Acknowledgement

Writing a book is like a single activity but it requires the cooperation and
conunitment of many individuals involved directly or indirectly. The success in
every work-output is directly related to the effectiveness of the Team, and my
whole team played an important role.

I am indebted to my Gurus, who gave me so much knowledge and support

throughout my life and today by their blessings I am able to write this book.

I would share my appreciation towards all the members of Thakur Publication

Pvt. Ltd., especially to Ms. Namrata Dubey (Sr. Copy Editor) & Ms. Anshika
Gautam (Sr. Marketing Coordinator) whose ungrudging and everlasting help has
made it possible to shape this endeavor in a right direction.

I am also thankful to my Parents,for their constant support and encouragement.

Last but not the least, I would like to thank the "Almighty God",for giving me
this privilege and opportunity to share my knowledge with others.

-Vikrant Verma
 -6

Syllabus
Course Code: AECClOl

English & Professional Communication

Chapter Name of the Topic Hours

Grammar: Tense, Voice, Phrases and Clauses, Narration,

Unit-I 6
Transformation of Sentences, Vocabulary.
Communication: Definition, Importance, Purpose, Elements,
Unit-n 8
Barriers, Body Language and Strategies.
Reading Skills: Purpose, Articulation, Syllables, Accent and
Unit-in 7
Voice Modulation.

Presentation Skills, its Structure, Speech Preparation, Public

Unit-IV Speaking on Special Occasion. Interview, Types, Group 9
Discussion, Mock Sessions for Practice.
 -7-

Contents

Unit 1: Grammar
1.1. Tense 11
1.1.1. Present Tense 12
1.1.1.1. Simple Present Tense 12
1.1.1.2. Present Continuous Tense 12
1.1.1.3. Present Perfect Tense 13
1.1.1.4. Present Perfect Continuous Tense 14
1.1.2. Past Tense 14
1.1.2.1. Simple Past Tense 14
1.1.2.2. Past Continuous Tense 14
1.1.2.3. Past Perfect Tense 15
1.1.2.4. Past Perfect Continuous Tense 15
1.1.3. Future Tense 15
1.1.3.1. Simple Future Tense 15
1.1.3.2. Future Continuous Tense 15
1.1.3.3. Future Perfect Tense 16
1.1.3.4. Future Perfect Continuous Tense 16
1.1.4. Multiple Choice Questions 16
1.2. Voices
1.2.1. Active Voice 20
1.2.2. Passive Voice 21
1.2.3. Rules to be Followed When Converting the Active Voice to the 21
Passive Voice
1.2.4. Difference between the Active Voice and the Passive Voice 23
1.2.5. Example of Active Passive Voice 23
1.2.6. Multiple Choice Questions 24
1.3. Phrases and Clauses 27
1.3.1. Phrases
1.3.1.1. Types of Phrases 27
1.3.1.2. Examples of Phrases 28
1.3.2. Clauses 29
1.3.2.1. Types of Clauses 29
1.3.2.2. Difference between Phrases and Clauses 30
Grammar(Unit 1) 55

4) Complete Regular Vocabulary Tests: One should make a quiz at the end of
every week using the vocabulary words, root words, or other language
concepts that one has been learning. One can improve his/her ability to
remember new words by taking a quiz or test. One can also make a flashcard
for each new word or root that one leams. Write the word on one side of the
card and the definition on the other. One can practice remembering the words
from the definition and the other way around.
5) Take a Writing Class: Taking a writing course can be a fantastic way to not
only expand one's vocabulary but also to refine one's writing skills. A
person's writing abilities may improve as a result of increasing their
vocabulary, and this could be advantageous in a professional setting.
Consider signing up for a class in writing where assignments and
assessments are integrated to improve the ability for effective written
communication, either online or at a local adult education facility. Make it a
habit to write down any new words that one leams during the course once
one has finished the writing class.
6) Create Groups of Words:It is beneficial to group new words based on their
meanings while learning them. This process of creating groups makes it
easier to incorporate these words into regular speech. For example, the
words affirmative, effective, and decisive all imply a positive attitude. By
combining them, it is easier to remember their common meanings and when
to use them in speech.
7) Identify Word Nuances: In various contexts, certain words have different
meanings. For example, the word "frame" can have different meanings
depending on the situation. A frame could be the border around a picture or
window, or it could refer to highlighting or outlining a particular physical
characteristic. One will be better able to use the words that one has learned in
communication with others if one can recognise and comprehend these
linguistic nuances.
8) Identify Words that Share Meanings: Language is full of words that have
similar or identical meanings. Making lists of these word groups can
help writers and speakers create original and memorable sentences. Despite
the fact that some words may have related meanings, they might not always
be equivalent.
Therefore, it is essential to look up the meanings of related words before
using them. When communicating, using a variety of words gives one's
expressions of sophistication and professionalism.
9) Diversify Reading: The majority of people read every day for at least some
of their time. Increasing the variety of books one reads will introduce one to
new words from authors with different writing styles, which will strengthen
one's vocabulary. It can also be helpful to expand one's reading list with new
books and choices.

10) Edit Own Writing: It is important to carefully review any professionally

written document after completion, including emails and cover letters. One
 Communication (Unit 2) 79

v) Poor Vocabulary: If one's vocabulary is poor, he/she will not be able to

communicate properly ei&er verbally or non-veibally. The sender of the
message should use different words in their right context and with their
precise meaning and should be ready to replace them according to the
situation.

2) Emotional or Psychological Barriers; Emotional barriers are bom due to

reasons like motives, attitudes,judgements, sentiments, emotions, and social
values of participants. These problems sometimes disturb the flow of
communication either completely or partially.
They may create misinterpretations which compromises the effectiveness of
the communication process. Types of emotional barriers are:
i) Loss in Transmissions and Retentions: The accuracy of a
communication decreases sigmficantly when it passes through a,
number of levels. Some part of the communication is lost in its
transmission or conveyance. About 30% of a communication
dissipates at each transmission level. There is also a bad record of
retention or storage of information. It has generally been observed
that the information retention capacity of the workers is less as
compared to the supervisors.
ii) Lack of Trust in the Management: Sometimes, when the manager
does not have the required administrative skills and lacks self-belief,
his own employees find it difficult to trust his words, ideas and
decisions. Lack of trust may also cause the employee to make rash
and irrational decisions.

iii) Failure to Communicate: It often happens that the information is not

properly communicated by the managers to their subordinates. This
generally happens because they are lazy, or they randomly assume that
every concerned person have understood the information. They may also
deliberately not reveal information to demean theirjuniors.
iv) Dependency on the Written Wofd (Ord6r)t Tbis problem arises due
to the difference in oral and written orders. The main reason behind it
is that' generally the officials are not very careful , while verbally
communicating the organisational policies. Hence, orders given in
writing are followed more sincerely as compared to the oral
commands.
3) Physical Barriers: These are offollowing types:
i) Noise: Sometimes the effectiveness of a communication gets reduced
due to the disturbances or confusion created by the 'noise*. A noise may
be physical, psychological, physiological or semantic.'A physical noise is
a noise made by other people or objects around us.
ii) Bad Timmg:If a message or communication is passed on or conveyed at
a wrong time, its effect will be significantly reduced.
iii) Distance: Huge distances between the senders and receivers of a
message can also prove to be a barrier to effective communication.
 81
Communication (Unit 2)

8) Technological Barriers: Although technology has improved communication

processes by leaps and bounds, it can act as a hurdle to communication.
These hurdles are briefly described as follows:
i) Use of obsolete tec^ology
ii) Lack of technological knowledge
iii) Technical noise
iv) Hurdles at the decoding stage

2.2.2. Multiple Choice Questions

1) Faulty translation related to:
a) Sematic barriers b) Physical bamers
c) Emotional barriers d) All of the above

2) "Reputory relation" is related to:

a) Physical barriers b) Personal barriers
c) Organisational barriers d) Noneof the above

3) Semantic barrier is related to

a)Intenting of the speaker b)Ambiguous message
c) Meaning associated with words d)None of these

4) Physical Barriers to communication are.

a) Time and distance b) Interpretation of words
c) Denotations d) Connotations

5) Communication problems are also known as:

a) Differences b) Barriers
c) Isolation d) Insulation

6) In communication, mental turbulence refers to:

a) Inability to understand b) Confusion in the mind of receiver
c) Confusion in the mind of carrier d) Mentally weak

7) Denotations and connotations are. .barriers:

a) Physical ) Semantic
c) Technical ) All of the above

8) What are the barriers to effective commumcation?

a) Moralising, being judgemental and comments of consolation.
b) Dialogue,summary and self-reriew.
c) Use of simple words,cool reaction and defensive attitude.
d) Personal Statements,eye contact and simple narration.
9) A suggested method to help overcome organisational barriers to effective
commuiucation is •
a) Utilise face-to-face communication more ftequently
b) Become a better listener
c) Engage in better, not more commumcation
d) Keep messages as simplistic as possible
Reading Skills(Unit 3) 89

4) Reading to Learn: One of the most impoitant tools we have for learning
general knowledge or obtaining information about a particular subject is
reading. Although there are many other methods to obtain information these
days, reading is still the most common and effective one. Reading will help
us develop and keep informed in the domains that interest us, whether we are
learning for academic achievement or just to broaden our knowledge in
particular areas.
5) Reading to Critique: In particular, when we actively read, we actively
interact with the text we are reading. Reading is also veiy much an internal
and individualised.process due to an additional factor beyond comprehension
and memory. Forming our own thoughts is encouraged by reading.
We are able to assess both the concepts the author offers and the manner in
which they were delivered. We strengthen our critical thinking abilities, hone
or broaden our own viewpoints, and receive the opportunity to question
concepts or presumptions by dissecting and evaluating what we read.
6) Reading for Personal Growth: Reading is an excellent instrument for
personal development, whether we want to increase our vocabulary, write
more effectively, or just read more understanding. Through a variety of
approaches, it can support self-reflection and self-improvement or it
might provide us crucial information about the precise abilities we want
to develop. By reading, we may learn about other ideas, develop our self-
awareness and mindfulness, and obtain fascinating insights and a greater
knowledge of other cultmes.

3.1.3. Types of Reading Skills

Following are the various types of reading skills:
1) Scanning: Scanning involves reading the text quickly in search of a
particular piece of iirformation.
2) Skimming: Skimming is the act of briefly reading a text to determine
whether or not it will be useful.
3) Intensive Reading: Intensive reading means reading detailed information
when the goal is to deeply comprehend the subject matter.
4) Extensive Reading: Extensive reading is another strategy that is frequently
employed when people read for leisure with the goal of comprehending Ae
complete meaning. It may necessitate a lot of skimming, such as skipping
boring or inappropriate portions.
5) Word-for-Word Reading: Word-for-Word reading is normally not-
encouraged, although it can be necessary when some textual information
is difficult to understand and requires slow, cautious, and analytical
reading.
6) Speed Reading: Speed reading is a skill that comes with a lot of reading
practise. Skimming or comprehensive reading requires people to skip some
points and items in order to obtain speed, whereas this form of reading
requires them to achieve speed without skipping.
Reading Skills (Unit 3) 97

Types of Syllables
There are six key types of syllables in English:
1) Closed syllable: Syllables that end in a consonant and have a short vowel
sound (e.g.. In "picture," the first syllable, "pic" /pik/ ends in a consonant,
and the /i/ sound is short).
2) Open syllable: Syllables that end in a vowel and have a long vowel sound
(e.g.. In "zero," the last syllable "ro" /rou/ ends with the vowel sound /ou/,
which is long).
3) Vowel-consonant-e Syllable: Syllables that end with a long vowel, a
consonant, and a silent -e (e.g., *Tate" is a one-syllable word which ends
with a long -a /ei/, a consonant(t), and a silent -e).
4) Diphthong (Vowel Team) SyUahle: Syllables that include two consecutive
Vowels making a singular sound (e.g., in "shouting," the first syllable
"shout" Cfaut) includes an -o and a -u together that makes one sound - the
diphthong /au/).
5) R-controlled Syllable: Syllables that end in at least one vowel followed by -
r (e.g.. In the name Peter, the end syllable "er"/ar/ consists of an -e followed
by an -r.)
6) Consonant-le Syllable: Syllables that end with a consonant followed by -le
(e.g.. In "syllable," the last syllable "ble" /bal/ ends with the consonant -b
followed by -le.)

3.2.3. Accent
Accent comes from the Latin accentus, which means "the intonation of singing."
Accent refers to features, pattems and phenomena belonging to variations in
speech. For example, three speakers of English from different parts of the world
may all pronounce the same word - say, the word spelled- rather differently-a
speaker of a Northern variety of British English may characteristically pronounce
the word with a short vowel, a speaker of Southern Standard British English may
pronounce it with a long vowel, and a speaker who has leamed English as a
second language may pronounce the final 'th' sound rather like some variety of
*V. These variations are variations of accent.

Professional linguists are interested in precisely these variations, and in

answering questions about them. Why do they occur^ Whete did these variations
originate? How historically stable are they? Linguists are not interested in
making personal judgements about the 'correctness* or otherwise of particular
English accents. Every user of English 'speaks with an accent*.

Examples of words where different letters (underlined)represent the same sound

are shown in table 3.1 as follows:

Table 3.1: Pronunciation and Accent

Sound Example
/S/ See, censor, miss
/sw Shoe,chef, mention, predous,tension, passicm, amtious
Reading SkiUs(Unit 3) 101
9) This articulator is called the voice box.
a) Pharynx
b) Palate
c) Larynx
d) Tongue

10) Exception of Articulatory and Auditory phonetics is the 3"* type of Phonetics
a) Morphology
b) Acoustic
c) Production
d) A.O.T

11) Which of these means giving emphasis to a syllable?

a) Voice quality
b) Word stress
c) Tone
d) Message

12) Pick the correct syllable division for the word C^CKET ftom the four options.
a) Cricket
b) Cri-ck-et
c) Cri-cket
d) C-ricket

13) Pick the correct syllable division for the word BANANAS from the four options.
a) Bananas
b) B-ana-nas
c) Bana-nas
d) Ba-nan-as

14) Pick the correct syllable division for the word RASPBERRIES from the four options.
a) Rasp-berr-ies
b) Rasp-ber-ri-es
c) Rasp-berries
d) Rasp-berri-es

15) Pick the correct syllable division for the word STRENGTH from the four options.
a) Stren-gth
b) Strength
c) Streng-th
d) St-reng-th
16) Pick the correct syUable division for the word TERMINATION from the four
options.
a) Ter-mi-na-ti-on
b) Term-ination
c) Term-in-ation
d) Ter-mi-na-tion

17) Pick the correct syllable division for the word TENNIS from the four options.
a) Ten-nis
b) Tennis
c) T-ennis
d) Te-im-is
Presentation Skills(Unit 4) 109

17) To be able to give a good presentation, a full rehearsal is:

a) Useless b) Necessary
c) Audience based d) Optional
18) To make a presentation effective and impressive, you should use:
a) Jargon
b) Complex sentences
c) Passive sentences
d) A simple and active form of sentences
19) To select the content of your presentation, you should know:
a) The time limit b) The available material
c) The audience's needs d) Your purpose
20) In presentation design, maximum time is given to the:
a) Main body b) (Question-answer session
c) Conclusion d) Introduction
21) Initially, a presentation is a form of:
a) One-way communication b) Intrapersonal communication
c) Group communication d) Two-way commumcation
22) An ending of the presentation should be:
a) Short b) Long
c) Precise d) None of above
23) When particular information is presented verbally to a group of audience, it is
called . «
a) Oral presentation b) Written presentation
c) Non-verbal presentation d) None of these
24) When an oral presentation is delivered to audience in a casual way, it is called
* ^oral presentation'.
a) Formal b) Informal
c) Academic d) Political

25) presentations are the oral presentations where lawyers or prosecutors

present certain facts and information so as to accuse or defend an individual.
a) Political b) Formal
c) Informal d) Judicial

26) A good technique to grab the audience s attention is:

a) Loud voice b) Coughing
c) Break an appropriate joke d) All of above
27) ^presentations basically mean unprepared or spontaneous presentations.
a) Impromptu b) Outlinmg
c) Memorising d) Speaking
28) A is a sheet of paper provided to each of the audience members with a gist or
an outline of the entire presentation or information to support the presentation such
as graphs,tables, and charts.
a) Graph b) Tables
c) Handouts d) Flip Clhart
Presentation Skills(Unit 4) 117

3) Closing: While wrapping up the interview following points are included:

i) Summarising the entire discussion.
ii) Infonning the decision made to the interviewee.
iii) Wrapping up the interview with positive feedback rather than ending it
up negatively and abruptly.
iv) Exchanging gratitude or thanking each other.

4.3.3. Types of Interview

There are various types of interviews, which are used for obtaining various kinds
of information and to evaluate the candidate's skills, knowledge, etc., on a
variety of bases. Employment interviews can be categorised into following types:
1) Preliminary Interview: Preliminary interview is a conversation between the
candidate and the personnel manager regarding the basic aspects of the job
such as job characteristics, working conditions, salary, other benefits, etc.
This helps an organisation in removing the useless people and helps the
candidate to decide whether or not to accept the job. Preliminary interviews
can be divided into following types:
i) Informal Interview: An informal interview can be conducted at any
place by HR personnel to obtain the fundamental and non-job related
information.
ii) Unstructured Interview: An unstructured interview provides freedom
to the candidates so that they can reveal about their knowledge in various
topics/fields, their backgroimd, expectations, interests, etc. Likewise, the
interviewer is also allowed to share information on various topics
enquired by the candidate.
2) Core Interview: Core interviews are generally a communication between the
candidate and the line manager or experts on different areas of job
knowledge, skills, talent, etc. Core interviews can be divided into following
types:
i) Background Information Interview: These interviews are aimed at
gathering the information which cannot be obtained through the
application form. It is also used to verify the information which is
collected through the application form such as educational background,
domicile, family, health, interests, hobbies, Ukes, dislikes, extracurricular
activities, etc. of the applicant.
ii) Stress Interview: Stress interview is designed for evaluating the
candidate's behaviour on the job and the survival level during the time of
pressure or stress, i.e., his pressure handling capacity. In this kind of
interview, the candidate is put to aggressive, apathetic or threatening
situations, whose objective is to demoralise the candidate and check his
ability to deal with difficult situations.
iii) Formal and Structured Interview; Formal and structured interviews
strictly follow all the formalities and procedures related to conducting of
interview such as determination of value, time, a panel of interviewers,
opening and closing, informing the candidates officially, etc. They are
pre-planned and organised, based on job requirements.
Presentation Skills(Unit 4)

the work. If the candidate fails to arrive on time, it shows that he/she is
not trustworthy and further makes a bad impression on the interviewers.
iii) Bring Notes Along to Calm Nerves: The interviewee can bring his/her
notes to calm down nervousness. This often reflects that candidate is
serious about thejob interview & has done his homework.
iv) Offer a Firm Handshake: The interviewee must offer a firm handshake
as it reflects enthusiasm, confidence and positivity. A firm handshake is
often considered as a good start of a successfiil interview as many HR
managers take the hiring decision in the two minutes of the interview.
v) Be Confident, but Not Superior: The candidates must know the
difference between superiority and confidence. He should be willing to
learn new things, rather than showing superiority of knowing everything.
HR managers do not like this kind of attitude as they do not want their
employees to be arrogant and reluctant to leam organisational processes
and code of conducts.
vi) Take Time to Answer Questions: Most of the people begin to
formulate an answer in their minds before the speaker has even
completed his questions. This should be strictly avoided in an interview.
Instead, the interviewee should take some time to answer the questions
by attentively listening to the complete question. Also, if the answer to
the question is not known,one should be honest about it.
vii) Highlight Your Successes: Interviewee must highlight their set of
successful tasks that showcase their successfulness. However, such tasks
should be related with the job post they are applying for.
viii) Speak with Enthusiasm: Many times, the HR managers want to see
how enthusiastic the candidate is. Thus, the interviewee must speak with
enthusiasm and positivity. If a candidate sounds low and dull, it will not
make a good impression on the interviewer even if he/she has answered
all the questions.
ix) Ask Questions about the Position: The interviewee can ask questions
about the job position with the HR managers. This shows that the
candidate is really interested in the job. Also, asking questions about the
position helps the interviewee to know whether he/she is appearing for
the rightjob interview.
x) Take Notes: The candidates can bring notes containing information
about the company and the job position. Also, the candidates can add
information to their notes by noting down new data during the interview.
This will reflect the interviewee's interest in the job and will help in
remembering questions that he might want to ask the interviewer.
2) Don'ts: While preparing for an interview, a person should be cautious about
the following points:
i) Dressing Casually: An interviewee should not be dressed in a casual
way. Such attires reflect an unserious attitude towards the job position.
The candidates must be dressed formally even if the company's uniform
is casual.
 Presentation Skills(Unit 4) 121

4.3.5. Mock Interview Sessions for Practice

Mock interview is a type of training practice which utilises simulation of an
actualjob interview in order to train the person for real interview.

The mock interview gives experience to the candidate, as it tries to mirror an

actual job interview. The mock interview of the candidates is recorded and then
is shown to them along with the interviewer's feedback. Most commonly mock
interviews are provided to face job interviews but these tj^es of interview can
dso be provided to the people so that &ey can handlejoumalist
It is good to practice mock interview before facing real life interview. As mock
interview gives the feeling of being interviewed in real sense. Therefore the
^titutes or classrooms which are preparing the candidates for interview takes
due care that the mock interview forms the primary part of their training session.

43.5.1. Drafting ofa Mock Interview Sessions

The drafting of a mock interview sessions includes the following;
1) Students are divided into interview teams. Team decision for hiring is
conveyed by the spokesperson chosen by each team.
2) Prior to mock interview handover these two things to die students:
i) A sheet including intendew tips.
ii) A point-to-consider worksheet
Teacher goes through the tip sheet in the classroom by highlighting and
discussing different points or tips with the students.
3) While listening to both the interview, the members of the team with the help
of point-to-cohsider worksheet evaluate the perfonnance of the candidate.
From these evaluations they eventually decide which candidate gets selected.
4) The team's spokesperson informs the whole class about whom they want to
select and the reason behind it Along with this they also tell them the reason
due to which they have not selected the odier candidates.
5) Whichever team performs the best job in explaining their reason behind
selecting or not selecting the candidate ultimately wins.

43.5.2. Importance of Mock Interview Sessions

Mock interview sessions are important in following ways:
1) It brings an interesting change from traditional method of providing training
for interview.
2) Hus is one of the easiest, effective and efficient methods of enacting and
memorising the important subject matter.
3) The candidate gets an opportunity to receive productive and helpful feedback
from the interviewing professional.
4) Mock interview lower down the candidate's anxiety level by making them
aware of the situation which they will face in the coming future.
 Presentation Skills (Unit 4) 125

'Group Discussion' by its name clearly refers to the discussion or interaction

carried out by a group of professionals regarding any particular issue. These
professionals meet at a specific place, exchange their viewpoints and
experiences regarding that issue and try to reach at an appropriate solution
regarding it. These issues may be related to an organisation, the environment,
or the society.

Thus, the main purpose of conducting such group discussions is to enable

each and every participant to express their outiook, and exchange their
viewpoints with the other members of the group in order to
reach desired conclusion. The members carrying out the discussion may be
small or large in number.

Though, it is beheved that GD having less number of members does not go off the
track but such discussions lack liveliness and variations which further result in
negligence ofimportant aspects ofthe discussion.

On the other hand, GD having large number of participants have more number of
new ide^ and viewpoints but in such discussions some of the participants become
dominating making others nervous to voice their own ideas. Thus, such discussions
are not beneficial.

4.4.2. Skills Required for Group Discussion in

Employment
Following are the skills that are required for group discussion in employment:
1) Interpersonal Skill: The ability of a person to interact or communicate
with other members of the groups reflects their interpersonal skills. Good
interpersonal relationships are promoted by balance and emotional
maturity. A person having interpersonal skills should be less self-centred
and more people centric.
2) Leadership Skill: Leadership skills are the ability to inspire, lead and
carry the team towards fulfilling a common objective. It means the ability
to take leadership role and to initiate the group discussion.

It also includes the capability to motivate the members to participate in

the group discussion and to direct the group in the situations where the
discussion begins to lose its relevance.
3) Analytical Skill: It is reflected in the ability of the person to consider and
encourage others to look at the problem from multiple points of views. It
includes the ability to communicate one's own point of view without hurting
other's view-point.
4) Problem Solving Skill: It is the ability of a person to come up with
different and creative solutions. The person should not be afraid of
coming out with a novel solution to a problem. It is considered as high-
risk high-return strategy.

St.
 English & Professional Communication

21) Which type of group discussion is often used to explore ethical dilemmas or complex
issues?
a) Brainstorming b) Symposium
c) Deliberative dialogue d) Panel Discussion

22) A fishbowl discussion involves:

a) Participants sitting in a circle and discussing a topic
b) Participants discussing a topic without any structure
c) Participants arguing with each other
d) Participants presenting their viewpoints without listening to others
23) In a round-robin discussion, participants:
a) Debate a controversial topic
b) Engage in one-on-one discussions
c) Share their opinions in a structured manner
d) Avoid expressing their viewpoints

24) What is the first step in a group discussion?

a) Presenting individual opinions b) Interrupting others to share ideas
c) Listening to other's viewpoints d) Criticizing the topic
25) What is the role of an icebreaker in a group discussion?
a) To introduce the topic
b) To create a friendly atmosphere
c) To criticize participants'opinions
d) To dominate the conversation

26) Effective group discussions are char^<rfffl7fj(| hy;

a) Dominating participants
b) High levels of competition
c) Open-mindedness and active listening ^
d) Avoiding participation

27) What should participants avoid doing during a group discussion?

a) Active listening j,) Sharing relevant examples
c) Interrupting othos ^1) Asking clarifying questions
28) How can participants show respect for each other during a group discussion?
a) By dominating the conversation
b) By avoiding eye contact
c) By criticizing others' opinions
d) By giving everyone an opportunity to speak
29) What is the importance of summarising key points at the end of a group discussion?
a) To dominate the conversation
b) To demonstrate supmority
c) To ensure that everyone's opinions are heard
d) To avoid active participation
Presentation Skills(Unit 4) 133

30) What is the primary purpose of asking open-ended questions during a group
discussion?
a) To encourage active listening b) To limit the discussion
c) To dominate the conversation d) To discourage participation

31) One of the challenges in a group discussion is:

a) Collaborative problem-solving
b) Enhanced communication skills
c) Difficulty in managing conflicting opinions
d) Unanimous decision-making

32) How does a group discussion contribute to enhancing critical thinking skills?
a) By promoting passive listening
b) By discouraging the exchange of ideas
c) By allowing participants to rely solely on their opinions
d) By exposing participants to various perspectives and arguments

33) In a group discussion, active participation can lead to:

a) Maintaining a neutral stance
b) Strengthening personal biases
c) A deeper understanding of the topic
d) Ignoring the views of others

34) What is a potential challenge of a group discussion?

a) Improved listening skills
b) Limited exposure to different viewpoints
c) Enhanced decision-making process
d) Difficulty in managing time effectively

35) Group discussions are commonly used in organizations for:

a) Encouraging isolation among employees
b) Promoting competition among team members
c) Sharing i^ormation, brainstorming, and decision-making
d) Discomaging collaboration and teamwork
Answers:
I) b 2) a 3) c 4) c 5) a 6) c 7) a 8) b 9) c 10) b
II) b 12) c 13) b 14) d 15) b 16) c 17) d 18) b 19) a 20) d
21) c 22) a 23) c 24) c 25) b 26) c 27) c 28) d 29) c 30) a
31) c 32) d 33) c 34) b 35) c
(Ifidex 135

Simple Sentence,42 Syllable,96

Speech for Commemorative Occasions,
113 * ^
Speech for Special Occasions, 113 Vocabulary,53
Speeches, 110 Voice Modulation,99
Subordinate Clause, 29 Voices, 19
(About the Book]
This book of"English & Professional Communication" provides basic
concepts related to grammar and communication skills. Every attempt has
been made to give this book an impressive and convenient look.The book is
enriched with multiple choice based questions to facilitate students in their
exanas.This book is a valuable volume for students,teachers,and others who
are interested in enhancing their communication skill.

[About the Author] /

Mr. Vikrant Verma holds a Master's Degree in Business
Administration with specialisation in Marketing and
International Business from Institute of Engineering and
Technology(lET),Lucknow.After completing his MBA,he
got an opportunity to render his services to Thakur
Publication Pvt.Ltd.as an Senior Editor. He has more than 8
years of experience in field of Content Editing and Academic Publication
Industry. He is dedicated, keen on taking initiatives, and ensures timely
completion of assignments. He has previously contributed his skills of
editing m books like Principles of Management, Organisational Behaviour,
Human Resource Management, Business Ethics, Business Communication
etc.,ofsevera universities. His sole ambition, while contributing his efforts
in educational publishing indnst^, is to facilitate the aspiring graduate and
post graduate students ofmanagementofdifferent universitieLcross India.
Maulana Abul Kalam^Uniyersity of Technology. WB
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AEC: English & Professional Communication Mr. Vikrant Verma
SEC: Life Skills and Personality Development Mr. Vikrant Verma
VAC: Yoga/ Health & Wellness/ Sports
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BCA - 1" Sam
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Digital Electronics , Principles of Management(Major)
Programming for Problem Solving through C jusiness Economics(Micro)(Major)
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Principles of Management Computer Fundamental (Minor)

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