axe b. Saw c. Sword d. Shovel
8 a. Akbar b. Babar c. Sher Shah d. Jahangir
9 a. Spider b. Snail c.. Tortoise d. Turtle
10 a. Retina b. Iris c. Pupil d. Medulla
11 a. Ink b. Paper c. Pen d. Sharpener
12 a. Potassium b. Iodine c. Iron d. Sodium
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13 a. Wheat b. Rice c. Maize d. Bajra
14 a. Cucumber b. Tomato c. Potato d. Brinjal
15 a. Sunflower b. Wheat c. Mustard d. Rose
16 a. Preprocessor b. Header File c. Macros d. Compiler
17 a. Lion : roar b. snake : hiss c. bees : hum d. frog : bleat
18 a. microscope b. telescope c. stethoscope d. periscope
19 a. Curd b. Butter c. Cheese d. Oil
20 a. Java b. Structures c. Unions d. C++
21 a. Coal b. Biogas c. Petroleum d. Natural gas
22 a. Glue b. Paste c. Oil d. Cement
23 a. Medium b. Average c. Terrible d. Mediocre
24 a. Parrot b. Owl c. Eagle d. Hawk
25 a. House b. Wall c. Roof d. Beam
26 a. Blanket b. Sheet c. Pillow d. Cot
27 a. Mast b. Stern c. Quay d. Deck
28 a. Biscuits b. Cake c. Bread d. Chocolate
29 a. Hear b. Walk c. Run d. Jump
30 a. Ample b. Copious c. Abundance d. Plentiful
31 a. Codes b. Semaphore c. Shorthand d. Record
32 a. Nail b. Pin c. Hammer d. Screw
33 a. Butterfly b. Cockroach c. Housefly d. Spider
34 a. Cube b. Sphere c. Circle d. Ellipse
35 a. Pepper b. Groundnut c. Clove d. Cumin
36 a. Pear b. Apple c. Orange d. Gauva
37 a. Nest b. Den c. Roof d. Burrow
38 a. WHO b. UNICEF c. IMF d. SAARC
39 a. Parrot b. Owl c. Eagle d. Hawk
40 a. House b. Wall c. Roof d. Beam
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COMPETENCY-2
GRAMMAR
Page | 58
ARTICLES
Definition ---Articles are a kind of adjective, used before nouns to limit or define their
application.
Purpose ---They impart accuracy, effectiveness and clarity to the language.
There are two kinds of article: Definite Article (The), Indefinite Article (a/an).
 ‘A’ or ‘An’ is called the Indefinite Article, because it usually leaves indefinite the
person or thing spoken of; as, I saw a doctor; i.e, any doctor. The indefinite article is
used before singular countable nouns, e.g. A book, art orange, a girl
 ‘The’ is called the Definite Article, because it normally points out some particular
person or thing; as, He saw the doctor; meaning some particular doctor. The definite
article is used before singular countable nouns, plural countable nouns and
uncountable nouns, e.g., The book, the books, the milk
Indefinite Article – ‘A’/ ‘An’
1) ‘A’, ‘An’, must be used before singular countable noun which mean ‘one’.
Ex. Give me a mango. (√)
Ramu gave me a good advice. (X) (Because ‘advice’ is an uncountable noun).
2) The use of ‘a’ or ‘an’ depends on the pronunciation of the words.
 ‘An’ is used before the words which start with vowel sounds.(a, e, i, o, u)
Ex; An apple per day keeps the doctor away.
Note: If a word starts with a consonant alphabet, but gives vowel sound ‘an’
should be used.
Ex: an M.A student, an honest man, an S.B.I account, an honorable man etc;
 ‘A’ is used before Consonant sounds (b, c, d, f)
Ex: Work like a master but not like a slave
Note: If a word begins with a vowel alphabet, but gives the sound of a consonant,
‘a’ should be used before it.
Ex: a European, a usual action, a university student, a one-rupee note etc;
3) To change a proper noun into a common noun.
Ex: India needs a Chanakya to teach us the lesson of political ethics.
4) Before names of professions.
Ex: He is a doctor, He is an accountant, an engineer etc;
5) To denote unfamiliar persons (or) things.
Ex: A Ravi came to see you.
I saw a bird flying in the sky.
6) To represent a class of things, plants (or) living creatures in general.
Ex: A palm tree is generally very tall. (a palm tree – all palm trees)
7) When two nouns are used together, indefinite article is used before the 1st noun and not
before the second one.
Ex: We eat with a fork and knife.
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8) In exclamatory sentences.
Ex: What a long queue!
Such a selfish person!
9) With nationalities, religions.
Ex: an Italian, a Hindi.
Definite article – ‘The”
1) Before a noun whose identity is clear.

Ex: The climate is cool
What is the time.
2) When a singular noun represents the whole class.
Ex: The dog is a faithful animal.
3) Repetition of a common noun.
Ex: I saw a boy in the park, the boy was crying.
4) Before a noun which is unique (or) one of its kind.
Ex: The sun, the earth, the equator, the moon.
5) Before the names of rivers, oceans, seas, gulfs, & canals.
Ex: The Godavari, The Arabian Sea, The Indian Ocean, The Suez Canal, The
Persian Gulf. etc;
6) Before the names of mountain ranges, group of Islands.
Ex: The Himalayas, The Vindhyas, The Andamans etc.,
7) Before the names of holy – books, musical instruments, abbreviations.
Ex: The Bible, the Ramayana, the Koran, the violin, the guitar, the drums, the C.B.I,
the U.S.A, the U.N.E.S.C.O etc.,
8) Before adjectives used as nouns.
Ex: The rich are not always happy.
9) Before superlative degree.
Ex: He is the tallest boy in the class.
10) Before inventions, names of ships, public buildings, aero planes, hotels etc.,
Ex: Who invented the electric bulb?
The Titanic, The Secretariat, The Taj Mahal etc.,
11) Before a historical construction, a historical event, a historical age.
Ex. The Charminar, The Red – fort, The stone-age etc.,
12) Before Newspapers, Magazines, revolutions, movements, directions, an ordinal
number.
Ex: The Hindu, The India Today, The East, The French Revolution, The Quit-
Indian Movement, The first Lesson etc.,
13) Before secondary purpose of a place.
Ex: I went to the hospital to see my sick friend.
14) Part of a day, a particular place, thing (or) person.
Ex: Last Sunday we went to the beach.
In the morning, in the evening, in the afternoon.
The boy near the gate is my cousin.
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15) With decades, (or) group of years.
Ex: The seventies, the 4th Century etc.,
Omission of article/ Zero article

1) Before a proper noun.
Ex: India, Dr.A.P.J. Abdul Kalam.
2) Before a game
Ex: Cricket, Chess, Foot ball.
3) Before a disease, a metal, names of languages, a meal
Ex: Cholera, Gold, English, Lunch, Dinner
4) Before festivals, seasons, a day, a month.
Ex: Christmas, Winter, Sunday, December.
5) Primary purpose of a place.
Ex: I go to college at 9oo clock every morning.
6) Before abstract noun.
Ex: Honesty, Wisdom etc.,
7) Before the names denoting modes of conveyance.
Ex: by air, by bus.
8) Before names of shops, years, names of towns, streets, stations and airports.
Ex: She went to Gothisons.
1995 is so special to me.
Siripuram is in the center of Visakhapatnam.
Can you direct me to James Street?
They’re flying from Rajiv Gandhi International Airport.
Exercise
1. When I drive to _____ work, usually____ highways are really busy. If there’s _____
accident during ______ rush hour, it can be _______ chaos on the roads.
2. I don’t watch_______ TV. I get _______ information and ________ news, etc.,
from ______ Internet. I don’t often go to ______ cinema, either.
3. I’m interested in ________ finance. I heard _______ Euro is losing value, compared
to _________ US dollar.
4. I like Japan._____ is infrequent there. When I fly to Japan, I usually fly to _____
Narita Airport. The last time I was in Japan, I climbed _____ Mount Fuji. It was fun.
5. I am tall. ________ are generally shorter than I am.
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THE PREPOSITION
Read the following sentences:

1. There is a cow in the field.
2. He is fond of tea.
3. The cat jumped off the chair.
In sentence 1, the word “in” shows the relation between two things - cow and field.
A Preposition is a word used with a noun or a pronoun to show how the person or
thing denoted by the noun or pronoun stands in relation to something else; as,
In sentence 2, the word “of” shows the relation between the attribute expressed by the
adjective fond and tea.
In sentence 3, the word “off” shows the relation between the action expressed by the verb
jumped and the chair. The words in, of, off are here used as Prepositions.
Definition.- A Preposition is a word placed before a noun or a pronoun to show in what

relation the person or thing denoted by it stands in regard to something else.
[The word Preposition means 'that which is placed before'.]
It is noticed that-
in sentence 1, the Preposition joins a Noun to another Noun;
in sentence 2, the Preposition joins a Noun to an Adjective;
in sentence 3, the Preposition joins a Noun to a Verb.
 The Noun or Pronoun which is used with a Preposition is called its Object. It is in the
Accusative case and is said to be governed by the Preposition.
 Thus, in sentence 1, the noun field is in the Accusative case, governed by the
Preposition in.
 A Preposition may have two or more objects; Eg. The road runs over hill and plain.
 A Preposition is usually placed before its object, but sometimes it follows it; as,
1. Here is the watch that you asked for.
2. That is the boy (whom) I was speaking of.
3. What are you looking at?
4. What arc you thinking of?
5. Which of these chairs did you sit on?
Note 1.- When the object is the Relative Pronoun that, as in sentence 1, the Preposition is
always placed at the end. The Preposition is often placed at the end when the object is an
interrogative pronoun (as in sentences 3, 4 and 5) or a Relative pronoun understood (as in
sentence 2).
Note 2.- Sometimes the object is placed first for the sake of emphasis; as,
This I insist on.
He is known all the world over.
The Prepositions for, from, in, on are often omitted before nouns of place or time; as,
Eg. We did it last week.
I cannot walk a yard.
Wait a minute.
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Kinds of Prepositions
Prepositions may be arranged in the following classes :-
Simple Prepositions -- at, by, for, from, in, of, off, on, out, through, till, to, up, with.
Compound Prepositions which are generally formed by prefixing a Preposition (usually a =
no or be = by) to a Noun, an Adjective or an Adverb.) About, above, across, along, amidst,
among, amongst, around, before, behind, below, beneath, beside, between, beyond, inside,
outside, underneath, within, without.
Phrase Prepositions (Groups of words used with the force of a single preposition.)
according to -- in accordance with -- in place of
agreeably to -- in addition to -- in reference to
away from -- in case of -- in spite of
by dint of -- in compliance with -- in the event of
by reason of -- in course of -- owing to
by virtue of -- in favour of -- with a view to
conformably to -- in lieu of -- with reference to
Three Groups of Prepositions:
a. Prepositions of place, position and direction.
b. Prepositions of time.
c. Prepositions for other relationships.
SOME COMMON PREPOSITIONS
PLACE POSITION DIRECTION TIME OTHER
on
above beyond
opposite
across by after except
out (of)
along down before as
outside
among from at like
over
at in by about
around
away from in front of for with
through
behind inside during without
to
below into from by
towards
beside near in for
under
between off
up
Rule: They are always followed by a "noun", never followed by a verb.
By "noun" we include:
Noun (dog, money, love)

Proper Noun (name) (London, Mary)
Pronoun (you, him, us)
Noun Group (my first car)
Gerund (swimming)
If we want to follow with a verb, we must use the "-ing" form which is really a gerund or
verb in noun form. Eg. She isn't used to working. We ate before coming.
Page | 63
1. Prepositions of Time / Place at, in, on
 At for a PRECISE TIME
 In for MONTHS, YEARS, CENTURIES and LONG PERIODS
 On for DAYS and Dates
At In On
At 4:30 pm in March on Monday
At 3 o'clock In Winter On 6 March
At noon In the summer On 22 Dec.2012
At dinnertime In 1990 On Christmas Day
At bedtime In the next century On your birthday
At the moment In the future On New Year's Eve
Notice that use of the prepositions of time in and on in these common expressions:
In the morning /On Monday morning
In the evening(s) / On Friday evenings
When we say next, last, this, every we do not use at, in, on.
I went to New York last June (not in last June)
She is coming back next Monday. (not on next Monday)
I go home every Easter . (not at every Easter)
We'll call you this afternoon. (not in this afternoon)
2. Place: at, in, on

In General:
 At for a POINT (dog, money, love)
 In for an ENCLOSED SPACE
 On for a SURFACE
At In On
At the bus stop In London On the wall
At the corner In the garden On the ceiling
At the entrance In a box On the floor
At the crossroads In a building On the carpet
At the top of the page In a car On a page
3. Some other common uses of at / on / in
At In On
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At home In a car On a bus
At work In a taxi On a train
At school In a helicopter On a plane
At university In an elevator On a bicycle
At the top In the sky On the radio
At the bottom In the street On the left
At the side In a row On a horse
At reception In a boat On a boat
Notice how we can use on a boat or in a boat depending on the type and the size of the
particular boat/ship.
4. More Prepositions
Prepositions use Example
during the movie, during the

during while in
flight, during my stay
for for two days, for an hour
from Saturday to Monday, from

from / to
5 to 9
the time period from between 1986 and 2012, between

between
one to another Saturday and Monday
until/till before a certain time until/till Sunday,5 o'clock
by Tuesday, by next month, by

by at the least
tomorrow
to movement towards to school, to work, to the station
movement towards
into into the cinema, into the car
inside something
out of to leave a place/a thing out of the theater, out of the car
by near/next to/beside LINK stand by me, by the lake
through the tunnel, through the

through
room
across opposite ends across the river, across the street
Page | 65
against against the wall, against the door
movement towards
into into the cinema, into the car
inside something
The following Prepositions require special notice:-

1. We can use in or at with the names of cities, towns or villages. In most cases in is used.
We use in when we are talking about a place as an area; we use at when we see it as a
point.
Eg. We stayed in Mumbai for five days.
Our plane stopped on Mumbai on the way to Iran. (Mumbai = Mumbai airport)
How long have you lived in this village?
2. We use at to talk about group activities and shops/workplaces.

Did you see Shobha at the party?
There weren't many people at the meeting.
3. We use in with the names of streets and at when we give the house-number.
He lives in Church Street.
He lives at 45 Church Street.
4. We use on when we think of a place as a surface.

The dog is lying on the floor.
Put this picture on the wall.
5. Till is used of time and to is used of place; as

He slept till eight o’clock.
He walked to the end of the street.
6. With often denotes the instrument and by the agent; as,

He killed two birds with one shot.
He was stabbed by a lunatic with a dagger.
7. Since is used before a noun or phrase denoting some point of time, and is preceded by
a verb in the perfect tenses; as,
I have eaten nothing since yesterday.
He has been ill since Monday last.
I have not been smoking since last week.
8. In before a noun denoting a period of time, means at the end of; within means before
the end of; as,
I shall return in an hour.
I shall return within an hour.
9. Beside means at (or by) the side of while besides means in addition to; as,
Beside the ungathered rice he lay.
Besides his children, there were present his nephews and nieces.
Besides being fined, he was sentenced to a term of imprisonment.
Page | 66
1. Words followed by Prepositions
 Acquaintance with : I have no acquaintance with Maria.

 Apology for : She offered him an apology for her conduct.
 Blame for : Advani accepted blame for the accident.
 Cause for : There is no cause for anxiety.
 Cause of : She is the cause of the whole trouble.
 Claim on : I have every claim on you.
 Claim to : He set up a claim to the throne.
 Complaint against : Why don't you lodge a complaint against him
 Disgrace to : She is a disgrace to her family.
 Duty to : We owe a duty to our country.
 Excuse fo : He has no excuse for remaining absent.
 Fondness for : His fondness for her is natural.
 Grief at : He felt grief at the death of his son.
 Heir to : The prince is heir to the throne.
 Impute to : Do not impute motives to her action.
 Jealous of : He is jealous of his friend's success.
 Keep from : Keep away from wine.
 Keep to : Keep to the point, please.
 Kick against : Do not kick against authority.
 Lame in : The beggar was lame in the left leg.
 Infer from : Am I to infer from your remarks that you think I am a liar?
 Infest with : Warehouses were infested with rats.
 Jealous of : He is jealous of his friend's success.
 Lame in : The beggar was lame in the left leg.
 Occupied in : He is occupied in translating a French novel.
 Offended with, at : She was offended with her husband at his remarks.
 Owing to : Owing to his careless driving, we had a bad accident.
 Partial to : We are all partial to our friends.
 Preferable to : Health is preferable to wealth.
 Proficient in : John is proficient in Mathematics.
 Proud of : He is proud of his wealth.
 Quick at : This boy is quick at inventing excuses.
 Reconciled with : Ultimately she became reconciled with her husband.
 Repentant of : Mary is repentant of her folly.
 Steeped in : Mahmud is steeped in vice and poverty.
 Suspicious of : The policeman became increasingly suspicious of his movements.
 Sympathetic to : She is sympathetic to(towards) suffers.
 Tired of : Everyone is tired of doing nothing.
 Useful for : Salt is useful for many purposes.
 Vain of : She is vain of her beauty.
 Versed in : He is well versed in Mathematics.
 Vexed at : He was vexed at his failure.
 Weak in : My daughter is weak in Mathematics.
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 Worthy of : He is worthy of our reverence and esteem.
 Yield to : Never yield to temptation.
Fill in the blanks with suitable Prepositions:

1. The Nizam subscribed a handsome sum ----------------- the Flood Relief Fund.
2. His friends condoled --------------- him ---------------- his bereavement.
3. He quarreled ---------------- me ---------------- a trifle.
4. He readily complied ------------------ my request.
5. He dispensed ------------------ the services of his dishonest clerk.
6. He yielded ----------------------- superior force.
7. He despaired -------------- success.
8. He supplies the poor --------------- clothing.
9. His friends disagreed --------------- him on that point.
10. He acceded ------------- my request.
11. He abstains ------------- liquor.
12. He was found guilty ---------------- manslaughter.
13. He is incapable --------------- doing good work.
14. He is married -------------- my cousin.
15. He is sensible ------------------ your kindness.
16. He is true --------------- his king.
17. He is involved ----------------- difficulties.
18. The auditor is entitled ----------------- his remuneration.
19. I prefer tea ------------------ coffee.
20. I don't concur ----------------- you ------------------- that opinion.
21. There is no exception ------------------- this rule.
22. 1 am obliged ----------------- you ------------------- your kindness.
23. I am not envious --------------------- his success.
24. I am convinced ----------------- the necessity of prudence.
25. We should rely ---------------- our own efforts.
26. I inquired ----------------- the servant if his master was at home.
27. I purposely refrained ----------------- saying more.
28. I insisted ------------------- going.
29. I exchanged ---------------- him my calculator ---------------- a camera.
30. I assented ----------------- his proposal
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QUESTION TAGS
Question tags are short questions at the end of statements.

They are mainly used in speech when we want to:
 confirm that something is true or not, or

 to encourage a reply from the person we are speaking to.
Question tags are formed with the auxiliary or modal verb from the statement and the
appropriate subject.
A positive statement is followed by a negative question tag.
 Jack is from Spain, isn't he?

 Mary can speak English, can't she?
A negative statement is followed by a positive question tag.
 They aren't funny, are they?

 He shouldn't say things like that, should he?
When the verb in the main sentence is in the present simple we form the question tag with do
/ does.
 You play the guitar, don't you?

 Alison likes tennis, doesn't she?
 If the verb is in the past simple we use did.
 They went to the cinema, didn't they?
 She studied in New Zealand, didn't she?
When the statement contains a word with a negative meaning, the question tag needs to
be positive
 He hardly ever speaks, does he?

 They rarely eat in restaurants, do they?
Exceptions
Some verbs / expressions have different question tags. For example:
I am - I am attractive, aren't I?
Positive imperative - Stop daydreaming, will / won't you?
Negative imperative - Don't stop singing, will you?
Let's - Let's go to the beach, shall we?
Have got (possession) - He has got a car, hasn't he?
There is / are - There aren't any spiders in the bedroom, are there?
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This / that is - This is Paul's pen, isn't it?
Intonation
When we are sure of the answer and we are simply encouraging a response, the intonation in
the question tag goes down:
 This is your car, isn't it?

(Your voice goes down when you say isn't it.)
When we are not sure and want to check information, the intonation in the question tag goes
up:
 He is from France, isn't he?

(Your voice goes up when you say isn't he.)
Complete the sentences with the correct question tags.
1. Mr McGuinness is from Ireland, ?

2. The car isn't in the garage, ?
3. You are John, ?
4. She went to the library yesterday, ?
5. He didn't recognize me, ?
6. Cars pollute the environment, ?
7. Mr. Pritchard has been to Scotland recently, ?
8. The trip is very expensive, ?
9. He won't tell her, ?
10. Hugh had a red car, ?
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TENSES
Essentials:
1. First, Second and Third Person Forms of Personal Pronouns

Pronouns naturally are of three persons:—
(1) First person, representing the person speaking.
(2) Second person, representing a person or thing spoken to.
(3) Third person, standing for a person or thing spoken of.
First Person Second Person Third Person

Subject I, We You He, She, It, They
Object Us You Him, Hers, It, Them
Possessive My, Mine, Ours Yours His, Hers, Its, Their, Theirs
2. The English language has a large number of irregular verbs, approaching 200 in normal
use—and significantly more if prefixed forms are counted. The following is a list of irregular
verbs that are commonly used in standard modern English.
Verb (infinitive) Past simple form Past participle
become became become
begin began begun
break broke broken
bring brought brought
build built built
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
do did done
draw drew drawn
drink drank drunk
drive drove driven
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eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fly flew flown
forget forgot forgotten
forgive forgave forgiven
Tenses denote the time of action. They show when the work is done. They are:
(1) Present Tense
(2) Past Tense
(3) Future Tense
They are further divided into:
Present Simple or Present Indefinite:

 To express habitual actions or regular actions.
Ex: He visits Goa every year.
I go to the temple every Saturday.
Kishore goes to the school to drop his children.
 To express somebody’s or something’s present state of being.
Ex: They are close friends
The sky is cloudy today
India is a democratic country.
 To express universal truths or general truths.
Ex: Ice is cold
Earth moves round the Sun
Necessity is the mother of invention.
 To express future actions. (Some official arrangements, definite actions fixed programmes,
time tables, etc.)
Ex: The train arrives in ten minutes.
They leave for madras next week.
The school reopens on Monday.
 To describe a historical or past event as if it were taking place at present.
Ex. Baber now leads his army through the Khyber Pass.
 To express custom, characteristic and ability.
Ex. The Hindus burn the dead.
Rama is an honest man.
He speaks English as well as his mother- tongue.
 To give instructions or directions.
Ex. You write the letter first. Then you prepare the report.
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 In News Paper headlines, Sports commentaries, Great Man sayings etc;
Ex. America declares war on terrorism.
John Keats says, “A thing of beauty is joy forever”.
SYNTAX--- Subject + V1(s/es) + Object
Note: I/We/You/They – Play He/She/It - Plays
Present Continuous:
 To express an activity in progress at the time of speaking.
Ex: we are talking about a new film.
 To express an action that has already been arranged to take place in the near future.
Ex: My uncle is arriving tomorrow.
 Describe an action that is going on during this period of time or a trend.
Ex. Many people are using Internet for booking tickets these days.
 To denote a situation which is temporary.
Ex. We are going to Ooty this summer.
 To describe and emphasize a continuing series of repeated actions. (with ‘always,
forever, constantly’)
Ex. Peter is always arguing.
SYNTAX --- Subject + is/am/are + V1 + ing + Object
Note: I – am We/You/They --- are He/She/It -- is
Present Perfect:
 To express an action which has just completed.
Ex: He has read this book.
The train has left the station.
 To express past actions when we think more of their effect in the present than of the
action itself.
Ex: I have cut my finger (and it is bleeding now).
I have finished my work (now I am free).
 Present perfect is not used with adverbs of past time. In such cases the simple past tense
should be used.
Ex: I have received a letter.
I received a letter yesterday.
 To express an action beginning at some time in the past and continuing up to the present
moment (often with since- and for-phrases)
Ex: I have known him for a long time.
He has been ill since last week.
SYNTAX --- Subject + has/have + v3 + Object
Note: He/She/It – has I/We/You/They – have
Present Perfect Continuous:

 To express an action which began in the past and still continuing.
Ex: I have been waiting for the bus for 45 minutes.
She has been preparing for the exams since February.
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SYNTAX --- Subject + has/have + been + V1 + ing +Object
Note: Since – Point of time For – Period of time
Past Simple:
 To express an action completed in the past, often referring to time.
Ex: I visited Singapore last year.
We painted the house last week.
 To describe a past act as going on over a period of time;
Ex: We worked all day long.
 To describe a past custom.
Ex: The Indian kings were crowned in Delhi.
 To describe a repeated past actions (or) events
Ex: He studied many hours every day in school days.
 To describe an act, a habitual action in the past.
Ex: When he was young, he played cricket.
SYNTAX --- Subject + V2 + Object
Past Continuous:
 To express an action going on in the past.
Ex: She was singing a song.
Rekha was writing a letter.
 When another action of shorter duration took place:
Ex: While I was walking to the next village late in the evening, I saw a
leopard.
SYNTAX --- Subject + was/were +V1+ ing + Object
Note: I/ He/ She/ I – Was We/ You/ They - were
Past Perfect:
 To express an action completed before a certain moment in the past.
Ex: I switched off the lights, after he had slept.
The tents were removed, after everybody had left.
 If two actions happened in past, the earlier action must be kept in past perfect tense and
later action in simple past.
Ex: I had completed my work, before my friend came to my house.
SYNTAX --- Subject + had + V3 + Object
Past Perfect Continuous:

 To express an action began before a certain point in the past and continued upto a
specific time in the later past and were possible to continue further.
Ex: At that time he had been writing a novel for 2 months.
She had been studying in UK When I was doing my Ph.D.
SYNTAX --- Subject + had been +V1 + ing + Object
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Future Simple:
 To express an action which takes place in future.
Ex: I shall meet him tomorrow.
They will sell this car.
 To express a spontaneous decision
Ex: I’ll finish the work now.
 To express willingness and unwillingness.
Ex: I’ll do it for you.
She won help you until you say ‘sorry’ to her.
 To make an offer & to make a suggestion.
Ex: Shall I close the door?
Shall we have a cup of tea?
SYNTAX --- Subject + Will/Shall + V1 + Object
Future Continuous:
 To express an action going on at some point in future.
Ex: I shall be waiting for you then.
When I go home, my children will be reading.
 To express future events that are planned.
Ex: I will be staying here till Sunday.
He will be meeting us next week.
SYNTAX --- Subject + Will/Shall + Be + V1 + ing + Object
Future Perfect:
 It is used to talk about actions that will be completed by a certain future time.
Ex: I shall have written my exercise by then.
He will have left before you go to see him.
Note: Often occurs with ‘by’ and ‘before’.
Subject + Will/Shall + Have + Verb (3rd form) + Object
Future Perfect Continuous:

 It is used for actions which will be in progress over a period of time that will end
in the future.
Ex: By next march we shall have been living here for 4 years.
I’ll have been teaching for 20 years next July.
Subject + Will/Shall + Have been + V1 + ing + Object
Fill in the blanks using the correct form of the verbs:
1. Hardly had the minister finished his speech when gunshots ------------------ (storm) the
stadium.
2. Everybody will be at the office at about 08:30 tomorrow as the meeting -----------------
- (start) at nine o'clock.
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3. That candidate who we had been interviewed before we ------------------ (speak) to all
the others is still my favorite.
4. While climbing onto the mountain top, I ------------------- (encounter) a strange animal
which I'd never seen before.
5. The chairman was sure that his plan would work out fine as no other member ----------
-------- (oppose) it up to that time.
6. I wasn't surprised to hear that Monica ------------------- (have) an accident as she is a
very reckless driver.
7. Since the very first day when the Umbrella Company embarked upon such a
dangerous and lab-research, very strange incidents ---------------------- (take place)
within the research complex.
8. Urbanization ------------------ (always / be) a problem which causes several
environmental challenges ever since the rate of migration ---------------- (increase)
after the industrial revolution.
9. When I ------------------------- (come) home this evening, my parents had gone out for
a walk.
10. By the time the troops --------------------- (arrive), the war will have ended.
11. By the year 2020, linguists ------------------------- (study) the Indy-European language
family for more than 200 years.
12. Gasoline ------------------- (become) a major problem for people for the last ten years,
therefore, during this time many people have preferred to sell their cars and buy
smaller ones.
13. By the time he was 14, Wolfgang Mozart -------------------- (compose) an enviable
number of musical pieces.
14. Nothing in my life ------------------------ (be) so strong to stop me achieve my goals so
far and i don't think anything will be.
15. Archaeologists ------------------------ (explain) recently that an ancient underground
city around Cappadocia has long wide corridors where there are many special areas
for making cheese and wine.
16. I was amazed when he accepted a drink, since I -------------------------- (always /
assume) that he was a teetotaler.
17. I ------------------------ (play) tennis tomorrow but I won't be able to do that because I
have injured my right ankle.
18. We ------------------- (visit) the seashore many times before but this summer we
enjoyed ourselves more than ever.
19. According to a survey, thousands of vending machines ------------------------ (have to
be converted) before the new coins shall have come into circulation.
20. I -------------------------- (never come) across such a big snake in my life. What about
you?
21. By Saturday next week, I ------------------ (work) on this painting for exactly one
month.
22. My wife and I --------------------- (have) a few problems recently and I have to admit
that our relationship ------------------- (get) a bit boring since our daughter ---------------
-- (leave) for university.
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23. Even though I ------------------ (like) singing, I can say that I ------------------- (have) a
terrible voice.
24. By the year 2020, the population of London --------------------- (grow) substantially.
25. My grandparents ----------------------- (come) to see us next weekend. They -------------
-- (not visit) us for two years.
26. We ------------------------- (look for) her ring for two hours when we found it in the
bathroom.
27. They were very tired in the evening because they -------------------------- (help) on the
farm all day.
28. I ---- (lead) a very busy life these days. I ---- (prepare) for my final exams and at the
same time I ---- (try) to move to my new apartment. You can't imagine how tired I
am.
29. Do you know what time the 10:45 plane ---- (arrive) in Chicago?
30. Jessica ------------------ (never fall) in love until she ---------------- (meet) Ben two
years ago.
31. Bruce ------------------- (not stop) studying until he --------------------- (cover) all of the
exam topics.
32. -----------------. When the old woman -------------------- (hear) that her grandson --------
---------- (arrest) for robbery, she ----------------- (shock).
33. When Megan -------------- (have) problems at school, her parents ----------------
(usually help) her to cope with them.
34. We ----------------- (wait) for the bus for nearly half an hour, but it ------------------ (not
arrive) yet so I don't think we ----------------------- (be able to) attend the meeting on
time.
35. When Sarah ------------------ (graduate) from university next year, she ------------------
(study) English for nearly four years.
36. While the children ------------------------- (play) by the lake, one of them -----------------
-- (drop) his ball and ------------------------ (try) to get it out himself.
37. Tomorrow at around 7.30 pm, I --------------------- (drive) through America.
38. Builders ------------------- (finish) the Millennium Dome by the end of the year 2000.
39. When I ------ (have) another look I --------- (realize) the shirt in the laundry ----
(shrink).
40. But according to Alice, you ------------------ (attend) law school nowadays.
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ACTIVE VOICE & PASSIVE VOICE
 Use the active voice when you want to emphasize the doer of the action.
Ex: Sunil wrote some letters
Columbus discovered America.
 Use the passive voice when you want to emphasize the receiver of the action
rather than the doer or when the doer is unknown.
Ex: America was discovered by Columbus.
I was insulted by the manager.
My purse has been stolen.
Fundamental Rules for changing from Active Voice to Passive Voice
PASSIVE STRUCTURES:
Simple Subject + is/am/are + past participle

Present continuous Subject + is/am/are + being + past participle
Present perfect Subject + has been/have been+past participle
Simple past Subject + was/were + past participle
Past continuous Subject + was/were + being + past participle
Past perfect Subject + had been + past participle
Simple future Subject + will/shall been + past participle
Future perfect Subject + will/shall have been + past participle
Examples: Active Passive
 Simple Present:
We keep the butter here. The butter is kept here.
She writes poems. Poems are written by her.
 Present continuous:
They are repairing the bridge. The bridge is being repaired.
He is writing a letter. A letter is written by him.
 Present perfect:
People have seen wolves in the streets. Wolves have been seen in the
streets.
Someone has picked my pocket. My pocket has been picked.
 Simple past:
The postman brought a telegram. A telegram was brought by the
postman.
Kishore wrote a poem. A poem was written by kishore.
 Past continuous:
They were carrying the injured player. The injured player was being carried.
The carpenters were making chairs. Chairs were being made by the
carpenters.
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 Past perfect:
He had sent the parcel. The parcel had been sent by him.
He had killed many tigers. Many tigers had been killed by him.
 Simple future:
I will punish you. You will be punished by me.
He will send the book tomorrow. The book will be sent by him
tomorrow.
 Future perfect:
They will have completed the work by tomorrow.
The work will have been completed (by them) by tomorrow.
By next year they will have constructed the house.
The house will have been constructed (by them) by next year.
.
1. When there are two objects in a sentence (direct and indirect objects) it can be
changed into the passive in two ways.
Ex; Rahul gave me a car.
I was given a car by Rahul. A car was given to me by Rahul.
Direct Object; usually denotes a thing.
Indirect Object; the person, whom or for whom something is given or done.
2. It is more natural in English to make the personal object (Indirect Object) the
subject of the passive.
Examples: a. He handed her a chair.
A chair was handed to her.
She was handed a chair.
3. Sentences with verbs followed by prepositions:

Examples: a. The principal presided over the meeting.
The meeting was presided over by the principal.
b. They have objected to my proposal.
My proposal has been objected to by them.
4. Imperative sentences:
Examples: a. Open the window.
Let the window be opened.
b. Do not consult him.
Let him not be consulted.
c. Keep silent in the library.
You are advised to keep silent in the library.
5. Interrogative sentences:
Examples: a. Do they sell apples?
Are apples sold by them?
b. Can he lift this box?
Can this box be lifted by them?
c. Who wrote Gitanjali?
By whom was Gitanjali written?
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Exercise--Change the voice of the given sentences
1. We are taught grammar by Ms Sullivan.
2. He was praised by the teacher.
3. The injured were taken to the hospital by the firemen.
4. The town was destroyed by an earthquake.
5. The teacher was pleased with the boy’s work.
6. The building was damaged by the fire.
7. You will be given a ticket by the manager.
8. The streets were thronged with spectators.
9. We will be blamed by everyone.
10. The trees were blown down by the wind.
11. The minister was welcomed by the people.
12. He was found guilty of murder.
13. This house was built by John Mathews in 1991.
14. People drink champagne on New Year’s Eve.
15. Chefs use these machines to mix the ingredients.
16. The teachers informed the students that the class had been cancelled.
17. They should send it to us on Monday.
18. They cannot hold the meeting in that room.
19. We would have painted the walls green.
20. They may deliver the package while we are out.
21. We must warn them of the danger
22. They couldn't sell the car at that price.
23. The government is debating that question now.
24. She would not have noticed the mistake.
25. He has to finish it today.
26. They are sending the ambassador to Europe on a special mission.
27. You must insure your car.
28. Would Simon open the window?
29. Someone stole my bike while I was in the shop.
30. They've just repaired the bridge in the park.
31. Vandals have damaged the children's playground again.
32. They were always changing the bus timetable. It was really annoying.
33. They discharged my brother from hospital yesterday.
34. My lawyer informed me of the changes to the contract.
35. When I arrived at the cinema I found that they had cancelled the film.
36. After six weeks the shop still hadn't sent my books.
37. Many people think that Paris is the most beautiful city in the world.
38. They claim that this engine is twice as powerful as the previous one.
39. The children heard the thief go through the window.
40. It is your duty to make tea at eleven o'clock.
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REPORTED SPEECH
What is Reported Speech?
Reported speech is when you tell somebody else what you or a person said before.
Distinction must be made between direct speech and reported speech.
Direct Speech vs Reported Speech:
Direct speech Reported speech

She says: "I like tuna fish." She says that she likes tuna fish.
She said: "I'm visiting Paris next weekend" She said that she was visiting Paris the
following weekend.
Different types of sentences

When you use reported speech, you either report:
 statements
 questions
 requests / commands
 other types
A. Reporting Statements
When transforming statements, check whether you have to change:

 pronouns
 tense
 place and time expression
1- Pronouns
In reported speech, you often have to change the pronoun depending on who says what.
Example:
She says, “My dad likes roast chicken.” – She says that her dad likes roast chicken.
2- Tenses
 If the sentence starts in the present, there is no backshift of tenses in reported speech.
 If the sentence starts in the past, there is often backshift of tenses in reported speech.
No Backshift
Do not change the tense if the introductory clause is in a present tense (e. g. He says). Note,
however, that you might have to change the form of the present tense verb (3rd person
singular).
Example: He says, “I write poems.” – He says that he writes English.
Backshift
You must change the tense if the introductory clause is in a past tense (e. g. He said).
Example: He said, “I am happy.” – He said that he was happy.
Examples of the main changes in tense:
Simple present Simple past

He said, “I am busy” He said that he was busy
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Present continuous Past continuous
He said, “I’m waiting for John” He said that he was waiting for John
Present perfect Past perfect
He said, “I have found a flat” He said that he had found a flat
Present perfect continuous Past perfect continuous
He said, “I have been waiting for ages” He said that he had been waiting for ages
Simple past Past perfect
He said, “I took it home with me” He said that he had taken it home with him
Future Conditional
He said, “I will be in Paris on Monday” He said he would be in Paris on Monday
Conditional No tense change
I said, “I would/shall like to see it” I said I would/shall like to see it.
The modal verbs could, should, would, might, needn't, ought to, used to do not normally
change. Example: He said, "She might be right." – He said that she might be right.
Other modal verbs may change:
Modal Direct speech Reported speech

can "I can do it." He said he could do it.
may "May I go out?" He wanted to know if
he might go out.
must "She must apply for the job." He said that she must/had
to apply for the job.
will "They will call you." He told her that they would call
her.
3- Place, Demonstratives and Time Expressions
Place, demonstratives and time expressions change if the context of the reported statement
(i.e. the location and/or the period of time) is different from that of the direct speech.
In the following table, you will find the different changes of place; demonstratives and time
expressions.
Direct Speech Indirect Speech

Now Then
Here There
Hence Thence
Hither Thither
This That
These Those
Ago Before
Thus So
Today That Day
To night That night
Last night The night before
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Yesterday The day before/the previous day
Tomorrow The next day/ the following day
The day before yesterday Two days before
The day after tomorrow In two days time
Next week/year The following week/year
Last week/year The previous week/year
Hereby Thereby
A year ago a year before/the previous year
B. Reporting Questions
When transforming questions, check whether you have to change:
 pronouns
 place and time expressions
 tenses (backshift)
Also note that you have to:
 transform the question into an indirect question
 use the question word (where, when, what, how) or if / whether
Types of questions Direct speech Reported speech

With question word (what, "Why" don’t you speak He asked me why I didn’t
why, where, how...) English?” speak English.
Without question word “Do you speak English?” He asked me whether / if I
(yes or no questions) spoke English.
C. Reporting requests / commands

When transforming requests and commands, check whether you have to change:
 pronouns
 place and time expressions
Direct speech Reported speech
“Nancy,do the exercise.“ He told Nancy to do the exercise.
"Nancy, give me your pen, please." He asked Nancy to give him her pen.
Tenses are not relevant for requests – simply use to / not to + verb (infinitive without "to")
Example:
She said, “Sit down." - She asked me to sit down.
She said, "don't be lazy" - She asked me not to be lazy
For affirmative use to+infinitive (without to)

For negative requests, use no to+infinitive (without to)
D. Other transformations
 Expressions of advice with must, should and ought are usually reported
using advise / urge.
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Example: "You must read this book."
He advised / urged me to read that book.
 The expression let’s is usually reported using suggest. In this case, there are two
possibilities for reported speech: gerund or statement with should.
Example: "Let’s go to the cinema."
1. He suggested going to the cinema.
He suggested that we should go to the cinema.
Rewrite the following using reported speech:

1. Steve said, "I won't be there."
2. He said to me, 'Can I borrow your newspaper?'
3. My boss said to me, 'Why are you late?'
4. Mike said, 'It's been hot here.'
5. Mohan said, "It'll be tough."
6. They said to me, 'Do you think the Prime Minister will resign?'
7. Julie said, 'I'd never been to Spain before.'
8. Lalitha said, "I've just bought a house."
9. Marie said, "I'm going on holiday tomorrow."
10. They say, 'We had a great time'.
11. Jill said, "John doesn't have time tomorrow."
12. Martin said, "I've been looking for you."
13. Julie said to me, "I'd go and see a doctor if I were you," Julie said to me.
14. John said to me, “Can you come and help me with this box?"
15. The headmaster said, "This is an exam Mr. Jenkins!! Shut up now!!!"
16. His mother said to him, "That road is very dangerous so just be very careful!"
17. The journalist said, "Liverpool won the match last night."
18. Bill said to us, "Why don't we go and see that new film at the cinema."
19. Jane said, "I can come and look after the children tomorrow night."
20. The teacher said to us, "The lesson starts at six o'clock in the evening."
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SPOTTING ERROR RULES
This Material consists of all the common errors while we use Articles, Subject-Verb,
Pronoun, Preposition etc. Spotting the Errors is the major important topic in any of the
Competitive Exams. These rules help you while practicing Spotting Errors Exercises.
SUBJECT – VERB AGREEMENT
1. Two or more singular subjects connected by and usually take a verb in the plural.
Example
Incorrect- Hari and Ram is here.
Correct- Hari and Ram are here
2. If two singular nouns refer to the same person or thing, the Verb must be Singular.
Example
Incorrect- The Secretary and Principal are coming.
Correct- The Secretary and Principal is coming. (Here the same person is Secretary as well
as Principal)
3. If the singular subjects are preceded by each or every, the verb is usually singular.
Example
Incorrect- Every boy and girl were ready.
Correct- Every boy and girl was ready.
4. Two or more singular subjects connected by or, ‘nor’, ‘either’….. ‘Or’, ‘neither’….
‘Nor’ take a verb in the singular.
Example
Incorrect- Neither he nor I were there.
Correct- Neither he nor I was there.
5. When a singular subject and a plural subject are joined by or or nor, a singular or
plural verb is used depending on which subject is nearer the verb.
Example
Incorrect – Neither the Assistant Masters nor the Headmaster was present.
Correct- Neither the Headmaster nor the Assistant Masters were present.
6. When the Subjects joined by or, nor are of different persons, the Verb agrees in
person with the one nearest to it.
Example
Incorrect- Either he or I is mistaken.
Correct- Either he or I, am mistaken.
7. A Collective Noun takes a Singular Verb when the collection is thought of as a whole,
a Plural verb when the individuals of which it is composed are thought of.
Example
Correct- The Council has chosen the President.
Correct- The military were called out.
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8. Indefinite pronouns such as someone, somebody, each, nobody, anyone, anybody,
one, no one, everyone, everybody, either, neither etc. always take a singular verb:
Example
Incorrect- Each of my friends call me once a month.
Correct- Each of my friends calls me once a month.
9. Indefinite pronouns which indicate more than one (several, few, both, many) always
take plural verbs.
Example
Incorrect- Both of the books requires careful reading.
Correct- Both of the books require careful reading.
10. Some words (such as news, measles, mathematics, politics, mumps etc.) end in –s but
represent a single thing. These words need singular verbs.
Example
Incorrect- Measles sometimes have rather serious side effects.
Correct- Measles sometimes has rather serious side effects.
Note: Words like Mathematics, Ethics, Politics, and Athletics are singular when they refer to
a study, science or practice. If these words have modifiers with them, they become plural and
hence take plural verbs.
Example: The mathematics of the tax-return are flawless.
His politics are somewhat divided.
11. Some words (such as scissors, trousers, spectacles, shorts etc.) end in –s and seem to
represent a single thing, but they are two parts to that single thing. These words take
plural verbs.
Example
Incorrect-His trousers are very costly.
Correct- His trousers is very costly.
12. Some nouns in the plural form represent an amount, a fraction, or an element of time.
These nouns are considered These nouns are considered singular and hence take
singular verbs.
Example: Sixty minutes is enough to finish this work.
Three-fourths of the land is barren.
13. If two subjects are joined together by with, together with, in addition to, as well as,
etc. the verb will act according to the first subject.
Example: The Principal together with his students was seeing the final match.
The students together with the Principal were seeing the final match.
14. The subject Many a …. is always followed by the singular verb.

Example: Incorrect: Many a man were drowned in the sea.
Correct: Many a man was drowned in the sea.
15. If the subject is the number of … it takes a singular verb.

Example: The number of books is very small.
The number of boys in this team is ten.
Note: If he subject begins with A number of… (many), use a plural verb.
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Example: A number of books are missing.
16. If two subjects express one idea, use a singular verb.

Example: Bread and Butter is wholesome food. (Cup and Saucer, Spoon and Fork)
17. When adjectives such as much, less, little and more are used as nouns, they take a
singular verb.
Example: A little of good habits makes our life happy.
Less than a million of rupees is required.
18. When the Subject of the Verb is a Relative Pronoun care should be taken to see that
the Verb agrees in Number and Person with the Antecedent of the relative.
Example
Incorrect- I, who is your friend, will guard your interests.
Correct- I, who am your friend, will guard your interests.
Exercise:
1. (a) Everyone of the films/ (b) you suggested/ (c) are not worth seeing./ (d) No error
2. (a) The Secretary and Principal of the college/ (b) are attending/ (c) the District
Development Council Meeting at the Collectorate./ (d) No error
3. (a) One of my desires/ (b) are to become/ (c) a doctor./ (d) No error
4. (a) Neither of them/ (b) sent their papers/ (c) in time for the last seminar/ (d) No error
5. (a) This is a strange world/ (b) where each one pursues their own golden bubble/ (c)
and laughs at others for doing the same./ (d) No error
6. (a) If it were possible to get near when/ (b) one of the volcanic eruptions take place/ (c)
we would see a grand sight./ (d) No error
7. (a) If Mahatma Gandhi/ (b) was alive, he would feel sorry for the poor and
downtrodden who/(c) still struggle everyday to make both ends meet. / (d) No Error
8. (a) Having acquired some experience/ (b) she is no longer one of those who believes/
(c) every explanation they are given./ (d) No error
9. (a) With regard to implementation of the/ (b) details of the proposal, the committee
was divided/ (c) in their opinion./ (d) No error
10. (a) Most of the funds/ (b) we get from/ (c) America is used to build roads and
bridges./ (d) No error
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ERRORS IN USE OF NOUNS
19. Nouns which are used in singular form:

i) Scenery, information, furniture, advice, machinery, stationery, news,
poetry, business, mischief, fuel, issue, repair, bedding.
Ex. The scenery of this place is worth seeing.
Ex. He has received no information so far.
ii) Physics, Mathematics, Economics, Classics, Ethics, Athletics, innings,
Gallows.
Ex. Economics is a very interesting subject.
Ex. The Indian team defeated the Australian by an innings.
iii) Words like dozen, score, hundred, thousand, million when preceded by a
numeral.
Ex. He bought ten dozen oranges.
Ex. I have four pair of shoes.
iv) Expressions as a ten-rupee note, a two-hour journey, a four-mile
walk, a five-year plan, a six-man committee etc.
Ex. A ten-rupee note is lying there.
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20. Nouns used only in plural form:
i) Cattle, police, poultry, people, gentry, peasantry, artillery.
Ex. The police have caught the thief.
Cattle are grazing in the field.
ii) Scissors, trousers, stockings, spectacles, shorts, alms, remains, riches,
goods, measles.
Ex. My scissors are very sharp.
His spectacles are missing.
21. Nouns used both as singular and plural in the same form.
i) Deer, sheep, fish, apparatus, wages.
Ex. The wages of sin is death.
The wages of the workers have been raised.
ii) Collective nouns as jury, public, team, audience, congregation, orchestra.
Ex. The team are looking quite fit.
The team has not turned up yet.
22. One of or any of is followed by plural words.

Ex. I want one of the books kept on table.
Any of these tools may serve the purpose.
23. Plural nouns are used with fractions and decimal over 1.
Ex. It took us one and a half hours.
Exercise:
1. (a) The sceneries / (b) of Kashmir / (c) is very charming./ (d) No error
2. (a) Last week’s sharp hike in the wholesale price of beef / (b) is a strong indication for / (c)
higher meat costs to come./ (d) No error
3. (a) Whenever he goes to Mumbai / (b) he stays in/ (c) five-stars hotels./ (d) No error
4. (a) The company has ordered / (b) some / (c) new equipments./ (d) No error
5. (a) One of her firmest belief among the Hindus is that/ (b) Karma affects their / (c) life and also
the life after death./ (d) No error
6. (a) He was advised to take/ (b) two spoonsful of / (c) medicine times a day./ (d) No error
7. (a) All the furnitures have been/ (b) sold for a song/ (c) as we were in a hurry to leave the
town./ (d) No error
8. (a) My cousin brother is a cheater/ (b) and he / (c) cheats his family members and friends too./
(d) No error.
9. (a) The committee/ (b) could not come to/ (c) a final conclusion./ (d) No error.
10. (a) The police have received / (b) two important informations / (c) that can help them solve
the triple murder case (E) No error
ERRORS IN USE OF PRONOUNS
24. The Indefinite Pronoun ‘One’ should be followed by ‘one’s..

Example
Incorrect- One must not boast of his own success.
Correct- One must not boast of one’s own success.
Note: When ‘one’ means ‘one in number’, the pronoun for it is third person singular pronoun
(he, she, it).
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Example:
Incorrect- One of them has given up one’s studies.
Correct- One of them has given up his studies.
25. ‘Everyone’ or ‘Everybody’ must be followed by ‘his’.

Example: Everyone should love his country.
26. Each, every, anyone, anybody must be followed by the singular pronoun of their
person.
Example: Anyone can do this if he tries.
27. ‘But’ and ‘except’ are followed by pronoun in the objective case.
Example: Everyone attended the party except him.
28. ‘Such as’ is followed by pronoun in the subjective case.

Example: I have no liking for such a man as he.
29. Verbs like ‘enjoy’, avail’, ‘pride’, ‘resign’, ‘apply’, ‘acquit’, ‘assert’, ‘absent’, are
followed by reflexive pronouns.
Example: He absented himself from the class.
We enjoyed ourselves at the party.
I availed myself of the opportunity.
30. Reflexive pronouns are never used with verbs ‘keep’, ‘conceal’, ‘qualify’, ‘spread’,
‘rest’, ‘stay’.
Example: I stayed away from my class.
He qualified in the test.
31. ‘Who’ denotes subject and ‘whom’ denotes object.

Example: Who do you think did the job?
Whom did you abuse?
32. ‘Whose’ is used for persons and ‘Which’ for lifeless objects.
Example: This is the table which I was talking about.
He married Sunita who is the daughter of Mr.Roy.
33. ‘Which’ conveys additional information and ‘that’ explains a certain thing.
Example: I will tell you the first thing which I remember.
I am talking about traffic management that forms a part of his duties.
34. The following expressions usually take ‘that’ in place of ‘who’ or ‘which’. ‘Only’,
‘Any’, ‘It is’, ‘All’, Superlatives.
Example: He is the only man that can do it.
It is the same watch that was stolen by him.
All that glitters is not gold.
This is the best that we can do.
35. ‘Either’ or ‘neither’ is used only in speaking of two persons or things; ‘any’, ’no one’
and ‘none’ is used in speaking of more t.han two.
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Example
1. Incorrect- Anyone of these two roads leads to the railway station.
Correct- Either of these two roads leads to the railway station.
2. Incorrect- Neither of these three boys did his homework.
Correct- No one of these three boys did his homework.
36. ‘Each other’ is used in speaking of two persons or things; ‘one another’ is used in
speaking of more than two.
Example
Incorrect- The two brothers loved one another.
Correct- The two brothers loved each other.
37. A Noun or Pronoun governing a Gerund should be put in the possessive case.
Example
Incorrect- Please excuse me being late.
Correct- Please excuse my being late.
38. The compliment of the verb to be, when it is expressed by a pronoun, should be in
Nominative case.
Example: It was he who did it.
If I were he, I would not go there.
39. When the same person is the subject and object, it is necessary to use reflexive
pronouns.
Example:
Incorrect: I cut me shaving this morning.
Correct: I cut myself shaving this morning
40. The Relative Pronoun should be placed as near as possible to the antecedent.
Example: Here is the book that you lent me.
I have read the works of Shakespeare who was a great dramatist.
41. The case of the pronoun following ‘than’ and ‘as’ is decided by mentally supplying he
verb and completing the sentence.
Example: She is taller than I. (am)
I love you more than he. (loves you)
42. When two or more singular nouns joined by ‘or’ or ‘nor’, ‘either, or’, ‘neither ….
‘nor’, the Pronoun used for them should be in the singular.
Example
Incorrect – Neither Ravi nor Raja has done their homework.
Correct- Neither Ravi nor Raja has done his homework.
43. When two or more singular Pronouns of different persons come together, the Pronoun
of second person singular (you) comes first, the pronoun of the first person singular
(I) comes last and the pronoun of the third person singular (he) comes in between.
Example
Incorrect- I, You and he must work together.
Correct- You, he and I must work together.
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44. When two or more plural Pro-nouns of different persons come together first person
plural (we) comes first, then second person plural (you) and last of all third person
plural (they).
Example
Incorrect- You, they and we must work together.
Correct- We, you and they must work together.
45. After let, if a Pronoun is used, that Pronoun must be in the Objective Case.
Example
Incorrect- Let he go there.
Correct- Let him go there.
Exercise:
1. (a) Each of them/ (b) has to understand/ (c) their responsibility/ (d) No error.
2. (a) We are proud to announce/ (b) that every one of us have earned/ (c) a good name./
(d) No error.
3. (a) The company has appointed/ (b) consultants to help them/ (c) increase its revenue
and/ (d) improve its financial position./ (e) No error.
4. (a) You cannot change/ (b) people, but you/ (c) can definitely/ (d) change own./ (e) No
error.
5. (a) Governments and business houses must reduce/ (b) its own energy use/ (c) and
promote conservation/ (d) to their citizens and employees./ (e) No error.
6. (a) He is not one of those/ (b) who will help every Tom, Dick and Harry/ (c) whom he
meets/ (d) No error.
7. (a) It is not easy for anyone to command/ (b) respect from both one’s friends and
critics/ (c) as Mahatma Gandhi did/ (d) No error.
8. (a) He, You and I/ (b) shall arrange everything/ (c) and shall not ask them for help/ (d)
No error.
9. (a) Was it me/ (B) who had to face/ (c) the music?/ (d) No error.
10. (a) The audience/ (b) are requested/ (c) to be in its seats and stay away from the track/
(d) No error.
ERRORS IN USE OF VERBS
46. When there are two Subjects in a sentence and they are not in the same Number, then
we must have to use separate Auxiliaries (is, are, am, was, were, have, has) for both of
them.
Example
Incorrect- Three killed and one were injured.
Correct- Three were killed and one was injured.
47. A single Verb should be made to serve two Subjects, only when the form of Verb is
same for both the subjects.
Example
Incorrect- I am seventeen years old and my sister fourteen.
Correct- I am seventeen years old and my sister is fourteen.
48. Two auxiliaries can be used with one principal Verb, only when the form of the
principal Verb is appropriate to both the auxiliaries. ‘
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Example
Incorrect- He never has, and never will take such strong measures.
Correct- He never has taken, and never will take such strong measures.
49. When there is only one auxiliary to two principal Verbs it should be correctly
associated with the both.
Example
Incorrect- Ten candidates have passed one failed.
Correct- Ten candidates have passed, one has failed.
50. A Past Tense in the main clause should be followed by a Past Tense in the subordinate
clause.
Example
Incorrect- He succeeded because he works hard.
Correct- He succeeded because he worked hard.
51. A Past Tense in main clause may be followed by a Present Tense in the subordinate
clause when the subordinate clause expresses a universal truth.
Example
Incorrect- Our teacher said that the earth moved round the sun.
Correct- Our teacher said that the earth moves round the sun.
52. When the subordinate clause comes after ‘lest’, the auxiliary Verb ‘should’ must be
used, whatever be the Tense of the Verb in the main clause.
Example
Incorrect- We start early lest we shall miss the train.
Correct- We start early lest we should miss the train.
53. An Adverb or Adverbial phrase should not be placed between ‘to’ and verbal part of
the infinitive. (This is called the split infinitive).
Example
Incorrect- I hoped to immediately reply to your letter.
Correct- I hoped to reply immediately to your letter.
54. An infinitive should be in the present tense unless it represents an action prior to that
of the governing Verb.
Example
Incorrect- I should have liked to have gone-there.
Correct- I should have liked to go there.
55. Gerund if preceded by a Pronoun, that Pronoun must be in Possessive case.

Example
Incorrect – He emphasized me going there.
Correct- He emphasized my going there.
56. The Present Perfect Continuous Tense is used for an action that began in the past time
and still going at the time of speaking. It is used with, Adverb of time introduced by
‘since’, ‘for’ and ‘how long’.
Example
Incorrect- How long are you working in this office?
Page | 93
Correct- How long have you been working in this office?
57. A Verb when preceded by a Preposition must be the Gerund.

Example
Incorrect- They were punished for come late.
Correct- They were punished for, coming late.
58. The Future Indefinite Tense is not used in the clauses of time, place and condition.
Here the Present Indefinite Tense is used.
Example
Incorrect- I shall wait for you till you will finish your work.
Correct- I shall wait for you, till you finish your work.
59. The Present Perfect Tense is not used with the Adverbs of past time like
yesterday, in 1990 etc. Here Past Indefinite Tense is used.
Example
Incorrect- I have bought a cycle yesterday.
Correct-I bought a cycle yesterday.
The Past Perfect Tense is used to represent the earlier of the two past actions.
Incorrect- When I reached the station, the train already left.
Correct- When I reached the station, the train had already left.
60. Modal Auxiliaries are not used together. But two Auxiliaries can be connected by a
Conjunction.
Example
Incorrect-He should must do it.
Correct- He should and must do it.
61. When need or dare is followed by not, it turns into modal auxiliary. In that situation it
takes Bare Infinitive ‘and we cannot use ‘needs not’ or ‘dares not’.
Example
Incorrect- He needs not do it.
Correct- He need not do it.
Exercise:
1. (a) Walking along the road/ (b) a car knocked/ (c) him down./(d) No error.
2. (a) Having done my homework/ (b) my mother allowed me/ (c) to go out and play./(d)
No error.
3. (a) Being a rainy day,/ (b) I had to cancel/ (c) all my appointments./ (d) No error.
4. (a) A few selfish leaders/ (b) are bent to harm/ (c) the very foundation of Democracy./
(d) No error.
5. (a) As I have worked hard,/ (b) I am confident to pass/ (c) with flying colours./ (d) No
error.
6. (a) When the company offered him a purse on his retirement/ (b) he refused to/ (c)
agree it ./ (d) No error.
7. (a) The timid creature was driven/ (b) into a narrow lane/ (c) where it was slewed by
the kidnapper./ (d) No error.
8. (a) Being implicated in a murder case,/ (b) he was conclusively suspected/ (c) for all
the unsolved murder cases./ (d) No error.
Page | 94
9. (a) The lights went out/ (b) while we/ (c) took the examination./ (d) No error.
10. (a) His assistants have and/ (b) are still doing/ (c) excellent work for the
organization./ (d) No error.
ERRORS IN USE OF PARTICIPLES AND INFINITIVES
62. Ask, advise, allow, command, force, forbid, invite, encourage, compel, beg, order•,
imagine, instruct, permit, persuade, tell, require, remind, teach, etc. are followed by
Object + To +V2
Example
Incorrect- He advised to do it by me.
Correct- He advised me to do it.
But if these are used in Passive Voice, then they are followed by To +V,.
Correct- She was permitted to go with him.
63. Know is followed by how/ where/when/why and Infinitive.

Example
Incorrect- I know to write a letter.
Correct- I know how to write a letter.
64. After let, bid, behold, watch, see, feel, make etc. we use Bare-Infinitive and not To-
infinitive.
Example
Incorrect- I heard him to speak on several subjects.
Correct- I heard him speak on several subjects.
65. Bare Infinitive is used after Modal Auxiliaries (can, could, may, might, shall, should,
will, would, must, dare not,
need not).
Example
Incorrect- You need not to work hard.
Correct- You need not work hard.
66. Had better, had rather, had as soon … as …, had sooner etc. are followed by Bare
Infinitive.
Example
Incorrect- He had better to go now.
Correct- He had better go now.
67. Conjunction than is also followed by Bare Infinitive.

Example
Incorrect- He had better read than to write.
Correct- He had better read than write.
68. When but is used as a Preposition and preceded by any form of the Verb do, then but
is followed with Bare Infinitive.
Example
Incorrect- He did nothing but to wander.
Correct- He did nothing but wander.
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69. Every Participle must have a Subject of Reference.
Example
Incorrect- Being a rainy day Vijay decided to stay at home.
Correct- It being a rainy day Vijay decided to stay at home.
70. For completed action Having + V is used in Active Voice, whereas Having + been +
V or Being + V is used in Passive Voice. After should not be used in such a sentence.
Example
Incorrect- After the leader having been killed, the followers ran away.
Correct- The leader having been killed, the followers ran away.
71. Participles like considering, judging, referring, concerning, regarding, viewing,

broadly speaking etc. do not take any Subject of Reference.
Example
Correct – Considering the case, I took the decision.
Here ‘I’ is not a Subject of Reference of considering. So, there is no Subject of
Reference for ‘considering, still the sentence is correct.
Exercise:
1. She informed that (A) / she will visiting her (B) / aunt at the (C) / hospital the next
day. (D) / No error
2. Reshma was (A) / a daily wage worker (B) / who gone to work (C) / despite having
high fever (D) / No error
3. Keeping in mind that India (A) / is one of the world's fastest (B) / growing economies
many international (C) / companies are invested in India (D) / No error
4. There are just too few trains (A) / for the ever- growing (B) / number of passengers
(C) / in the city (D) / No error
5. The actor, who plays (A) / a detective in the film, alleged to have pushed the director
(B) / when he asked him to get into his country (C) / as it was getting late (D). / No
error
6. This comes (A) / at a time (B) / when fund allocation (C) / is been doubled (D). / No
error
7. I have been working (A) / in that organization for five years (B) / but now I work
(C) / for a different company (D). / No error
8. The party is holding a meeting (A) / in order to begin the (B) / painful and difficult
process (C) / of rethinking its political strategy (D) / No error
9. Though it has promoted to (A) / ask how much of the youth (B) / who attend our
classes would be (C) / interested in working for a textile company (D). / No error
10. The President has denied (A) / that the economy is in recession (B) / or was go into
one (C) / despite a spate of downcast reports (D). / No error
ERRORS IN USE OF ADJECTIVES
Word qualifying a noun or a pronoun is called an adjective.

72. The adjectives ending in –ior (prior, junior, senior, superior, inferior, anterior,
posterior) take ‘to’ and not ‘than’ after them.
Example: He is senior to me.
This book is superior to that book.
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73. Some adjectives like unique, ideal, perfect, extreme, complete, universal, infinite,
perpetual, chief, entire, round, impossible are not compared.
Example: It is the most unique book. (x)
It is a unique book. ( √ )
74. Comparative degree is used in comparing two things or persons.

Example: It is the better of the two books.
Superlative degree is used in comparing more than two things or persons.
Example: He is the best of the three boys.
75. Double comparatives and double superlatives must not be used.

Example: He is more wiser than his brother. (x)
He is wiser than his brother. ( √ )
76. When we compare two qualities in the same person or thing, the comparative ending
–er is not used.
Example: You are wiser than old. (x)
You are more wise than old. ( √ )
77. When two adjectives in superlative or comparative degree are used together, the one
formed by adding ‘more’ or ‘most’ must follow the other adjective.
Example: He is more intelligent and wiser than his brother. (x)
He is wiser and more intelligent than his brother. (√)
78. When two adjectives with differing degrees of comparison are used they should be
complete in themselves.
Example: He is as wise, if not wiser than his brother. (x)
He is as wise as, if not wiser than his brother. (√)
79. When two changes happen together, comparative degree is used in both
Example: The higher you go, the cooler you feel.
80. When comparative degree is used in superlative sense, it is followed by ‘any other’.
Example: Kapil is better than any bowler. (x)
Kapil is better than any other bowler. (√)
81. Compound adjective formed by adding ‘’worth’ is placed after the noun it qualifies.
Example: This is a worth seeing sight. (x)
This is a sight worth seeing. (√)
82. When two or more comparatives are joined by ‘and’ they must be in the same degree.
Example: Russel was one of the wisest and most learned men of the world.
83. When there are two object of comparison, then to avoid repetition of noun, ‘that’ is
used for singular noun and ‘those’ for plural noun.
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Example: The climate of Ranchi is better than Gaya.
The climate of Ranchi is better than that of Gaya.
84. If comparison is made by using ‘other’, ‘than’ is used instead of ‘but’.

Example: He turned out to be no other than my other than my old friend.
85. Likely, certain and sure are followed by ‘to’.

Example: He is likely to win.
We are sure to need help.
Confused Adjectives:
Beautiful – Woman, Handsome – Man
Less – Quantity, Fewer – Number
Last – Final One, Latest – Last up to the present.
Each – one of two or more things,
Every – more than two things, taken as a group.
Older- persons or things, Elder- persons only
Little- not much, A Little- ‘at least some’
Farther- ‘more distant’, Further- ‘additional’
Latter- the second of two things, Later- refers to time.
Exercise:
1. (a) Having been found / (b) guilty of the theft / (c) Sunny was sentenced to five year’s
imprisonment. / (d) No error
2. (a) The Railways have made / (b) crossing the tracks / (c) a punished offence. / (d) No
error
3. (a) While giving a loan/ (b) you must check / (c) if the borrower has sufficiently
collateral to repay it. / (d) No error
4. (a) Although his speech / (b) was not very clearly everyone understood / (c) the
underlying meaning. / (d) No error
5. (a) He is the most / (b) intelligent and also / (c) the very talented student of the college.
/ (d) No error
6. (a) There is not many traffic / (b) along the street / (c) where I live. / (d) No error
7. (a) The police arrived and discovered / (b) a large number of hoarded sugar/ (c) in his
shop. / (d) No error
8. (a) As a dramatist / (b) Shaw is superior than / (c) any other twentieth century writer. /
(d) No error.
9. (a) Everybody knows / (b) that Radha is the most unique / (c) singer of this college /
(d) No error
10. (a) Many a / (b) boys are / (c) absent today / (d) no error.
ERRORS IN USE OF ADVERBS
Adverbs are words that add information about the verb.
86. To modify a Verb, an Adjective or another Adverb, we use an Adverb.
Example
Incorrect- She writes very careful.
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Correct- She writes very carefully.
Carefully is an Adjective which cannot modify the Adverb very, therefore carefully (Adverb)
must be used in place of Adjective careful.
87. Too means more than required and it is used with Unpleasant Adjective. So, we
cannot use too glad, too happy, too pleasant, too healthy.
Example
Incorrect- I am too glad to meet you.
Correct- I am very glad to meet you.
88. A sentence which is based on ‘Too’ ‘To’ format, we cannot replace ‘To’ with ‘so
that’. If we replace ‘To’ with ‘so that’, ‘Too’ also must be replaced with ‘cannot’.
Example
Incorrect- He is too weak so that he cannot walk.
Correct- He is too weak to walk.
Correct- He is so weak that he cannot walk.
89. Much too is followed by Unpleasant Adjective, whereas too much is followed by
Noun. Much too + Unpleasant Adjective. Too much + Noun.
Example
Incorrect- His failure is too much painful for me.
Correct- His failure is much too painful for me.
Incorrect- His wife’s rude behavior gives him much too pain.
Correct- His wife’s rude behavior gives him too much pain.
90. Quite and all are not used together.

Example
Incorrect- He is quite all right.
Correct- He is quite right (or) He is all right.
91. A/An + fairly + Adjective + Noun (or) Rather + A + Adjective

(i) A fairly good book
(ii) Rather a difficult problem.
But we cannot use Pleasant Adjective with rather and Unpleasant Adjective with fairly.
Example
Incorrect- It was a rather good book.
Correct- It was a fairly good book.
92. Enough, when used as an Adverb, is preceded by a positive degree Adjective or

Adverb.
Example
Incorrect- He is greater enough to pardon you.
Correct- He is great enough to pardon you. ‘
93. Two negatives cancel each other. Hence two negatives should not be used in the same
sentence unless we make an affirmation.
Example
Incorrect-I have not got none.
Correct- I have not got any.
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94. ‘At present’ means ‘at the present time’, ‘presently’ means ‘shortly’. These should not
be confused.
Example
1. Incorrect- Nothing more can be done presently.
Correct- Nothing more can be done at present.
2. Incorrect- He will come back at present.
Correct- He will come back presently.
95. ‘Hard’ means ‘diligently’, strenuously’, ‘Hardly’ means ‘scarcely at all’. These two
Adverbial forms of ‘hard’ must not be confused.
Example
1. Incorrect- He tried hardly to win the race.
Correct- He tried hard to win the race.
2. Incorrect- She has eaten hard anything today.
Correct- She has eaten hardly anything today.
96. ‘Much’ is used before past participles and Adjectives or Adverbs of comparative
degree. ‘Very’ is used before the present participles and
Adjectives and Adverbs of positive degree.
Example
1. Incorrect- The news is much surprising.
Correct- The news is very surprising.
2. Incorrect-I was very surprised at hearing the news.
Correct- I was much surprised at hearing the news.
97. Hardly is an Adverb which means rarely. Whereas hard is an Adjective which means
tough, rigid.
Example
Incorrect- It is a hardly job.
Correct- It is a hard job.
98. Ago is always used with Past Indefinite Tense. So, if ago is used in a sentence, that
sentence must be in the Past Indefinite Tense.
Example
Incorrect- He has come a month ago.
Correct- He came a month ago.
99. At present means at this moment and it is used with Present Tense, whereas presently
and shortly are used for future action and generally’ used with Future Indefinite
Tense.
Example
Incorrect- Presently he is in the room.
Correct- At present he is in the room.
100. Early means “just after the beginning of anything” and soon means just after a point
of time.
Example: Roses blossomed early this spring.
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101. The sentence which starts with seldom, never, hardly, rarely or scarcely takes an
inverse structure, i.e., Verb + Subject – Structure.
Example
Incorrect- Seldom I had seen such a beautiful sight.
Correct- Seldom had I seen such a beautiful sight.
102. Inversion is also used in a sentence which starts with here/there/away/out/up/indoor

or outdoor and Main Verb, or Aux + Main Verb is used before the Subject.
Example
Incorrect- Away Sita went
Correct- Away went Sita.
Exercise:
1. (a) I refused to accompany him/(b) because he was/(c) so boring/(d) No error.
2. (a) I refused to consider/(b) him as an honest boy /(c) as he had cheated many
people/(d) No error.
3. (a) I see him often/(b) at the/(c) bus terminal/(d) No error.
4. (a) Mangoes taste /(b) more sweetly than /(c) any other fruit of this world/(d) No error.
5. (a) My father /(b) is very quicker than/(c) I at Chess/(d) No error.
6. 24. (a) The State Government/(b) appointed him as /(c) officer-in-charge/(d) No error.
7. (a) The teacher asked/ (b) the students to/(c) talk loudly/(d) No error.
8. (a) Though he was brave,/ (b) he could not face the ups and downs/(c) of life manly/
(d) No error.
9. (a) When she received the good news,/ (b) she ran straightly /(c) to call up her parents/
(d) No error.
10. (a) You always /(b) come lately/ (c) to class/(d) No error.
ERRORS IN USE OF CONJUNCTIONS
103. Two Conjunctions should not be used in the same sentence.

Example
Incorrect- Although she was tired, but she still went on working.
Correct- Although she was tired, she still went on working.
104. ‘Both’ should be followed by ‘and’. It should be used in the positive sense. In the
negative sense, ‘neither’….’nor’, should be used in place of ‘both’.
Example
Incorrect- Both Ravi as well as Raja were present there.
Correct- Both Ravi and Raja were present there.
105. ‘Either … or’, ‘neither …. ‘nor’, ‘both and’, ‘not only but also’ should be followed
by the same parts of speech.
Example
Incorrect- He not only lost his ticket, but also his luggage.
Correct- He lost not only his ticket but also his luggage.
106. ‘Neither’ should be followed, by ‘nor’, ‘either’ should be followed by ‘or’. Both
these should not be confused.
Example
Incorrect- He washed neither his hands or his face.
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Correct- He washed neither his hands nor his face.
107. ‘No sooner’ should be followed by ‘than’, not by ‘but’ or ‘then’.

Example
Incorrect- No sooner do I finish this book then I shall begin another.
Correct- No sooner do I finish the book, than I shall begin another.
108. ‘Hardly’ and ‘scarcely’ should be followed by ‘when’ or ‘before’, but not by ‘than’
or ‘that’.
Example
Incorrect- Hardly did I reach the station, than the train left it.
Correct- Hardly did I reach the station when the train left it.
109. Though is followed by yet.

Example: Though he worked hard yet he failed.
110. Not only is followed by but also.

Example: Not only did he help her, but also dropped her home safely.
111. Lest is negative and so should not be followed by not; it is followed by should.
Example: Work hard lest you should fail.
112. If would or may is used in place of should, then else should be used in place of
lest.
Example: Give him water, else he may die.
113. So……. as is used in negative sentences, whereas, as….. as is used in

affirmative sentences.
Example: He is not so tall as his brother.
He is as tall as his brother
114. Other is followed by than.

Example: He has no other claim than his wealth.
115. ‘That’ should not be used before a sentence in Direct Speech and before
Interrogative Adverbs and Pronouns in the Indirect Speech.
Example
1. Incorrect- He said that, “I shall go there.”
Correct- He said, “I shall go there”.
2. Incorrect- He asked me that who I was.
Correct- He asked me who I was.
Exercise
1. (a) I needed that money/ (b) so desperately, it was/ (c) like manna from heaven when it
arrived./ (d) No error.
2. (a) The period/ (b) between 1980 to 1990/ (c) was very significant in my life./ (d) No
error.
3. (a) No sooner had the hockey match started/ (b) when it began/ (c) to rain./(d) No error
4. (a) Scarcely had/ (b) I arrived than/ (c) the train left./ (d) No error.
5. (a) None of the diplomats at the conference/ (b) was able either to/ (c) comprehend or
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solve the problem./ (d) No error.
6. (a) Unless/ (b) you will work hard,/ (c) you cannot pass./ (d) No error.
7. (a) Keep him at an arm's length/ (b) lest you may not repent/(c) in the long run./ (d)No
error.
8. (a) Unless you do not meet/ (b) all the requirements/ (c) your application will be
rejected./ (d) No error.
9. (a) You must either/ (b) work hard/ (c) else be prepared to lead a miserable life./ (d) No
error.
10. (a) Although these books/ (b) are not useful but the students buy them/ (C) because
their seniors did so./ (d) No error.
WRONG USAGE OF PREPOSITION
116. Objective case (of Noun or Pronoun) is used after Preposition.

Example
Incorrect- I do not depend on he.
Correct- I do not depend on him.
117. The Prepositions used after two words must be made clear if these two words are
connected by ‘and’ or ‘or’.
Example
Incorrect- She is conscious and engaged in her work.
Correct- She is conscious of and engaged in her work.
118. If a Principal Verb is used after about, after, at, before, for, from, in, on, to, that verb
must be in ‘ing’ (V4) form.
Example
Incorrect- You prevented me from do it.
Correct- You prevented me from doing it.
119. On, in, at, are not used before today, tomorrow, yesterday, the following day, the
next day etc.
Example
Incorrect- He will go there on tomorrow.
Correct- He will go there tomorrow.
120. No Preposition is used before the word home. At home is a phrase which bears a
different meaning.
Example
Incorrect- Bring a T.V. set at home.
Correct- Bring a T.V. set home.
121. After Transitive Verbs, like discuss, describe, reach, order, tell, demand, attack,
resemble, ridicule, etc. we directly use the object and no Preposition is used after the
Verb.
Example.
Incorrect- The poet describes about the beauty of natural in this poem.
Correct- The poet describes the beauty of nature in this poem.
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122. Say/suggest/propose/speak/reply/explain/talk/listen/write is followed by ‘to
‘Preposition if there is a person in the form of object.
Example
1. Incorrect- He did not reply me.
Correct- He did not reply to me.
2. Incorrect- He did not write to a letter.
Correct- He did not write a letter.
Adverbs are words that add information about the verb.
123. Adverbs of manner, place and time are usually placed after the verb or object.
Example: He was running slowly.
They followed Rachna everywhere.
124. Adverbs of frequency (e.g. never, often, usually, always, rarely, etc.) and other
adverbs (like already, almost, just, quite, nearly, hardly) are normally put
between subject and verb. If there is more than one word in the verb, they are
put after first word.
Example: He often goes to Delhi.
Note: But if verb is ‘am’, ‘is’ and ‘are’, adverb is placed after the verb.
Example: I am never late for school.
125. The adverb enough is placed after the adjective.

Example: She is cunning enough to tackle him.
126. ‘Ever’ is sometimes incorrectly used for ‘never’.

Example: He seldom or ever tells a lie. (x)
He seldom or never tells a lie. (√)
127. Adverb ‘not’ shouldn’t be used with words having negative meaning.
Example: The teacher forbade me not to go. (x)
The teacher forbade me to go. (√)
128. The word ‘only’ should be placed immediately before the word it modifies.
Example: Hari answered only two questions.
129. An adverb should not be used before an infinitive.

Example: He quickly did the job. (x)
He did the job quickly. (√)
130. The auxiliaries have to and used to come after the adverb.
Example: He often used to go to cinema.
Exercise:
1. (a) Amphibians / (b) can live / (c) in water as well as land./ (d) No error.
2. (a) My mother is fond off/ (b) cooking different / (c) types of dishes/ (d) No error.
3. (a) Our teacher/ (b) cannot/ (c) control on the students./ (d) No error.
4. (a) The lawyer has been waiting/ (b) for the prisoner /(c) since two hours /(d) No
error.
5. (a) Mr. Bacon has / (b) great affection to/ (c) his family./ (d) No error.
6. (a) Despite of / (b)working hard/ (c) he failed/ (d) No error.
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7. (a) Ashok/ (b) married with/ (c) Rekha last month./ (d) No error.
8. (a) The earth's atmosphere/ (b)comprises of/ (c) three layers/ (d) No error.
9. (a) The court held/ (b) the local MLA responsible/ (c) for the loss or damage to any
public property./ (d) No error.
10. (a)He was debarred to attend/(b) the monsoon session/(c) of the Parliament./(d)
No error.
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COMPETENCY – 3
COMPREHENSION
and
COMPOSITION
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Reading for Information
Reading Comprehension is the ability to read text, process it and understand its meaning. In
addition, RCs are aimed at testing a candidates Knowledge of two elements i.e. Vocabulary
and Text Comprehension. And it is interesting to note that both these elements play a crucial
role in better understanding of the passage i.e. for understanding a text, one must have better
knowledge of Vocabulary. But what is more complex and varied out of the above two
elements is the Text Comprehension.
The current trend of questions that come in the RC are inference based i.e. the questions are
not direct but one has to infer from the given passage. Also there can be one or more
conclusions given in the question which are true/false depending on what is asked in the
question.
Now let’s move towards the Approach that one should follow while performing a RC in the
exam.
The most common suggestion and approach is first read the entire passage and then answer
the question that follows. Firstly let’s discuss this approach in detail.
Try to make notes while solving/ reading RCs. It is crucial for locating the appropriate
information and also acts as a mental bookmark, thus helping in better understanding of the
topic.
While making notes, one must look towards and identify following things:
i) Subject of the passage – which/what is the precise thing the author, is talking about.
ii) Main idea of the passage – what the author is saying about the subject.
iii) Tone of the author of the passage - which is manner author has adopted in the passage.
As soon as one figure out the above three things and central point of the passage,
one will be familiar with the gist [GI – general Idea + S – Structure + T- Tone] of the parts of
the passage.
But this sole approach is beneficial for the ones who generally read very fast. Then what
approach should one follow in a RC, below are the some of the approaches that one must try.
1. Instead of reading the entire passage, read critically the first and last paragraph of the RC.
Generally what the author is saying can be identified in the first few lines of the passage,
which in case of longer passages becomes roughly 1/3rd of the passage. For the rest of the
passage examine hastily, what the author has said about the subject. Also for longer passages,
try to put down in 10-15 words, for each paragraph, what you feel are the central points of the
passage.
2. The next thing in this approach is to identify the structural words that tell you the important
Ideas or Transitions in a passage. These structural words play a specific role in a sentence and
paragraph. The most common structural words are given below:
These three kinds of words describe three roles that words can play in a paragraph.
For e.g. Continuity words: The author would support his point of view further.
Contrast words: The author would introduce a contrarian point of view.
Conclusion words: The author would sum up his argument so far.
3. Further try to recognize the words that represent positive and negative role in the passage.
These words will let you decide whether the author is for or against the subject.
For Example: Enthusiastic – Alarming, Passionate – Stressful
Thus these words help you establish the motive of the author.
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4. Whenever a question is asked on a phrase given in the passage, just read the three lines
above and below that phrase to have an idea of what is implicit from that phrase.
5. There are around 4-6 questions based on Synonyms and Antonyms, these questions can be
answered if you have good vocabulary and if your vocabulary is not good, then read the
sentence in which the word is used to get a rough idea of the meaning of the word.
Now let’s discuss how one should attempt RC questions in the Exam. Generally, there are 2
ways in which a RC can be attempted which are given below:
1. PQ Approach (passage first, then the questions)

Read the entire passage thoroughly first and then read the questions. Skim & Scan through the
passage and keep going back and forth with questions and passage. Read the first 2
paragraphs, scan all the questions and see what you can answer, then read Para 3 & 4, scan
the questions and see what you can answer, then read Para 5& 6!!
2. QP approach (questions first, then the passage)

Read all the questions with their answer options first and then the passage. Read question 1
with all the options, then go through the entire passage to answer it. Then read question 2, go
through the entire passage. Then question 3!
Just read all the question stems, without reading the answer options. Then read the passage
and try answering the questions by reading them with the options.
Never apply your own knowledge to the given passage. Confine your understanding to
the given passage only.
Direction: Read the following passage carefully and answer the following questions
given below it.
“No man is an Island, entire of itself… And therefore never send to know for whom the bell
tolls; It tolls for thee”. — John Donne What are the borders of the human spirit, the contours
which shape what we call the soul? That metaphysical question gained viral urgency
worldwide when a photograph of the corpse of a three-year-old boy washed up on a beach
spread like wildfire over the Net. The child, whose body was picked up and carried away by
an anguished border patrolman, was, together with other members of his refugee family,
drowned when he was trying to cross into Europe in an overcrowded and unsafe vessel from
war-torn Syria. The boy is just one of the many thousands of illegal migrants from countries
as disparate as Syria, Afghanistan, Pakistan and various parts of Africa who are desperately
— literally at the cost of their lives — fleeing murderous civil war, rape, torture and
starvation to seek sanctuary in a Europe already besieged by a host of its own internal
problems, including bitter social and political dissension and, in many cases, dire economic
distress and unemployment. Even as individual nations and organizations try to grapple with
the problem in terms of law enforcement, emigration legalities and ethical compulsions, a
number of questions arise which go beyond those constantly mutating diagrams , crisscrossed
by arbitrary manmade lines called borders.
Borders demarcate not just where one or more countries end and where others begin;
they divide where one definition of humanity ends and another begins. A refugee,often called
a displaced person, is one seeking entry, often unsanctioned, not just into another country but
into the common domain of all humanity. It is this landscape of our human spirit, of the soul
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if you prefer, which all of us inescapably share with one another. Geographical and political
borders are the illusory fault lines which conceal this essential oneness, this indivisibility. For
almost 70 years, generations who have lived and died on the Indian subcontinent have been
victims of a psychosomatic disorder which has yet to find mention in any dictionary of
geopolitical pharmacology, but could one day come to be defined as border phobia, a form of
intense paranoia which makes us believe that those who live across a line of demarcation,
often drawn overnight, are to be demonized, or at least denigrated and despised, as morally,
culturally and perhaps even genetically different from we who live on this side of the
mythical meridian which separates us. A line is drawn in the shifting dust of history —
through military might, colonialism, the rise and fall of rulers — and one people become two
antagonists; a single Earth becomes a segregation of strife. Even as an interdependent
network of electronic communication seeks unity to make whole again a planet cruelly
vivisected by economic and environmental exploitation, the forces of a fratricidal fanaticism
gain ground through the cancerous growth of transborder organizations like al- Qaida, IS and
other unholy alliances against humanity. Such forces reveal all too clearly that far more
perilous to the human legacy than the borders marked on our maps are those unmarked
barriers etched deeply within our minds, within our consciousness as to who and what we are
and to whom and what we belong. The first, haunting picture of a blue earth taken from outer
space gave us an enduring emblem of the fragility of our common destiny. The photograph
of a three-year-old sacrificed on the altar of mind-made borders now shows us just how
endangered that destiny has become.
Direction: Read the following passage carefully and answer the questions given below it.
1.What does Mutating diagrams signify in the given passage?

a.Borders
b.Maps
c.Drawings
d.Boundary
e.None of these
2.Which of the following can be the suitable title of the passage?

a.Borders of the soul
b.Political boundaries
c.Military disputes
d.All the above
e.None of these
3.Which of the following statement is Not True according to the given passage?
a.Borders divide not only countries but also humanity
b.With the growth of transborder organsations,fratricidal fananticism's force faces loss of life.
c.The photograph of the dead body of a three-year-old boy got viral on internet.
d.Nations and organisations are trying to deal with the problems of law enforcement,
emigration legalities and ethical compulsions.
e.None of these
4.Which of the following statement is/are true according to the given passage?
I. Syria,Afghanistan,Pakistan,Iran are among the countries from where illegal migrants move
to other countries.
II. A Europe is besieged by its own internal problems.
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III.Generations who have lived and died on the Indian subcontinent more than 70 years have
been victims of borderphobia.
a.III
b.II & I
c.II
d.II & III
e.I
5.What is the central idea of the passage?

a.Terrorist attacks create borders and boundaries
b.Borders vilify the humanity
c.Individual disputes among leaders create political unrest
d.All the above
e.None of these
Directions (6-8); Choose the word which is most SIMILAR in meaning of the word
printed in bold as used in the passage.
6.Denigrate
a.Defame
b.indifferent
c.commend
d.applaud
e.None of these
7.Endure
a.Halt
b.abide
c.abate
d.oppose
e.None of these
8.Inescapable
a.avoidable
b.formal
c.inevitable
d.abjure
e.None of these
Directions (9-10); Choose the word which is most OPPOSITE in meaning of the word
9.Etch
a.reject
b.accept
c.contour
d.confuse
e.None of these
10.Anguish
a.solace
b.torment
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c.tangible
d.solicit
Direction: Read the following passage carefully and answer the following questions.
Indian officialdom has all but acknowledged what many suspected all along — that
there is something amiss about the growth narrative. A lowering of the projections made in
the Economic Survey, from 8.1-8.5 per cent to 7.5 per cent, hardly comes as a surprise, given
a 14 per cent deficient monsoon, persistently negative exports and indifferent industrial
growth. The finance ministry expects a 50,000-crore shortfall in revenue collections, against
the budgeted estimate of 14.5 lakh crore. It has promised that the fiscal deficit target of 3.9
per cent of GDP will be adhered to, without serious cutbacks in expenditure. Indeed, while
the Budget rightly prioritises capital spending in infrastructure, setting aside some ?70,000
crore, it is worth considering whether a larger sum is needed to get the investment cycle
going — even if this entails a small deviation from the fiscal deficit target. The Reserve Bank
of India’s Monetary Policy Report released a few days ago says, “the outlook for investment
demand remains lacklustre with a shrinking pipeline of greenfield projects, lack of forward
movement in the brownfield pipeline,… persisting under-utilisation of capacity and build-up
of finished goods inventories”. The RBI has “frontloaded” its rate cuts and is helping banks
deal with stressed assets so that they can lend freely. But that may not be enough to spur
investment, given the poor demand impulses, borne out by flat tractor and auto sales, and the
stock of unsold homes. There can be no better time than now to impart an intelligent, rather
than populist, fiscal stimulus — with inflation under control and oil prices not posing
pressures on the subsidy front.
The Centre has rightly sought to address the lack of ‘ease in doing business’. This
should be persisted with, even if it meets with resistance from the bureaucracy and even a
section of industry which has learnt to work the system, regarding it as a useful entry barrier!
A trade policy that prevents hemorrhaging of small- and medium-scale units, particularly in
the capital goods sector, must be worked out for ‘Make in India’ to become a reality. A
demand-led emphasis must be one that promotes labour-intensive industry. Demand
deficiency should be viewed as a structural problem, rather than one that results from
episodes of monsoon failure or external shock — even if our poverty rates (12.4 per cent,
according to the latest World Bank estimate) are on the decline.If a fiscal push is given, it
should go beyond physical infrastructure and focus on two rather neglected areas: agriculture
and education. Reforms in the education sector are crucial to improve labour productivity.
This calls for a more thorough approach than the twin slogans of ‘Skill India’ and ‘Digital
India’ suggest. Agriculture needs a switch towards cropping patterns that are in tune with soil
and climatic conditions, with the requisite infrastructure and extension services in place. In
sum, ‘growth’ could do with considering smarter, more holistic policies than we have seen so
far.
Source- The Hindu
1.What is the central idea of the passage?

a.stopping growth is inevitable in the current investment structure.
b.Growth in neglected areas of the country are necessary for reforms.
c.Whopping amount is required to invest in infrastructure
d.Growth of a country depends largly on climatic conditions.
e.None of these
2.What would work for "Make in India" programme to become a reality?

a.Policies to improve the "ease of doing buisness" ranking.
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b.Labour productivity for the growth of manufacturing industry.
c.Prevention of small and medium sacle units through a trade policy.
D.Both a & b.
e.Not given in the passage.
3.According to the passage which of the following statements are true?

I. RBI is palying important role to deal with stressed assets.
II. Focus should be given on agicultural and education area.
III. structural problems arise due to deficiency of funds.
a.II b.III c.II & III d.I e.I & II
4.According to the author what is NOT True?

a.Demand should be for labours.
b.External conditions should not create demand deficiency.
c.lack of forward movement in the brownfield pipeline.
d.Both c & d
e.None of these.
5.What is the tone of the passage?

a.subjective
b.criticising
c.pessimistic
d.objective
e.Bigotry
Directions (6 to 8): Choose the word which is Most SIMILAR in meaning of the word
6.Impart
a.disclose
b.withhold
c.apply
d.withhold
e.conceal
7.Amiss
a.right
b.decline
c.inappropriate
d.different
e.missed
8.Improve
a.ameliorate
b.deter
c.dexterous
d.expert
e.handful
Directions (9 – 10): Choose the word which is most OPPOSITE in meaning of the word
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9.Holistic
a.unimproved
b.incomplete
c.fallout
d.underdeveloped
e.unrequired
10.Prevent
a.forbid
b.Perclude
c.facilitate
d.inhibit
e.block
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THEME DETECTION
The following 6 steps should be followed in scanning a passage for the theme. The example
passage is about poverty and the subtheme pollution.
 Find the main idea. ----Poverty and pollution

 Look out for clues ------reason --- corruption
 Guess from heading------ remedies
 Understand author’s point of view---- who is responsible
 Read the author’s statements---- look for key words
 Opening and ending -----Introduction and conclusion > THEME
While skimming or scanning ,vertical reading is to be adopted instead of the traditional

horizontal method. That is ,the eyes should shiftly move across the page taking chunks of 2 to
three words per line in a zig-zag fashion.It is not actually reading but a thoughtful search for
key subwords guessed from the main theme words. Here they are reason,
remedies,responsible etc.
The teacher should help students approach the question in the six steps by giving indirect
hints and clues like slums , bribe etc. but not the exact words. The aim of this exercise is to
improve the critical (analytical+logical) skills of the students.
Theme Detection : Exercises
Theme Detection Questions and Answers
Each of the following questions contains a small paragraph followed by a question on it.
Read each paragraph carefully and answer the question given below it.
1. It is up to our government and planners to devise ways and means for the mobilisation of
about ten crore workers whose families total up about forty crore men, women and children.
Our agriculture is over-manned. A lesser number of agriculturists would mean more
purchasing or spending power to every agriculturist. This will result in the shortage of man-
power for many commodities to be produced for which there will be a new demand from a
prosperous agrarian class. This shortage will be removed by surplus man-power released
from agriculture as suggested above.
The passage best supports the statement that:

A. employment in production is more fruitful than employment in agriculture.
B. Indian economy is in a poor shape basically due to improper mobilisation of man-
power.
C. a shift of labour from agricultural sector to the industrial sector would uplift the
living standard.
D. the industrial sector is labour-deficient while the agricultural sector is over-manned
in our country.
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2. Exports and imports, a swelling favourable balance of trade, investments and bank-
balances, are not an index or a balance sheet of national prosperity. Till the beginning of the
Second World War, English exports were noticeably greater than what they are today. And
yet England has greater national prosperity today than it ever had. Because the income of
average Englishmen, working as field and factory labourers, clerks, policemen, petty
shopkeepers and shop assistants, domestic workers and other low-paid workers, has gone up.
The passage best supports the statement that:

A. a country's economic standard can be best adjudged by per capital income.
B. a country's balance of trade is the main criteria of determining its economic prosperity.
C. a nation's economy strengthens with the increase in exports.
D. English trade has continually increased since the Second World War.
3. Satisfaction with co-workers, promotion opportunities, the nature of work, and pay goes
with high performance among those with strong growth needs. Among those with weak
growth needs, no such relationship is present - and, in fact, satisfaction with promotion
opportunities goes with low performance.
This passage best supports the statement that:

A. satisfaction is an inevitable organisational variable.
B. job satisfaction and performance are directly and closely related.
C. relationship between job satisfaction and performance is moderated by growth need.
D. every organisation has few employees having weak growth need.
E. high performance is essential for organisational effectiveness.
4. The only true education comes through the stimulation of the child's powers by the
demands of the social situations in which he finds himself. Through these demands he is
stimulated to act as a member of a unity, to emerge from his original narrowness of action
and feeling, and to conceive himself from the standpoint of the welfare of the group to which
he belongs.
The passage best supports the statement that real education –

A. will take place if the children imbibe action and feeling.
B. will take place if the children are physically strong.
C. is not provided in our schools today.
D. comes through the interaction with social situations.
E. comes from the self-centred approach of the students.
5. The press should not be afraid of upholding and supporting a just and righteous cause. It
should not be afraid of criticising the government in a healthy manner. The press has to be
eternally vigilant to protect the rights of the workers, backward and suppressed sections of
the society. It should also give a balanced view of the things so that people can be helped in
the formation of a healthy public opinion.
The passage best supports the statement that
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A. press has a great role to play in a democracy.
B. the press is the only means to project to the masses the policies of the government.
C. the freedom of press is essential for the proper functioning of democracy.
D. the press can be used by the governments as an effective media for the upliftment of the
backward sections of society.
E. all the information given by the press should be well-articulated so as to gain a good
opinion towards the ruling party.
6. The only true education comes through the stimulation of the child's powers by the
demands of the social situations in which he finds himself. Through these demands he is
stimulated to act as a member of a unity, to emerge from his original narrowness of action
and feeling, and to conceive himself from the standpoint of the welfare of the group to which
he belongs.
The passage best supports the statement that real education -

A. will take place if the children imbibe action and feeling.
B. will take place if the children are physically strong.
C. is not provided in our schools today.
D. comes through the interaction with social situations.
E. comes from the self-centred approach of the students.
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IDENTIFICATION OF MOOD AND TONE
Tone is a manner, a feeling or atmosphere the author has meant to set in the story, or towards
a subject. It can also be considered as the attitude or feeling of the writer towards a subject.
The tone can be revealed by the author’s choice of words and details. The author may use a
negative or positive tone for his work. Some possible adjectives to describe a tone, are
seriousness, bitterness, joyful, humorous, amusing, angry, ironic, suspicious, and many more.
The following are some examples of ‘tone’ in sentences:

a. I’d rather stay here and wait, than go into that dark room.
The sentence above imposes that the person is scared.
b. The sun is shining brightly in the meadow, let’s go out and play!
The sentence above imposes that the person is happy or excited.
c. I called my friend at their house, her brother said she’s not home, but I heard her voice
come on the line.
The sentence imposes that the person is suspicious.
Mood is the feeling or atmosphere perceived by the reader. It is the emotions you feel while
reading. The mood indicates a prevailing feeling, or frame of mind, especially at the start of
the story. It creates a sense of expectation to readers of what is to follow. All the choices for
setting, images, objects and details contribute in creating a mood.
The following are some examples of ‘mood’ in sentences:

a. The night was dark and stormy.
The sentence gives you a scary ‘mood’.
b. The man kicked and threw the poor cat out of his house.
The sentence gives you a feeling of anger, or pity towards the cat.
c. There was plenty of food, and the music was playing. Everybody was having a good time.
The sentence gives you a mood of happiness and fun.
Summary:
Tone simply refers to how the author feels towards the subject, or towards something. You
will know what the author’s tone is implying by the words he uses.
While ‘mood’, refers to the feeling of the atmosphere the author is describing. It is what the
author makes you feel when you read his writings. You can read a sentence, and feel sad,
happy or angry.
1. Read the following poem, "A Birthday" by Christina Rossetti and answer the question
below. My heart is like a singing bird Whose nest is a weathered shoot; My heart is like an
apple-tree Whose boughs are bent with thick-set fruit; My heart is like a rainbow shell
That paddles in a halcyon [peaceful] sea; My heart is gladder than all these Because my love
is come to me.
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QUESTION: What mood do the details of the poem convey? (Look specifically at the three
things the speaker compares her heart to.)
A. Sorrow
B. Happiness
C. Excitement
D. Nervousness
2. Which tone is represented in the following passage? Wow! With a top speed of one
hundred fifty miles per hour, that car can almost fly!
A. Calm
B. Annoyed
C. Scary
D. Excited
3. Which tone is represented in the following passage? She delicately placed the cooing baby
on a soft, freshly cleaned blanket.
A. Calm
B. Annoyed
C. Scary
D. Excited
4. Which tone is represented in the following passage? As that hurricane threatened, the
wind's blast caused angry fifteen-foot waves to crash over the small houses near the shore.
A. Calm
B. Annoyed
C. Scary
D. Excited
5. Which tone is represented in the following passage? Ugh! Do I really have to sit through
another boring lecture on data entry again.
A. Calm
B. Annoyed
C. Scary
D. Excited
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CRITICAL REASONING
CASE STUDY
FORD PINTO CASE
Ethics Education Library
Title Ford Pinto Case
Publication Type Case Study
Year of Publication 1995
Authors Ladenson, R
of Center for the Study of Ethics in the
Corporate Authors
Professions, IIT
Date Published 04/1995
Center for the Study of Ethics in the
Publisher
Professions, Illinois Institute of Technology
Publication Language Eng
business , ENGINEERING , product ,
Keywords product liability , professional , professional
responsibility , PUBLIC , public safety
In designing its 1971 Pinto, the Ford Motor
Company decided to place the gas tank
behind the rear axle. Mounted in this
position, the tank was punctured during tests
by projecting bolts when hit from the rear at
20 NIPH. Ford decided, however, not to
change the position of the gas tank primarily
in order to reduce production costs. An
internal memorandum written in 1971
recommended that Ford should wait to do
this until 1976 when the government was
expected to introduce fuel tank standards
(none existed in 1971). The memo estimated
that by waiting until 1976 the Company
could save 20.9 million dollars. In addition,
the Company decided not to install a part
Abstract
costing $6.65 per unit which Ford engineers
determined could reduce the risk of the gas
tank puncturing in a collision at 20 MPH. In
1977 the National Highway Traffic and
Safety Administration claimed that a safety
defect existed in Pintos manufactured from
1971 to 1976. In 1978 Ford ordered a recall
of nearly 2 million vehicles. Between 1971
and 1978 plaintiffs brought about 50 lawsuits
against Ford in connection with Pinto rear
end collisions.Did the Ford engineers
involved in designing and testing the Pinto,
who were aware of the problems associated
with the placement of the gas tank behind the
rear axle, fail to meet their ethical
responsibilities by not taking steps to bring
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these problems to the attention of the public?
If so, why? If not, why not?
Critical Reasoning Sample Questions

1. Which of the following best completes the passage below?
In a survey of job applicants, two-fifths admitted to being at least a little dishonest. However,
the survey may underestimate the proportion of job applicants who are dishonest,
because____.
A. some dishonest people taking the survey might have claimed on the survey to be
honest
B. some generally honest people taking the survey might have claimed on the survey
to be dishonest
C. some people who claimed on the survey to be at least a little dishonest may be very
dishonest
D. some people who claimed on the survey to be dishonest may have been answering
honestly
E. some people who are not job applicants are probably at least a little dishonest
Answer with explanation: A is the best answer.

If applicants who are in fact dishonest claimed to be honest, the survey results would show a
smaller proportion of dishonest applicants than actually exists. Therefore, this choice is the
best answer. B is inappropriate because generally honest applicants who claimed to be
dishonest could contribute to the overestimation, but not to the underestimation, of dishonest
applicants. D is inappropriate because applicants who admitted their dishonesty would not
contribute to an underestimation of the proportion of dishonest applicants. C and E are
inappropriate because the argument is concerned neither with degrees of dishonesty nor with
the honesty of non-applicants.
2. The average life expectancy for the United States population as a whole is 73.9 years, but
children born in Hawaii will live an average of 77 years, and those born in Louisiana, 71.7
years. If a newlywed couple from Louisiana were to begin their family in Hawaii, therefore,
their children would be expected to live longer than would be the case if the family remained
in Louisiana. Which of the following, if true, would most seriously weaken the conclusion
drawn in the passage?
A. Insurance company statisticians do not believe that moving to Hawaii will

significantly lengthen the average Louisianan's life.
B. The governor of Louisiana has falsely alleged that statistics for his state are
inaccurate.
C. The longevity ascribed to Hawaii's current population is attributable mostly to
genetically determined factors.
D. Thirty percent of all Louisianans can expect to live longer than 77 years.
E. Most of the Hawaiian Islands have levels of air pollution well below the national
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average for the United States.
Answer with explanation: C is the best answer.

This choice suggests that a significant proportion of Hawaii's population is genetically
predisposed to be long lived. Since Louisianans are not necessarily so predisposed, and since
the Louisianans' children will acquire their genetic characteristics from their parents, not from
their birthplace, this choice presents a reason to doubt that Hawaiian born children of native
Louisianans will have an increased life expectancy. Therefore, this choice is the best answer.
Because the conclusion concerns people born in Hawaii, not the average Louisianan, A does
not weaken the conclusion. Because the governor's allegation is false, it cannot affect the
conclusion. D fails to weaken the conclusion because it is consistent with the information
given and the conclusion about life expectancy. By suggesting that Hawaii's environment is
in one respect particularly healthy, E supports the conclusion.
3. The average life expectancy for the United States population as a whole is 73.9 years, but
children born in Hawaii will live an average of 77 years, and those born in Louisiana, 71.7
years. If a newlywed couple from Louisiana were to begin their family in Hawaii, therefore,
their children would be expected to live longer than would be the case if the family remained
in Louisiana. Which of the following statements, if true, would most significantly strengthen
the conclusion drawn in the passage?
A. As population density increases in Hawaii, life expectancy figures for that state are
likely to be revised downward.
B. Environmental factors tending to favor longevity are abundant in Hawaii and less
numerous in Louisiana.
C. Twenty-five percent of all Louisianans who move to Hawaii live longer than 77
years.
D. Over the last decade, average life expectancy has risen at a higher rate for
Louisianans than for Hawaiians.
E. Studies show that the average life expectancy for Hawaiians who move ermanently
to Louisiana is roughly equal to that of Hawaiians who remain in Hawaii.
Answer with explanation: Answer is B

If B is true, the greater abundance of longevity-promoting environmental factors it mentions
is probably at least partly responsible for the higher life expectancy in Hawaii. Children born
in Hawaii benefit from these factors from birth, and thus Louisianans who have children in
Hawaii increase their children's chances of living longer. Therefore, B is the best answer. If
life expectancy in Hawaii is likely to be falling, as A says, the argument is weakened rather
than strengthened. C and E, in the absence of other relevant information, have no bearing on
the conclusion; thus, they are inappropriate. D is irrelevant, because the information it
mentions about rates would already have been incorporated into the statistics cited in the
passage.
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4. Insurance Company X is considering issuing a new policy to cover services required by
elderly people who suffer from diseases that afflict the elderly. Premiums for the policy must
be low enough to attract customers. Therefore, Company X is concerned that the income
from the policies would not be sufficient to pay for the claims that would be made. Which of
the following strategies would be most likely to minimize Company X's losses on the
policies?
A. Attracting middle-aged customers unlikely to submit claims for benefits for many
years.
B. Insuring only those individuals who did not suffer any serious diseases as children
C. Including a greater number of services in the policy than are included in other
policies of lower cost
D. Insuring only those individuals who were rejected by other companies for similar
policies
E. Insuring only those individuals who are wealthy enough to pay for the medical
services
Answer with explanation: Answer is A

Insurance companies can improve the ratio of revenues to claims paid, thus minimizing
losses, if they insure as many people belonging to low-risk groups as they can. Because the
strategy described in
A. adds a low-risk group to the pool of policyholders, this choice is the best answer.
B .is irrelevant, since no link is established between childhood diseases and diseases
affecting the elderly.
C. is inappropriate, since increasing the number of services covered is unlikely to
minimize losses.
D. is inappropriate, since it would increase the likelihood that claims against the
policy will be made. Because policyholders will file claims against the policy for
services covered rather than pay for the cost of the services themselves,
E. is irrelevant.
5. A program instituted in a particular state allows parents to prepay their children's future
college tuition at current rates. The program then pays the tuition annually for the child at any
of the state's public colleges in which the child enrolls. Parents should participate in the
program as a means of decreasing the cost for their children's college education. Which of the
following, if true, is the most appropriate reason for parents NOT to participate in the
program?
A. the parents are unsure about which public college in the state the child will attend.
B. The amount of money accumulated by putting the prepayment funds in an
Interest-bearing account today will be greater than the total cost of tuition for any
of the public colleges when the child enrolls.
C. The annual cost of tuition at the state's public colleges is expected to increase at a
faster rate than the annual increase in the cost of living.
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D. Some of the state's public colleges are contemplating large increases in tuition next
year.
E. The prepayment plan would not cover the cost of room and board at any of the
state's public colleges.
Answer with explanation:

The passage recommends that parents participate in a tuition prepayment program as a
means of decreasing the cost of their children's future college education. If B is true, placing
the funds in an interest bearing account would be more cost-effective than participating in the
prepayment program. Therefore, B would be a reason for NOT participating and is the best
answer. A is not clearly relevant to deciding whether to participate since the program applies
to whatever public college the child might attend. C and D, by stating that tuition will
increase, provide support for participating in the program. E is not clearly relevant to
deciding whether to participate, since the expenses mentioned fall outside the scope of the
program.
6. Company Alpha buys free-travel coupons from people who are awarded the coupons by
Bravo Airlines for flying frequently on Bravo airplanes. The coupons are sold to people who
pay less for the coupons than they would pay by purchasing tickets from Bravo. This making
of coupons results in lost revenue for Bravo. To discourage the buying and selling of free-
travel coupons, it would be best for Bravo Airlines to restrict the
A. number of coupons that a person can be awarded in a particular year

B. use of the coupons to those who were awarded the coupons and members of their
immediate families
C. days that the coupons can be used to Monday through Friday
D. amount of time that the coupons can be used after they are issued
E. number of routes on which travelers can use the coupons

Restricting use of the coupons to the immediate families of those awarded them, as B
suggests, would make the coupons valueless for anyone else, so that marketing the coupons
would no longer be possible. The coupons, however, would still allow the people to whom
Bravo gives them to enjoy free travel. Thus, awarding coupons would remain a strong
incentive to frequent travel on Bravo. Therefore, B is the best answer. A would do nothing to
reduce the resale value of the coupons. C, D and E all not only fail to prevent Alpha's coupon
sales from competing with Bravo's own ticket sales, but also potentially reduce the usefulness
of the coupons to the people to whom they are awarded.
7. The ice on the front windshield of the car had formed when moisture condensed during the
night. The ice melted quickly after the car was warmed up the next morning because the
defrosting vent, which blows on the front windshield, was turned on full force. Which of the
following, if true, most seriously jeopardizes the validity of the explanation for the speed with
which the ice melted?
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A. The side windows had no ice condensation on them
B. Even though no attempt was made to defrost the back window, the ice there melted
at the same rate as did the ice on the front windshield.
C. The speed at which ice on a window melts increases as the temperature of the air
blown on the window increases
D. The warm air from the defrosting vent for the front windshield cools rapidly as it
dissipates throughout the rest of the car.
E. The defrosting vent operates efficiently even when the heater, which blows warm
air toward the feet or faces of the driver and passengers, is on.

The speed with which the ice on the windshield melted is attributed to the air blowing full
force from the defrosting vent onto the front windshield. This explanation of B is undermined
if, as B states, no attempt was made to defrost the back window and the ice on the back
window melted as quickly as did the ice on the windshield. Therefore, B is the best answer.
In the absence of other information, the lack of ice condensation on the side windows that is
mentioned in A is irrelevant to the validity of the explanation. C might support the
explanation, since the air from the defrosting vent was warm. Neither of D and E gives a
reason to doubt that air from the vent caused the ice's melting, and thus neither jeopardizes
the explanation's validity.
8. To prevent some conflicts of interest, Congress could prohibit high-level government

officials from accepting positions as lobbyists for three years after such officials leave
government service. One such official concluded, however, that such a prohibition would be
unfortunate because it would prevent high-level government officials from earning a
livelihood for three years. The official's conclusion logically depends on which of the
following assumptions?
A. Laws should not restrict the behavior of former government officials.
B. Lobbyists are typically people who have previously been high-level government
officials.
C. Low-level government officials do not often become lobbyists when they leave
government service.
D. High-level government officials who leave government service are capable of
earning a livelihood only as lobbyists.
E. High-level government officials who leave government service are currently
permitted to act as lobbyists for only three years.
The official argues that prohibiting high-level government officials from accepting positions
as lobbyists for three years would prevent the officials from earning a livelihood for that
period. The reasoning tacitly excludes the possibility of such officials earning a living
through work other than lobbying. Therefore, D, which expresses this tacit assumption, is the
best answer. The official's argument does not depend on the assumption in A, since the
argument would not be invalidated if some restrictions on the behavior of government
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officials were desirable. The official's argument does not depend on the assumption in B,
since the argument would not be
invalidated if lobbyists were not typically former high-level government officials. The
official's argument does not depend on the assumption in C, since the argument would not be
invalidated if former low-level government officials did often become obbyists. The official's
argument does not depend on the assumption in E, since the argument would not be
invalidated if former high-level government officials could act as lobbyists indefinitely.
9. A conservation group in the United States is trying to change the long-standing image of
bats as frightening creatures. The group contends that bats are feared and persecuted solely
because they are shy animals that are active only at night. Which of the following, if true,
would cast the most serious doubt on the accuracy of the group's contention?
A. Bats are steadily losing natural roosting places such as caves and hollow trees and
are thus turning to more developed areas for roosting.
B. Bats are the chief consumers of nocturnal insects and thus can help make their
hunting territory more pleasant for humans.
C. Bats are regarded as frightening creatures not only in the United States but also in
Europe, Africa, and South America.
D. Raccoons and owls are shy and active only at night; yet they are not generally
feared and persecuted.
E. People know more about the behavior of other greatly feared animal species, such
as lions, alligators, and greatly feared animal species, such as lions, alligators, and
snakes, than they do about the behavior of bats.

The group's contention suggests that animals that are shy and active at night are feared and
persecute for that reason. D establishes that raccoons and owls are shy and active at night, but
that they are neither feared nor persecuted. Therefore, D is the best answer. Although an
increasing prevalence of bats might explain the importance of addressing people's fear of
bats, A does not address the original causes of that fear. B and E, while relevant to the
rationality of people's fear of bats, do not affect the assessment of the accuracy of the group's
contention. That bats are feared outside the United States, as C states, does not conflict with
the group's explanation for fear of bats in the United States.
10. Meteorite explosions in the Earth's atmosphere as large as the one that destroyed forests
in Siberia, with approximately the force of a twelve-megaton nuclear blast, occur about once
a century. The response of highly automated systems controlled by complex computer
programs to unexpected circumstances is unpredictable. Which of the following conclusions
can most properly be drawn, if the statements above are
true, about a highly automated nuclear-missile defense system controlled by a complex
computer program?
A. Within a century after its construction, the system would react inappropriately and
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might accidentally start a nuclear war.
B. The system would be destroyed if an explosion of a large meteorite occurred in the
Earth's atmosphere.
C. It would be impossible for the system to distinguish the explosion of a large
meteorite from the explosion of a nuclear weapon.
D. Whether the system would respond inappropriately to the explosion of a large
meteorite would depend on the location of the blast.
E. It is not certain what the system's response to the explosion of a large meteorite
would be, if its designers did not plan for such a contingency.

If the defense system designers did not plan for the contingency of large meteorite
explosions, such explosions would, from the system's perspective, be unexpected. The
system's response to such explosions is consequently unpredictable. E expresses this
inference and is thus the best answer. A cannot be inferred since it is consistent with the
stated information that no meteorite explosion will occur within a century. B cannot be
inferred since there is no information to suggest that meteorite explosions in the atmosphere
would destroy the system. C cannot be inferred since it is consistent with the stated
information that an appropriately designed nuclear defense system might be able to
distinguish nuclear from meteorite explosions. D cannot be inferred since there is no
information to suggest that the location of blasts would determine the appropriateness of
defense system's response.
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WRITING SKILLS (COMPOSITION)
Speaking a language everyday is far different from writing an engaging and grammatically
correct essay. Everyone needs some guidance in order to create written masterpieces that can
earn the desired grades. There are important things to consider such as writing style, proper
proofing, formatting and readability, among others. If you are preparing for your college
exams, or for any upcoming interviews that require sound written communication skills, you
can improve your writing skills through the following practices:
1. Read extensively:
Reading can be quite tiring for some people who are not used to it, but it has a huge impact
on improving grammar. Through reading, you not only develop an innate sense of
distinguishing between the right and wrong usage of the language, but you can also further
develop a better understanding of how to manifest what you have retained by reading
consistently, into your own style of writing.
For starters, keep the topics interesting, but ensure that you get quality sources of reading
materials.
2. Start a diary:
As a college student, you probably have piles of assignments to hand in. However, writing
something for your own enjoyment outside the academic environment can also help sharpen
your skills. A daily journal, for instance, would be a great way to start. You can begin by
simply describing the events of the day before going to bed.
3. Get a tutor or make use of an online language resource:
Tutors can give you extra help, individual attention and different insights to understanding a
language better. If you are unable to hire one to personally, YouTube could be very good
place to start. There are also various websites available on the internet that can be of massive
help, along with open source material from renowned universities. Now-a-days, you can go
find yourself an app to suit your needs in this department as well.
4. Find other people like you:
There will always be people around you who’d be in the same shoes as you are, and
connecting with these people could serve you good. You can compare and improve on your
learning curves together, and suggest better methods to make the process faster. There are
also some really well written blogs by people who weren’t proficient in English and took one
day at time to get better at it. The documentation of their journey could present you with
some useful tips.
5. Vocabulary/ Dictionary usage:
Vocabulary is also a very important part of writing and being overall fluent in English. If you
find it weird to carry around a dictionary with you at all times, you can install ‘word per day’
and thesaurus apps on your phone to refer to whenever the need arises.
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6. Know when you are wrong:
Before you begin any exam, you need to be consciously aware of your common mistakes and
develop a strategy on how to avoid these, hence identify your most common mistakes and
consider working on them more than other things. Practicing through exercise is the best way
to learn better the correct usage of adjectives and adverbs, appositives, the use of articles,
prepositions and tense consistency, among others.
7. Test yourself:
At the end of every practice or reading, you should test yourself to see how much you have
retained. Numerous tests can be found online to serve your purpose, most of which also
come with in depth analysis of where you are going wrong and how you can slowly advance
towards getting better.
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JUMBLED SENTENCES
In each of these questions, the parts of a sentence are jumbled up. Choose the right
choice of the sequence of letters, which represents the correct arrangement of the
sentence.
1. To the total cost of the product (P) / in reasonable proportion (Q) / advertising
cost (R) / are no longer. (S)
a. RSQP b. RPQS c. RQSP d. PSRQ
2. Unsurpassed power (P) / modern society (Q) / in (R) / women enjoy (S).
a. RQPS b. SRPQ c. SPRQ d. PRSQ
3. American (P) / as men (Q) / earn as much (R) / working women. (S)
a. PSQR b. PRQS c. SRQP d. PSRQ
4. Adventure programmes (P) / adult programmes (Q) / more than (R) / children
watch. (S)
a. PSRQ b. SQRP c. PRSQ d. SPQR
5. For its workers (P) / and won protection and benefits (Q) / has fought for (R) /
organized labor. (S)
a. PRSQ b. PSQR c. SPQR d. SRQP
6. As a compensation (P) / of the state (Q) / highways by transporters (R) / it is levied

(S) / for the usage. (T)
a. RQPST b. RQTPS c. SPTQR d. RQSPT
7. Transport vehicle (P) / has to pay tax (Q) / each time a (R) / at the checkpost (S) / enters a
state, it. (T)
a. RPTQS b. RQTPS c. TQPRS d. RQSPT
8. To control unruly students (P) / in the college administration (Q) / our new
principal (R) / took a number of strong measures. (S)
a. RSPQ b. RSQP c. PQRS d. QRPS
9. With a steep slope (P) / slide off easily (Q) / so that the rain water could (R) / we
built the roof. (S)
a. PSQR b. SRQP c. SPRQ d. QPRS
10. According to the standard big bang theory, in a moment of infinite temperature (P)
/ the universe came into existence (Q) / some ten to fifteen billion years ago (R) /
and density.(S)
a. PSRQ b. QPSR c. RPQS d. QSPR
11. A. the African elephant is usually larger

B. being about three and a half metres in height
C. than the Indian
D. and 6000 kg in weight
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E. it has enormous ears
F. which are valued for the ivory
G. and very long tusks
H. that they contain
a. ACBDEGFH b. EFBDACGH c. ADBCFEHG d. AEDBCHGF
12. A. you can take B. you can’t take

C. the boy D. the village
E. out of the village F. out of the boy
G. but
a. ACBDEGF b. ACEGBDE c. ADBCFEG d. AEDBCGF
13. A. it is of vital importance B. since man depends for food

C. upon articles D that none of this soil should be wasted
E produced from the earth’s layer of fertile soil
a. ACBDE b. EBDAC c. ADBCE d. BCEAD
14. A. a photocopy of the manuscript B. not only to facilitate correspondence

C. but to serve as insurance D. against loss of the original copy
E. the author should always retain F. between the editor and the author
a. EDAFBC b. AFDCBE c. EABFCD d. BFEDAC
15. A. the Vice President B. spoke for half an hour and

C. to consider finding a new job D. told his colleague
E. or accept a reduction in salary F. of the local bank
a. ADCFBE b. AFBDCE c. ACBDEF d. ABFCDE
16. Since life has now become intensely competitive (P) / not only by the grades he
obtains (Q) / but also by his skill of observation and logical reasoning (R) / we
judge a person’s intellectual worth. (S)
a. SQRP b. PSRQ c. PQRS d. PSQR
17. It is known that the world’s greatest men (P) / becoming rich (Q) / with a view to
(R) / have not labored. (S)
a. PRQS b. RQPS c. PSRQ d. RQSP
18. Making it altogether (P) / the book is well-printed (Q) / an attractive volume (R) /
and attractively bound. (S)
a. QPRS b. PRSQ c. QSPR d. RSPQ
19. I can guarantee as a medical representative (P) / without any doubt (Q) / for the
post for which he has applied (R) / that this candidate will be successful. (S)
a. SPRQ b. SRQP c. PSRQ d. QSPR
20. The broker said that a person (P) / should shop carefully (Q) / who buys a house
(R) / for the lowest interest rate. (S)
a. PQRS b. PQSR c. PRQS d. PRSQ
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PARA JUMBLES
In para jumbles, you have to rearrange the parts of a sentence into a meaningful sentence or
sentences into a meaningful paragraph.
So, here we are discussing some tips that will help you to solve para jumbles easily.
TIPS for solving Para Jumbles
1) Try to find out clues that will help us to locate qualifier
Clues include pronouns, like he, she, it, this, that, these, those; adverbs like formally, really;
article a, an and the; definers like actually, finally, another; connectors like but, yet, both, also
and neither nor, or, however, nevertheless. These can help us to find out the qualifiers.
Now the question arises is what the meaning of qualifier is?
Qualifier is a sentence that will tell us something about the following sentence. The
following sentence is the Qualified sentence.
2) Locate a Qualifier
Now, with the help of clues, try to find out qualifier and qualified sentences, so that we can
make pairs of qualified and qualifier sentences to eliminate the wrong choices given in the
question.
3) Eliminate alternatives
After making pairs, start eliminating the wrong choices or options given in the question.
4) Read and try to follow the sequence
In case there is more than one choice, try to follow the sequence of sentences according to the
occurrence of the events.
NOTE- Clues can be located with the help of grammatical rules. To solve Para Jumbles, it
also requires command over the structure of the sentences and logical sequence of ideas
behind sentences. So, you must read books and newspapers carefully and do constant
practice.
EXAMPLE: Rearrange the following sentences:
Duryodhana was a wicked prince.
P - One day Bhima made Duryodhana fall from a tree from which Duryodhana was stealing
fruits.
Q - He did not like that Pandavas should be loved and respected by the people of Hastinapur.
R - Duryodhana specially hated Bhima.
S - Among the Pandavas, Bhima was extraordinarily strong and powerful.
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T - This enraged Duryodhana so much that he began think of removing Bhima from his way.
OPTIONS:
(a) PSQTR (b) QTPRS (c) QSRPT (d) PSRQT
Explanation of Example:
To arrange the above example, firstly we have to find the clues that will help us to locate the
qualifier. Here the clue is 'he' as it the pronoun used for Duryodhana. So this means Q is the
qualifier of sentence 1 and our answer will begin with Q. So with this, we can eliminate
options (a) and (d).
Now, we are left with two choices (b) and (c). We have to decide by the sequence that which
sentence should come first.
The option (b) states that T will be the second sentence. Now read T sentence. It does not
seem to be an independent sentence as it starts from 'this', representing something that has
occurred before this sentence.
So the only option left is OPTION (c), which is the correct answer.
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PARAGRAPH WRITING
Topic Sentence
 What is the topic sentence?
The topic sentence is the first sentence in a paragraph.
 What does it do?
It introduces the main idea of the paragraph.
 How do I write one?
Summarize the main idea of your paragraph. Indicate to the reader what your paragraph will
be about.
Supporting Details
 What are supporting sentences?
They come after the topic sentence, making up the body of a paragraph.
 What do they do?
They give details to develop and support the main idea of the paragraph.
 How do I write them?
You should give supporting facts, details, and examples.
Closing Sentence
 What is the closing sentence?
The closing sentence is the last sentence in a paragraph.
 What does it do?
It restates the main idea of your paragraph.
 How do I write one?
Restate the main idea of the paragraph using different words.
Example:
There are three reasons why Canada is one of the best countries in the world. First, Canada
has an excellent health care system. All Canadians have access to medical services at a
reasonable price. Second, Canada has a high standard of education. Students are taught by
well-trained teachers and are encouraged to continue studying at university. Finally, Canada's
cities are clean and efficiently managed. Canadian cities have many parks and lots of space
for people to live. As a result, Canada is a desirable place to live.
Prewriting Paragraphs
 What is the prewriting stage?
The prewriting stage is when you think carefully and organize your ideas for your paragraph
before you begin writing.
Six Prewriting Steps:

1. Think carefully about what you are going to write. Ask yourself: What question
am I going to answer in this paragraph or essay? How can I best answer this question?
What is the most important part of my answer? How can I make an introductory
sentence (or thesis statement) from the most important part of my answer? What facts
or ideas can I use to support my introductory sentence? How can I make this
paragraph or essay interesting? Do I need more facts on this topic? Where can I find
more facts on this topic?
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2. Open your notebook. Write out your answers to the above questions. You do
not need to spend a lot of time doing this; just write enough to help you remember
why and how you are going to write your paragraph or essay.
3. Collect facts related to your paragraph or essay topic. Look for and write down
facts that will help you to answer your question. Timesaving hint: make sure the facts
you are writing are related to the exact question you are going to answer in your
paragraph or essay.
4. Write down your own ideas. Ask yourself: What else do I want to say about this
topic? Why should people be interested in this topic? Why is this topic important?
5. Find the main idea of your paragraph or essay. Choose the most important point
you are going to present. If you cannot decide which point is the most important, just
choose one point and stick to it throughout your paragraph or essay.
6. Organize your facts and ideas in a way that develops your main idea. Once you
have chosen the most important point of your paragraph or essay, you must find the
best way to tell your reader about it. Look at the facts you have written. Look at your
own ideas on the topic. Decide which facts and ideas will best support the main idea
of your paragraph. Once you have chosen the facts and ideas you plan to use, ask
yourself which order to put them in the paragraph. Write down your own note set that
you can use to guide yourself as you write your paragraph or essay.
Writing Paragraphs
 What is the writing stage?
The writing stage is when you turn your ideas into sentences.
Five Writing Steps:

1. Open your notebook and word processor.
2. Write the topic sentence, supporting sentences, and closing sentence.
3. Write clear and simple sentences to express your meaning.
4. Focus on the main idea of your paragraph.
5. Use the dictionary to help you find additional words to express your ideas.
Editing Paragraphs
 What is the editing stage?

The editing stage is when you check your paragraph for mistakes and correct them.
Grammar and Spelling

1. Check your spelling.
2. Check your grammar.
3. Read your essay again.
4. Make sure each sentence has a subject.
5. See if your subjects and verbs agree with each other.
6. Check the verb tenses of each sentence.
7. Make sure that each sentence makes sense.
Style and Organization

1. Make sure your paragraph has a topic sentence.
2. Make sure your supporting sentences focus on the main idea.
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3. Make sure you have a closing sentence.
4. Check that all your sentences focus on the main idea.
5. See if your paragraph is interesting.
Important elements of writing a Paragraphs

Definition
Classification
Description
Compare and Contrast
Sequence
Choice
Explanation
Evaluation
Topics for paragraph writing:

1. Racism
2. Sportsmanship
3. Honor
4. Modesty
5. Self-assurance
6. Humility
7. Dedication
8. Sensitivity
9. Trust
10. Respect
11. Ambition
12. Right to privacy
13. Generosity
14. Laziness
15. Charisma
16. Common sense
17. Team player
18. Maturity
19. Integrity
20. Healthy appetite
21. Frustration
22. Optimism
23. Sophistication
24. Peer pressure
25. Leadership
26. Responsibility
27. Self-respect
28. Persistence
29. Feminism
30. Intelligence
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VIDEO SYNTHESIS
A few companies have introduced the 'Video Synthesis Test' round to their recruitment process.
For instance, Mu Sigma conducts this test as a part of their selection process. A lot of
engineering students are clueless about the test and how to prepare for it. So, let's find out what
the test is all about and how can you crack it.
What is a Video Synthesis Test?

In this test, candidates are shown a video, a small clip from a movie or documentary. Then they
are asked to write a synthesis of what they saw in a fixed time frame. This test was introduced by
companies like Mu Sigma a few years back. Generally, the examiners would tell you the rules,
but I've heard that they generally ask you to either write your views in 3-4 points.
Why do they keep such a test?

From what I can understand, the purpose of such a test is to understand the candidate's analyzing
skills. How well can you understand the essence of the data/content you are presented with?
What are the key points you would remember if you are put in a random situation that demands
you to voice your opinion? Basically, they want to judge how well you understand things in a
quick way.
A lot of candidates are confused between writing a summary and a synthesis.

That brings us to our next question
Difference between Summary and Synthesis?

A summary means that you write the gist of the content presented to you. While writing a
summary, you are expected to cover the major points of the content in a short, concise manner
that gives the reader an idea of what you might've seen or read.
A synthesis means that instead of re-writing the points you've read/seen in the content, you are
supposed to note what you understood from the content and what your ideas are about it. A
synthesis represents you key takeaways from the content. You are supposed to share what your
learning is.
Can I do some preparation to crack this test?

Generally speaking, if you are good at English and are attentive enough to understand what the
message in the video is, you don't need much preparation. Those involved in the selection
process will generally pick up scenes from movies that have some takeaway lesson or one that
speaks of values. If you have seen good English movies, chances are that you will see a movie
clip that you've already watched.
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Sample Video Synthesis Test Clips:
These are just some videos that have been shown in some interviews. They could pick any
random video and show it to you and all that they want to know is what message you take away
from it.
Sample Topics
1. Pursuit of Happiness
https://youtu.be/TJyJxD5WASo
2. Why America isn't the greatest country in the world anymore.
https://youtu.be/ZPHSXUS0_1c
TIPS AND TRICKS To Crack The Video Synthesis Round:
1. While you are watching the video: Note the actors, movie name, situation
presented, tone of the scene etc.
2. Depending on what the video shown to you is about, think about the 1 key lesson
there is to take away from it.
3. If you are asked to write on a piece of paper, remember to use good, clearly
understandable handwriting.
4. If they want you to write only 3 points, Write 3 simple sentences without making it
too lengthy.
5. Remember to end your synthesis with that point which is the 'crux' and combine it
with your ideas about the topic.
6. Try to establish a connect between the video and the role you're applying for. This
could be extremely tricky; but if you can pull it off - you're guaranteed to crack the
video synthesis test.
7. If you don't find anything noteworthy, simply try to answer these questions in
relation to the clip that was shown -
 Who
 What
 Why
 Where
 When
These questions should give you a clearer understanding of the clip and help you derive the
number of points you're required to write. "WHY" is one of the most important questions you
might want to answer.
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ESSAY WRITING
In the Essay writing round, one picture will be shown on the screen. You need to write an essay
in 200 words. This essay should be completed in 15 minutes. This is also an elimination round.
Example Picture: An old man crossing a road on zebra lines.
One can write on how public infrastructure has become friendly for every traveler on the road.
Or, you can write about how the life expectancy has increased in the modern world and how that
might stress the GDP through social security net.
Along with content Check Grammar, Punctuation, Spelling, Right usage of words and
Syntax of the sentences.
The fundamental question should be: What am I attempting to express? And the answer is the
text. Being lucid and absolute are the hallmarks of a good text. Short sentences indicate tension.
Longer sentences, on the other hand, indicate a frantic need to finish off the writing!
Words are NECESSARY. Expand vocabulary to make writing more spot-on. This is to not to
say that one “flaunts” vocabulary, but having more “tools” will allow one to select the most
appropriate “tool” for the job. So pick one new word each day, and then use it many times in the
conversations with others that day. You can use vocab prep in Conduira Online to improve
vocabulary.
Avoid nonsense. No nonsense. Don't force a reader to spend 20 minutes when the idea can be
conveyed in 5 minutes.
Creation of Interest. Every sentence must serve a purpose: The first sentence must make the
reader want to read the second. The second sentence must propel the reader to the third. If a
sentence doesn’t move the narrative forward— then it is the end of the writing.
Avoid too many adverbs. A sure sign of amateur writing is the overuse of adverbs, especially -
ly adverbs. A woman in a story isn’t incredibly pretty—she’s beautiful; the sky isn’t very blue—
it’s azure. Find the right words to avoid using adverbs."
Write daily during the placement season. If one wants to improve writing, write every day—
make it a daily habit so that by the time you sit for placements, you are accustomed to it.
What is an Essay?
An essay is a short literary composition, providing a personal view on a single subject. An essay
is not just an exercise in research, it is also an exercise in communication. Essays require you to
demonstrate that you understand the question asked, issues involved and that you possess the
required knowledge quotient. Essays also allow you to demonstrate your analytical thinking and
force a deep and powerful form of learning to take place for both the author as well as the reader.
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The length of the essay should be apt enough to meet the purpose, keep the reader gripped, and
conform to any pre-stated space constraints. It is important to understand that a redundant detail
may take the charm away from an essay while an over condensed one may elude certain relevant
details. In fact, someone has rightly said" An essay should be like a mini-skirt: long enough to
cover everything, but short enough to keep it interesting"!
Four Major Types of Essays
Distinguishing between types of essays is simply a matter of determining the writer’s goal. Does
the writer want to tell about a personal experience, describe something, explain an issue, or
convince the reader to accept a certain viewpoint? The four major types of essays address these
purposes:
1. Narrative Essays: Telling a Story
In a narrative essay, the writer tells a story about a real-life experience. While telling a story
may sound easy to do, the narrative essay challenges students to think and write about
themselves. When writing a narrative essay, writers should try to involve the reader by making
the story as vivid as possible. The fact that narrative essays are usually written in the first person
helps engage the reader. “I” sentences give readers a feeling of being part of the story. A well-
crafted narrative essay will also build towards drawing a conclusion or making a personal
statement.
2. Descriptive Essays: Painting a Picture
A cousin of the narrative essay, a descriptive essay paints a picture with words. A writer might
describe a person, place, object, or even memory of special significance. However, this type of
essay is not description for description’s sake. The descriptive essay strives to communicate a
deeper meaning through the description. In a descriptive essay, the writer should show, not tell,
through the use of colourful words and sensory details. The best descriptive essays appeal to the
reader’s emotions, with a result that is highly evocative.
3. Expository Essays: Just the Facts
The expository essay is an informative piece of writing that presents a balanced analysis of a
topic. In an expository essay, the writer explains or defines a topic, using facts, statistics, and
examples. Expository writing encompasses a wide range of essay variations, such as the
comparison and contrast essay, the cause and effect essay, and the “how to” or process essay.
Because expository essays are based on facts and not personal feelings, writers don’t reveal their
emotions or write in the first person.
4. Persuasive Essays: Convince Me
While like an expository essay in its presentation of facts, the goal of the persuasive essay is to
convince the reader to accept the writer’s point of view or recommendation. The writer must
build a case using facts and logic, as well as examples, expert opinion, and sound reasoning. The
writer should present all sides of the argument, but must be able to communicate clearly and
without equivocation why a certain position is correct.
What does an essay reflect?
Importance of essay writing
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An essay reflects one's personality. It gives an insight into an individual's ability to express. It
gives the reader an idea about the person's attitude, aptitude, and vision. Infact, the purpose of an
essay is to evaluate the following aspects of one's personality:
 Knowledge- This is an important parameter as it measures the awareness levels of the
writer; more so in case of factual topics. It reflects a well-rounded and aware personality
with a strong environmental sensitivity.
 Written ability-This parameter evaluates the writer's expression of interest. A well

written essay demonstrates good written communication skills.
 Logical structure-This parameter displays the writer's logical thinking and ability to
prioritize. It is important to cluster and group different sets of ideas and arrange them in a
manner that reflects logical progression and proper sequencing.
Foundations of a Good Essay
A good essay is based on the following foundations:
 Content: This is the subject matter on the topic; please remain close to the topic given.
For example, if the topic is "FDI in higher education", don't deviate to include issues and
challenges w.r.t "FDI in retail", as they very different topics. Focus on higher education
in India and explain the rationale for FDI in higher education.
 Organization: How the argument is constructed using examples from the introduction to
the end.
 Presentation: This includes style, use of language, correct sentences,& spellings and
ease of reading. Using simple words with a clean and neat handwriting is an added
advantage.
What are the steps in writing a good essay ?
The process of writing an effective essay is quite simple. In fact, it can be outlined in three steps:
 Define the purpose

 Organize your ideas
 WRITE !!!
Let’s look at each of the above and understand what needs to be kept in mind for each.
 Define the purpose - Broadly, the purpose can be either to give an overview or an
analysis. More specifically, it should be pre-defined as an essay intended to:
 Persuade - whether for or against, you should be at least moderately passionate about the
issue.
 Explain/Educate- you should be suitably well-informed about the issue.
 Organize your ideas
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 Brainstorm- This helps you to think laterally and divergently on the various issues
and challenges with respect to the given topic. In fact, you can use two very
effective techniques for brainstorming.
Technique-1: The SPHELTIR technique of brainstorming

This serves as an effective tool to control and brand the diversity of ideas which come to one's
mind while brainstorming. This approach is a yardstick to evaluate the topic from multiple
environmental dimensions- social, political, historical, economic, legal, technological,
international, and religious. This method is more useful for brainstorming on factual topics.
Let’s use this technique and analyse one topic. This will help you understand how to use this
approach in order to generate content.
Sample Topic: Should there be reservations?

Social
 Reservations for socially and educationally backward classes (Art 15)
Political
 Caste-based vote-bank politics
Historical
 Was there any timeline set by constitution?
Economic
 Reservations in jobs and educational institutes
Legal
 Indian Constitution - Right to equality (Art 14)
Technological
 Reservations in private sector like IT/ITES
International
 Is Reservation making India less competitive in world?
Religion
 Reservations for Minorities?
Technique-2: The POPBEANS approach to brainstorming
This is also a useful tool to think about topics require both structure and diversity. The tool
assesses the following aspects surrounding a given topic- people, objects, place, behavior, event,
action, nature, and society. This method is particularly useful for expanding abstract topics.
Let’s take up an example topic and see how we can use this technique.
Sample Topic: "Black"

As you can see, this single-letter is extremely abstract in nature and requires you to think outside
of the box. Using the POPBEANS approach, you can think of the following pointers for this
topic:
 People - Corrupt/ dishonest people
 Objects - Black hole, manipulated balance sheet (commerce point)
 Place - Historical monuments, graveyard, South or North pole
 Behavior - Rude and aggressive behavior
 Event - 26/11, other tragic events
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 Actions - Honor killing, female foeticide, negligent behaviour
 Nature - Environmental degradation, catastrophic events,
 Society - Decline in values, morals
Remember,
ber, the above are simple pointers that you can relate with the topic in any way possible.
You can build content on these pointers and take the essay in any direction you wish. Another
aspect of organizing your ideas for the essay is to prepare effective ooutlines
utlines and thesis
statements. You can keep the following points in mind for these two activities.
• Better Presentation
This is the final part of the jigsaw and once you have this in place, you have solved the puzzle
for writing effective essays. In ororder
der to present your well, you need to keep the following
parameters in mind:
• Mention the TITLE
• Indent (for each new paragraph)
• Avoid slang/casual references
• Avoid too many corrections/cuttings
• Avoid spelling mistakes
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EMAIL WRITING
As a part of the Placement Process, several companies ask the candidates to write a formal email
within a certain time and word limit. This is in addition to the aptitude test. The email writing
assesses the candidates on their comprehension skills as well as their ability to make a formal
conversation.
Points to Remember
 Read the instructions very carefully

 Stick to the given word and time limit
 To a maximum extent try to use the phrase in the same form.
 Note that each company has distinct limit for word and time
 Minimum words for online writing should be 50 otherwise your email cannot be
validated. It is suggested to maintain a word limit between 70-80 words.
DO’s
Addressing and signing should be done as mentioned in the given question
 Salutation is most important in the email writing as most students make error
 You can use your own phrases along with the phrases given
 Be to the point
 Use professional language but be polite
DON’Ts
 Don’t be too casual or verbose
 Don’t make grammatical, punctuation and spelling errors
 Avoid using letter writing phrases such as “Thanking you” when you are not asking for a
favor; Remember, this is email writing.
Email Question 1:
As a member of your residential society, write an email to inspector of local Police station,
Mr.Sharma, informing him about miscreants who ride their bikes rashly every evening outside
your society. Sign the email as william.
Use the following phrases:

residential area - ride - rashly - children - play - elderly - walk - grocery shop - across the road -
dangerous - accidents - nuisance - action - immediately.
Sample Answer:
Dear Mr.Sharma
We are the residents of Siddartha Nagar, known for a sophisticated residential area. We would
like to bring to your notice that a few guys are riding their bikes very rashly in the evening
hours in the main road of the colony. As you know that this is the time when children play on
the road and elderly go for an evening walk. Also there is a grocery shop across the road and
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many housewives used to cross the road to buy any groceries. In the recent times we observed
that due this rash driving which is highly dangerous many accidents were happened and several
injured. This is creating a constant nuisance for all. So we would like to request you to take
necessary action immediately to curb these activities.
Thanks and Regards

William
Email Question 2:
As a recent buyer of their car, write an email to the Manager of Smart Automative company,
Mr.Ahmed, regarding the poor quality of service facility available in the city. Sign the email as
Chopra.

very few - service centers - complaints - pending problems - maintenance - cost - time -
delivery - increase - customer satisfaction
Email Question 3:
As a former student, write an email to your professor, Mr.Matt, thanking her for teaching and
guidance that contributed to your overall development. Sign the email as peter.

Successful - Placed - grateful - help - advice - grooming - values - shaping my future -
sincere - professional
Email Question 4:
As an intern at ABC consulting Pvt.Ltd, write an email to your internship Project Manager,
Mr.Ramesh, informing about the progress that you are making and some difficulties that your are
encountering. Sign the email as Ben.

Thank - challenging - progress - tight schedule - support - report - analytics - guidance -
access - doubt - requirements - design.
Email Question 5:
Write an e-mail requesting conduction of training session for your associates using the following
phrases, with a minimum of 70 words, sign the email as Henry:

Training- sixteen associates- tenth- twelfth August- three days- communication skills-
assertiveness- telephone etiquette- e-mail writing- confirm- two days- clarifications.
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RESUME WRITING
A resume is a one to two page formal document that lists a job applicant's education and skills. A
resume is designed to provide a detailed summary of an applicant's qualifications for a particular
job - it is not usually meant to provide a complete picture. A good resume gives the potential
employer enough information to believe the applicant is worth interviewing. A one-page cover
letter, submitted along with the resume, can provide additional information about the applicant's
qualifications.
Your resume is your primary marketing tool and represents what you have to offer to a potential
employer and serves as a first impression. Resumes need to effectively convey three things about
you:
 a sense of character and credibility;

 facts to back this up; and
 Emotion or a call to action.
These three things are supported by a wide variety of elements that include the quality of the
writing, layout, ordering and overall impression of your resume and related materials. Try to
think of your resume as a living document, always open for revisions and improvements. You
will hear a wide variety of opinions on what makes a strong resume, but in the end, you have to
like the finished product. Writing the first draft of your resume is hard work. To help you get
started, let your creative muse find inspiration in this tip sheet!
The Purpose of a Resume
 A Marketing tool: Designed to capture attention and get you to the next stage in the
recruitment process. It presents in writing the skills, accomplishments and qualifications
that you bring to a potential employer.
 Key component: It is the first essential tool in the job search process. The resume is the
first introduction a hiring manager will have of you. You want them to feel drawn in and
motivated to invite you in for an interview.
 Written Inventory: The resume is an inventory of your skills, accomplishments,

experiences and education to date. It should be customized and targeted for each
individual position.
 Getting an Interview: This is your ultimate goal with a resume, it tells the hiring
manager that you have the necessary experience, skills and education, what now needs to
be determined is will this person be a good fit for the department.
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Choosing a Resume Format
There are three basic types: Chronological, Functional, and a Combination of the two. The
following sections will explain what each of these types are and when to choose one type over
another.
A. Chronological Resume
The chronological resume is probably the one with which most people are familiar. On it, work
experience is listed in reverse chronological order (most recent job first). The period of time
during which you were employed is listed first, followed by the name of the employer and then
the employer's location. A description for each job is also included. Following work history is a
section on education. If you are trying to show career growth, a chronological resume may be the
way to go. If your most recent job is store manager, while the one before that is department
manager, and the one before that is sales clerk, you can show a history of promotion. However, if
your work history has been spotty or if it has been stagnant you shouldn't use a chronological
resume. If you are changing careers, a chronological resume is not for you either.
B. Functional Resume
A functional resume categorizes skills by function, emphasizing your abilities. This is useful if
you are changing careers and want to show how you can transfer your skills. As stated
previously, it is important to show prospective employers what you can offer them. A functional
resume does just that. A functional job objective is given first, followed by several paragraphs,
each discussing a different job function. Examples of functions are: Supervision and
Management, Accounting, and Writing and Editing. Begin with the one you want to emphasize
most. If you are customizing your resume for different employers, you can change your
functional job objective as well as the order in which you list the functions. However, if you
don't list your previous jobs, the person reviewing your resume may be suspicious.
C. Combination Resume
A combination resume is exactly what it sounds like — it combines a functional resume with a
chronological one. An objective is listed at the top, after your name and address, of course.
Following that are paragraphs describing job functions. A section titled "Employment
Experience" comes next. That is where the chronological part of the resume comes in. List
employers and dates in this section. Do not offer further descriptions here as you have already
described your abilities in the functional part of this resume. This is a useful format if you are
changing careers but have a solid employment history. I also find it useful if your job duties on a
single job were very diverse and you want to stress your various abilities. If you spent a long
time at one job but moved up through the company, you might want to use a combination
resume.
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Resume Making Process
Do’s while making a resume
Don’t worry much about the length of the resume. A two-page resume is now a common length.
Entry-level resumes are still typically one page, though.
1. You need perfect spelling and grammar—take the time to proofread your resume! Then
ask a meticulous friend to proof it slowly. The resume has to be free of typos and spelling
mistakes. Applicants can lose their credibility in the eyes of a potential employer if they
don’t catch mistakes.
2. Avoid overdoing it with formatting, especially underlining and italics—they don’t show
up when resumes are scanned and tend to make for a busy look. Use some bold and small
cap styles to make text items like job titles and employers stand out. Use bullets and
alignment as well.
3. Make life easier for the reader, instead of paragraphs, use bullets to create powerful
accomplishment statements. Be clear, concise and specific. Focus on accomplishments
that are relevant to your career goals.
4. Save your final draft electronically in a number of different places so you never have to
start from scratch again! Do a “save-as” if you plan to make any radical changes and later
change your mind.
5. For instances where paper documents are preferred, use the best printer you can find and
really nice resume paper. Avoid photocopy which is of less quality.
6. Use action verbs such as “created” or “coordinated” designed, delivered, coded , secured
to describe your experience.
7. Exercise restraint rather than cramming too much information onto a resume.
8. Tailor your resume to each specific position.
Don’ts while making a resume
1. Don’t manipulate margins or font size to accommodate information in place of proper

editing.
2. Don’t include routine job duties.
3. Don’t Use long sentences or paragraphs.
4. Don’t submit the same resume to every employer, regardless of the position.
5. Use your own words. Do not borrow content from others’ resume or you will have a hard
time talking about it in an interview
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Resume Checklist
STOP! Don’t submit your resume until you have checked off this list!
1. Are your name, phone number and email address correct?
2. Is the resume pleasing to the eye with an easy-to read font, and good layout?
3. Can an employer judge the basics about you with a 10 second glance at it?
4. Did you use bullets, bold, all capitals, and underlining to highlight the parts you want to
emphasize (e.g., job titles)?
5. Did you tailor your resume for the position by including key skills and experiences the
employer wants?
6. Is information listed in order of importance and relevance to the requirements listed in the
job description?
7. Have you been accurate and truthful about your accomplishments rather than being too
modest or exaggerating?
8. Did you check the spelling of every word and make sure the grammar and punctuation
are correct?
9. Have you had a Career Center counselor or peer advisor to critique it?
10. If you were the employer, would you call you for an interview?
Steps Involved in resume making
Step1: Header
This first section of the resume is just your contact information: name, address, phone numbers
and e-mail. Don’t be lulled to sleep by the simplicity of this section as more than one resume has
been submitted with the wrong phone number or misspelled name! Accurate facts and quality
formatting are essential.
FULL NAME <TNR+14>

abc@gmail.com <TNR+12+Regular> +91- 905xxxx509
Step2: Objective
There are a number of different ways to introduce a resume. This is an opener that tells the
reader what one has to offer to a potential employer and what one is seeking. It’s a chance to
appeal to their emotions and make the case to continue reading and considering application. This
section of resume should go right after the contact information. Some people tailor this part as
they apply for individual positions. Try to focus on what applicant has to offer to a potential
employer versus on what one want. Be sure to back up any statements you make. This is also an
opportunity to state your desire and qualifications to transition to another career.
Objectives are less in favor these days because they tend to focus more on the needs and wants of
the applicant versus what the applicant has to offer to a potential employer. As in all resume
writing, don’t use “first person” (I, me, my). Take a look at these examples for some ideas.
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Writing your objective Statement Exercise
First, write up the different components for what will be your objective statement.
 Generic Title: What do you want to call yourself? This can be tailored to the position for
which you’re applying.
 Descriptive adjective: Detail-oriented? Creative? Effective? What word or two best
describes your work?
 Background information: Here is where you get to talk about your skill set and the
different areas and fields that make up your work.
 Industry/job strengths: If you have expertise, training or course work that you want to
mention, now’s the time!
 Personal strengths/qualitative descriptors, including “soft skills.”
CAREER OBJECTIVE: <TNR+12+Capital>

Keep it relevant to company requirements. Make sure your skill is projected here.
<TNR+12+Regular>
Example:
 Being good at coding in JAVA, would like to work as a developer in a continuous

learning platform.
 Two work in a vibrant learning environment where I can add value through my
knowledge on cloud computing.
Step3: Academic Profile
This is the easiest section of a resume to write. Some people also choose to add related classes to
their education section, or decide to create a separate special section for additional material.
Coursework and class projects may be a stand-alone section.
ACADEMIC PROFILE:
 Qualifications in reverse chronological order.
 Pursuing B.Tech in Computer Science Engineering from KL University with 10 CGPA
(Till Date)
 Intermediate from ABC College, Place with an aggregate of 65.
Step4: Other Headings
If it’s relevant to your job search objective, you could include one of the following common
headings:
1. Related Coursework and Projects

2. Computer / Technical Skills
3. Accomplishments and Achievements
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4. Professional Affiliations
5. Certifications
6. Workshops and Conferences / Publications
7. Hobbies and Interests
SKILL SET:
Include skills what you are good at and what company is looking for.
ACADEMIC PROJECTS:
1. Project Title: < TNR+12+Title Case>
Domain/ Technology used:
Description:
Role:
Outcome/ Scope:
2. Project Title:.
Description:
Role:
Outcome/ Scope:
CERTIFICATION/ WORKSHOP/INTERNSHIP:
 Certification/workshop1
 Certification/ workshop2
ACCOMPLISHMENTS:
 Curricular

 Co curricular

 Extra curricular

HOBBIES & INTERESTS:
 Hobby1
 Hobby2
VOLUNTEERISM
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ORGANIZATION 2008–Present
ESL Classroom Assistant
 Engage students in activities designed to improve their language skills

 Ensure privacy policies are followed by staff
 Maintain an organized office and assist with schedule creation
PROFESSIONAL AFFILIATIONS
Student Membership: National Association for the Education of Young Children (NAEYC)
IEEE
Step5. Proofing
Sit down with it and a colored pen and give it a careful proofread. Are there parts that need to be
beefed up? Trimmed down? Note any errors and go back to edit and develop. Ask a friend or
mentor to proof it when you have your resume as perfect as you can make it. Here’s an exercise
to see if it works. Make sure the most important elements are highest on your resume. If you
have skills you feel aren’t covered in your resume, look into adding to your education section or
creating a special heading for related coursework, class projects and other skills or certifications.
KLU Resume Format

FULL NAME <TNR+14>
abc@gmail.com <TNR+12+Regular> +91- 905xxxx509
CAREER OBJECTIVE: <TNR+12+Capital>

Keep it relevant to company requirements. Make sure your skill is projected here.
<TNR+12+Regular>
ACADEMIC PROFILE:
 Qualifications in reverse chronological order.
 Pursuing B.Tech in Computer Science Engineering from KL University with 10 CGPA
(Till Date)
 Intermediate from ABC College, Place with an aggregate of 65.
SKILL SET:
Include skills what you are good at and what company is looking for.
ACADEMIC PROJECTS:
 Project Title: < TNR+12+Title Case>
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Description:
Role:
Outcome/ Scope:
 Project Title:.
Description:
Role:
Outcome/ Scope:
CERTIFICATION/ WORKSHOP/INTERNSHIP:
 Certification/workshop1
ACCOMPLISHMENTS:
 Curricular

 Co curricular

 Extra curricular

HOBBIES & INTERESTS:
 Hobby1
 Hobby2
DECLARATION:
I hereby declare that the information furnished is true to the best of my knowledge and belief.
Date:
Place: NAME
Note : <Font Style+Font Size+ Font Type>
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COVER LETTERS
The cover letter typically accompanies your resume when you are applying for a position. It
should be specific to the position that you are applying for, and demonstrates to the employer
why (based on your background) you are a great candidate for that particular position (based on
the job description) and/or company. The cover letter is a business document, so should be
formatted with a business heading and left aligned.
Cover letters let you emphasize some things while giving less attention to others. Focus on
qualifications from job, volunteer and education experience that apply to the job you seek. Look
for transferrable skills, such as how customer service relates to communications and teamwork.
Cover letters, as well as follow-up thank you letters after an interview, need to be timely. Make
use of the opportune moment to apply promptly as well as follow up right after interviews with a
thank-you letter expressing your interest in the job and any future opportunities. Keep the door
open by following up.
Ideas for writing a great cover letter:
 Try to be brief and concise, keep in mind the reader might have to read dozens of them.
Introduce your resume’s two to three key points.
 Address it to a specific contact or search committee chair in the organization who is part
of the hiring process.
 Like the resume, the letter must have perfect grammar and spelling and be free of typos
and other mistakes!
 Highlight your strengths and accomplishments as they relate to the job. Omit un-related
material or look for transferrable skills in areas that do apply to the position.
 “Sell” your qualifications to prospective employers – promote yourself!
 Brief is usually best. Think of it as a summary.
 Use your “voice,” passion and spark to make the letter as interesting as possible.
 Use the employer’s language as it appears in the job posting. Know your audience and
use language and facts that would appeal to a potential employer’s needs.
 Cover how you meet or exceed key requirements in the job posting.
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Typical Cover Letter Format
Your Address
Your Contact Information
Date
Contact Name (if available)
Contact Title
Company Name
Company Address
Dear Mr./Ms./Dr. (if no contact, you can say “Human Resources Manager, or Hiring Manager”),
The first paragraph is an introduction of yourself and how you learned of the opening, as well as
your interest in the position/organization. This requires you to relate yourself to the organization
or to the position in order to demonstrate your interest.
The middle paragraph(s) is a profile of how your skills and experience match the qualifications
sought. In order to do this, consider the following points:
Read the job description carefully to get a clear idea of what the company is looking for. This
goes beyond just the “qualifications” section of a job description- make sure to discuss your
ability to do the job.
Review the company website to learn what type of person the company might value. Match your
background, whether it is work experience, academics, volunteer experience, etc. and describe
why you believe those experiences make you a qualified candidate for the position.
The last paragraph wraps up the cover letter. You should reiterate your interest in the position,
and desire to hear from them regarding the opportunity. You also want to thank the reader for
their time in considering your application, and provide information for how you can be reached.
If you would like, and are able to, you can state that you will follow-up with them directly. Be
positive and confident (without being arrogant).
Sincerely,
Signed Signature (if a physical copy is being sent)
Name (Typed)
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Sample Full Time Cover Letter
Your Name
Address
Phone
Email
Date
Name of Person
Company
Address
Re: Community Advocate Position
Dear Ms. Name,
I am very interested in your posting for a Community Advocate, which I found through the
CareerZone on the St. John Fisher website. My enthusiasm for community building along with
my recent Bachelor of Arts in Sociology with a minor in Psychology, prompted me to forward
my resume to you immediately with the hope of further discussing my qualifications for this
position.
In addition to my strong academic background, I have had valuable team building and leadership
experiences, both as Captain of the Fisher Soccer team and in my volunteer work as a Service
Scholar. Among the projects our service group actively supports are the Habitat Housing Project
in the city of Rochester and the new tutoring program in the East Rochester High School Math &
Writing Center. I was part of an active group of advocates for those students whose parents could
not afford regular tutor fees and later helped to co-design the curriculum.
The posting for Community Advocate states that self-motivation and leadership are key qualities
in a successful candidate. I believe my background and dedication to service of those in need
demonstrates my personal drive to make a difference in my community. I was also privileged to
discover the richness of cultural history and diversity during my semester abroad at the
University of Limerick in Ireland.
I look forward to meeting with you to further discuss how I can make a positive contribution to
XYZ organization as a Community Advocate. I can be contacted through email at or phone at __
. Thank you very much for your consideration.
Sincerely,
Signature
Name (typed)
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COMPETENCY-IV:
INTERACTIVES
DISCUSSIONS
INTERVIEWS
(ORAL SKILLS)
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JAM (Just a Minute)
Just-A-Minute invites the student speaker to talk on a given topic for sixty seconds without
hesitation, repetition, or deviation. This is a very important communication round conducted in
most of the companies now-a-days to test the communication of the student. This is one of the
elimination round conducted by HR in any company. While you speak on the topic, the
interviewer will observe your accent, your grammar, pronunciation and formation of sentences.
By this JAM session, the interviewer tries to test the following skills of the candidate
 Self confidence
 Communication skills (Spoken English & fluency)
 Flow of thoughts
 Flow of speech
 Coherence
 Spontaneity & GK
 Time management
 Sense Of humour
To get these skills tested, they resort to one simple test and without much drama or hype,
They get their purpose served.
The topics may be varied from candidate to candidate like asking someone to continue a scene,
“My friend Ramesh and I were walking on the road last night. Suddenly a speeding car hit an old
man…” or asks to describe something like “I love pink because…” or anything the interviewer
thought of asking. Though JAM is an elimination round, let that not be a matter of concern for
you. In fact it should be a matter of relief for you, because, all the candidates who are not good at
communication skills, Spoken English get rejected, the competition is quite clear for you. If you
are well prepared, it has got many advantages.
Let us look at following answer by a candidate when the topic given was “Hyderabad”.
“Well, hmmm… (he took lot of pause), well, Hyderabad. OK. Hyderabad. Fine, Hyderabad is
very Old city. There are so many problems in this city. Traffic is horrible. There is no proper
planning in this city. Musi River emanates very awful odours all the way. Communal riots, this
threat always lurks around this city. Unfortunately, Hyderabad’s name is linked with many
terrorist attacks and terrorist outfits. You see, Dilsukhnagar bomb blasts still haunt my
memory……”
Have you studied the above answer?

What is your instant feeling? Yes it’s gloomy, right? Have you prepared the similar answer?
Though the language skills are good, the candidate has given wrong signals about his
personality. With the above answer, the interviewer gets the following feeling about the
candidate –
 The candidate is not spontaneous,
 He is negative in his thoughts, and
 He is not looking at the brighter side of the world.
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Step by Step approach for a Successful JAM:
However, you can make a perfect presentation in JAM session by observing the following
code.
 Smile! Be confident. Don’t be nervous.
 Begin with a thanking note.
 Define the topic in simple language.
 Give brief details- past/present/future of the topic.
 Speak with clear & audible voice
 Use correct grammar
 Comprehensive approach related topics viz. – Social, Political, Economical, Legal/Language
and Technical (SPELT).
 “KISS” principle (Keep it Simple and Straight)
 Positive outlook.
 Conclude with a thanking note.
The above steps need not be taken as syllabus. However, they are the guiding principles, through
which you have to get great grip over the topic all the way.
The above steps help you in many ways-

 First of all, they will ease your tension,
 Now you have flow of thoughts in a systematic way, and
 You can organize your time and talk.
Now let us take the same topic “Hyderabad” and let us put it in the light of the above
knowledge.
“Thank you very much sir, for giving me this opportunity. (Thanking note) Hyderabad is one of the
historical cities of our Country. Hyderabad is the capital city of Andhra Pradesh. Hyderabad is the
entry point to South India. Hyderabad has got more than four hundred years of vibrant history.
(Define the topic) During the Nizam’s period Hyderabad witnessed great technological advances
and wonderful growth. (Past) At present, Hyderabad is the hub of IT industry. It is the prime
center for many top level MNC companies, it is regarded as the educational nerve center for the
country. (Present) I am very confident that Hyderabad is going to enjoy the status of the most
important cities in the world in the coming years. (Future) Of course, at present few minor
political disturbances are taking place. However I am confident that very shortly we can witness
the smooth sail of industrial growth and positive flow in all walks of life, in this city. (SPELT
Method & Positive Outlook) Once again thanking you very much for this opportunity.”
(Concluding thanking note)
Here you might have observed, the candidate has good flow and he is beaming with great
confidence and positive outlook. He used correct grammar and made his point clearly.
Don’ts during a JAM Session:

 Don’t be nervous
 Don’t make grammatical mistakes
 Don’t cut short your sentence
 Don’t blabber
 Don’t keep silent
 Don’t give big pauses & search for thoughts
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 Don’t use clichés
 Don’t use local language phrases
 Let there be no mother tongue influence, use neutral accent.
 Don’t be rude.
 Don’t be pompous, verbose, don’t use flowery language
 Don’t beat about the bush.
 Always be- to the point.
How to practice?
 Select few simple topics like, your native, mother tongue, role model, interesting sport, etc. and
keep practicing.
 Later you can slowly take up the topics such as current issues and current political problems.
 Improve your spoken skills. Get total grip over grammar.
 Practice minimum 10 to 20 topics a day.
 Follow the techniques that we have discussed and put them in to practice.
 Use simple language and keep your presentation simple and straight.
 Think in English, speak English always. Make it a habit.
Sample Topics
 Global Warming
 Favorite Colour
 Favorite Movie
 Impact of Social Networking Sites
 Team Work
 Corruption in India
 Customer Service
 College Days
 Importance of Communication Skills
 Superior Customer Service
 Confidence
 Education System in India
 Traffic
 Child Labour
 My Role Model
 Woman Empowerment
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EXTEMPORE
An extempore speech is an impromptu speech which the candidate is required to make on a topic
given then and there. In some instances, the panel provides the candidate with about a minute or
so to organize his/her thoughts before speaking. In other cases, you will be expected to start
speaking as soon the topic is given. Historically, Faculty of Management Studies (FMS) (a top
notch business school affiliated to Delhi University) has been known for conducting an
extempore session along with the GD/PI rounds in its selection process.
Extempore tests the candidates on the following:-
 Ability to think on the feet
 Analysis of the topic and identification of the issue to be addressed
 Idea generation
 Prioritization and sequencing displaying logical thinking
 Ability to connect with the panel
 Communication skills
 Overall presentation skills-body language, confidence, poise, composure etc.
For effective extempore speaking - candidates must be fluent and well read.
Some Tips:
 Mental Preparation: Know what to speak before delivering the speech. Ponder over the topic
for some time and prepare the flow of delivery. Your previous extempore practice sessions
would surely help here. Understanding the audience, the direction they are most likely to accept,
helps in framing the flow of speech.
 Start speaking at an even pace: Do not start really fast, as you are likely to end much earlier
than the given time.
 Confidence: Confidence, along with knowledge, always helps, even in abstract topics where you
are tested on presence of mind, spontaneity and analytical skills.
 Handle Mental blocks smartly: At times, when you go blank, try to maneuver yourself out of
the situation gracefully by avoiding being nervous. For such situations it is better to have back up
plans.
 Control on speech: Don't get emotional about the topic, avoid getting too personal on sensitive
matters, don't deviate from the topic and talk about irrelevant stuff.
 Presenting both sides - In case of controversial topics (e.g. Should Republic day celebrations be
redefined?), you may choose to explore both sides, a stand which becomes difficult to take in
case of GDs due to challenges of group dynamics. In an extempore, since you are the only
person speaking, it becomes possible for a smart, strategic speaker to discuss both aspects of the
controversial topic. However, one has to be careful about the time constraints while taking this
stand.
 Competence, Enthusiasm & Adaptability is the key: Work on your competitive advantage
which may be excellent vocabulary, good general knowledge, etc. How well and quickly a
candidate adapts to the situation he/she is put in and with what enthusiasm and energy level does
he/she deliver the speech are some of the other desirable evaluation parameters.
More often than not, you can use the following guidelines to talk on an extempore topic:-
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 If possible give definition of the topic or specific terms of the topic.
 If there are any widely known classifications of the topic, talk about the classifications.
 Provide supporting evidence in the form of data or examples.
 If the topic provides scope for narrating personal experiences, you can use the opportunity to do
so.
 Most importantly, time yourself well. If the panel has given you one minute, try using one or
more of above mentioned points and complete the extempore logically.
Examples:-
 Red or Blue?
The colors red and blue remind me of the corporate cola giants- Coke and Pepsi; while Coke has
a dominant splash of red in its promotional campaigns, Pepsi connects with its customers
through a brilliance of blue. Taking this corporate warfare ahead is the example of Jet Airways
(blue) and Kingfisher (red), where the latter was a strong challenger to the long drawn
supremacy of Jet Airways in the private aviation sector.
Furthermore, it reminds me of this wonderful book authored by John Gray, "Men are from Mars,
Women are from Venus", where men and women are two diametrically opposite species in terms
of their sensitivity levels, behavioral patterns and temperamental differences.
However, looking at the topic from another angle is the coexistence of red and blue in the
"VIBGYOR" spectrum to make white light, which is the essence of life....
Sample Topics:
 My biggest concern for the future is...
 Real wealth is never measured in money or possessions.
 Conservation is survival.
 If I were an animal I'd be a...
 Plants have feelings too.
 Junk food's popularity relies on marketing.
 To err is human. To forgive is divine. Discuss.
 The world is a smaller place these days.
 The more we communicate, the less we really say.
 To be grown up is a state of mind.
 The most important lesson of my life so far...
 Intelligence is not enough.
 Ill health begins in the mind.
 Team sports build strong individuals.
 Discipline is not a dirty word.
 Beauty is always in the eye of the beholder.
 Children learn what they live with.
 What characteristics make an ideal hero and why?
 What and who is an average person?
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DEBATE
What is Debating?
A debate is a structured argument. Two sides speak alternately for and against a particular
contention usually based on a topical issue. Unlike the arguments you might have with your
family or friends however, each person is allocated a time they are allowed to speak for and any
interjections are carefully controlled. The subject of the dispute is often prearranged so you may
find yourself having to support opinions with which you do not normally agree. You also have
to argue as part of a team, being careful not to contradict what others on your side have said.
Why debate?
It is an excellent way of improving speaking skills and is particularly helpful in providing
experience in developing a convincing argument. Those of you who are forced to argue against
your natural point of view realize that arguments, like coins, always have at least two sides.
Types of Debates:
1. Parliamentary Debate
2. Lincoln-Douglas Debate
3. Cross-Examination Debate
4. Academic Debate
The Basic Debating Skills
 Style
Style is the manner in which you communicate your arguments. This is the most basic part of
debating to master. Content and strategy are worth little unless you deliver your material in a
confident and persuasive way.
 Speed
It is vital to talk at a pace which is fast enough to sound intelligent and allow you time to say
what you want, but slow enough to be easily understood.
 Tone
Varying tone is what makes you sound interesting. Listening to one tone for an entire
presentation is boring.
 Volume
Speaking quite loudly is sometimes a necessity, but it is by no means necessary to shout through
every debate regardless of context. There is absolutely no need speak any more loudly than the
volume at which everyone in the room can comfortably hear you. Shouting does not win
debates. Speaking too quietly is clearly disastrous since no one will be able to hear you.
 Clarity
The ability to concisely and clearly express complex issues is what debating is all about. The
main reason people begin to sound unclear is usually because they lose the “stream of thought”
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which is keeping them going. It is also important to keep it simple. While long words may make
you sound clever, they may also make you incomprehensible.
 Use of notes and eye contact
Notes are essential, but they must be brief and well organized to be effective. There is absolutely
no point in trying to speak without notes. Of course, notes should never become obtrusive and
damage your contact with the audience, nor should they ever be read from verbatim. Most
people sketch out the main headings of their speech, with brief notes under each. When writing
notes for rebuttal during the debate, it is usually better to use a separate sheet of paper so you can
take down the details of what the other speakers have said and then transfer a rough outline onto
the notes you will actually be using. Eye contact with the audience is very important, but keep
shifting your gaze. No one likes to be stared at.
 Content
Content is what you actually say in the debate. The arguments used to develop your own side’s
case and rebut the opposite side’s. The information on content provided below is a general
overview of what will be expected when you debate.
The final logistics of how long you will be debating, how many people will be in your group,
and how the debate will unfold (ie: which team speaks first etc.), will all be decided by your
tutorial leader.
DEBATING GUIDELINES
Below is the classic structure of formal debates:
The Affirmative Burden of Proof
The affirmative team always has the burden of proof. You can uphold your view by proving
that: a) there is a need for a change in the status quo relative to the proposition; b) that your side
has a plan for change and a proposal for implementation; and c) that there are precise advantages
and benefits to such a plan and proposal.
The affirmative side will begin and end the debate.
The Opponent Presumption
The opponents are responsible for opposing the proposition. You hold the presumption in the
debate.
The presumption is the opposite of the burden of proof. Your responsibility is to defeat the
proposition. It is generally agreed that the best manner in which to proceed is to present a logical
negative case which refutes the affirmative and supports the status quo.
The Burden of Rebuttal
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Both teams have a burden of rebuttal which shifts from side to side as the debate progresses.
There are two elements involved in the burden of rebuttal:

a) Each team is obligated to refute their opponent's arguments.
b) Each team is obligated to rebuild and defend their own case.
The Preponderance of Evidence
In order to establish the validity of their arguments, each team should seek to amass a great
amount of evidence supporting its position.
Debates hinge upon the question of which team has presented the greatest weight of evidence
since it is impossible to establish absolute proofs in dealing with propositions of policy.
Decision about who Wins
If the burden of proof is upheld throughout the debate, the affirmative must win; if the
presumption is upheld, the negative must be awarded the decision.
The panel of judges will weigh the evidence presented by both sides in determining who winds
the debate.
TIPS
1. Prepare well. Know what you are going to say, what your team members are going to say and
have some idea of what the other team is going to say; before the debate starts. Get to know the
other people in your debating team (e.g. find out whether or not they like having help with
rebuttal) and praise them when they have finished talking.
2. Use logic to develop your case and make your points.
3. Don't get drawn into personal attacks or look at the opposing team when rebutting.
4. Stick to the subject being debated and don't say anything that will not strengthen your
case.
5. Have passion when you speak even if you don't like or believe what you are saying.
6. Don't waste time introducing the third speaker; everyone knows what they are going to
do!
7. Have a very strong (1-2 sentences) conclusion. People remember most what they hear
last so really drive your case home.
8. Don't be afraid to use humour; it seems to work the best.
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9. Appear like you are enjoying yourself, even if you are not.
10. Be a good winner/loser after the debate and shake the hands of everyone in the
opposing team.
Sample Topics
 The robotics community should curtail its research activities in order to prevent the
emergence of robots that are as capable as humans. Policy
 Are monopolies such as Wal-Mart harmful or beneficial to the economy?
 Is total equality in society only a dream or a reality for the future?
 Should the private lives of politicians matter or not?
 Which types of voter ballots are more effective: electronic or paper?
 Should men receive paternity leave or not?
 Is peer pressure harmful or beneficial to the individual?
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ROLE-PLAYS
What is role-play?
Role plays are used to allow students to practice speaking in a conversational situation, build
confidence and fluency, assess progress, and put learning into action.
They are often set up to target particular grammar points – simple past tense, future with ‘going
to’, infinitives, etc. – and to test social interaction skills such as negotiating, interrupting, asking
for assistance and making small talk. Role plays may be as simple or as complicated as the
teacher desires. Verbal instructions, secret messages, gestures and cue cards are all common
ways of setting a scene.
Why use role-play?

It is widely agreed that learning takes place when activities are engaging and memorable. Jeremy
Harmer advocates the use of role-play for the following reasons:
 It's fun and motivating

 Quieter students get the chance to express themselves in a more forthright way
 The world of the classroom is broadened to include the outside world - thus offering a
much wider range of language opportunities
The Individual Role-Playing Exercises address one of the six facets of understanding –
perspective, which is the ability to have and demonstrate critical points of view, and to be able to
see things from another person’s perspective. For example, students explore a historical event
from the perspective of a historical figure, or they investigate an artifact from the perspective of
different cultures or countries. The Individual Role-Playing Exercises can have different forms.
The Interactive Role-Playing Exercise may have the form of debates or problem-solving
exercises. According to Maier (2002), depending on the goal targeted through role-play, such as
knowledge, attitudes and skills, there are three variations:
1. When the target is knowledge acquisition, role-play is used as a method to observe and analyze.
What is important in this case is not much the role-play act itself, but rather the opportunity for
students to acquire some observational skills and to understand and to assimilate the new
information.
2. When the goal of role-play is attitude development, the activity should be organized in a way
that allows the learners to experience emotions. This type of role-playing engagement requires
enough time for a follow-up discussion. The focus should be on the player’s affect experience
and not on the observations made by the audience. Therefore, it is essential for the instructor to
provide the opportunity for the participating students to identify, validate and discuss their
emotions.
3. Lastly, when role-play targets skills acquisition, it should be structured so that players are
provided with opportunities to reflect and receive feedback. Students are expected to rely on past
experiences, use their creativity and address the challenges of their roles. The instructor should
provide immediate constructive feedback with suggestions for change which can be incorporated
in the following role-play practice of skills by the student.
Process –
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Step 1: Warm up the group – This step involves presenting students with a problem, providing
examples, and having students predict what might happen.
Step 2: Select participants – In this step, the characters and their characteristics are identified
and students volunteer or the teacher assigns the roles. The teacher should not assign roles based
on student suggestion, however, as that could put a student in an uncomfortable situation or
stereotype the student.
Step 3: Set the stage – A line of action and the setting are established and the roles are restated.
Step 4: Prepare the observers – To make sure that the whole group stays involved; the teacher
is encouraged to assign them tasks. For example, the observers could evaluate the realism of the
role playing, respond to the effectiveness and sequences of the role players’ behavior, and define
the feeling and ways of thinking of the persons being portrayed.
Step 5: Enact – The players assume the roles and spontaneously “live” the situation from
beginning to end of the situation.
Step 6: Discuss and Evaluate – In this step, the action of the role playing is reviewed, the focus
is discussed, and the next enactment is developed.
Step 7: Share Experiences and Generalize – The problem situation is related to children’s
current problems and the real experience in a non-threatening way.
Sample Role Play #1

Information for the Employee:
Assume that your name is Maria and you have been employed as a training co-ordinator
for this agency for a little over a year (your job description is attached). Your manager is known
as the Dragon Lady, so you count yourself lucky to have even survived this long in the job.
Actually she’s not that bad—she just never seems to be around.
You had a quick little discussion a few months after you joined the agency when your
probation was up. Your manager told you that she expected you to meet the following goals:
 To maintain current levels of client satisfaction
 To improve research skills
 To avoid tardiness
You’re not sure what to expect today. On one hand you think you deserve a medal, or at
least a raise, for some of the client service fiascos that you have had to deal with. Mostly they
have been caused by changes that the agency has made –without bothering to tell you or any of
the people affected. The result has been total confusion –with everyone getting mad and taking it
out on you. Luckily this is your forte—you actually like dealing with people who are upset, and
calming them down so you can sort things out and preserve the relationship. All of these things
you haven’t bothered to tell your boss about—she’s never around anyway. But you hope she has
seen some of the thank-you notes and emails; she has never mentioned them before or really
even said thanks.
You know you boss is a freak about tardiness –you had a few problems being late at the
beginning, partly because you didn’t understand what she expected you to do for the training
sessions, and partly because you had an old clunker of a car at the time which kept giving up on
you. But you haven’t been late for ages now, so she can’t say anything about THAT!
The one area you wish she would let you do more with is the research. You did a little to
help her out at the beginning, but she didn’t seem too happy with it, and she hasn’t approached
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you to do more. Even though you really enjoy the customer service aspect of this job, it can get
tedious, and the research angle is what really hooked you on this job in the first place.
But how can you ever bring this up with Dragon Lady? Everyone in the job before you
seems to have left or been fired so you are frankly scared to death to say anything that might
cause a problem.
At the same time though, if things don’t start to change soon –either getting a bit more
appreciation for what you do, or having something a bit more challenging on your plate—well,
you just might start looking around for something else…
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GROUP DISCUSSION
What is a Group Discussion?

Group discussion is an important activity in academic, business and administrative spheres. It is
a systematic and purposeful interactive oral process. Here the exchange of ideas, thoughts and
feelings take place through oral communication. The exchange of ideas takes place in a
systematic and structured way. The participants sit facing each other almost in a semi-circle and
express their views on the given topic/issue/problem.
How does Group Discussion differ from a Debate?

Debate is competitive in nature while group discussion is a co-operative group process. In a
debate, a speaker can speak either ‘for’ the topic or ‘against’ the topic whereas in a GD, the
speaker can express both. The final decision or result in a debate depends on voting while in a
GD, the group reaches group consensus.
Why is a group discussion an important activity at college level?

As a student, it helps you to train yourself to discuss and argue about the topic given, it helps you
to express your views on serious subjects and in formal situations. It improves your thinking,
listening and speaking skills. It also promotes your confidence level.
It is an effective tool in problem solving, decision making and personality assessment. GD
skills may ensure academic success, popularity and good admission or job offer. Thus it is
important to be able to take part in a GD effectively and confidently. Participants should know
how to speak with confidence, how to exhibit leadership skills and how to make the group
achieve the goals.
The panel which normally comprises of the technical and HR (Human Resource) experts of the
company will observe and evaluate the members of the team. The rules of the GD – the time
limit, panel’s expectations etc are explained after the initial introduction by the panel, soon after
the topic or case to be discussed is given to the group members. The panel does not interfere
during the discussion, it only observes. The panel at its discretion may provide some time to
think over the topic or may ask them to start immediately. Each candidate is supposed to express
their opinion either supporting or against the topic. The discussion carries on till the panel signals
termination. It is left to the discretion of the panel to extend or cut short the given time.
The objective of a selection in GD is mainly to check your team playing skills. You have
to understand the other persons’ point of view, while making your point and ensure that your
team as a whole reaches a solution or agreement that is both feasible and accepted by all team
members.
Below are skills assessed during a group discussion:

1. Leadership skills:
Leadership is one of the key skill on which candidates are assessed during a Group Discussion.
Inherent ability to lead a team is desired out of a Manager.
Example:
Initiate the group discussion and give proper directions to the discussion.
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Intervene and guide the group when the discussion goes off track.
Encouraging all members to participate in the discussion & share their opinion.
Moderate group if discussion gets chaotic.
2. Communication skills:
The participating candidates are also assessed in terms of clarity of thought, expression through
word and aptness of their language. One should be able to speak without any hesitation and at the
same time should not sound harsh.
Example:
Hold attention of the group by using simple language.
Explain ideas in precise way with clarity.
Speak fluently and put forward your ideas without hesitation.
3. Interpersonal skills:
Candidates are also evaluated on their Interpersonal skill such as adaptibility, maturity, co-
ordination, interaction with peers. While participating in GD one should give due consideration
to other members view point and should not be pushing too hard to make his own point alone be
heard. At the same time if a candidate raises an absurd or irrelevant point one should politely
reject the point by giving proper reasoning. One should try to coordinate as much as possible
with all group members. One should not sound rude or inflexible in accepting good points raised
by others.
Example:
Keep your cool throughout the Group Discussion.
Do not take things personally even if someone provokes you.
Should understand the goal of discussion and should try to keep the focus on Topic of
discussion.
4. Persuasive skills:
This is very important attribute expected in a Manager doesn't come easily in a candidate. In our
daily life also we have seen many people who are not heard much even though have a very good
points or idea. Due to their inhibitions they don't speak much once someone tries to counter their
point.
Example:
To persuade the group to accept the points made by them (only if it is valid and genuine one.
Remember you should not be over persuasive as well)
To make people accept your view point without hurting or making fun of any other members.
Persuade the group to analyze the problems from different perspectives and help other member’s
ideas to be heard and understood.
Analyze and persuade others to see the problem from multiple perspectives without hurting the
group members.
5. Problem solving skills:

One important aspect of Group Discussion is it is very spontaneous and dynamic in nature. You
need to recollect all your thoughts on the fly and present them to the group. Also while other
members are speaking you need to be listening carefully because that could trigger an altogether
new point in your mind and may give you a chance to speak again. You need to be really
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involved in the discussion to handle the counter arguments and answer them well while
speaking.
Example:
Analyze the problem from different angles.
Answer the counter arguments without hurting any group member.
Should be able to think and speak spontaneously.
Resolve difficult situations by proper moderation and reasoning.
6. Listening & Conceptualizing Ability:

After making one's point heard to the group, one should be attentive and listen carefully when
other are speaking. Should try to gather as much ideas and facts being put forward. Assimilate
the points raised by others and try to add something new to the discussion.
Example
At the end a good listener who has good conceptualizing ability could very well summarize the
outcomes of discussion in few sentences.
7. Attitude:
Attitude is another important parameter of most othe Group Discussion. Candidates are expected
to:
-have positive attitude,
-encourage others for participation,
-not to put someone down during the discussion
-be good listeners when others are speaking
-accepting other view points (if it’s a valid one)
-not showing stubbornness and harshness
-should speak maturely
-should not raise voice unnecessarily
Example:
One should handle Group Discussion very maturely and should not raise his voice too much that
he sounds harsh.
Should be supporting for other members and should be easy going.
Should show keen interest in discussion and be an avid listener.
8. Reasoning Ability:
Candidates are expected to substantiate the points raised by them through proper reasoning. Just
raising a point without able to justify the same during a GD would not help and may result in
negative marks as well. Also another member could use the same point and well justify it
with reasoning. One should logically be able to think of pros and cons of points made by him and
put forward the same to the group.
Example:
While bringing up any point be prepared with answers such as:
-What is the point you are raising? How is it going to help with the problem under discussion?
Why you feel so? Give Any Examples?
Say Scams in India, Just saying scams are not good without backing the sentence with any
justification is as good as not raising the point. One should say scams are not good because it’s
hurting the Indian economy badly and hindering the growth of our Nations. Examples: Foreign
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institutions are not willing to invest due to scams in country and poor Governance. Also these
scams adversely impact the business by attracting organizations with lesser capability to execute
projects.
9. Team Player:
Corporate world is all about working as a team, if the team succeeds everyone in the team
succeeds; similarly a failure of team is failure of each members of the team. Candidates
participating in GD are also evaluated for their ability to work in a team.
Example:
Be polite and cordial in your communication.
Accept others viewpoint and encourage each member to put forward their points.
Don't lose your cool if someone counter argues the points which you had raised and accept ideas
politely.
Avoid any arguments.
Help the group to achieve its goal on time at the same time fostering participation from each
member
10. General Awareness:

The topics given in Group Discussion are mostly of current affairs; at times any abstract topic is
given. If the topic is from current affairs it is expected of the candidate to be aware of the
happenings around the world. The idea a candidate put forwards clearly demonstrated his
maturity and interests in the current affairs impacting the society, nation or the world.
Example:
While speaking on any topic the points which you raise or put forward to group clearly
demonstrates your knowledge about the topic, thus defining you as an intellectual who has avid
interest in happenings around him.
TO SUMMARIZE:
Types of GD:
 Topic Based:
 Factual Topics
 Controversial Topics
 Abstract Topics
 Case Based
Advantages of a GD:
• Ideas can be generated, shared and tried out.
• Groups provide a support and growth for any endeavor.
• Combine talents to provide innovative solutions.
Phases in a GD:
 Initiation/introduction
 The central group discussion
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 Summarization/conclusion
Roles in a Structured GD:

• Initiator
• Information seeker and giver
• Procedure facilitator
• Opinion seeker/giver
• Clarifier
• Summarizer
• Social supporter
• Harmonizer
• Tension reliever
• Energizer
Expectations of the Panel:

You should have the following qualities:
• Team player
• Reasoning
• Leadership
• Flexible
• Assertiveness
• Initiative
• Creativity (out of the box thinking)
• Inspiring ability
• Listening
• Awareness
Dos of participating in a GD:

 Listen to the subject carefully
 Initiate the discussion if you know the subject well
 Support you point with some facts and figures
 Make short contribution of 25-30 seconds 3-4 times
 Give others a chance to speak
 Speak politely and pleasantly. Respect contribution from other members.
 Disagree politely and agree with what is right.
 Summarize the discussion if the group has not reached a conclusion.
 Use positive non-verbal cues
Don’ts of participating in a Group Discussion

 Initiate the discussion if you do not have sufficient knowledge about the given topic.
 Over speak, intervene and snatch other’s chance to speak.
 Argue and shout during the GD to dominate the discussion
 Look at the evaluators or a particular group member
 Talk irrelevant things and distract the discussion
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 Pose negative body gestures like touching the nose, leaning back on the chair, knocking
the table with a pen etc.
 Mention erratic statistics.
 Display low self confidence with shaky voice and trembling hands.
 Put others in an embarrassing situation by asking them to speak if they don’t want.
Some topics for Group Discussion:

• Religion should not be mixed with politics
• Morals & Values among Indians is Degenerating
• With Media Publishing and Telecasting Trivia, Censorship is the Need of the Hour
• We are not serious about saving Wildlife/Environment
• The education system needs serious reforms
• Is our Political System Reason for our Backwardness?
• Corruption is the Price we pay for Democracy
• Nuclear War cannot be won and should not be fought
 Should Research on Human Cloning be banned?
• Brain-Drain has to be stopped
• Should Animals be used for Testing New Drugs & Medical Procedures?
• Do NGOs in India Really Work for Others OR Work for their Own Vested Interests?
• Advertisements Cheat People, Hence Should Be Banned
• Are Peace and Non-Violence Outdated Concepts?
• Capital Punishment should be Banned or Allowed?
• Every Cloud has a Silver Lining
• Privatization of Higher Education
• How effective are Indian B-schools?
• E-Learning: A Substitute for Classroom Learning?
• Cricket as a National Obsession is a Detriment to Other Sports.
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GD EVALUATION SHEET
Date: -
Team: -
Topic:-
Sl
Attribute Marks Participant
No
1 2 3 4 5 6 7 8
1 Initiation 5
2 Content 10
Group Behavior
3 10
& Participation
Body Language
4 10
& Tone
Verbal
Communication
5 10
(Listening
& Speaking)
6 Summary 5
Total 50
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INTERVIEW SKILLS
Getting an interview is an achievement in itself. Only a small proportion of applicants are
selected for interview (often about 10%) so you have already made a positive impression to have
got to this stage! Many people have a fear of interviews, so here are some tips to help you make
the most of this opportunity.
The purpose of the interview
Firstly, it is for the interviewer to see if you match the requirements of the job. These will
naturally vary with different jobs but are likely to include:
 Your personal qualities
 How well you express yourself
 Your motivation and enthusiasm
The recruiters will already have an indication of these from your initial application but now the
interview will assess you in person. It is also your chance to meet somebody from the
organization and assess them: are they offering what you want?
There isn’t any right or wrong answer to interview questions: how you come across is as
important as what you say. Be yourself – if you have to put on a completely false act to get
through the interview, is this really the right job for you?
At the end of the day, the most important part of any interview is showing off your skills as the
best candidate for the job. Here’s a list of five different types of interviews that you might come
across during your job hunt, and how you can use them to your advantage to land the job of your
dreams. Each method, style and technique has it’s own pros and cons, considerations and
preparations depending hugely on your industry, business, the advertised position and so on.
1. Individual (face-to-face) Interviews

Individual, face-to-face interviews are by far the most popular and efficient form of assessment.
Allowing you to get up close and personal with each candidate while keeping an eye on
their body language is far more effective than any other interviewing format.
 You can build rapport more easily

 You can thoroughly assess the individual
 You have opportunity to dig deeper
 You can read their body language
 You can test the candidate’s commitment
 You’re more flexible with location/ style (informal/ formal).
2. The Panel Interview
Panel interviews are the same as individual, face-to-face interviews, but with two or more
interviewers in the room. The main advantage of panel interviewing is that it precludes any
personal biases that might creep into the assessment process. Each interviewer will pick up on
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different characteristics, strengths and weaknesses and together (hopefully) make a much fairer
judgement.
 No personal biases.
 The chance to compare different opinions.
 More chance to get notes (while others talk).
 All relevant people meet at the same time.
 Weak interviewers might need back-up.
 The candidate gets a chance to meet everyone.
3. Group Interviews
Group interviews are used a lot less regularly than the other interview techniques we’ve
mentioned, but they still have their place in modern recruitment.
You could conduct your group interview in two key ways… like an individual interview; asking
exactly the same questions that you would ask in an individual interview, openly, to the whole
group, allowing candidates the chance to compete to impress.
 You can assess a wide range of skills.

 You can assess interpersonal skills and teamwork.
 It’s quicker (than assessment days).
 You can interview all candidates at once.
 It’s a good method to cull candidates early on.
 Sparks competition.
 Less individual pressure on candidates.
 Out of the norm, generates genuine answers.
4. The Telephone Interview
Due to a company's geographic location, travel costs, and divergent schedules, a phone interview
may often be your initial contact with a prospective employer. Therefore, we're offering some
phone interview tips.
Objective - The idea behind a phone interview is to gain an invitation for a personal interview,
and to gather more information for future steps in the process.
Preparation - Have a pad, pen, and a copy of your resume near the phone. Use a phone in a
quiet area. Avoid any background noise. Also avoid using a cordless phone, because they tend to
transmit poorly.
Speaking
a. Smile and be enthusiastic. Your enthusiasm will carry through to the
interviewer.
b. Speak in a conversational manner, and be sure to speak loudly enough to be
heard. Speak with some inflection and tone.
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c. Let the interviewer do most of the talking. When s/he asks you a question,
expound upon the answer. Use the opportunity to sell your skills and experience.
d. When the interview is over, let her/him know that you are very interested in
scheduling a personal interview at her/his place of business.
5. The Video Interview

Video interviews (Skype, Google Hangouts, Face Time) are a great alternative to telephone
interviews. The fact that you can actually see each other adds a certain level of importance and
professionalism to the ‘call’ and removes the temptation for either party to multi-task or lose
focus. Of course, you could still face similar issues to those that plague the telephone interview.
Background distractions could still occur, other calls could come through, bad signal could
distort the conversation and, as you can both see each other, there’s no hiding from them!
 It’s quicker than a face-to-face interview.

 It’s cheaper than a face-to-face interview.
 It’s less effort for you and the candidate.
 You can reach long-distance candidates.
 You can cull weaker candidates right at the start of the process.
 You’ll be able to tell if they’re focused (or just reading from notes)
6. Presentation
While this type of interview is not as common, it’s not unheard of—especially in office settings.
During presentation interviews, you’ll be given an issue within the business and will be expected
to present your solutions to your interviewer. This generally involves a bit of time beforehand to
prepare, so don’t panic.
The main goal of the presentation is to get a feel for your creativity and brainstorming skills, as
well as a demonstration of your working abilities. Jotting down notes and showing your
processes is a great idea for these types of interviews, as you’ll be evaluated on how you came to
the conclusion that you did. The final product is certainly important, but your interviewer wants
to get an overall impression on how well you’ll work within the company.
7. Versant English Placement Test

The Versant English Test measures facility with spoken English, which is a key element in
English oral proficiency. Facility in spoken English is how w
ell the person can understand spoken English on everyday topics and respond appropriately at a
native-like conversational pace in English. Academic institutions, corporations, and government
agencies throughout the world use the Versant English Test to evaluate the ability of students,
staff, and officers to understand spoken English and to express themselves clearly and
appropriately in English. Scores from the Versant English Test provide reliable information that
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can be applied to placement, qualification and certification decisions, as well as monitor progress
and measure instructional outcomes.
The Versant English Placement Test is approximately 50 minutes long, with 9 test sections.
TEST FORMAT
The following subsections provide brief descriptions of the item types and the abilities required
to respond to the items in each of the six parts of the Versant English Test.
PART TASK Test Details

A Read Aloud Read the passage aloud smoothly and naturally in a
clear voice. You will be stopped after 30 seconds.
This is not a speed reading test. You may not be able to
finish reading the entire passage, but that is
okay. When your time is up, you will automatically move
on to the next item.
B Repeat Please repeat each sentence that you hear.
Example: You hear: "Leave town on the next train."
You say: "Leave town on the next train."
C Sentence Please rearrange the word groups into a sentence.
Builds Example: You hear: "was reading" ... "my mother" ...
"her favorite magazine"
You say: "My mother was reading her favorite
magazine."
D Conversations You will hear a conversation between two people,
followed by a question. Give a short, simple answer to
the question.
Example: You hear:
Speaker 1: "Lucy, can you come to the office early
tomorrow?"
Speaker 2: "Sure, what time?"
Speaker 1: "7:30 would be great."
Question: "What will Lucy have to do tomorrow
morning?"
You say:
"Go to the office early." or "She will go to the office at
7:30."
E Typing This section allows you to get used to the keyboard and
also measures your typing speed. You will have 60
seconds to type as much as you can. Type quickly and
accurately. Keep typing until your time is up. Your work
will be saved automatically.
F Sentence Please type one word that best fits the meaning of the
Completion sentence. Type only one word. You will have 25 seconds
for each sentence. Click "Next" when you are finished.
G Dictation Please type each sentence exactly as you hear it. You
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will have 25 seconds for each sentence. Pay
attention to spelling and punctuation. Click "Next" when
you are finished. After 25 seconds, your work
will be saved automatically.
H Passage You will have 30 seconds to read a paragraph. After 30
Reconstruction seconds, the paragraph will disappear from the screen.
Then, you will have 90 seconds to reconstruct the
paragraph. Show that you understood the passage by
rewriting it in your own words. Your answer will be
scored for clear and accurate content, not word-for-
word memorization. After 90 seconds, your work will be
saved automatically.
I Summary and Read the passage.
Opinion Then, in the first box, write a short summary of the
author’s opinion in 25-50 words.
In the second box, write your opinion on the topic. Do
you agree or disagree with the author? Why?
Try to use your own ideas. You must write at least 50
words.
You will have 18 minutes to read the passage and write
both the summary and opinion. Write both the
summary and the opinion before clicking ‘Next’. Write
in complete sentences. After 18 minutes, your
work will be saved automatically.
Further refer to: https://www.youtube.com/watch?v=rVk9ecJdfgU
Once a candidate has completed a test, the Versant testing system analyzes the spoken
performances and posts the scores at www.VersantTest.com. Test administrators and score users
can then view and print out the test results from a password-protected section of the website.
The keys to a successful interview are preparation and practice. The following suggestions
will help you prepare for an interview:
1. Before the Interview

Self-evaluation- It is important for you to think about yourself and your past experiences in
order to be ready to articulate what you have to offer an employer. Consider the following topics:
• How your present and past experience relate to the position

• Your current and future career goals
• What skills and expertise you have to offer
• The skills that you would like to develop or improve
• Location, salary, and lifestyle priorities
• Kinds of people and environments you prefer
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• Past experiences you want to highlight such as volunteer work, hobbies, travel
Research the Company - A company's website is an excellent place to begin. It usually gives
you information on whether it is international or domestic, what its revenues are, how many
locations it has, and the nature of its major products. Most companies are very proud of their
websites. Don't be surprised if one of the first questions interviewers ask when you arrive is,
"Have you have had a chance to look at our website?"
Practice interviews - Write down a list of possible questions that you think may be asked, then
have a friend act as an interviewer and direct them to you in a practice interview situation. Don't
stop until you feel comfortable answering each question. Practicing beforehand will make you
feel more comfortable and relaxed during the interview.
Dress Professionally - In today's environment, wearing a suit isn't always necessary. Contact the
HR Manager of the company or your recruiter, and find out what the dress code is for the
company at which you are going to interview. Then dress one level above. For instance, if it is
business casual, men can wear dress pants, dress shirt, and sport coat. Women can wear a
pantsuit, dress, or a skirt and blouse. Visual impressions are very important. Therefore, if in
doubt, always dress on the conservative side.
Essential Things to Carry

We’re about to outline a significant amount of paperwork you need to bring to a job
interview,
1. Folder
You have to carry a folder where you can neatly store your documents. This simple act
also shows you’re organized.
2. Several copies of your resume
3. Credentials
4. Photograph
5. Pen and notepad
6. References (optional)
7. A smile (mandatory)
Arrival
Try to arrive at the interview location a little early. This gives you time to determine where you
need to go, and will give you a few minutes to collect your thoughts. DO NOT arrive late.
Nothing destroys your chance at impressing an employer more than arriving late and offering no
explanation. If you learn at the last minute that you are going to be arriving late at the interview,
call and let the interviewer know. Interviewers understand that things can come up suddenly.
You are never considered late if you call and make them aware of the fact.
2. During the Interview

First impressions - First impressions take only thirty seconds. Establishing rapport, direct and
sustained eye contact, a firm handshake, a warm smile, good posture, and introducing yourself in
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a confident manner are important ingredients. A well-groomed, professional appearance is
critical. Greet the interviewer with a firm handshake, whether it is a woman or a man. (No one
likes a weak handshake.) Always maintain eye contact while shaking hands.
Smile - A smile denotes confidence in a candidate. Try to smile often. Also, don't be afraid to
use some hand animation while answering questions. This suggests enthusiasm in a candidate.
Body Language - Use good posture, and look the interviewer right in the eye. Sit up straight.
Never slouch.
Speak Clearly - Don't mumble. It portrays a lack of confidence. Speak with assurance. This
indicates confidence.
Listen Before Answering - Allow the employer to begin the interview, but be prepared with
some opening statements or questions such as, "I understand that this position involves…," or
"What are you looking for in a job candidate?" Make sure you understand the question. If not,
ask the interviewer to clarify it. Don't be afraid to take some time to think before answering.
Interviewers are impressed with someone who thinks out an answer before speaking.
Give Brief Answers - Make your answer concise and to the point. Rambling tends to suggest
that you really don't have the answer to the question(s) asked.
Previous Employers - Never, ever say anything negative about your present or previous
employers. No matter how much you may have disliked someone, find a way to give your
experiences a positive spin.
Be Truthful - Don't lie when asked about something you haven't done. The next question will be
"tell us about it."
Know Your Resume - Be prepared to talk about every fact that is on your resume. Many people
embellish their accomplishments on their resumes. Avoid this, since the only point of reference
an interviewer has about you is the resume you provide to him/her beforehand.
Keep things at a professional level - Sometimes near the end of an interview, the two parties
start feeling comfortable with each other. Don't let this comfortable feeling lead you to telling
them something about yourself that they really shouldn't know. Always keep things at a
professional level.
Look for Something in Common - This is something that has given us an edge in the past. Try
to find a common bond between yourself and your interviewer. If you are being interviewed in
an office, look at how the office is decorated. Look for something you can identify with. Is
his/her college diploma hanging on the wall? Did you attend a nearby school, or perhaps one in
the same Division? If so, make a quick comment about it: "Did you attend Penn State? I attended
the University of Michigan. What a great football conference." Interviewers sometimes feel more
comfortable with people with whom they have something in common. This approach has helped
several candidates obtain a position over other qualified candidates. Above all, be sincere.
Do not give up - Sometimes, within ten minutes of the start of an interview, you will know that
the job is not one you want to pursue. If you begin to feel this way, don't give up on the
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interview. Continue to interview as if the job was the most important thing in the world. This
provides you with practice for your next interview, which may be for your dream job! Not all
interviews will lead to offers of employment, but, if you approach every interview as if it's the
most important interview you ever had, you will come out a winner!
3. After the Interview

After a job interview, it's important to follow up with the hiring manager. In fact, thanking
the interviewer for taking the time to meet is the most important action you can take post-
interview. Along with expressing appreciation, your thank you letter, email, or call is an
opportunity to:
 highlight your relevant qualifications

 show your enthusiasm for the role
 mention important details that didn't come up during the interview
Frequently Asked Questions

1. Tell me about yourself.
Most of the interviews start with this question. Preparation and proper planning will help to
answer this effectively. Include the content which meets the company requirements and job
profile like accomplishments, certifications, strengths. Avoid speaking routine and boring
stuff like intermediate and schooling grades, family details.
Bad Answer: “This is Ramesh. I’m pursuing my B.Tech in ABC University. I did my
intermediate from XYZ junior college with a percentage of 88. I did my schooling from PQR
high school with a percentage of 92. I’m from a family of four. My father is into business,
my mother is a house wife. My hobbies are watching TV”
Good Answer: “It is my pleasure to introduce myself to you sir/Madam. My name is
Ramesh. I’m pursuing my B.Tech in the stream of Computer science which I have chosen
out of passion. While in school, I was an NCC cadet and was awarded a C certificate in
intermediate. I participated in republic day parade in New Delhi in first year of intermediate
which I feel is a greatest accomplishment. Coming to my skills, I’m proficient with coding in
C language and hold a goal medal in coding contest conducted by IIT Delhi in my second
year. I did a project “Project Name” using XYZ programming language. (Give a one line
description of the project.) Being enthusiastic and inquisitive are my strengths (Justify with
examples). My hobbies are playing football and graphology. This is about me in short.
Thanks for giving me this opportunity.”
Though the example is an ideal answer, it may change from person to person and type of
interview. There is always a possibility of a better answer depending on candidates’ profile.
2. What are your greatest strengths?
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Be specific. Add an example or experience to justify your answer. It is not advisable to say
more than two strengths. Use STAR (Situation, Task, Action, Results) Technique for
justification.
Bad answer:
“I am a perfectionist”
Good answer:
I’m a team player and quick learner (Justify these strengths each with one example or
experience without which it is difficult to expect them to get convinced with your answer. It
will be effective if you can share a situation which is a recent happening.)
3. What are your greatest weaknesses?

This question is a great opportunity to put a positive spin on something negative, but you
don’t want your answer to be cliché. Instead, try to use a real example of a weakness you
have learned to overcome.
Bad answer:
“I’m short tempered” or “I’m a slow learner” or “I have no weaknesses”
Good answer:
“While I joined my graduation I’ve never been very comfortable with speaking to people.
But I realized the need to improve my communication skills and started working on it. Even
now I didn’t master it but I’m happy for my effort and hope that i improve a lot in future. “
4. How much salary do you want?

Don’t give an exact number. A fresher will seldom get a chance to negotiate on salary.
Instead, re-iterate your commitment to the job itself
Bad answer:
“Pay me Rs. 30,000 per month” or “I’m not joining for salary”
Good answer:
“I’m more interested in the role itself than the pay. Salary is not a criteria for me to choose a
platform like yours but I want to be independent hence I request you to pay me as per your
norms.”
5. Where do you see yourself five years from now?

There’s really no right answer to this question, but the interviewer wants to know that you’re
ambitious, career-oriented, and committed to a future with the company. So instead of
sharing your dream for early retirement, or trying to be funny, give them an answer that
illustrates your drive and commitment.
Bad answer:
“I want to become team leader or “Doing your job.”
Good answer:
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In five years I’d like to have an even better understanding of this industry. I would love to be
in a position where I can accept additional responsibilities to serve the organization better
with my earned experience and improved understanding of industry.
6. Why should I hire you?

To answer this question you need to know the company requirements and their domain of
work so that you can find the similarity in their needs and your competency.
Keep your answers career related and precise.
Bad answer:
“I’m the best candidate for the role.” Or “I want to contribute to the growth of the
organization with my skills”
A good answer will reiterate your skills, knowledge and will highlight what specific you can
do to organization.
Good answer:
“Being good at programming in JAVA and having sound knowledge in cloud computing, I
consider myself suitable for the software engineer (Job title) role in your organization”
7. Why do you want to work at our company?

To answer this question one should have sound knowledge about the company projects,
domains etc.
Try to go through the website, news papers and social networking sites of the company you
are attending. This knowledge will also help you to ask a question at the end of the interview
if given a chance.
8. What are your career options right now?

This is a bouncer. It’s wise to give a clear message that you are not looking for any other
option than job.
Bad answer:
“If I don’t get this job I would like to go to USA to do my M.S.” or
“My ultimate goal is to become an IAS officer.”
Good Answer:
“Like I mentioned on my resume my career option is to get a job. I don’t have any alternate
plans.”
To check you they may suggest you to go to higher studies or go for research; Don’t get into
their trap.
9. What are your interests or hobbies?

Try to be specific. Avoid saying passive hobbies. It is not a simple question as it seems to be.
Specify the learning’s or outcome for having that particular interest
Bad answer: “Whenever I get time I sleep” or “Watching TV”
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Good answer: “I prefer listening to soft music. It induces new energy in me whenever I
pursue it.” Or “I play football. It keeps me physically fit and taught me to work in teams.”
10. Can you work under pressure?

Add an experience from your recent past where you worked under pressure.
Bad answer: “Yes” or “I never feel pressure”
Good answer: “Yes. I’m a captain of my college football team for last two years. I would
like to mention a recent incident. We were playing south zone finals in Chennai and we were
down by one goal. I scored a goal in the last minute to draw the match. Later my team scored
a goal in extra time given and our team won the south zone championship. This was a
wonderful learning experience for me to get used to pressure.”
Page | 186
INTERVIEW RUBRICS
Criteria 0-2 3-5 6-8 9-10
Appearance -- Overall appearance -- Appearance is -- Overall neat -- Overall appearance is

is unprofessional somewhat untidy appearance very neat, impeccable
-- Choice in clothing -- Choice in clothing is -- Choice in clothes is -- Choice in clothing
inappropriate for an inappropriate (shirt acceptable for the type of appropriate for any job
job interview (torn, untucked, tee-shirt, too interview interview
unclean, wrinkled much jewellery, etc.) -- Well groomed (ex. -- Very well groomed
-- Poor grooming -- Grooming attempt is Shirt tucked in, jewelry (hair, make-up, clothes
evident blends with clothing, pressed, etc.)
minimal wrinkles) -- Overall appearance is
businesslike
Greeting -- Unacceptable -- Used typical -- Acceptable behavior, -- Professional behavior
behavior and language behavior and language well mannered, and language (shaked
-- Unfriendly and not – did modify behavior professionalism lacking hand, appropriate greeting,
courteous to fit the interview -- Courteous to all “hello”, “thank you”, eye
-- Did not greet or -- Attempts to be involved in interview contact, etc.)
shake hands courteous to all in -- Appropriate greeting -- Friendly and courteous
interview setting but did not shake hands to all involved in
interview
Communication -- Presentation shows -- Showed some -- Showed interest -- Very attentive
lack of interest interest throughout the interview -- Is able to tie position or
-- Unable to articulate -- Articulates goals but -- Clearly describes company to career goals
goals they are not specific or goals -- Speaking clearly
-- Speaking ins are unrealistic -- Speaking clearly -- Appropriate use of
unclear- very difficult --Speaking in unclear -- Minimal mistakes in sentence structure and
to understand (ex. – lapses in sentence sentence structure and grammar
mumbling) structure and grammar grammar -- Commitment &
-- Facts about job not -- Knowledge of job is -- Knowledge and facts enthusiasm for job is
discussed minimal about job are conveyed
-- Volume is -- Volume is uneven included/shared -- Volume coveys business
inappropriate for (varied) -- Volume is appropriate tone
interview (ex. spoke
too loudly, too softly)
Body Language -- Fidgeted – ex. --Fidgeted – ex. --Minimal fidgeting(ex. --No fidgeting.
constant movement of movement of hands occasionally shifting)
hands and feet. and feet frequently. --Occasional loss of eye --Eye contact made.
--Lack of eye contact. -- Eye contact is made contact.
--Slouching all the intermittently. --Brief slouching, but --Sitting straight in chair.
time --Occasionally quickly correcting self.
slouching.
Responding to -- Inappropriate -- Gives inaccurate -- Answers are -- Thorough answers to
Questions answers to questions answers. acceptable and accurate questions.
-- Did not attempt to -- Attempts to answer -- Answers questions -- Able to describe
answer questions questions. --Can give several strengths in relation to
-- Cannot describe -- Mentions Strengths, examples of strengths position description.
strengths but cannot give
examples.
Asking --No questions asked --Asked questions that --Asked questions --Questions show
Questions were not related to the relating to the desired evidence that the applicant
job position has researched the
business or career field.
Page | 187

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COMPREHENSIVE PLACEMENT TRAINING -- 2018

DEPARTMENT OF COMMUNICATION AND SOFT SKILLS

5. Determination and Diligence

6. Perseverance and Willingness to Upgrade Knowledge and Skills

7. Ability to Work in Harmony with Co-Workers

10. Self Driven or Self-Motivated

 In Technical round, the core competency of the students will be assessed.

 In HR round, Interpersonal Skills, Intrapersonal Skills, Body Language, Attitude,

Competency – II: VERBAL ESSENTIALS – 2 (Grammar)

Competency-III: VERBAL ESSENTIALS – 3 (Comprehension & Composition)

Competency-IV: INTERACTIVES, DISCUSSIONS, INTERVIEWS

Competency – II: VERBAL ESSENTIALS – 2 (Grammar) ……………….... 58

Competency-III: VERBAL ESSENTIALS – 3

Competency-IV: INTERACTIVES, DISCUSSIONS,

9. Alleviate Lessen, mitigate, pacify, assuage Intensify, worsen, agitate

WORD SYNONYMS ANTONYMS

WORD SYNONYMS ANTONYMS

5. Apprehensive Anxious, jittery, afraid Composed, calm, confident

WORD SYNONYMS ANTONYMS

3. Attribute Feature, characteristic, quality ----------

WORD SYNONYMS ANTONYMS

5. Abut Adjoin, touch, annex Disconnect, detach, divide

3. Belie Contradict, negate, repudiate Approve, affirm

5. Bellicose Combative, quarrelsome Agreeable, peaceful

WORD SYNONYMS ANTONYMS

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10. Capricious Careless, erratic, fickle Cautious, sensible

2. Caricature Dummy, puppet, statue Being, entity

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1. Fetish Proclivity, obsession Dislike, impartiality

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5. Affinity Affection, fondness, liking Dislike, hatred

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