Effective Communication

Lab Work Book

Centre
for
Languages Learning

Name- Madhav Khemka

Roll no- 19BAE031

Branch- School OF Management

Batch- 2019 Economics Hons

The NorthCap
University
Gurugram, Haryana
ii Effective Communication Lab Workbook
Published by:
Centre for Languages Learning
The NorthCap University
Gurugram
• Effective Communication Lab Work Book is for Internal Circulation only
© Copyright Reserved
No part of this Practical Record Book may be reproduced, used,
stored without prior permission of The NorthCap University.
Copying or facilitating copying of lab work comes under
cheating and is considered as use of unfair means.
Students indulging in copying or facilitating copying shall
be awarded zero marks for that particular experiment.
Frequent cases of copying may lead to disciplinary action.
Labsare open up to 7 PM upon request. Students
areencouraged to make full use of labs beyond normal lab
hours.
Third Edition
July, 2018
Printed by:
COLORMAX • C-163, Naraina Indl. Area, Ph-I, New Delhi-28
Tel: 9899333940 • E-mail: mail@abcpress.in • Web: abcpress.in
Effective Communication Lab Workbook iii
PREFACE
The language Lab work book has been designed to initiate students into the practical aspects of
language learning. Language skills, particularly related to speaking and listening need to be practiced
in lab conditions. The present lab course, however, also includes lab activities related to grammar and
vocabulary enrichment.
The software available in the laboratory is competency-based and enables students to assess their
own errors and progress at their own pace. The lab work book is divided into two sections-Effective
Communication –I and Effective Communication – II.
The first two exercises are related to listening skills. These exercises require the student to listen to
recordings and answer the multiple choice questions which will enhance their understanding and also
improve their listening abilities.
An important component of language study is the ability to read and comprehend with the view of
skimming for major information as well as scanning for gist and specific information. Three practical
exercises are related to the practice of these skills. The next lab activity is related to pronunciation
rhythm, accent in connected speech, pitch, voice modulation and intonation.
The next exercise is based on advanced listening. The students get to listen to conversations and
answer questions. An exercise on presentation skills helps students in building their confidence and
body language and thus improve their public speaking skills.
The next lab activity relates to improving writing skills especially with reference to the correct usage
of idioms and phrases used in business communication. To enhance creative writing skills, three
exercises on picture comprehension are included. The last exercise is based on interview skills. The
exercise aims at enabling a student to frame effective responses to questions normally asked in
interviews.
Authors
The NorthCap University
Gurugram
July 2018
 iv Effective Communication Lab Workbook Effective Communication Lab Workbook 1

CONTENTS
S.N. Details Page No.
1. Details of Exercises
Effective Communication I (I Semester) 1

1.1 Exercise 1: To listen for specific information 2

1.2 Exercise 2: To listen to a monologue for gist 6

1.3 Exercise 3: To read for skimming and scanning 8

1.4 Exercise 4: To read for topic sentence and information 10

1.5 Exercise 5: Advanced excercise in reading 14

1.6 Exercise 6: To practice pronunciation 16

1.7 Exercise 7: To build up vocabulary 20

Effective Communication II (II Semester) 25

1.8 Exercise 8: Advanced listening exercise 26

Effective Communication
1.9 Exercise 9: To learn presentation skills I (I Semester) 28

1.10 Exercise 10: To practice idioms and phrases 33

1.11 Exercise 11: To enhance creative writing skills 37

1.12 Exercise 12: To prepare for an interview 43

2. Notes and Comments 48

2 Effective Communication Lab Workbook Effective Communication Lab Workbook 3

Exercise 1 Sources of Difficulty by the Listener

Being preoccupied and not listening.
Date of Performance Formulating and listening to your own rebuttal to what the speaker is saying.

Objective Listening to your own personal beliefs about what is being said.
To listen for Specific information Evaluating and making judgments about the speaker or the message.
You will discover in this unit that listening in English is not simply a matter of understanding the
Not asking for clarification when you know that you do not understand.
words you hear. It is a process that requires you to activate the knowledge and skills of the language.
Listening is important with respect to language skills. The understanding of the language is possible
either through a reading exercise or through a listening exercise. Learning language through reading Listening exercises have been included to help students focus upon the sound, accent, tone and stands
is comparatively easy because we can read it at our own pace and find the meaning of the written of the speaker.
word with the help of a dictionary. However listening and speaking are relatively difficult skills to
acquire. One has to be well conversant with the language as well as with the accent of the speaker to
whom we listening so as to register our response to the communication accurately. Hence listening
must be considered as a vital skill for oral and written communication.
Effective Listening
"We were given two ears but only one mouth, because listening is twice as hard as talking."
Expressing our wants, feelings, thoughts and opinions clearly and effectively is only half of the
communication process needed for interpersonal effectiveness. The other half is listening and
understanding what others communicate to us. When a person decides to communicate with another
person, he/she does so to fulfill a need. The person wants something, feels discomfort, and/or has
feelings or thoughts about something. In deciding to communicate, the person selects the method or
code which he/she believes will effectively deliver the message to the other person. The code used to
send the message can be either verbal or nonverbal. When the other person receives the coded
message, they go through the process of decoding or interpreting it into understanding and meaning.
Effective communication exists between two people when the receiver interprets and understands the
sender’s message in the same way the sender intended it.
Sources of Difficulty by the Speaker
Making the message too complex, either by including too many unnecessary details or too many
issues.
Getting lost, forgetting your point or the purpose of the interaction.
Body language or nonverbal elements contradicting or interfering with the verbal message, such as
smiling when anger or hurt is being expressed.
Paying too much attention to how the other person is taking the message, or how the person might
react.
Using a very unique code or unconventional method for delivering the message.
4 Effective Communication Lab Workbook Effective Communication Lab Workbook 5

Part One Conversation Three (Questions 9 – 12)

Questions 1 – 12 • Look at the notes below.
• You will hear two telephonic conversations or messages. • You will hear a recorded message about a job vacancy.
• Write one or two words or a number in the numbered spaces on the notes or forms below. Position: Manufacturing Administrator
• You will hear each recording twice.
Responsible to: (9) ....................................................
Conversation One
Candidates should preferably be qualified in (10) ...................................................
(Questions 1 – 4)
• Look at the notes below. The person appointed will need to be (11) .................................................... in their relations with
• You will hear a woman telephoning a conference centre office. other people.

Notes About Seminar Salary: (12) ....................................................

Date: 21st February
Title: (1) ................................................................
Time: 10 am – 4 pm.
Venue: (2) ................................................................
Topic of extra workshop: (3) ................................................................
Amount payable in advance: (4) £................................................................ per person
Conversation Two (Questions 5 – 8)
HILLS PC SUPPLIES
Customer Services
Telephonic Message

Caller’s Name: James Firth

Client: Allen and Brown Ltd
Item(s) ordered: (5) ...............................................
Order no./date: HPC02345 / 12-3-02
Notes: Order was delivered late by the (6) ...............................................
and was supplied without (7) ...............................................
Action: Call to apologise and discuss (8) ...............................................
6 Effective Communication Lab Workbook Effective Communication Lab Workbook 7

Exercise 2 Part Two

Questions (13 – 22)

Date of Performance
Section One
Write Directions (Questions 13 – 17)
You will hear five short recordings. Five people are talking about a problem that occurred
Objective •

To listen to a monologue for gist • For each recording, decide what each speaker is talking about.
• Write one letter (A – H) next to the number of the recording.
The Three Basic Listening Modes • Do not use any letter more than once.
1. Competitive Listening happens when we are more interested in promoting our own point of
• You will hear the five recordings twice.
view than in understanding or exploring someone else’s view. We either listen for openings to
take the floor, or for flaws or weak points we can attack. As we pretend to pay attention we are A losing a business card 1 ……………….
impatiently waiting for an opening, or internally formulating our rebuttal and planning our
devastating comeback that will destroy their argument and make us the victor. B taking the wrong equipment 2 ……………….
2. In Passive or Attentive Listening we are genuinely interested in hearing and understanding the C arriving late for a meeting 3 ………………
other person’s point of view. We are attentive and passively listen. We assume that we heard D forgetting an address 4 ………………
and understand correctly but stay passive and do not verify it. E misunderstanding a message 5 ………………
3. Active or Reflective Listening is the single most useful and important listening skill. In active F missing a presentation
listening we are also genuinely interested in understanding what the other person is thinking,
feeling, wanting or what the message means, and we are active in checking out our G forgetting to make a phone
understanding before we respond with our own new message. We restate or paraphrase our call Htaking the wrong documents
understanding of their message and reflect it back to the sender for verification. This
Section Two
verification or feedback process is what distinguishes active listening and makes it effective.
Write Directions (Questions 18-22)
• You will hear another five recordings.
• For each recording, decide what the speaker is doing.
• Write one letter (A – H) next to the number of the recording.
• Do not use any letter more than once.
• You will hear the five recordings twice.
A making a complaint 1 …………………
B confirming information 2 ………………..
C giving instructions 3 ………………..
D changing an arrangement 4 ………………..
E requesting information 5 ……………….
F making a recommendation
G giving an invitation
H requesting advice
8 Effective Communication Lab Workbook
Exercise 3
Date of Performance
Objective
To read for skimming and scanning
In this unit we will look at:
• making your reading more efficient by defining your purpose for reading.
• finding information quickly by scanning.
There is no particular mystery about effective reading techniques. We all have strategies for reading
in everyday life - after all, do you read a telephone directory cover to cover or do you scan it as you
would an academic index? Often all you have to do is transfer your everyday skills across to your
studies.
The main goal of reading instruction is to help students develop as effective, proficient readers.
Consider the following operational definition of this goal:
Effective readers come to the printed page expecting what they read to make sense. By quickly
previewing the text, they identify the type of material to be read and set their purpose for reading it.
Such readers activate their personal knowledge by considering the topic or the title of the material,
and this knowledge enables them to make global predictions about what they will be reading. As
proficient readers proceed fluently through a selection, they continually monitor their comprehension
by assessing and revising their predictions, by asking themselves questions, by making associations,
by retaining important points or by clarifying confusions. If they are uncertain about the meaning of a
passage, they utilize certain fix-up strategies such as stopping and going back over the confusing part
or even asking a teacher or a friend to help. When they finish reading, proficient readers are able to
retell and/or summarize the material they have read and make critical evaluations of the material.
Effective Communication Lab Workbook 9
Exercise
1. Market awareness of the mobile telephone has exploded and the retailer who specializes in
mobile phones is seeing growth like never before. Admittedly, some customers buy their first
mobile phone in the supermarket, but for advice, add-ons and particular services they turn to
the specialist. There are a large number of mobile phone retailers and I can’t help but feel the
market only has room for four players. Undoubtedly, customer service is the factor that
differentiates operators and I think this year we will probably see rationalisation in the sector.
2. When I first started in the industry, mobile phones were retailing at a thousand pounds and
were as large as box files. Now, prices are constantly being driven down and handsets are
considerably more compact. There is intense competition between the network providers, and
every time they lower their tariffs, more people come into the market. This will continue, and
while retail dealers’ profits will be affected dramatically, network providers will have to
generate more revenue by offering internet provision and data services to the mobile user.
3. Over a few years, prices have dropped sharply and technological advances have meant products
have changed – and are changing. Successful retailers must try to keep on top of these
developments and invest in the training of employees so they are able to offer impartial advice
to customers. E-commerce is taking off but this won’t necessarily replace traditional retail
outlets. In order to stand out, you need innovative ideas on customer service. We don’t believe
in criticising other retailers, but there’s nothing particularly exciting out there at present.
4. The mobile phone business is behaving like the internet industry in take-up and the pace of
innovation, and it’s important not to be left behind. We must continue to innovate in delivering
the product to the customer. In terms of service provision, you can draw comparisons between
us and our closest rival, but clearly all the main mobile phone retailers have succeeded in
taking the industry forward. Growth has accelerated rapidly and the mobile telephone has
changed from simply being a business tool, to being a means of communication for everyone.
Questions 1 – 7
Look at the statements below and the comments given above by mobile phone retailers.
Which section (A, B, C or D) does each statement 1 – 7 refer to?
For each statement 1 – 7, mark one letter (A, B, C or D) on your Answer Sheet.
You will need to use some of these letters more than once.
Example:
1 the extent to which mobile phones have changed in size
2 the need for retail staff to stay informed about the mobile phones they are selling
3 the belief that the market will not sustain the present number of mobile phone retailers
4 the use of mobile phones no longer being restricted to a specific group of people
5 the relationship between charges and the number of mobile phone users
6 a negative view of competing mobile phone retailers
7 a comparison between change in the mobile phone industry and that in a different sector
8 those services available at mobile phone outlets that are not provided by other retailers
10 Effective Communication Lab Workbook Effective Communication Lab Workbook 11

Exercise 4 Exercise
Passage 1
Date of Performance It is frequently assumed that the mechanization of work has a revolutionary effect on the lives of
people who operate new machines and on the society in which the machines have been introduced.
Objective For example, it has been suggested that the employment of women in industry took them out of the
household, their traditional sphere, and fundamentally altered their position in society. In the
To read for topic sentence and information nineteenth century, when women began to enter factories, Jules Simon, a French politician, warned
This practical will focus on that by doing so, women would give up their femininity. Friedrich Engels, however, predicted that
women would be liberated from the "social, legal, and economic subordination" of the family by
• topic sentences and how they can help you understand a text. technological developments that made possible the recruitment of "the whole female sex...into public
• identifying the main arguments in a text. industry." Observers thus differed concerning the social desirability of mechanization's effects, but
• summarising the information you find. they agreed that it would transform women's lives. Historians, particularly those investigating the
history of women, now seriously question this assumption of transforming power. They conclude that
As this definition illustrates, effective reading involves the use of a variety of strategies or behaviors such dramatic technological innovations as the spinning jenny, the sewing machine, the typewriter,
that enable a person to construct meaning from the printed page. These strategies are: and the vacuum cleaner have not resulted in equally dramatic social changes in women's economic
Before Reading: position or in the prevailing evaluation of women's work. The employment of young women in textile
mills during the Industrial Revolution was largely an extension of an older pattern of employment of
• Anticipating meaning young, single women as domestics. It was not the change in office technology, but rather the
• Previewing/Surveying separation of secretarial work, previously seen as an apprenticeship for beginning managers, from
• Setting a purpose for reading administrative work that in the 1880's created a new class of "dead- end" jobs, thenceforth considered
"women's work." The increase in the numbers of married women employed outside the home in the
• Activating personal knowledge
twentieth century had less to do with the mechanization of housework and an increase in leisure time
• Making global predictions for these women than it did with their own economic necessity and with high marriage rates that
During Reading: shrank the available pool of single women workers, previously, in many cases, the only women
employers would hire. Women's work has changed considerably in the past 200 years, moving from
• Constructing Meaning the household to the office or the factory, and later becoming mostly white-collar instead of blue-
• Assessing and revising predictions collar work. Fundamentally, however, the conditions under which women work have changed little
• Making associations since before the Industrial Revolution: the segregation of occupations by gender, lower pay for
women as a group, jobs that require relatively low levels of skill and offer women little opportunity
• Monitoring comprehension
for advancement all persist, while women's household labour remains demanding. Recent historical
• Employing fix-up strategies investigation has led to a major revision of the notion that technology is always inherently
• Reading fluently revolutionary in it effects on society. Mechanization may even have slowed any change in the
traditional position of women both in the labour market and in the home.
After Reading:
• Reconstructing and Extending Meaning 1. Which of the following statements best summarizes the main idea of the passage?
• Retelling what was read A. The effects of the mechanization of women's work have not borne out the frequently held
assumption that new technology is inherently revolutionary.
• Summarizing what was read
B. Recent studies have shown that mechanization revolutionizes a society's traditional values
• Evaluating what was read
and the customary roles of its members.
So reading is a complex intellectual activity involving word meanings and verbal reasoning. Good
reading includes getting main and central idea of the information, assimilation, categorization, and C. Mechanization has caused the nature of women's work to change since the Industrial
comparing, analyzing, synthesizing, and evaluating information. Revolution.
D. The mechanization of work creates whole new classes of jobs that did not previously exist.
E. The mechanization of women's work, while extremely revolutionary in its effects, has not,
on the whole, had the deleterious effects that some critics had feared.
12 Effective Communication Lab Workbook Effective Communication Lab Workbook 13
2. The author mentions all of the following inventions as examples of dramatic technological 2. According to the passage, Garibaldi determined which of the following?
innovations EXCEPT the
A. That serum iron is produced through microbial synthesis
A. sewing machine
B. That microbial synthesis of siderophores in warm-blooded animals is more efficient at
B. vacuum cleaner higher temperatures
C. typewriter C. That only iron bound to other substances can be used by bacteria
D. telephone D. That there is a relationship between the synthesis of siderophores in bacteria of the genus
E. spinning jenny Salmonella and environmental temperature
3. It can be inferred from the passage that, before the Industrial Revolution, the majority of E. That bacteria of the genus Salmonella require iron as a nutrient
women's work was done in which of the following settings? 3. Which of the following can be inferred about warm-blooded animals solely on the basis of
A. Textile mills information in the passage?
B. Private households A. The body temperatures of warm-blooded animals cannot be easily controlled in the
laboratory.
C. Offices
B. Warm-blooded animals require more iron in periods of stress than they do at other times
D. Factories
C. Warm-blooded animals are more comfortable at an environmental temperature of 37°C
E. Small shops than they are at a temperature of 42°C.
Passage 2 D. In warm-blooded animals, bacteria are responsible for the production of siderophores,
Warm-blooded animals have elaborate physiological controls to maintain constant body temperature which, in turn, make iron available to the animal.
(in humans, 37° C). Why then during sickness should temperature rise, apparently increasing stress
E. In warm-blooded animals, infections that lead to fever are usually traceable to bacteria.
on the infected organism? It has long been known that the level of serum iron in animals falls during
infection. Garibaldi first suggested a relationship between fever and iron. He found that microbial 4. If it were determined that "similar phenomena occur in warm-blooded animals" (lines 22-23).
synthesis of siderophores -- substances that bind iron -- in bacteria of the genus Salmonella declined which of the following, assuming each is possible, is likely to be the most effective treatment
at environmental temperatures above 37° C and stopped at 40.3° C. Thus, fever would make it more for warm-blooded animals with bacterial infections?
difficult for an infecting bacterium to acquire iron and thus to multiply. Cold-blooded animals were A. Administering a medication that lowers the animals' body temperature
used to test this hypothesis because their body temperature can be controlled in the laboratory. Kluger
reported that of iguanas infected with potentially lethal bacterium A. hydrophilia, more survived at B. Injecting the animals with an iron solution
temperatures of 42°C than at 37°C, even though healthy animals prefer the lower temperature. When C. Administering a medication that makes serum iron unavailable to the bacteria
animals at 42°C were injected with an iron solution, however, mortality rates increased significantly.
Research to determine whether similar phenomena occur in warm-blooded animals is sorely needed. D. Providing the animals with reduced-iron diets

1. The passage is primarily concerned with attempts to determine E. Keeping the animals in an environment with temperatures higher than 37°C
A. the role of siderophores in the synthesis of serum iron.
B. new treatments for infections that are caused by A. hydrophilia
C. the function of fever in warm-blooded animals
D. the mechanisms that ensure constant body temperature
E. iron utilization in cold-blooded animals
14 Effective Communication Lab Workbook Effective Communication Lab Workbook 15

Exercise 5 offer to female business guests. (4) . . . . . . . ‘Our survey highlighted the unwillingness of many

women to air their views if they are treated badly,’ Wendy Manning pointed out. A group of
Date of Performance
influential businesswomen recently met to discuss the results of the Business Travel Association

Objective questionnaire. They suggested that businesswomen should not hesitate to make it clear if they have a
Advanced exercise in reading
problem. (5) . . . . . . . Once clients have gone, it is all too easy for the issue to be ignored by hotel
Part Two
Questions 1 – 5 managers, and it will also be forgotten by the overworked business executives themselves.
• Read the article below about a survey of businesswomen staying in hotels. A. The hotel staff assumed they should booked into the same room.
• Choose the best sentence from the opposite page to fill each of the gaps. B. But there is clear evidence that things are slowly improving.
• For each gap 1 – 5, mark one letter (A – G) on your Answer Sheet. C. This would enable women to make an informed choice about a hotel, and they would not be
• Do not use any letter more than once. placed in the uncomfortable position of having to complain about poor service.
• There is an example at the beginning, (0). D. It is advisable for them to do this during their stay rather than waiting until they check out.
E. Making sure that facilities in guest bedrooms cater equally for the needs of male and female
guests is one such idea.
Hotels Failing Businesswomen
F. Most of the women, when questioned further, thought that the reason for this was that they
Hoteliers should take note because they are facing serious criticism! Women account for more than were female and traveling alone.
half of all business travellers, but hotels are not doing enough for them. (0) . . . .G . . . . . This shows G. This is evident from the results of a questionnaire distributed to hotel guests by the Business
Travel Association.
that the number of complaints made about the way women guests are treated is increasing. The

Bartonsfield Hotel in London also conducted a recent survey of UK businesswomen, which reveals

that 70% feel they receive an inferior service. (1) . . . . . . . The attitude of hotel staff made them feel

out of place in public areas; for example, 62% chose to eat in their rooms because they were made to

feel uncomfortable by staff when dining alone. (2) . . . . . . . Four years ago, for example, a similar

survey had revealed that a significant number of women travelling alone and wishing to use the hotel

restaurant were actually turned away. Many of the suggestions for improved services put forward by

the Business Travel Association are relatively simple. (3) . . . . . . . Placing tables in restaurants in a

way that allows the head waiter to introduce guests to one another, so they can choose to sit together

over a meal, was a further suggestion. Guests in the dining room would then have the opportunity to

meet up with others who might, for example, be attending the same conference, or have the same

business interests. Wendy Manning, executive manager of the Bartonsfield Hotel, agreed with the

Business Travel Association that hotel star ratings should be influenced by the level of service they
16 Effective Communication Lab Workbook Effective Communication Lab Workbook 17

Exercise 6 Oxford Advanced Learner's Dictionary and the English Pronouncing Dictionary by Daniel Jones
must.
In English as in other languages there are two kinds of speech sounds. According the phonetic
Date of Performance alphabet we have 44 sounds in English. There are 24 consonants sound, 20 vowels and 8 diphthongs.
Each of these sounds is represented by a phonetic alphabet. When these phonetic alphabets are put
Objective together we get the transcription of a particular word.
To practice pronunciation Consonants are sounds during the articulation of which the breath/ air is released after some
An important element of speaking skills is pronunciation. Unless an Indian speaker has learned obstruction or friction. In other words the passage for the release of breath is either obstructed or
English from a very early age and unless he has heard the sounds from someone who articulates them made more or less narrow.
correctly, he is likely to mispronounce a few words. Acquiring a good pronunciation adds to our Vowels on the other hand are sounds in the articulation of which there is no obstruction or narrowing
ability to communicate. of passing in the release of breath no audible friction and no vibration of vocal chords.
A word in English is not always pronounced as it spelt. A learner of English language can not be sure
of how to pronounce a word which he encounters for the first time in written form. This is as much a
problem of someone whose mother tongue is English as of another learner. To illustrate this point
from English a letter of the alphabet may stand for different sounds in different words and conversely
a given sound may be represented by different letters.
The English pronunciation of most educated Indian speakers is based on RP (Received
Pronunciation- ways or pronouncing English in UK). However unless an Indian speaker has learnt
English at a very early age, the sounds and other features of his pronunciation will never resemble
exactly those of a British speaker. This is due to:
- The influence of his first language, which may be Hindi or some other language
- Sounds of other languages heard around him in the community
- Pronunciation of other speakers
A good pronunciation is not the only factor which makes spoken language intelligible. We also need
the correct use of vocabulary – the order of words in a sentence – the use of grammar – and the use of
correct word/sentence in the correct situation. All the skills need to be fostered, but if we acquire a
good pronunciation this adds to our ability to communicate
A word in English is not always pronounced as it spelt. A learner of English language can not be sure
of how to pronounce a word which he encounters for the first time in written form. This is as much a
problem of someone whose mother tongue is English as of another learner. To illustrate this point
from English a letter of the alphabet may stand for different sounds in different words and conversely
a given sound may be represented by different letters.
To illustrate this point from English, in the words cut, put, rude, minute, bury and university, the
letter u stands for different sounds in each word.
Similarly in the words kit, rock, cut, acclaim, chemistry, queen, the sound k is represented by
different highlighted letters. it is this mismatch between spelling and sound that produces problems of
pronunciation for a learner. Organs of Speech
However in order to make pronunciation uniform, individual sounds have been given a symbol or a
phonic or a phonetic alphabet and putting the symbols together, is called transcription. The correct
pronunciation of each word is transcribed in the dictionary.
The transcription of each word is in the symbols recognized by the International Phonetic
Association.
18 Effective Communication Lab Workbook Effective Communication Lab Workbook 19

Exercise
Transcribe the following words

Word Transcription Words Transcription

immediate except
even examine
deceive useless
receive goodness
police effect
people mountain
quay bargain
begin handkerchief
Phonetic symbols of vowels & diphthongs
reduce foreign
subject surface
object mystery
memories reservoir
barrage rather
command presume
beauty dew
Vowels & Diphthongs
funeral rule
pupil union
pride plays
paper apply
oblige supper
tribe robe
grab labour
town down
breathing loathing
boarding loathe
20 Effective Communication Lab Workbook
Exercise 7
Date of Performance
Objective
To build up vocabulary
Is there anything worse than leaving a careless spelling or grammatical error You may
proof the page ten times without finding it, but a visitor will find it immediately and
be happy to alert you to it.
1. It's and Its
This is such a common error that you should routinely use the search function on your word
processor or Web page editor to look at every instance individually to make sure you're using
the correct word.
It's is a contraction meaning "it is" while its is the possessive form of it.
It's never a good idea to get between a dog and its favorite chew toy.
2. You, Your, and You're
This is another very common error that needs to be checked using the search function. While
the previous example is a grammatical error, the confusion of you and your is usually a typo.
You're is the contraction of "you are" and some people confuse it with your.
Since all three words are spelled correctly, spell checkers won't flag them. Then you end up
with jewels like this on your Web page:
Don't delay! Place you order now! We offer free shipping if your in the United States.
Would you trust your credit card to that site?
3. Lose and Loose
Loose can have several meanings in English and is used an adjective, adverb, or a verb
(although that's not very common). Here are some sample uses:
• Unattended children ran loose through the toy store.
• She hated the mail carrier and regularly loosed her dogs on him.
• That group of teens has a pretty loose reputation.
But lose is always a verb:
His mother told him to lose the attitude or else.
The team never believed that they'd lose the game.
I was so happy to lose the extra 20 pounds I'd been carrying since the baby.
Effective Communication Lab Workbook 21
4. Compliment and Complement
These two homophones trip up even the most careful writers.
If you like your mother's new wallpaper, you'll compliment her on her decorating skills.
Complement has meanings in grammar, medicine, mathematics, and music, but it's most
commonly used to indicate that something completes a set or matches it well.
When you compliment your mother's wallpaper, you might note how well the soft green color
complements the off-white carpet.
5. Principal and Principle
A principle is a basic truth, policy, or action. People dedicate their lives and careers to
upholding principles of truth and justice. Principals are people who uphold standards of good
behavior in schools.
A school's principal should always stick to her principles.
Remember children: the principal is your pal!
6. Except and Accept
Except connotes exclusion or something left out, like an exception to the rule.
Accept means that you're receiving something, joining a group, entering into an agreement, etc.
I'd accept your romantic marriage proposal - except for one problem. I'm already married.
7. Affect and Effect
Affect is a verb: it acts upon something, someone, or an emotion, while effect is a noun. The
words sound almost identical in conversation, but it's important to get them right in print!
The discovery that his wife could control the weather affected her husband rather badly.
The so-called "Wealth Effect" affected total consumer spending and debt levels far more than
economists anticipated.
8. Peak and Pique
A peak is the top of a mountain or the highest point in something's development or intensity.
Pique refers to an emotion - usually anger or curiosity.
In a fit of pique, the rock climber hurled his partner's favorite harness off the highest peak.
9. Assure, Insure and Ensure
Assure, ensure, and insure all mean "to make secure or certain." Only assure is used with
reference to a person in the sense of "to set the mind at rest": assured the leader of his loyalty.
Although ensure and insure are generally interchangeable, only insure is now widely used in
American English in the commercial sense of "to guarantee persons or property against risk."
I assure you that the insured property owner is taking steps to ensure your safety.
10. Moot and Mute
How often have you heard someone insist: "it's a mute point!" Well, if it's a topic that's
incapable of making a sound, they're correct. But more often they're really trying to say that it's
a moot point - or one that's irrelevant.
 22 Effective Communication Lab Workbook Effective Communication Lab Workbook 23

Exercise on Vocabulary allude, elude

Frame sentences whereby the difference in the meaning of the following words is explicit

Accede, exceed allusion, illusion

accept, except all ways, always

adapt, adept, adopt annual, annul

lessen, lesson

adverse, averse

liable, libel

affect, effect

licence, license

aloud, allowed
lightening,
lightning

already, all ready

lose, loose

altogether, all
together
manner, manor

all right, alright

 24 Effective Communication Lab Workbook Effective Communication Lab Workbook 25

mantel, mantle

reality, realty

reference,
reverence

regimen, regiment

residence, residents

Effective
respectfully,
respectively Communication II (II Semester)

retch, wretch

vicious, viscous

waist, waste
26 Effective Communication Lab Workbook Effective Communication Lab Workbook 27

Exercise 8 28. José Martínez left the first company he worked for because
it A set the staff impossible targets.
B offered insufficient incentives.
Date of Performance
C provided inadequate support.

Objective 29. José Martínez finds that popular sports

Advanced listening exercise events A are good places to advertise
his service.
Part Three
B raise brand awareness through team sponsorship.
Questions 23-30
You will hear a radio interview with José Martínez, the Director of Pizza Rapida, a pizza delivery C increase public demand for his products.
chain in Spain. 30. What does José Martínez plan to do in the
For each question 1 – 8, mark one letter (A, B or C) for the correct answer. future? A develop a chain of restaurants
You will hear the recording twice. B set up a franchise operation
23. José Martínez became successful by C expand into the frozen food market
A taking over a well-known competitor.
B establishing an innovative retail
business. C gaining a reputation for high
quality.
24. Before José Martínez set up his pizza delivery service,
he Atested samples on potential clients.
B handed out product questionnaires.
C assessed demand in different
areas.
25. According to José Martínez, the Spanish fast food
business A is different from that of the U.S.
B has slowed slightly in its rate of growth.
C employs an increasing number of
women.
26. José Martínez wants his trainee managers
to A develop a competitive attitude.
B try out some of the shop-floor jobs.
C spend some time working abroad.
27. José Martínez believes that at first people invested in Pizza Rapida because
they A were attracted by what the company offered.
B saw that the shares were performing well.
C thought food companies were a safe investment.
28 Effective Communication Lab Workbook Effective Communication Lab Workbook 29

Exercise 9
Date of Performance
Objective
To learn presentation skills
Are you nervous about your public speaking skills? Developing and delivering business
presentations, just like most functions in business, are formulaic and are a learned skill. Learn the
formula, practice the skill and you will gain competency as a presenter.
Here are some of the fundamentals of presentations to help you build your skill.
Planning Your Presentation
In creating your presentation, think like a reporter and answer the "who, what, why, how, and where"
questions.
Who will attend--and how many? Aim the content of presentation to your audience, and the choice of
visuals to meet the needs of your group. Visuals need to be visible to everyone.
What is the purpose of the presentation? Is it to explain a plan or project; to tell people what to do--
and how; report on what's been done; get support for an idea; define or solve a problem; gain
consensus for a decision; provide training; or encourage motivation.
Why are they there? Is attendance mandatory? Any time anyone attends a meeting, they will always
be asking themselves, "What's in it for me?" Be sure you answer that question for them.
What information is needed to support your purpose? How will you present it? Keep your points
short, concise and understandable to your audience. Use visuals to clarify and reinforce your
message.
Where is it going to take place? The room that the presentation is in will have an impact on how you
present. Will you need a projector or can you use flip charts? Will you need a microphone? Do you
need a riser (podium)?
Presentation Format
From Toastmasters International, Inc.'s Communication and Leadership Program comes a typical
presentation format. It will have an OPENING which will capture audience attention and lead into the
presentation topic. Then, a BODY which has a series of points with each point beginning with a
statement of fact followed by supporting material. The presentation then ends with a CLOSING
which contains a review (or summary), and a call to action (or a memorable statement).
In timing your presentation, an ideal breakdown would be:
Opening - 10 to 20 percent
Body - 65 to 75 percent
Closing - 10 to 20 percent
Toastmasters encourages that each point you make be clearly stated, illustrated and supported. Act as
though your audience is not at all familiar with your topic; don't assume they know anything. Avoid
jargon. Devote a similar amount of time to each main point, otherwise the audience may consider it
less important. Arrange your points in logical order.
Tips for Successful Presentations
Plan your timing
Make your points clear
Speak clearly
Use visuals that can be seen by all
End on time
Building Your Confidence
Nervousness is healthy--it shows that the presentation is important to you and that you care about
doing well. Knowing as much as you can ahead of time will give you confidence. Rehearse until you
are comfortable with your material.
Here are some additional tips on how to control nervous jitters:
Realize that people want you to succeed.
Relax. Take a deep breath. When we get nervous, we breathe shallowly. If you concentrate on
breathing deeply, you'll get enough air to speak and ease your panic.
Use good posture. We have more power and energy when we stand erect with weight balanced
equally on our feet.
Concentrate on the message, not on how you are coming across.
Use eye contact. This will help your audience know that you are speaking to them, not at them. Find
a few supportive faces and hold their eyes as you make a point.
Turn nervousness into positive energy.
Do not apologize.
Forget perfection.
Learn to laugh at yourself. The problems that occur during presentations are funny (equipment doesn't
work, you trip, you discover a gob of toothpaste on your clothing).
Build in appropriate humor (not jokes), those funny things that happened on the way to the meeting
room.
Use anecdotes to bring the statistics, facts, and figures that you need to deliver to drive them home.
Going From Good to Great
The next time you deliver an presentation, ask a trusted colleague in the audience give you feedback
afterward. If the feedback shows that you need help, hire a private presentation skills coach.
Once you are comfortable, consider joining Toastmasters International to continually enhance your
new skill.
Use your presentation skills to make an impact and to elevate your stature. Be willing to break your
current corporate model and dare to be different. Get your audience to say, "Wow, not only did I learn
something, but she was a dynamic presenter!"
30 Effective Communication Lab Workbook Effective Communication Lab Workbook 31

Oral Presentations: Exercise

Well framed Openings
An oral presentation is structured on a particular topic and an important aim of this is that the Discuss with your partner or in small
groups
listeners are able to follow and remember later -what was said .”Well begun is half done”-A good I. Which verbs have the speakers used to tell the audience what they are going to do? Underline
opening that introduces the topic at hand and delineates the structure of the presentation goes a long them. Write below any other verbs, along with appropriate prepositions after them, that could
way in holding the attention and interest of the audience. be used to begin an opening statement.
Read the following example opening lines:
a) In my presentation today, I am going to look at some of the issues that affect development in
the North -Eastern region.
b) For the next thirty minutes or so, I’d like to give you some of the reasons why some of the
academicians in India feel that education in India has not served the intended purpose. II. Which tense is the speaker using to let the audience know what he intends to do ? Underline the
verb phrases in the sentences above( a-b-c-d)?
c) In my talk today , I am going to focus on the contribution of Indians to Science .
d) In this presentation ,I shall be explaining the reasons why malnutrition is a concern for our
society.

III. Frame appropriate openings for the following topics. Try and vary the openings for these and
practise speaking them without looking at the texts.
a) Liberalisation and the Indian Economy.

b ) The life and times of Swami Vivekananda

c) Factors causing the spread of H1N1 Virus.

32 Effective Communication Lab Workbook Effective Communication Lab Workbook 33
d) The impact of The British Rule on Indian Society.
Exercise 10
Date of Performance

Objective
e) Your Choice
To practice idioms and phrases
The word ‘idiom’, has been taken from the Latin word, ‘idios’, meaning ‘peculiar’. It is important to
learn idioms because there is no connection between the words used to form an idiom and the actual
meaning of the words taken as a phrase. Idioms and phrases are used in everyday contexts and
without knowing the meanings they pose a challenge.
Examples:
Idiom: Bread and butter letter
Meaning: a thank you letter
Usage in a sentence: It was surprising to receive a bread and butter letter from my boss.
Idiom: Fall on stony ground
Meaning: advice which one chooses to ignore
Usage in a sentence: The supervisor’s repeated requests to call off the strike fell on stony ground.
Write meanings of the given Idioms and make sentences:
1. Beat around the bush

To treat a topic but omit its main points, often intentionally

Don't beat around the bush and tell me frankly what you think of my proposition

2. Pink slip
A notice of dismissal from employment
For tomorrow the paycheck might turn to a pink slip

3. Across the board

Applying to all
The improvement is seen across the board, with all divisions either recording profits or

Reducing losses

4. All ears
Ready to listen when the prime minister came on the stage and started his speech, the audience
were all ears with the noisy auditorium suddenly becoming quiet.
32 Effective Communication Lab Workbook Effective Communication Lab Workbook 33
 34 Effective Communication Lab Workbook Effective Communication Lab Workbook 35
5. Asleep at the switch 14. Called on the carpet

Failing to attend to one's responsibilities or duties; not doing or paying attention to that which is important or for which to reprimand a person

 One is responsible. When my team lost a big client, the boss called me on the carpet.
) The  security  guard  fell asleep at the  switch and  a  robber broke  in. If I  hadn't been asleep at the  switch,  I'd  have
  Noticed the  car being stolen.

6. Back to square one 15. Catch-22

Back to the very first stage of something a particular situation in which one cannot win
It’s the old catch – 22 in action; you can’t get experience without an agent, and you can’t an
We'll have to go back to square one if the government pulls our funding on this project. Agent without experience.

7. Band-Aid solution 16. Cold feet

Temporary solution Tax credit given to students are merely a band aid solution to rising suddenly too frightened to do something
Cost of getting an education
I was going to try bungee jumping but I got cold feet.

8. Between the devil and deep blue sea 17. D-day

Facing two equally unpleasant, day when something important happened
I was between the devil and the deep blue sea, for if I didn't take out another loan—and go deeper after four hectic weeks of electioneering candidates are preparing themselves for D-Day tomorrow
 Into debt—I could not pay off the debts I already owed.

9. Beyond his ken 18. Eat humble

Advanced beyond one's ability to understand or make sense of the subject matter or task at hand
The stuff they're teaching in this advanced math class is a bit beyond my ken. To admit that you are wrong
Now that my idea has failed, I will have to eat humble pie in board meeting.

10. Bigwig
An important person
19. Face the music
We were invited to a lunch with local bigwig. Face the consequences given
Sooner or later I will have to face the music

11. Bread and butter

A vital component of something. Bread and butter, as foodstuffs, are considered basic forms of sustenance
.A  flourishing stock market is the  bread  and butter of a successful  country.
20. Feather in one’s cap
A cause for pleasure at once achievements

Your promotion is a feather in your cap.

12. Break the ice
To do something as a means of reducing or eliminating shyness, awkward tension, or unfamiliarity.
Everyone was deathly silent after John went ballistic and left the meeting. I tried breaking the ice with a joke
, but it didn't help
34 Effective Communication Lab Workbook Effective Communication Lab Workbook 35
21. Get the walking papers
Notice of dismissal from a job
Three players got there walking paper last week.
13. Cakewalk
A task that is easily, effortlessly, or certain to be accomplished.
I've been running marathons for years now, so this 5K run will be a cakewalk for me.
22. Give someone an even
To cause them the harm the same as they have cause you
After she insulted me, I just thought how could get even with her .
 36 Effective Communication Lab Workbook Effective Communication Lab Workbook 37
23. Grapevine
An informal way of Exercise 11
communication

We heard from grapevine that Date of Performance

the company is merging.
Objective
24. Hats off to To enhance creative writing skills
Express admiration towards
someone who has done Write the Story-1
something nice Directions: Look at the picture below. Write a story to tell about what you think is happening in the
Hats off to Tony, for finding picture. Name your characters and use lots of detail.
such a beautiful venue

25. In one’s good books

Be good in someone’s story

I cleaned the bathroom so I am
in mum’s good books.

26. Keep straight face

To not smile or laugh
I try and keep a straight face but
I can’t stop grinning at myself.

27. Keep one’s fingers crossed

To hope that good things will
happen.

Lets keep our fingers crossed

that it doesnt rain .

28. Once in a blue moon

Very rare My sister
lives in Alaska so I only see her
once in a blue moon .

29. Pass the buck

To blame someone

She is always trying to pass the

buck and I am sick of it .

30. Pandora’s box

Unexpected problem the senate investigation turned out to be a pandora’s box .
 36 Effective Communication Lab Workbook Effective Communication Lab Workbook 37

Rob was walking past a road that was empty where you couldn’t see a single person outside. Rob felt sad because he could see that the global pandemic “COVID-19 OR Coronavirus” has affected people drastically and
people were scared to come out of their homes due to the chances of being infected. Rob suddenly saw a boy glancing outside from his window with a sad expression on his face. He went towards the boy’s home and asked
him what his name was. The boy said his name is Sam. Rob asked him what he is looking at outside when it was empty. Sam said that he wanted to go outside and play with his friends but no one wants to play with him.
Even his parents have distanced themselves from him without giving him a reason. Rob understood what Sam was suffering from and tried to encourage him that he should first focus on recovering from his illness then he
could play as much as he wants. Sam said to Rob that he doesn’t have a lot of time left. Rob asked Sam how he knows this. Sam said that he heard his parents say it. Sam was longing to go outside and play with his friends
and to be loved by his parents again. Rob understood Sam’s pain but could not do anything but encourage him by saying everything will be better after sometime and he would be able to pay with his friends soon. All he has
to do is concentrate on getting better and not lose hope said Rob.
 38 Effective Communication Lab Workbook Effective Communication Lab Workbook 39

Write the Story-2

Directions: Look at the picture below. Write a story to tell about what you think is happening in the
picture. Name your characters and use lots of detail.

Ronny was walking through the desert looking for shelter, food, water and a help. Ronny was going from India to Nigeria by flight on 16th April 2020 and was supposed to reach the by 18th April 2020 but midway the plane
crashed because there was an engine failure. There were about 150 passengers in the plane but not a single person was alive except for me. The plane had been torn into two halves and were at a distance of 5m. Ronny was
the only survivor of the plane crash and was severely injured. There were only two options left for Ronny. One was that he stay here and wait for help. But it was not easy task because anything could happen to him at night
and he had limited supply so Ronny went with option two that was to go and get to a safe place where all facilities would be available to him and he would be safe. So Ronny started his journey. It wasn’t easy for Ronny
because he had to cross the desert during the day because at night he could get attacked by scorpions or snakes who were venomous. Besides he didn’t have any first aid kit with him and was heavily injured. So it was tough
for Ronny because the scorching heat of the sun was interfering with his judgment and he would have to reach a safe place soon or else he would go crazy and he will die in the desert alone. Ronny continuously walked for
four days but could not find anything. His supplies were finished and he was thirsty but could not find anything. Soon he started hallucinating and couldn’t walk anymore. Ronny became unconscious and believed that this is
it for him when some people riding in the camels came and helped. Thus Ronny was saved.
 40 Effective Communication Lab Workbook Effective Communication Lab Workbook 41

Write the Story-3

Directions: Look at the picture below. Write a story to tell about what you think is happening in the
picture. Name your characters and use lots of detail.

Bruno was a dog who had been abandoned by his owners. Bruno had nowhere to go and hence stayed at the same spot where his owners had abandoned him for four days. Suddenly Bruno saw a cat named Riley who was
running for her life. She was being chased by three dogs who were after her life. Bruno ignored Riley because she was a cat and he had nothing do with her. But as she saw in her eyes, he could see that she had the same
loneliness that he had. So he decided to help her escape. Bruno took Riley to a shortcut and they were able to hide in that place for a while. When the coast was clear they both went away to another place and hence this was a
start of an unusual friendship between a cat and a dog. Both of them became close in a short span of time because they had similar habits. Both of them were able to fill the void in their hearts and hence they were able to
overcome the barrier of loneliness. One day both of them were sitting on the chair playing with each other when suddenly the three dogs who had tried to attack Riley came back and were barking at both Riley and Bruno but
this time both of them didn’t run away from them instead they fought back with both of them covering each other’s back. They were saved by a couple and were both adopted by them. Hence they got the love they deserved
and were able to live happily after their struggle. The lesson learnt from this story is that one should never give up even in difficult times.
40 Effective Communication Lab Workbook Effective Communication Lab Workbook 41
42 Effective Communication Lab Workbook Effective Communication Lab Workbook 43

Exercise 12
Date of Performance

Objective
To enable the student to comprehend the meaning and the associated importance of an interview. The
exercise will guide the student to self-reflect on one’s personality and associate oneself with a
particular set of qualities, thus helping in expressing oneself effectively. The student will learn to
draft responses to some commonly asked interview questions.
Definition of an Interview
An interview is a formal discussion that is usually conducted in person between the employer and the
prospective employee. It could also take place telephonically or sometimes through a ‘video-
conference’. The intention of this conversation is to establish a candidate’s suitability for a particular
job profile. Towards this goal, well thought of questions are asked to elicit responses from the
candidate.
Importance of an Interview
An interview call can be considered one of the most important developments with respect to the job
seeker. This is so, as it clearly signifies an interest on part of the respective company to get the
individual on board. This, then becomes an opportunity to be seized where one can showcase one’s
abilities and persona vis-a-vis the job profile and organizational culture at hand. This becomes the
perfect opportunity to collect information about the organization, job position and future career
opportunities and figure out whether the profile and work environment are right for you.
Also, organizations do not hire prospects on the basis of merit alone; in fact, a robust combination of
an impressive personality, enthusiasm and excellent interpersonal and communication skills is
preferred. The best way to match this requirement is to develop effective interviewing skills.
1. Research the organization and the job profile: Diligence in this area can surely accrue to a
candidate’s advantage as one can relate to the expected questions. This would also
communicate your interest to the employer: an insightful comment or a pertinent question
would certainly make a strong statement.
2. Develop answers to likely questions: It is an intelligent approach to grow a pool of questions
based on individual background, education, activities and strengths and weaknesses and career
aspirations.
3. Practice: Well-written answers must be practiced repeatedly. Use your personal circle of
friends to give you insights on your oration and mannerisms. Take constructive criticism to
refine your responses.
 44 Effective Communication Lab Workbook Effective Communication Lab Workbook 45

PART ONE 5. Tell me something which is not written in your resume’.

Frame answers to the following questions:
1. Tell me about yourself.
. I love street food rather than eating in a big restaurant and I like to dance
.

I Madhav Khemka, the student of The North cap University, Gurugram. I have a degree of BA economics
Hons. My native place is DELHI. I like to meet new person and interact with them.
I like group activity. I am extrovert and know who is important for me and can help me in
The situation. I am hard-working and bring the company result better. I am dedicated to
My work and always ready to complete it. I explore different new things.

6. Do you want to ask us something about the company?

7. The main is there should be equality and proper remuneration should get.
Along with bonus task the company give task for bringing more confident.
8.

Some Tricky Questions

A. What is your greatest weakness?
My greatest weakness is over thinking I think a lot about the same thing and repeat the
e same question again and again still I m not satisfied
B.

2. Why do you want to work at our company?

I want this job because I like to explore things and this opportunity is available in your company.
Here, employees are included in decision making and giving new ideas about the success of company.

C. Where do you expect to be in five years’ time?

I will be at highest post of the company because I m hard working and determined as I want to be the
great earner and will definitely achieve my goals.

3. What are your goals in life?

 44 Effective Communication Lab Workbook Effective Communication Lab Workbook 45
My goals in life to be a good money earner I want to be at the highest position and show the world
My story of success. The people who made fun of me will realize their mistake. I want to get more fame and
Equal respect.

D. If you are offered a higher salary elsewhere, what would you do?
9. Higher salary is not important, to stick to that company is important. I want the company where I can work for longer period of
time .and definitely by my work the company would increase my salary
A.

4. What is your greatest strength?

5. my greatest strength is I can easily make people to be my friend,and I am very helpful
•
 46 Effective Communication Lab Workbook Effective Communication Lab Workbook 47

PART TWO The following table has personality words; which of these do you think apply to you? You can take
suggestions from friends and other close relations who could assess you much faster and more
Self- Concept accurately than you could think yourself!
Meaning: Adaptable Considerate Forceful Objective Shy
The impression that one carries about one’s personality, abilities, interests and physical attributes is Aggressive Creative Forthright Obstinate Sincere
called self-concept. An individual rates himself on the basis of various dimensions from poor to
excellent. However, this is not the same as true-self which actually is the way people see us. Aloof Daring Friendly Open minded Spontaneous
Amiable Decisive Gregarious Orderly Systematic
Importance:
Ambitious Dependable Hardworking Original Tactful
A realistic understanding of one’s positives and weaknesses can help focus on areas that need
Anxious Determined Honest Persistent Tenacious
attention and project one’s personality effectively.
Assertive Easy going Humorous Proud Trustworthy
Let’s start self-reflection:
Assured Emotional Innovative Prudent Confident
This set of questions will help you begin this process and while attempting them make notes rather Careful Encouraging Introspective Reliable Fickle
than focusing on syntax. Use your thoughts to record your responses, however immature they may
seem. These can be reflected upon purposefully, later. Co-operative Enterprising Judicious Reticent Mild mannered
Competitive Extrovert Lazy Secretive Self reliant
1. What instances in your life do you feel proud of?

Also, do refer to this list while writing your curriculum vitae , job applications and while preparing for
interview.

2. What is it that makes you feel good on a routine basis?

i love dancing a lot so dancing and listening to music makes me feel good

3. What kind of situations cause you a lot of sadness?

When I give up

4. What kind of a person do you want to be in a few years from now?

A successful person

NOTE : Can you discover any pattern in your responses? Are your thoughts based around people ,
certain ideas, situations or actions?
48
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Notes/Comments
Signature of Student: