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Department of English

AURORA’S SCIENTIFIC, TECHNOLOGICAL AND

RESEARCH ACADEMYBandlaguda, Hyderabad.

BY

 FACULTY

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2 PREABMBLE

 In view of the growing importance of English as a tool for global communication and the

consequent emphasis on training students to acquire communicative competence, the syllabus

has been designed to develop linguistic and communicative competence of Engineering students.

The language laboratory makes use of the latest technological aids to support language learning.

 It is in fact a complex of audio-visual equipment specially designed to meet the requirements of

language learners. It consists of a teacher console which helps the instructor in monitoring the

learning activities of the individual learners. Each learner is provided with a learner-booth

which includes a monitor to see the visual content of the 'lessons' and a headphone for the audio

component. The instructor can use a pre-recorded audio-visual CD or cassette at the console

and it is simultaneously accessible to all the 30 learners. In fact, he can record his own lessonwhich can be simultaneously recorded at all the 30 learner booths.

What makes the language laboratory useful is the fact that the teacher console allows the

instructor to listen to each learner individually and get in touch with any learner through the

head phone without disturbing others. Similarly, the learner by just pressing a button can

communicate with the instructor for suggestions, queries, without once again disturbing fellow

learners. The advantage is that 30 individual learners go through the learning process listening

to the language lesson, reproducing the activities, recording it on the audio tape so that they can

cross check their performance. The language lab has the facility of a 'conference' - that is the

instructor can hold brief discussions with five selected learners without once again disturbing

the rest of the class. Though the technology involved is very simple, it makes a big difference inbringing a shift from passive learning to active, collaborative learning. It provides a measure of

autonomy to the learner because he or she can choose the learning material at his or her own

 pace. The learner can repeat exercises, skip some and always retrieve whatever he requires. At

the same time he is also not deprived of the presence of an instructor. With the availability of

highly sophisticated audio video material prepared by leading institutions of English, one can

also ensure the quality of the learning material. As it is obvious, the laboratory is specially

equipped to teach pronunciation, accent and intonation.

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What is LANGUAGE LAB?

 A Language Lab is a place where a student or any one for that matter can learn a language and

improve his speaking and listening capability. One can get familiar with any language of his

choice and can develop skills to understand and speak the different dialects and accents of the

same Language.

The idea of Language Lab was originated during the World War. The importance of

communicating in foreign languages was , highly felt by the warring factions. The Language Lab

was born. In the beginning the lab consisted of tape recorders, amplifiers, headphones and mics

systematically laid out so that a teacher can help the students in faster learning using recorded

lessons and other teaching aids. This system worked wonderfully at that time, but had some

inherent defects.

 During the 2nd   stage of development, computers were included in the system along with tape

recorders and amplifiers. This certainly improved the functioning eliminating some of the

inherent defects.

The 3rd  stage of development is the ETNL Language Lab. It eliminates the use of tape recorders

and amplifiers. It is a fully computerized Lab incorporating software. The lessons and the

interactive communications are processed in a digital format, resulting in the highest clarity

making the teaching and learning process a pleasant and effective one. This system transmits the

voice without any noise.

3] Code of Conduct

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1. Students should report to the labs concerned as per the timetable.

2. Students who turn up late to the labs will in no case be permitted to perform the

experiment scheduled for the day.

3. After completion of the experiment, certification of the staff in-charge concerned in theobservation boo is necessary.

!. Students should bring a noteboo of about 1"" pages and should enter thereadings#observations#results into the noteboo while performing the experiment.

$. %he record of observations along with the detailed experimental procedure of theexperiment performed in the immediate previous session should be submitted andcertified by the staff member in-charge.

&. 'ot more than three students in a group are permitted to perform the experiment on a setup.

(. %he group-wise division made in the beginning should be adhered to, and no mix up ofstudent among different groups will be permitted later.

). %he components re*uired pertaining to the experiment should be collected from +ab- in-charge after duly filling in the re*uisition form.

. hen the experiment is completed, students should disconnect the setup made by them,and should return all the components#instruments taen for the purpose.

1". Any damage of the e*uipment or burnout of components will be viewed seriously eitherby putting penalty or by dismissing the total group of students from the lab for thesemester#year.

11. Students should be present in the labs for the total scheduled duration.

12. Students are expected to prepare thoroughly to perform the experiment before coming to+aboratory.

13. rocedure sheets#data sheets provided to the students/ groups should be maintained neatlyand are to be returned after the experiment.

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4] Objective, Relevance and Outcome

%he language lab focuses computer-aided multi-media instruction and language ac*uisition to

achieve the following targets 0

ather ideas and information, to organie ideas relevantly and coherently.

ngage in debates

articipate in group discussions.

4ace interviews.

rite pro5ect#research reports#technical reports.

6ae oral presentations.

rite formal letters.

%ransfer information from non-verbal to verbal texts and vice versa.

%o tae part in social and professional communication.

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5] List of Experiments

%he following course content is prescribed for the Advanced 7ommunication Sills +ab0

  Functional Enlis! "  Starting a conversion 8 responding appropriately and

relevantly 8 using the right body language 8 role play in different situations.

  #ocabular$ %uildin "  synonyms and antonyms, word roots, one-word

substitutes, prefixes and suffixes, study of word origin, analogy, idioms and

phrases.

  Readin Compression "  reading for facts, guessing meanings from context,

scanning, simming, inferring meaning, 7ritical reading.

  &ritin '(ills "  structure and presentation of different types of writing 8

9esume riting# e-correspondence#%echnical report writing# portfolio writing 8planning for writing 8 research abilities#data collection#organiing

data#tools#analysis 8 improving one/s writing.

)roup *iscussion "  dynamics of group, intervention, summariing, modulation

of voice, body language, relevance, fluency and coherence.

  +resentation '(ills "  :ral presentations ;individual and group< through =A6

sessions#seminars and written presentations through

posters#pro5ects#reports#%s#e-mails#assignments etc.

 ntervie- '(ills "  7oncept and process, pre-interview planning, opening

strategies, answering strategies, interview through tele and video-conferencing.

.] /ext and Reference %oo(s

1. %echnical 7ommunication by 6eenashi 9aman >Sangeeta Sharma, :xford

?niversity ress, 2"".

2. Advanced 7ommunication Sills +aboratory 6anual by Sudha 9ani, @,

earson ducation, 2"11.

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3. nglish +anguage 7ommunication0 A 9eader cum +ab 6anual @r A

9amarishna 9ao, @r 'atanam> rof S A Sanarnarayanan, Anuradha

ublications, 7hennai 2"").

!. nglish ocabulary in ?se series, 7ambridge ?niversity ress, 2"")

$. 6anagement Shapers Series by ?niversities ress ;Bndia< vt. +td.

&. 7ommunications Sills by +eenaSen, CB +earning vt. +td., 'ew @elhi, 2"".

(. Candboo for %echnical riting by @avid A 6c6urrey> =oanne Ducley

7'A +earning 2"").

). =ob Cunting by 7olm@ownes, 7ambridge ?niversity ress 2"").

. 6aster ublic Speaing by Anne 'icholls, =AB7: ublishing Couse, 2""&.

1". nglish for %echnical 7ommunication for ngineering Students,

Ayshaishwamohan, %at 6craw Cill 2"".

11. Doos on %:4+#9#6A%#7A%#B+%S by Darron/s #@+%A#7ambridge?niversity ress.

12. Bnternational nglish for 7all 7entres by Darry %omalin and Suhasini %homas,

6acmillan ublishers, 2"".

0] Eac! Experiment -rite up

12 FC/OL E)L'6

4unctional nglish in the broad sense provides learners with sills and abilities they need to taean active and responsible role in their communities, everyday life the worplace and educationalsettings. Bt re*uires learners to communicate in ways that mae them effective and involved toseparate confidently and to convey their ideas and opinions clearly.

4unctional nglish supports learners in building, developing and consolidating sills that can beapplied and transferred to a range of context, both within and beyond nglish class room. %hefocus is on securing sills that can be used in learning, wor and every day life.

%he reason for learning any foreign language is to do things in that language. %hey want toagree#disagree with some one, accept or re5ect an offer, deny something, express lies#dislies,offer food and drin, compliment some one and do a lot of things lie these. %hey want to usethe language and perform a number of everyday communicative functions. 4unctions lie theseare everyday function because we have to perform these functions whenever we deal withpeople. Bn fact we have to perform each of these functions not once but several times, everyday.

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At times some factors underpin progress. %he complexity of situations and activities thetechnical demand associated in these pupils level of familiarity with the tas or activity the levelof independence with which a pupil can complete the activity.

Bt is essential to thin of learners becoming functional in their nglish language. %he curriculum

opportunities specifies that pupils spea, thin, listen and write for contexts beyond the classroom. %he re*uirement ensures that pupils select, use, and apply functional sills in range ofpurposeful situations.

%hey are 0

xpressing ability

xpressing inability

Asing about ability or inability

Accepting something ;an apology, help, invitation, an offer of food or drin<

xpressing admiration ;appreciation, approval, compliments<

Admitting something

Admonishing somebody

6aing re*uests

reeting and leave taing

xpressing gratitude

Apologiing

xpressing necessity#obligation

Stating preferences

6aing suggestions

Asing for information

7omplaining # 7ongratulating

xpressing surprise

iving opinions

xpressing possibility

ersuading

xpressing purpose

Agreeing # disagreeing

xpressing intension

7onsoling # comforting Asing for and giving advice

:ffering to help

Asing for and giving permission

Functional English Grammar provides functional description of Englishgrammar, i.e. as a communicative resource. Functional skills help

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young people to take a more active and responsible role in theircommunities, to be more alert and responsive to changes intechnology, to communicate effectively and be literate in the broadestsense.

Role of Body Language

?p to 3 E of communication is non-verbal, which includes tone of voice, eye movement,posture, hand gestures, facial expressions and more. %he pressure of body language canespecially be felt in emotional situations. Dody language usually prevails over words.

xamples

•  Hands on knees indicates readiness.

•  Hands on hips indicates impatience.

•  Lock your hands behind your back  indicates self-control.

•  Locked hands behind head states confidence.

• Sitting with a leg over the arm of the chair suggests indifference.

•  Legs and feet pointed in a particular direction the direction where more interest is felt

•

Crossed arms indicates submissivenessFe- tips to improve on $our bod$ lanuae

12 *on7t cross $our arms or les "  as it might mae you seem defensive or guarded, eep yourarms and legs open.

82 6ave e$e contact, but don7t stare 8 Bf you are addressing a gathering give them all some eyecontact to create a better connection, eeping too much eye-contact might creep people out.iving no eye-contact might mae you seem insecure.

32 *on7t be afraid to ta(e up some space  8 %aing up space by for example sitting or standingwith your legs apart a bit signals self-confidence and that you are comfortable.

42 Relax $our s!oulders 8 hen you feel tense it/s easily seen in your shoulders. %hey mightmove up and forward a bit. %ry to relax. %ry to loosen up by shaing the shoulders a bit and

move them bac slightly.52 od -!en t!e$ are tal(in 8 nod once in a while to signal that you are listening. Dut don/t

overdo it and pec lie oody oodpecer.

.2 *on7t slouc!9 sit up strai!t 8 in a relaxed way, not in a too tense manner.

02 Lean, but not too muc! " Bf you want to show that you are interested in what someone issaying, lean towards the person taling. Bf you want to show that you/re confident in yourselfand relaxed lean bac a bit. Dut don/t lean in too much or you might seem needy anddesperate for some approval or lean bac too much or you might seem arrogant and distant.

:2 'mile and lau! 8 lighten up, don/t tae yourself too seriously. 9elax a bit, smile and laughwhen someone says something funny. eople will be a lot more inclined to listen to you if youseem to be a positive person. Dut don/t be the first to laugh at your own 5oes, it maes youseem nervous and needy.

;2 *on7t touc! $our face 8 it might mae you seem nervous and can be distracting for thelisteners or the people in the conversation.

1

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112 'lo- do-n a bit 8 aling slower not only maes you seem calmer and confident, it willalso mae you feel less stressed. Bf someone addresses you, don/t snap you/re nec in theirdirection, turn it a bit more slowly instead.

182 *on7t fidet 8 try to avoid shaing your leg or tapping your fingers against the table rapidly.Gou/ll seem nervous and fidgeting can be distracting. %ry to relax, slow down and focus your

movements.132 se $our !ands more confidentl$ 8 instead of fidgeting with your hands and scratching

your face use them to communicate what you are trying to say. ?se your hands to describesomething or to add weight to a point you are trying to mae.

142 *on7t stand too close 8don/t move too close to people while you tal. +et people have theirpersonal space, don/t invade it.

152 =eep a ood attitude 8 last but not least, eep a positive, open and relaxed attitude. Cowyou feel will come through in your body language and can mae a ma5or difference.

'//OL *LO)E'

Situational @ialogues is the core of the communicative approach. Bt is a practical dimension ofenriching one/s communication sills. Cere are some models to initiate what exactly asituational dialogues is. %hey facilitate how one has to organie apt words for the sentenceformation upto the mar. %hey also encompass the manners and formalities of social living.

/ /6E RL&> '//O

6adhu 0 ood afternoon

n*uiry 7ler 0 ood afternoon. hat ca B do for you, SirH

6adhu 0 hat time is the Andhra radesh xpress expectedH

n*uiry 7ler 0 %he scheduled time of its arrival is !:/ 7loc

6adhu 0 Dut it/s already fifteen minutes past four and there/s yet no sign ofits arrival

n*uiry 7ler 0 B/m afraid it/s running late by over an hour, and we/ve alreadyannounced it/s running late

6adhu 0 B haven/t heard any such announcement. B/ve been at the stationfor over ten minutes

n*uiry 7ler 0 erhaps, it was made before you came. +et me checI. Bt wasmade at 3.$$, exactly 2" minutes ago

6adhu 0 @o you mae only oral announcementsH

n*uiry 7ler 0 'o, we also write them on the notice board 5ust in front of theAS6/s office

6adhu 0 @on/t you thin these announcements should be a little more

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fre*uentH

n*uiry 7ler 0 ell, B can/t answer that *uestion. 4or that you can spea to theAS6, if you lie

6adhu 0 ery well. hen exactly will the train arriveH

n*uiry 7ler 0 At $.1". %his is the position at the moment. Dut, it may coversome time, or it may be delayed further. e/ll mae anotherannouncement as soon as we receive a message.

6adhu 0 DotherJH %his will mean a lot of inconvenience to people. Caveyou thought of thatH

n*uiry 7ler 0 B/m sorry, but B can/t help it. Dear with me for some more time,please, and mae yourself comfortable in the waiting room

6adhu 0 All right. %han you.

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'=) %O/ COR'E

K Manjula is interested in doing a course in journalism. She rings up the Department ofournalism to find out the details of the course. !he "ublic #elations $fficer answers the phone.L

.9.: 0 ood morning. @epartment of =ournalism.

6an5ula 0 ood morning, sir. B wanted to now the details of the courses offered bythe @epartment. Bf itMs not too much trouble, could you please give me thedetailsH

.9.: 0 'o trouble at all. e offer two courses - D7=, Dachelor of 7ommunicationand =ournalism, and 67=, 6aster of 7ommunication and =ournalism.

6an5ula 0 hatMs the duration of these coursesH

.9.: 0 D7= is a two-year course and 67= is a one-year course.

6an5ula 0 hat are the entrance *ualificationsH BMm a fresh 6.A. in nglish with nowor experience. Am B eligible for any of these coursesH

.9.: 0 Gou can apply for D7= Any graduate can apply for D7=

6an5ula 0 And for 67=H

.9.: 0 67=, as B said earlier, is a degree course :nly those who have passedD7= can apply for 67=

6an5ula 0 Sir, howMs the selection doneH

.9.: 0 %hereMll be a written test and an interview. Selection will be based onperformance at these.

6an5ula 0 :ne more thing, sir. hen are these courses liely to be advertisedH

.9.: 0 %he notification will be issued in a fortnightMs time. Gou can apply then.

6an5ula 0 %han you very much, sir. GouMve been very ind and helpful

.9.: 0 %han you.

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8 #OC%LR>

ntroduction

A word is an effective unit of language and language is a vehicle for communication. 4rom

beginners to veterans, everyone nows the frustration of not getting the right word suitable for agiven context. Sometimes it is a matter of not being able to recall the right wordN sometimes wenever new it. Duilding vocabulary that is ade*uate to the needs of one/s reading and selfexpression has to be a personal goal for every learner of the language.

ords are uni*ue and interesting. A limited vocabulary eeps you from expressing your realthoughts and feelings. A strong vocabulary gives you the right words to use at the right time.ocabulary building taes patience and continued effort. Gour vocabulary can and should be areflection of you. Gour vocabulary is you. And lie you, your vocabulary should be alive. Btshould change and grow to meet your needs. ords are great sub5ects to investigate. hen youbecome a student of language, and delight in discovering words relationships, and become aware

of how you can mae words wor for you, you are ore liely to stop when lyou encounter anunfamiliar word and consider its meaning. Bf you do this, you will become a master of wordsand your vocabulary will grow. Gou must develop strategies to con*uer unfamiliar words whenyou find them in your college textboos and in your learning to mae words wor for you.

&!at is #ocabular$?

ocabulary is nowledge of words and word meanings in both oral and print language and inproductive and receptive forms. 6ore specifically, we use vocabulary to refer to the ind ofwords that students must now to read increasingly demanding texts with comprehension.

:ral vocabulary includes those words that we recognie and use in listening and speaing. rintvocabulary includes those words that we recognie and use in reading and writing. ordnowledge also comes in two forms, receptive and productive. 9eceptive vocabulary includeswords that we recognie when we hear or see them. roductive vocabulary includes words thatwe use when we spea or write. 9eceptive vocabulary is typically larger than productivevocabulary, and may include many words to which we assign some meaning, even if we don/tnow their full definitions and cannotations.

%he nglish language is said to have more than six lahs of words. Bt may not be possible tolearn all these words. %he extent of individual vocabularies varies from person to person. eselect words depending on their fre*uency of occurrence, usefulness and range of their

applicability. %here is not one single way to learn words. %here are several ways and oneshould nown what they are. %o now a word is to now how to spell  it, say  it and use  itappropriately in a sentence. Bt is important to have a eener interest and greater insight intowords.

&ord Formation

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As you read you come to now many interesting things about words and many ways to maenew words. 6ost of the words in nglish are nouns, verbs, ad5ectives and adverbs. Bf younow one form of the word you can change it into another form. 4or example, if you now theword communication ;noun< you can change it into communicate ;verb

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Attest Attestation

9egister 9egistration

xamine xamination

erify erification

 Noun Verb

Delief Delieve

Dath Dathe

7haracter 7haracterie

7entre 7entralie

7ompany Accompany

7ircle ncircle

7olony 7olonise

lectricity lectrify

4ool Defool

4ood 4eed

4orce nforce

4riend Defriend

4rost 4reee

4urniture 4urnishlory lorify

nton$ms and '$non$ms

ach word in nglish has its own meaning and it can hardly be replaced by any other word.Cowever, there are a number of words which are similar in meaning. %hese words are calledsynonyms, and learning them will help avoid repetition of the same word again and again inwriting or speech. 4or example, complement( praise( congratulate( applaud( salute( acclaim(hail are synonymous words as they convey similar meanings.

:n the other hand, antonyms are words with opposite meanings. 4or example, real( genuine(true and fact  are antonyms of false.

List of '$non$ms and nton$ms

Word Synonyms Antonyms

Abandon 4orsae, leave, give up 9etain, stay with, exalt, uplift

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Word Synonyms Antonyms

Abnormal ?nusual, irregular, unnatural 'ormal, usual, regular

Drutal 7ruel, rough, beastlie Cuman, indly, gentle

Drus*ue Abrupt, rude, blunt @iplomatic, gracious, mannerly

7ease +eave off, stop, desist give up Degin, continue, hold

7heer ladden, encourage, exhilarate 7hill, depress, disprit

@eclare Advertise, announce, enunciate 7ensor, conceal, withhold

@anger Caard, 5eopardy, menace @efence, protection, safety

motion Affect, desire, feeling Bndifference, reason

ndorse Approve, sanction, bac @isapprove, oppose, censure

4old 7rease, crimp, line Smooth, straighten, unfold

4uneral @ismal, mournful, gloomy 7heerful, brightenuine Actual, authentic, real Artificial, fae, forged

orgeous Splendid, superb, neat Shabby, mean, dirty

Cobby Avocation, pastime, sport Dusiness, labour, livelihood

Cumorous 7omic, comical, funny loomy, dull, seadate

Bmmerse @ip, plunge, douse, submerge @raw out

Bmplicate ntangle, involve xclude

=umble 7onglomeration, mess, muddle 7lear, straightforward, se*uential

=urisdiction Authority, domination 4orbidding, preventing

Fidnap Abduct, carry off 9estore, bring bac

Fnotty Card, intricate Smooth, easy, simple

+avish xcessive, extravagant, prodigal 9estrained, economical

+uster Drilliance, brightness @imness, plainness

6eager Scanty, poor lentiful, plump

6igrate migrate, immigrate, move, travel 9emain, stationary

'ative Aboriginal, indigenous Alien, exotic, foreign

'otorious ell nown, renowned ?nnown, reputable

:bscene 4ilthy, indecent ure, clean

:rifice :pening, aperture, hole nding

acific eaceful, gentle iolent, hostile

ropel ress, push, shove @iscourage, pull, stop

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Word Synonyms Antonyms

Puac 7harlatan, imposter rofessional, *ualified

Puell 7alm, placate, subdue 'oisy

9eveal ublish, disclose 7onceal, hide

9idiculous +aughable, absurd rave, serious

9upture Dreach, brea ?nion, attachment

Shuffle 6ix, confuse 7lear, be fran

Secular %emporal, civil, lay 9eligious, eternal

%angible %actile, substantial Bmpalpable, unreal

%riumph ectory, achievement +ament, fail

?nethical Amoral, immoral, unprincipled 6oral, principled

?ni*ue Solve, single, unmatched 7ommon, fre*uentelocity Swiftness, rapidity Slowness, tardiness

anish @isappear, pass away Appear, live, survive

rinle 4old, crease, crimp Smooth surface, flat

istful ensive, thoughtful 7heerful, happy

Gearn Caner, long, pine De satisfied, be contended

Gield 4orgo, give in, surrender 9esist, withhold, refuse

Qeal assion, eagerness Apathy, weaness

Qenith %op, apex, climax Dase, bottom, foot

Roots of Enlis! &ords

At least half of the words in the nglish language are derived from ree and +atin roots.Fnowing these roots helps us to grasp the meanings of words before we loo them up in thedictionary. Bt also helps us to see how words are often arranged in families with similarcharacteristics.

4or instance, if we loo at the word Rphilosophy/, sophoT is a part of the word related tonowledge and philT is related to love. Doth the words come from ree roots that give ushilosophyT which means love of nowledgeT. Bn ree anthroposT means humanind andlogyT refers to study of any ind. hilT is related to love and thus a philanthropist is someonewho loves manind and does something for them. And an anthropoidT is an animal whichwals lie a human being. +earning the roots of words can enhance our vocabulary and can evenbe an interesting pastime.

Some common )reek and Latin roots and words derived from them %

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astr, astr ;g< star astronomy, astrology

audi ;l< to hear audible, auditorium

bene ;l< good, well benefit, benevolent

bio ;g< life biology, autobiography

dic, dict ;l< to spea dictionary, dictator

fer ;l< to carry transfer, referral

fix ;l< to fasten fix, suffix, affix

geo ;g< earth geography, geology

graph ;g< to write graphic, photography

 5ur, 5ust ;l< law 5ury, 5ustice

log, logue ;g< word, thought, speech monolog;ue

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a< %he officer was appreciated for using the funds properlyb< %he officer was prosecuted for misusing the funds

a< B was able to contact him on telephone

b< B am unable to contact him on telephone

a< %he committee has approved the chairman/s decisionb< %he committee has disapproved the chairman/s decision

a< e furl the flag with flowers before it is hoistedb< %he principal unfurled the flag and hoisted it

A suffix is a letter or group of letters added to the end of a word, to change its meaning.

4or example,

a< 9a5ani was ased to sing a prayer songb< 9a5ani is a singer

a< Ce created history in the world of cricetb< e are studying the historical bacground of the 4rench 9evolution

6ost of the prefixes and suffixes are formed from ree and +atin roots. Fnowing them willhelp us determine the meaning of words.

Cere are some examples of prefixes and their meanings. %he prefixes in the words areunderlined 0

+refix @eanin +refixed &ords

semi8 half semiannual, hemisphere

uni8, mono8 one unicycle, monarchy, monorail

bi8, di8 two binary, bimonthly, dilemma, dichotomy

cent8 hundred century, centimeter

milli8, ilo8 thousand millimeter, ilometer

a8, il8m im8, in8, un8 without, no, not

absence

anonymous, illegal, immoral, invalid, irreverent,

unsilled

non8, anti8, contra8 of, opposing,against

nonbreaable, antipathy, contradict

counter8 opposite to, counterclocwise, counterweight

de8 do the opposite of,remove, reduce

dehorn, devitalie, devalue

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dis8 do the opposite ofdeprive of

disestablish, disarm

mis8 wrongly, bad mis5udge, misdeed

ante8,fore8, pre8, pro8 before antecedent, forecast, precede, prologue

post8 after postwar

re8 again rewrite, redundant

super8 above, over supervise, superhuman

trans8 across, over transport, translate

infra8, sub8, hypo8 below, under infrasonic, infrastructure, subterranean,hypodermic

e8, ex8, es8 out of erupt, explicit, ecstasy

in8, im8, en8, em8 into in5ection, immerse, encourage, empower

circum8, peri8 around circumnavigate, perimeter

co8, col8, com8, con8,cor8, sym8, syn8 

with coexist, collo*uy, communicate, conse*uence,correspond, sympathy, synchronie

'uffixes

'uffix @eanin 'uffixed -ords

-able Caving the *uality 7omfortable, readable, fashionable, changeable,capable

-ible - 9esponsible, visible, eligible

-al 7oncerning Bnternal, historical, political, nominal-an#-ian erson connected with a

place or a profession or athing

American, Bndian, politician, historian,grammarian, musician, Asian, uropean

-ant#-ent Something, someone that articipant, contestant, resident, incumbent,inhabitant

-ar 7oncerning something 7ircular, triangular, singular

-cide Filling something, someone esticide, suicide

-cy %he *uality of being Accuracy, privacy, piracy, bureaucracy,aristocracy

-ce Someone who is mployee, payee, interviewee, nominee, trainee,examinee

-en 6ade of olden, silen, daren

-er Someone who doessomething

Bnterviewer, employer, trainer, player, dancer,singer, manager, gardener

-ess ?sed to denote the femininegender

Actress, lioness, head-mistress, hostess, goddess

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&ords Often Confusin

Some words in nglish are confusing due to their similarity in spelling and pronunciation. 4orexample, weak  and week , soul and sole, right  and write, may ;verb< and May ;a month

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-ard ;prie<%he award for the best musician has been given to A.9. 9ehmanRe-ard ;something that is given for good wor<%he event manager was rewarded for organiing the show well.

Course ;path of action

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*ecent ;looing pleasant<enue wore a decent dress*escent ;coming down or origin<%he road from the hill has a steep descent

*evice ;n< ;a price of e*uipment<%elevision is an electronic device*evise ;v

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Phrase / Group of Words One-word Substitute

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1. A person who loos at the dar side of every thing essimist

2. a person who loos at the bright side of every thing :ptimist

3. %otal abstainer from all alcoholic drins %eetotaler

!. :ne who conceals his identity as a writer under an assumed

pen-name

seudonym

$. oman having many husbands at one and the same time olyandry

&. lurality of wives olygamy

(. %he stage of growth between boyhood and youth Adolescent

). An organ of body cut off by surgery Amputed

. A person who believes in going out naed 'udist

1". :ne who eats every thing :mnivorous

11. Animal or man who eats flesh or other animals 7arnivorous

12. Animals that can live on land and water Amphibians

13. 9esiding in a country of which one is not yet a full fledgedcitien

Alien

1!. A person who nows or can spea many languages olyglot

1$. A child without parents :rphan

1&. Something very ancient :bsolete

1(. asy to shape in desired form 6alleable

1). asy to carry to long distance ortable

1. An ob5ect through which light passes but people %ranslucent

2". An ob5ect through which light passes and one can see throughit

%ransparent

21. A child born after the death of its father osthumous child

22. @irect vote of all the selectors of the state lebiscite

23. %hat which can be drun otable

2!. %hat which can be eaten or taen as food dible

2$. that which can be easily digested alatable

2&. A person who can use both hands with e*ual facility Ambidexterous

2(. Delonging to one/s ancestors Ancestral

2). A truce or cessation from arms before a formal treaty is signed Armistice

2. A state of complete continence 7elibacy

3". @eserving blame of an offence or crime 7ulpable

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31. A state of perfect balance *uilibrium

32. At which lasts forever or never-ending ternal

33. A speech without any previous preparation xtempore

3!. A speech made by a speaer for the first time in a particular

gathering

6aiden-speech

3$. A hater of women 6isogynist

3&. :ne who hates manind 6isanthrope

3(. Bllicit partner of a married an or woman aramour

3). Deyond all powers of destruction of time Bmperishable

3. +asting only a very short time %ransient

!". hich can be destroyed *uicly erishable

!1. A state of complete continence on the part of a woman irginity

!2. A person who is very fond of sensuous en5oyment Cedonist

!3. A person with refined taste in food and wine picure

!!. A physician who specialies in diseases of sin @ermatologist

!$. A physician who specialies in heart diseases 7ardiologist

!&. A physician#surgeon dealing with diseases of the female ynaecologist

!(. Specialist in bone or seleton disorders :rthopaedist

!). Specialist of eye diseases :phthalmologist

!. Specialist of diseases of infants aediatrician

$". %he large scale departure of people xodus

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3 RE*) CO@+RE6E'O

@et!ods of Readin

Reading is an important communicative process and reading skills are probably the

most important language skills required for academic and professional purposes.

Quick, efficient and imaginative reading techniques are essential in order to achieve

academic success, because academic performance depends on the quantity and

quality of reading. It involves recognizing what is written and comprehending the

matter i.e. understanding the main and subsidiary points as well as links between

different parts of written material.

Reading with purpose:

There could be many reasons of reading a text. It could be for pleasure, information,

and reference etc. Though the basic purpose of reading at academic level is to

extract information from various sources. It may primarily be to

• Get an introductory idea of a text

• Get a broad understanding of the subject matter

• Understand specific ideas, theories and principles

• Obtain specific information

• Understand new changes and developments in a particular field

• Broaden one’s outlook and understanding 

• Discover the author’s point of view

• To seek evidence for one’s point of view

Readin different (inds of text

 As determining the overall purpose is important, analyzing the text is also equally

important. This helps the reader apply appropriate reading strategy. The reader

may have to read different texts with different purposes and varying levels of

reading comprehension. Some aspects of different reading activities are discussed

below.

• Reading entertaining texts and messages e.g. shot story, novels, jokes

etc.

• Reading general messages/ text e.g. newspapers, magazine articles,

encyclopedias etc.

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• Reading business documents e.g. administrative instructions, business

proposals, company profiles etc.

• Reading scientific and technical texts

ctive and +assive Readin

Reading is not merely a passive process of absorbing the message encoded in the

printed word, but a dynamic communicative process in which the reader approaches

the text for a particular reason. Active reading refers to set of strategies like

The reader pays attention to the content as well as style

The reader interprets and analyses the text in order to understand

both the explicit and implicit meaning of a written message

The reader predicts and responds to context

The reader pays attention to the writer’s intention

The reader differentiates between ideas, opinions, feelings and facts

The reader infers the meaning of unfamiliar words from contextual or

internal clues.

The reader identifies and evaluates the writer’s attitude

The reader understands and interprets graphic representation.

The reader draws inferences and conclusions.

Thus active reading is interactive and productive. It facilitates proper interaction

and produces new understandings.

Readin 'peed

 As we have to read both extensively as well as intensively, slow reading cannot be

adopted always. Extensive reading is a must to broaden our general understanding

of a subject while intensive reading is required to get an in-depth knowledge and

understanding of the finer details of a subject. The reading needs may vary but

inorder to improve reading efficiency reading speed has to be increased. Reading

speed is measured in words per minute.

Readin 'trateies Readin @et!ods

Before reading a text for detail, it is important to have a quick overview of the textby pre-reading, skimming and scanning the main ideas of the material. This will

help you in deciding whether you want to read the text in more detail.

 Guidelines for reading methods

  1. Overviewing, surveying 

  2. Prediction

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  3. Skimming 

  4. Scanning 

  5. Intensive reading 

  6. Extensive reading 

  7. Topic sentence

1. Overviewing, Surveying 

Before reading a book or a text, pre-read it by looking at the title, the table of

contents, the preface, the blurb, illustrations etc. to get important information about

the reading material.

2. Prediction

While reading, make predictions and guesses about what will come next in the text.The more you anticipate, the more you will read for meaning and the less you will

worry about every sentence, phrase and word of the text.

3. Skimming 

 Run quickly your eyes over the text to get the main idea of the content, looking at

the title and subtitles, the beginning and the end, and the first sentences of every

paragraph (the topic sentence*).

!. Scanning 

 Go quickly through the text to find the answer to a specific question, to look forparticular pieces of information or to see if the text is suitable for your reading

purposes.

5. Intensive Reading

Read the text carefully in detail to extract specific information and to understand

the text at all levels.

6. Extensive Reading

Read a longer text (for your pleasure and /or information) to get a general

understanding of the text, using any or all of the strategies mentioned above

according to your needs.

7. Topic Sentence* is a general statement that expresses the main idea of a

paragraph. A paragraph is a group of sentences that develop one main idea. The

topic sentence is usually the first sentence of a paragraph and the other sentences

support, explain or develop the topic sentence's main idea or claim. However, the

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topic sentence may come, for example, after a transition sentence, or even at the end

of a paragraph.

The SQ3R Reading Method

Survey! Question! Read! Recite! Review!

Before you read, Survey

the chapter:

• The title, headings, and subheadings

• Captions under pictures, charts, graphs or maps

• review questions or teacher-made study guides

• Introductory and concluding paragraphs

• Summary

Question

While you are surveying:

• Turn the title, headings, and/or subheadings into questions;

• Read questions at the end of the chapters or after each subheading;

• Ask yourself, "What did my instructor say about this chapter or subject when

it was assigned?"

• Ask yourself, "What do I already know about this subject?"

Note: If it is helpful to you, write out these questions for consideration. This

variation is called SQW3R

When you begin to

Read:

• Look for answers to the questions you first raised;

• Answer questions at the beginning or end of chapters or study guides

• Reread captions under pictures, graphs, etc.

• Note all the underlined, italicized, bold printed words or phrases

• Study graphic aids

• Reduce your speed for difficult passages

• Stop and reread parts which are not clear

• Read only a section at a time and recite after each section

Recite

 After you've read a section:• Orally ask yourself questions about what you have just read

or summarize, in your own words, what you read

• Take notes from the text but write the information in your own words

• Underline or highlight important points you've just read

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• Use the method of recitation which best suits your particular learning style

but remember, the more senses you use the more likely you are to remember

what you read - i.e.,

TRIPLE STRENGTH LEARNING: Seeing, saying, hearing-

QUADRUPLE STRENGTH LEARNING: Seeing, saying, hearing, writing!!!

Review:

 An ongoing process.

Day One

• After you have read and recited the entire chapter, write questions in the

margins for those points you have highlighted or underlined.

• If you took notes while reciting, write questions for the notes you have taken

in the left hand margins of your notebook.

Day Two

• Page through the text and/or your notebook to re-acquaint yourself with the

important points.

• Cover the right hand column of your text/note-book and orally ask yourself

the questions in the left hand margins.

• Orally recite or write the answers from memory.

• Make "flash cards" for those questions which give you difficulty.

• Develop mnemonic devices for material which need to be memorized.

Days Three, Four and Five

• Alternate between your flash cards and notes and test yourself (orally or in

writing) on the questions you formulated.

• Make additional flash cards if necessary.

Weekend

Using the text and notebook, make a Table of Contents - list all the topics and sub-

topics you need to know from the chapter.

From the Table of Contents, make a Study Sheet/ Spatial Map.

Recite the information orally and in your own words as you put the Study

Sheet/Map together.

Now that you have consolidated all the information you need for that chapter,

periodically review the Sheet/Map so that at test time you will not have to cram.

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42 )RO+ *'C''O'

A group discussion is used widely as a variant of personality test for evaluating severalcandidates simultaneously. Bn fact, it helps to shortlist candidates for the final interview or toselect personnel for the administrative posts in the armed services, for the executive cadre inbans, financial sector in private and public undertaings, and also for the award of national andinternational fellowships or for admission to prestigious professional institutes. Bts potential wasgrasped initially by the defence forces who incorporated it into their battery of test for

recruitment of officers. Since then, group discussions have become immensely popular withdifferent recruiting bodies because of their simplicity, ease, and time-plus cost-effectiveness. Btis considerably different from public speaing, a general debate, and an interview.

%he ability to tae effective part in group discussions is one of the most important sills thatcontribute to professional success.

%he literal meaning of the word Rdiscuss/ is Rto tal about a sub5ect in detail/. So, groupdiscussion may refer to a communicative situation that allows its participants to express viewsand opinions to other participants. Bt is a systematic oral exchange of information, views, andopinions about a topic, issue, problem, or situation among members of a group who share certain

common ob5ectives.

roup discussion differs from debate in nature, approach, and procedure. @ebates are intendedto advocate a particular point of view while @s raise a particular issue for a positive exchangeof views. ?nlie debate, which is competitive in nature, @ is basically a cooperative groupprocess. A debate follows a limited approach because the speaer must argue either in favour oragainst a given point of view. :n the other hand, in @ the approach is not limited to thesupport of a single point of view.

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)roup discussions aid in problem solving( decision making( and personality assessment.

Successful @s share some or all of the seven features 0 agreement on group goals, goal orientedinteraction, agreement on procedures, cooperative and friendly atmosphere, use of effective

communication techni*ues, e*uitable distribution of participation, and shared leadership.

'election )roup *iscussions

%here are four ma5or areas of evaluation in selection @s 0 sub5ect nowledge, oralcommunication sills, leadership sills, and team management.

Subject knowed!e

As all participants must possess a thorough understanding of the topic on which they aresupposed to spea, sub5ect nowledge is the first re*uirement of effective participation in a group

discussion. articipants need to have a fair amount of nowledge on a wide range of sub5ects.%hey should now all about national and international affairs, burning social and economictopics, scientific and environmental issues, ey newsmaers, controversial topics, and a lot more.

%he topics for @ tests may include interesting and relevant ideas pertaining to society, culture,polity, economy, scientific and technical researchN social, economic, political or environmentalproblemsN controversial issuesN or case studies. %he best way to eep one abreast of latest eventsand national as well as international developments is to read daily newspapers, good magainesand periodicals, watch news bulletins and informative programmes on television. 6oreover, weshould use the internet to improve our nowledge about recent developments in different areas.

Ora "ommunication Skis

%he participants in a group discussion must possess not only sub5ect nowledge but also theability to present that nowledge in an effective way. As the exchange of ideas in a groupdiscussion taes place through speech, one of the prere*uisites of success in group discussion isthe ability to spea confidently and convincingly. Bnfact, a vital part of every successful groupdiscussion is high *uality oral communication. %he members of the selection committee closelyevaluate the oral communication sills of the candidates. %hey generally assess the oralcompetence of a candidate in terms of team listening, appropriate language, clarity of expression,positive speech attitudes and ad5ustments, clear articulation, and effective non-verbalcommunication.

 #eadership Skis

 Leadership functions during a )D include initiative( analysis( assertiveness( self*confidence(objectivity( patience and composure( persuasiveness( and motivation.

A candidate/s success in a @ test will depend not only on his#her sub5ect nowledge and oralsills but also on his#her ability to provide leadership to the group. %he examiners evaluate a

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candidate/s uni*ue set of personal sills, which allow him#her to prove himself#herself as anatural leader in a @. %hus, it is necessary to reflect the *ualities of leadership in order tocreate the right impression on one/s examiners. Adaptability, analysis, assertiveness,composure, self-confidence, decision maing, discretion, initiative, ob5ectivity, patience, andpersuasiveness are some of the leadership sills that are tremendously useful in proving oneself

as a natural leader in a @.

Bn every group discussion, there is an element of leadership. e can define leadership in @ ona functional basis. %hus, anything that contributes to goal achievement can be considered aleadership function. Although leadership functions are shared in @, each participant should tryto be the first one to perform the function whenever a need arises.

$eam %ana!ement

Apart from sub5ect nowledge, oral communication, and leadership sills, every participantneeds team management sills in order to be successful in a @ test. %he leader in a group

discussion should be able to manage the group despite differences of opinion and steer thediscussion to a logical conclusion within the fixed time limit. %he examiners will assesswhether each participant is a team player who can get along with people or an individualist whois always fighting to save his#her ego. mployers today loo for candidates who can wor in ateam-oriented environment. @ participants need a number of team management sills in orderto function, effectively in a team. Some of the sills needed to manage a group effectivelyinclude adaptability, positive attitude, cooperation, and coordination.

%he success of a group discussion depends on a systematic contribution by each member of thegroup. 7reating an atmosphere conducive to positive discussion is the responsibility of eachmember of the group. A friendly, cooperative atmosphere encourages effective and positivedeliberations that lead to successful conclusion.

Bt is very important to avoid any digression that may sidetrac the group. %he leader mayvolunteer to avoid digressions and bring order out of chaos by re*uesting the members to seereason and come to the point.

As the success of a @ largely depends on the involvement of each member of the group, theleader should promote optimal participation.

6andlin conflict

:ne important aspect of participating in any group discussion is dealing with conflict. As agroup always tends to be heterogeneous, conflict is natural in any group activity and maysometimes be desirable for the success of a group process. xpect differences of opinionsduring a @ but do not let these conflicting opinions go against the basic purpose of a @. @onot be a silent spectator when two or more people are in conflict. Although conflict resolution isa complex art, a leader needs to remember 5ust a few simple tips in order to handle conflictduring a @.

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Effectin Closure

very member has to see that the @ ends with positive conclusions within the given time limit.Bn order to complete the @ within the allotted time, the leader has to remind the group of itsgoal and re*uest them to reach to a group consensus. Ce#she should do the following

himself#herself or get them done by other group members in order to develop group consensus0

Summarie the progress made by the group

ut forward the common points of agreement

Bndicate the differences that need to be resolved

9eview decisions#suggestions#views already decided

:nce the closure of a @ is successfully initiated, the leader may propose the consensus views,if any. Bt is not essential that every @ ends with a consensus but every @ must end with somepositive conclusion. %he leader must emphasie the points of agreement in order to indicate acommon viewpoint regarding the topic.

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52 /ER#E& '=LL'

%he mention of interviews creates a flutter in many stomachs. %here are not many who canremain unaffected by the idea of facing an interview. Actually, we pass through interviewsituations very fre*uently without being aware of them. 4or example, when waiting in a railway

hall for your scheduled train you could start a conversation with the man in the ad5acent chair.Gou may exchange names, designations of your travel, occupations, and other such information.Bn another case, when you visit your doctor, you are once again in an interview situation. Ceass for the details of your problems in order to diagnose and treat you. Several such situationshappen all the while and we deal with them effortlessly, unconsciously. hile facing a formalinterview for admission or recruitment we are very aware of the situation. Such interviews needa lot of preparation.

%he word interview is derived from intrevue meaning the sight between. Bt is an interactionbetween two or more persons for a specific purpose.

Bnterview is a face-to-face interpersonal role situation in which one person 8 the interviewer assthe person 8 being interviewed specific *uestions in order to assess his suitability for admission,recruitment, or promotion, or for an opinion.

 ' job interview is a pre*arranged and planned conversation used for evaluating the suitability ofa candidate for a particular position.

/6E /ER#E& +ROCE''

nitiation of t!e ntervie-

%he interviewer/s tas is not to tric or trap the candidate but to get the best out of him.'ormally, therefore, the interview begins with encouraging, lively *uestions. %here are severalmethods of initiating an interview. Some of them are discussed below.

nitiation from t!e Candidate7s %ac(round

Bn many cases the chairperson tries to begin the interview with *uestions connected to theeducational or the family bacground of the candidate. Ce may en*uire about the place thecandidate belongs to, its important places, features or persons. %he purpose is to mae thecandidate feel at ease and to mae the process of interview interesting for the candidate. 4orinstance,

nitiation based on t!e Candidate7s nterests and 6obbies

%he chairperson could put a *uestion related to the candidates field of interest. 7andidates mustbe honest in mentioning their hobbies and interests. A wrong piece of information could lead toa *uestion the answer to which may not be nown to the candidate. 4or instance,

nitiation based on )eneral -areness

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Sometimes the members or the experts of the board initiate the interview with *uestions that listthe general awareness of the candidate. %his is a tough beginning. Puestions may be ased onsub5ects from the big bang theory to the internet, from nuclear explosions to the current budget,from global terrorism to the problem of a dying species, and so on. %hus candidates must

develop wide nowledge on a variety of sub5ects. %hey should read newspapers and magainesregularly, and listen to news, and discuss current affairs with friends and relatives fre*uently.4or instance,

nitiation t!rou! cademic /opics

%his method seems difficult but, in truth, it is convenient for the candidates because the *uestionsased relate to sub5ects of specific interest to the candidate. Ce should, therefore, be aware ofthe basics, fundamental concepts, and the latest information on his discipline and must developthe confidence to explain or clarify any *uestion of a related discipline. 4or instance,

nitiation %ased on Odd Duestions

Sometimes the interview begins with *uestions which may perplex the candidate. Such*uestions are meant to evaluate the ability of the candidate in a tricy situation. 7andidatesshould remain calm under such circumstances.

Explorin t!e @atrices of %e!aviour

Since an interview is an assessment of the total personality of the candidate imperative on thepart of the interviewer to explore the implications of the behavioural pattern of the candidateright from the moment of his entrance in the interview hall, his way of waling, his way ofsitting, and his manners during the interview to his final exit from the interview hall. %hedialogues between the members of the interview board or the chairperson and the candidate alsoreveal many facets of the latter/s personality.

See interview Model + as an e&ample of a good candidate while Model , shows a poorcandidate.

ssessin t!e Candidate7s =no-lede and -areness

%his is a very important aspect of the interview process. %he board evaluates the candidate/sgeneral nowledge, his study of specific sub5ects, his understanding of current affairs, his interestin add critical awareness of all that is happening around him. %he candidate/s ability to applyhis nowledge to a given situation or social problem is also tested. Cis ability to organie ideasand information into a coherent concept or approach is also evaluated. 7andidates must maean in-depth study of their specific sub5ects and be up-to-date on topics of current affairs. 4orthis they should read editorials and important articles published in magaines, and newspapersand go through their analyses either in newspapers or in television programmes.

ssessin nterpersonal and 'ocial Dualities

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Bn most cases the *uestions ased at different stages of an interview themselves reveal the socialaspects of the personality of the candidate lie his sense of responsibility, cooperation,adaptability, integrity, group sense, and persuasiveness. Cowever, the interview board may alsoas specific *uestions which will reveal the above *ualities of the candidate.

See interview Model -. !he last uestion tests the candidate/s decision power as well asinterpersonal behaviour.

'ummin up

Bn this last stage of the interview, the board maes a final impression of the candidate.%herefore some *uestions may get repeated to guage whether the candidate is consistent and firmin his attitude. %he candidate/s answers must be the same all along the interview. %hechairperson may give a hint when the interview is over. A candidate must than the chairpersonand other members of the interview board and leave the hall with confidence, without looingbac. %he door of the interview room must be shut *uietly while leaving.

C!aracteristics of t!e Aob ntervie-

A 5ob interview is a pre-arranged and planned conversation characteried by a defined purposeand some level of informality.

!here are five aspects of job interviews% planning( purpose( conversation( two*way interaction(and informality.

A 5ob interview is prearranged and planned. @espite flexibility during an interview, the basicstructure of most 5ob interviews is planned for effective results. Several factors such as the time,the venue, the number of experts, the areas to be covered in the interview, the papers andmaterials needed, and so on are decided much before the interview. %he interviewers may alsoconsider the best ways of opening and concluding interviews. Cowever, no 5ob interview is 5usta mechanical process of asing and answering *uestions. %he interviewer may plan andgenerate specific *uestions for each candidate with modifications in the planned interviewdesign.

+urpose

A 5ob interview is purposefully designed to achieve certain ob5ectives. :rganiations investboth time and money on the 5ob interviews to ensure correct selection. %hus, there may be C9interviews to test the personality traits of candidates, technical interviews to generate informationin response to specific *uestions for testing sub5ect nowledge, situational interviews to testproblem-solving sills and assess how candidates will behave in certain situations, and criterionbased interviews to 5udge nowledge and abilities in a tightly focused way to evaluate how wella candidate fits a particular position. hatever may be the format of a 5ob interview, thepurpose is predefined so that the predictive capabilities of 5ob interviews are enhanced.

Conversation

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A 5ob interview is a conversation between a 5ob aspirant and the member#s of a selectioncommittee or employer#s or their representatives. Bt is basically a *uestion-answer sessioninvolving specific *uestions and appropriate answers. As it includes both listening andspeaing, the candidate has to listen actively during a 5ob interview and spea clearly and

precisely using simple words, short sentences, correct articulation, and appropriatepronunciation. Bt also re*uires certain flexibility in the usage of tenses.

/-oB&a$ nteraction

%he 5ob interview is a two-way interaction that may tae place between the candidate and oneinterviewer ;one-to-one interviews< or the candidate and more than one interviewer ;panelinterviews

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simple *uestion lie %ell us something about yourselfT unnerves many candidates during 5obinterviews. Self-analysis is the first step towards effective planning for a 5ob interview. Btincludes analying our bacground, identifying our ma5or accomplishments, achievements, ourspecial interests and hobbies, and analying our career goals in terms of the contribution we canmae to the 5ob we aspire for.

nal$e >our %ac(round

e should begin self-analysis with a critical examination of our educational and professionalbacground. @o we have the right bacground for the 5obH %his is the first *uestion that weshould as ourselves. Some of the *uestions that as you to tal about your bacground includeR%ell us something about yourself/, Cow would you describe yourselfHT, Bf you had to liveyour life again, what would you changeHT, @escribe yourself in a few sentencesT, %ell ussomething about your education and bacgroundT, and so on. %he purpose of these *uestions isto identify the match between the candidate/s bacground and the re*uirements of the 5ob.

dentif$ >our ccomplis!ments

An accomplishment can be defined as the completion of a particular tas with the help of one/ssills. Bt may be a successfully organied college trip or cultural programme, the completion ofan academic pro5ect, or solving a difficult problem or situation. ach of these can be anaccomplishment that the candidate may be proud of. Gou should identify and mae a list of suchaccomplishments. Gou may start from your school life. Anything you did during your schoollife that showed a positive dimension of your personality could be the first entry in the list.'ext, you may explore your college life to identify instances that you did well in despiteconstraints and problems. Bf you have professional experience, you should identify problemsituations that you could handle effectively.

dentif$ >ou c!ievements

An achievement is different from an accomplishment. hile accomplishments reflect specialsills, achievements show our academic and professional success and distinguish a successfulperson from the non-achievers. %hey convince the employer that the candidate is an achieverand therefore worth hiring. Gou should mae a list of scholarships, fellowships, awards, pries,distinctions, commendations, certificates, or anything that shows achievement or recognition.%he interviewers may as you straight *uestions lie hat are your achievementsHT, or Caveyou ever done anything that has given you a sense of achievementHT, @o you consider yourselfan achieverHT, and so on.

dentif$ >our 'pecial nterests and 6obbies

%he third aspect of self-analysis is identifying special interests and hobbies. A list of suchactivities should be made. As your curriculum vitae may also include your hobbies, interests,and activities, you should be ready to 5ustify them during an interview. Gou should identify andlist your extra-curricular, co-curricular, and professional activities as well as your hobbies andinterests. As most organiations prefer dynamic and active employees, special interests and

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activities must show the candidate as a dynamic and energetic person who can accept allchallenges.

nal$e >our Career )oals

Gou should analye your career goals 8 what you want to do in life, your career ob5ectives, yourlong-term goals in life, where you see yourself in five#ten years, your short-term careerob5ectives. %hese are some aspects regarding which *uestions are fre*uently ased in 5obinterviews. Gou should have a clarity about your ob5ectives. Bf you are facing a 5ob interview forthe position of an executive in a multinational company and you mention that your career goal isto become a teacher, you will weaen your case. So, it is important that you analye your careergoals in terms of the 5ob position you have applied for.

nal$e >our '(ills

very 5ob has a set of functions and re*uires certain sills to perform it. %he main purpose of a

 5ob interview is to find out whether the candidate possesses the sills and nowledge re*uired tocarry out the functions associated with the 5ob. %hus, analying sills is an integral part ofpreparation for an interview. Gou should assess the sills that you possess and try to find outtechni*ues for adapting these sills to fit the 5ob desired. 6ost employers would lie to see thematch between the candidate/s sills and the re*uirements for he 5ob.

Researc! t!e Oraniation

Gou must thoroughly research the organiation you want to 5oin before the interview.Bnterviewers may as a few *uestions to test your nowledge about the organiation and yourinterest in them. Some of these *uestions may include hy do you want to 5oin usHT, hatdo you now about our companyHT, hat made you interested in our organiationHT, Cow doyou rate our companyHT, %ell us why you are interested in our companyHT, :ur company wasrecently in the news. 7an you tell hyH,T and so on. ?nless you research the company youwill not be able to answer any of these *uestions.

Aob nal$sis

Gou should now what the 5ob is all about. Gou cannot adapt your sills to fit the 5ob desiredunless you now about the 5ob. 6oreover, without sufficient nowledge about the 5ob positionyou may not able to answer *uestions lie hy are you interested in this 5obHT, hat maesyou fit for this positionHT, hat do you now about this positionHT, hat maes you thin youare fit for this 5obHT, Cow will you rate yourself for this positionHT. ith a little preparation,you can answer these *uestions confidently.

Gou should have broad information about the position so that you can respond to the *uestionstesting your suitability for the 5ob.

Revise >our 'ubject =no-lede

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A 5ob interview is to assess the candidates/ level of nowledge and technical expertise as itrelates to the 5ob at hand. Although a good grade is an indicator of one/s command over thesub5ect, many organiations focus on evaluating the sub5ect competence of candidates. %heymay conduct special technical interviews where a group of sub5ect experts might as probing*uestions to 5udge the depth and scope of the candidates/ sub5ect nowledge. Bt is, therefore,

advisable to revise one/s sub5ect nowledge before the interview. Sub5ect basics must be clearbecause the experts might test your grasp of the sub5ect. %hey may as you a few exploring*uestions to find out your level of understanding. Bt is important to be thoroughly prepared andif there is time, revise the last course and read up on the latest developments in the sub5ect.@iscussing relevant topics with friends, classmates, or colleagues would also be helpful.

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*evelop t!e ntervie- File

reparing for an interview demands a professional approach. %herefore, you should develop aninterview file that may contain the following papers and documents 0

1. Bnterview letter2. :riginal degrees, certificates, and transcripts3. xperience certificates!. 9eferences and testimonials$. 7ertificates of merit&. 7opies of your resume(. Gour visiting cards). :ther relevant papers that might be needed during the interview

An index of all the papers and documents in the file maes for easy reference and location. Goushould also eep photocopies of essential papers lie degrees and experience certificates, as you

might be ased to submit these. Feeping everything ready in order will help in pro5ectingyourself as an organied and systematic person.

/ER#E& DE'/O'

As mentioned before, the suitability of a candidate for a particular position is evaluated during a 5ob interview through an oral *uestion-answer session. %hus, the interview contains specific*uestions and appropriate answers. %he candidates should understand the nature of differenttypes of interview *uestions, analye expected *uestions in order to device answering strategies,and practice these answers. Some tips on 5ob interview *uestions and answers are discussedbelow.

/$pes of ntervie- Duestions

Gou should be familiar with the nature and type of *uestions being ased during 5ob interviewsso that you are ready to answer them confidently. %here are seven different types of *uestionsthat are ased to elicit certain responses from candidates. %hey include open, closed, probing,reflective, loaded, hypothetical, and leading *uestions.

Open Duestions  0 An open *uestion ass the candidates to tal aboutT something. Bts mainpurpose is to encourage the candidates to tal broadly about a topic or sub5ect. Bt broadens thescope of the response by forcing the candidates to engage in deeper thining. 4ollowing aresome of the examples of open *uestions0

%ell us something about yourself

%al about your interests and activities

@escribe the most difficult situation that you recently faced

hat are the advantages of a mixed economyH

hat do you thin about the impact of multinational companies on the Bndian economyH

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Closed Duestions 0 ?nlie open *uestions, closed *uestions limit the scope of the response byasing the candidates to provide specific information or facts. Bt permits the candidate nofreedom of selection as they are re*uired to give very specific answers. 4ollowing are somesuch examples 0

hen did you complete your graduationH

hat was your ma5or sub5ect in the collegeH

here did you receive your first professional trainingH

@o you now data processingH

+robin Duestions 0 %he main purpose of a probing *uestion is to probe more deeply or as foran explanation or clarification of a statement 5ust made. robing *uestions encourage thecandidate to tal in greater depth about a topic or sub5ect. 4or example, after the response, Bbelieve that students should be allowed in academic decision maingT, the interviewer might asthe probing *uestion, @o you thin that this should include all academic decisionsHT.

Reflective Duestions 0 9eflective *uestions are ased to confirm the statements given by thecandidate. %he purpose is to chec that the interviewer understands what the candidate has said.4ollowing are some examples of reflective *uestions 0

%hat means you want the public sector companies to be totally privatiedH

Am B right in thining that you are against economic liberaliation in BndiaH

@oes that mean that you favour a total ban on any type of violence in moviesH

Loaded Duestions  0 +oaded *uestions assess the candidate/s response to a sensitive issue,sub5ect or point. %he main purpose of loaded *uestions is to 5udge the candidate/s ability tohandle difficult and sensitive situations. %here may not be any right or wrong answer to a

loaded *uestion, rather, it would be a reasonable or unreasonable response. %he following aresome examples.

Gou are too short. @on/t you thin this is going to be a handicap for youH

Gour A in the first semester of your D.%ech., is too low. Cow do you 5ustify thatH

@o you thin that a 9am %emple should be constructed at the sight of Dabri 6as5idH

6$pot!etical Duestions 0 A hypothetical *uestion may involve a hypothetical situation. Bt maybe ased to test the possible reactions of the candidate to a certain situation. %he candidate maybe ased the *uestion. hat would you do if I.H, or the candidate may be given a situation andased how her#she will deal with it. Some examples are given here0

hat would you do if you face a group of angry employees who want to harm companyvehicles because one of the worers has been hurt by a company lorryH

:ne of your staff has been involved in activities detrimental t your organiation. Ce hasbeen doing this for money that he needs for the treatment of his ailing mother. hatwould you doH

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Leadin Duestions  0 A leading *uestion is ased to obtain a desired response. Bt leads thecandidate to a particular answer. Such *uestions generally suggest a point of view on the part ofthe interviewer and call for agreement with a Ryes/ answer. iven below are some examples 0

@on/t you agree that our company is a maret leader in electronics productsH

@on/t you thin that 6'7s have boosted the Bndian economyH @on/t you agree that our economy nees more privatiationH

'&ER) '/R/E)E'

=e$s to ns-erin Duestions

Cow a *uestion is answered is sometimes more important that the answer itself. %he way a*uestion is answered reflects a person/s communicative ability. %he following suggestions willhelp in improving the *uality of answers 0

ttentiveness  0 hen a person attends a 5ob interview, he#she cannot answer the interview/s

*uestions correctly unless he#she is listening properly. 6any candidates start answering beforethey have heard the complete *uestion. %his is wrong. %he candidate should listen to theinterviewer attentively in order to understand the *uestion and then respond to it. 6oreover, theinterviewer should not be interrupted while he or she is speaing. %his constitutes rudebehaviour and is against the norms of any formal interaction.

ccurac$ 0 %he candidate should give particular attention to dates, timelines, persons, places,and other details. Bf he#she cannot remember a date or time, it should not be mentioned. ivingan incorrect or incomplete answer will reduce the chances of success. %he candidate should nottry to bluff the interviewerN it is better to accept that he#she does not now an answer rather thangive an incorrect answer. 'o one is expected to now everything and there is nothing wrong inaccepting one/s lac of nowledge.

%revit$ 0 %he candidate should be brief and to the point particularly in open *uestion, wherehe#she has the scope to spea as much as he#she can. Ce#she should listen to the *uestioncarefully and answer only what is ased, not taing more than one minute to answer any*uestion, irrespective of its nature and complexity. A long answer does nto necessarily mean abetter answerN it is usually otherwise.

Focus 0 %he candidate should be focused and specific. ery often, candidates deviate from the*uestion ased and do not answer specifically. %rying to impress interviewers by givinginformation that is not ased for should be avoided. %he more specific the answer, the moreconvinced the interviewers are liely to be of a candidate/s suitability for the position. 7oncrete

and specific words and phrases should be used, and obscure, abstract, and vague words that mayconfuse the interviewers should be avoided.

Clarit$  0 7andidates should answer directly and clearly. %he candidate should not give theinterviewers a chance to as for an answer to be repeated or classified. 7larity of expressiongenerally reflects clarity of though and professionalism.

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+ositive ttitude 0 %he candidates/ answers should reflect a positive attitude. Bnterviewers mayas negative or sensitive *uestions to explore the negatives in the candidate/s personality.%herefore, it is important to remain positive and answer eve negative *uestions positively.

Loical /!in(in  0 %he ability to thin logically is always an asset during an interview.Answers should always be rational and logical because illogical answers reflect a disorganied

personality. +ogical arguments and illustrations should be used when answering *uestions thatdemand careful thining ;that is, probing and hypothetical *uestions

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.2 &R/) '=LL'

Bt is an accepted fact that getting a 5ob is directly related to your success and your happiness.%herefore it is vital that you conduct the 5ob search properly 8 that you prepare wisely andcarefully and proceed diligently. %he following is a review of 5ob search strategies.

+L)%uildin a et-or( of Contacts

Gou can begin the 5ob search long before you are ready to find employment. Bn fact, you can doit now by building a networ of contacts. 6ore specifically, you can build relationships withpeople who can help you find wor when you need it. Such people include classmates,professors, and businesspeople.

dentif$in ppropriate Aobs

%o find the right 5ob, you need to investigate both internal and external factors. %he best fitoccurs when you have carefully looed at yourself 8 your education, personal *ualities,experience, and any special *ualifications. Cowever, to be realistic, these internal *ualities needto be analyed in light of the external factors. Some of these factors may include the current andpro5ected 5ob maret, economic needs, location preferences and family needs.

Findin >our Emplo$er

Gou can use a number of sources in your search for an employer with whom you will begin orcontinue your career. Gour choice of sources some of which are listed below.

lacement 7enters

'etwor of ersonal 7ontacts

7lassified Advertisements

:nline @atabases

mployment Agencies

eb ages

After your search has uncovered a 5ob possibility, you pursue it. hether or not you apply inperson, you are liely to use some written material. Bf you apply in person, probably you willtae a resume with you to leave as a record of your *ualifications. Bf you do not apply in person,of course, the application is completely in writing. %ypically, it consists of a resume, a letter of

application, and a reference sheet. At some point in your employment efforts, you are liely touse each of these documents.

reparing these documents involve selling. Gou are selling a product or services 8 your abilityto do wor. And what you are selling is you. Gou should begin by listing all the informationabout you that you believe an employer would want to now. %he resume is a summary ofbacground facts in list form. @esigned for *uic reading, the resume lists facts that have been

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arranged for the best possible appearance. 9arely does it use sentences. %he arrangements ofresumes differ widely, but the following procedures generally describe how most are written 0

+ogically arrange information ;institutions, dates, degrees, ma5or field

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mae an exception when your career goal is unclear and you are considering a variety ofemployment possibilities.

rimarily, your statement of ob5ective should describe the wor you see. hen you can,you should add to its effectiveness by including words that convey a long-term interest, as in

this example.

Objecti&e0 ' position in human resource management that will provide an opportunity forgrowth and advancement.

Another techni*ue for enhancing the effectiveness of the ob5ective statement is to includewords that emphasie your ma5or *ualifications for the wor, as in this example 0

Objecti&e0!o apply 23 years of successful high*tech sales e&perience to selling uality products for an agile company.

%he information you present under each heading will depend on your good 5udgment. Gou

should list all the facts that you thin are relevant. Gou will want to include enoughinformation to enable the reader to 5udge your ability to do the wor you see.

Gour coverage of wor experience should identify completely the 5obs you have held. Aminimum coverage would include dates, places, firms, and responsibilities. Bf the wor waspart-time, you should say without demeaning the sills you developed on the 5ob. Bndescribing your duties, you should select words that highlight what you did, especially theparts of this experience that *ualify you for the wor you see.

=ob descriptions are strengthened by the use of action verbs. erbs are the strongest of allwords. Bf you choose them well, they will do much to sell your ability to do wor.

Decause your education is liely to be your strongest selling point for your first 5ob aftercollege, you will probably cover it in some detail. ;ducation gets less and less emphasis inyour applications as you gain experience.< At a minimum, your coverage of educationshould include institutions, dates, degrees, and areas of study. 4or some 5obs, you may wantto list specific courses, especially if you have little other information to present or if yourcoursewor has uni*uely prepared you for those 5obs.

hat personal information to list is a matter for your best 5udgment.

ersonal information that is generally appropriate includes all items that tell about yourpersonal *ualities. Bnformation on your organiation memberships, civic involvement, and

social activities is evidence of experience and interest in woring with people. Cobbies andathletic participation tell of your balance of interests. Such information can be *uite usefulto some employers, especially when personal *ualities are important to the wor involved.

Authorities disagree on whether to list references on the resume. Some thin that referencesshould not be contacted until negotiations are further along. :thers thin that referringprocess.

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hen you do list someone as a reference, good business eti*uette re*uires that you as forpermission first.

Formats and 't$les

After you have identified the information you want to include on you resume, you will wantto organie or group items to present yourself in the best possible light. %hree strategies fororganiing this information are reverse chronological approach( the functional or  skillsapproach( and the accomplishments 4 achievements or highlights approach.

%he reverse chronological  organiational layout presents your education and worexperience from the most recent to oldest. Bt emphasies the order and time frame in whichyou have participated in these activities. Bt is particularly good for those who haveprogressed in an orderly and timely fashion through school and wor.

A functional or skills layout organies around three to five areas particularly important to the 5ob you want. 9ather than forcing an employer to determine that you developed one sill on

one 5bo and another sill on another 5ob, this organiational plan does that for the reader. Btis particularly good for those who have had many 5obs, for those who have taennontraditional career paths, and for those who are changing fields.

An accomplishments #achievements layout presents a picture of you as a competent worer.Bt puts hard numbers and precise facts behind sills and traits you have.

@a(in t!e Form ttractive. %he attractiveness of your resume will say as much about youas the words. %he appearance of the information that the reader sees plays a part in forminghis or her 5udgment. A sloppy, poorly designed presentation may even ruin your chances ofgetting the 5ob. So it is important to give your resume and your application letter an

attractive physical arrangement.

hile layout is important in showing your ability to organie and good spacing increasesreadability, design considerations such as font and paper selection a*ffect attractivenessalmost as much. 7ommercial designers say that type sie for headings should be at least 1!points and for body text, 1" to 1! points.

&R/) /6E ++LC/O LE//ER

Gou should begin wor on the application letter by fitting the facts from your bacground to thewor you see and arranging those facts in a logical order. +ie those of sales letters, theorganiational plans of application letters vary. Cowever, the following procedure ;discussed indetails below< is used in most successful efforts.

Degin with words selected to gain attention appropriately and to set up the review ofinformation.

resent your *ualifications, eeping lie information together and adapting to thecompany and the 5ob.

?se good sales strategy, especially you-viewpoint and positive language

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@rive for the appropriate action ;re*uest for interview, reference, chec, furthercorrespondence

)ainin ttention in t!e Openin. As in sales writing, the opening of the application letter hastwo re*uirements 0 Bt must gain attention, and it must set up the review of information that

follows.

As the application letter is a creative effort, you should use your imagination in writing theopening.

Gou can gain attention in the opening in many ways. :ne way is to use a topic that showsunderstanding of the reader/s operation or of the wor to be done. mployers are liely to beimpressed by applicants who have made the effort to learn something about the company.

Another way is to mae a statement or as a *uestion that focuses attention on a need of thereader that the writer sees to fill.

'electin Content. 4ollowing the opening, you should present the information that *ualifiesyou to do the wor. Degin this tas by reviewing the 5ob re*u)irements. %hen select the factsabout you that *ualify you for the 5ob.

Bf a resume accomp