AECS Lab Manual

7/24/2019 AECS Lab Manual

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Chapter-1

Functional English

Starting a Conversation:-

Some of the following tips in order to start a good conversation:-

The search for Common Ground:-

When starting a conversation with people whom you dont know. Try ground

su!ects. Some of the ground su!ects are: work" sports" music" travel" where

you live.

#eeping the Conversation going:-

$sk open ended %uestions like why" how" what etc."

&e attentive: 'earn to listen actively or with concentration.

$ttitude: What can ( learn from and what he is saying really)

Self- *isclosure:-

Talk aout yourself.

Then share the e+periences and tell stories.

Then e+press feelings and react emotionally and show the enthusiasm.

&e in a moment:-

Create reciprocity: Give the complaints" feed ack y using names.

,efer to the Situation: Surroundings" Circumstances" people etc.."

&e light: se the humor.

on-/eral Communication:-

&ody 'anguage practice. The S01T2 $pproach.

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S- Smile

0- 0pen arms

1- 1orward lean

T- Touch

2- 2ye contact

- od

Conversation tips:-

3uestions you could ask at work or any usiness related functions.

2+ample: *escrie a typical day of the !o) 4ow did you come up with the ideas)

(nstructions:-

5. stay up to date on what happening in the world so that you have plenty of

things to talk aout.

6. 7repare yourself efore you attend the event where you will meet new

people.

8. $sk many %uestions as possile.

9. 'isten to others"people can sense when you are not interested in what

they have to say.

. Take note of what is going on around them.

;. Smile and look at others in the eye.


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2112CT(/2 C0==(C$T(0 S#('' is an important interpersonal skill to

convey what you want to convey.

Understanding

Clarification

Self-Disclosure

Questioning

Information iving

Reassurance

!nal"tical

!dvice iving

Conversation E#ample:-

E#ample 1

>ou : 2+cuse me. (?m looking for a ook called @$&C@)=r.$ : 0k sir. The ook corner is right over there.>ou : Thank you.

$ : >ou are welcome.

E#ample $

>ou : 2+cuse me. *o you know where is the ook department)=r.$ : Sure. 7lease follow me.>ou : Thank you.

E#ample %

>ou : 2+cuse me. 4ow can ( find the ook called @$&C@)

=r.$ : 0h. (?m afraid it was sold out.>ou : (t?s ok. Thank you.

&od" 'anguage:-

3
http://www.kinglishschool.com/conversation/con_buy.htm#learnhttp://www.kinglishschool.com/conversation/con_buy.htm#learn


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&od" languageis a form of non-veral communication" which consists ofody

posture" gestures" facial e+pressions" and eye movements. &org attests that human

communication consists of A8 percent ody language andparalinguisticcues" while

only


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disordersare often unale to make eye contact without discomfort. 2yecontact can also e a secondary and misleading gesture ecause culturalnorms aout it vary widely. (f a person is looking at you" ut is making thearms-across-chest signal" the eye contact could e indicative that something

is othering the person" and that he wants to talk aout it. 0r if while makingdirect eye contact" a person is fiddlingwith something" even while directlylooking at you" it could indicate the attention is elsewhere. $lso" there arethree standard areas that a person will look which represent different statesof eing. (f the person looks from one eye to the other then to the forehead"it is a sign that they are taking an authoritative position. (f they move fromone eye to the other then to the nose" that signals that they are engaging inwhat they consider to e a @level conversation@ with neither party holdingsuperiority. The last case is from one eye to the other and then down to thelips. This is a strong indication of romantic feelings.

*iselief is often indicated y averted gae" or y touching the earorscratchingthe chin. When a person is not eing convinced y what someoneis saying" the attentioninvarialy wanders" and the eyes will stare away foran e+tended period.

&oredomis indicated y the head tilting to one side" or y the eyes lookingstraight at the speaker ut ecoming slightly unfocused. $ head tilt may alsoindicate a sore neck or $mlyopia" and unfocused eyes may indicate ocular

prolems in the listener.

(nterest can e indicated through posture or e+tended eye contact" such asstanding and listening properly.

*eceit or the act of withholding information can sometimes e indicated ytouching the face during conversation. 2+cessive linking is a well-knownindicator of someone who is lying. ,ecently" evidence has surfaced that theasence of linking can also represent lying as a more reliale factor thane+cessive linking.

Some people use and understand ody language differently" or not at all.(nterpreting their gestures and facial e+pressions Dor lack thereofE in the conte+t ofnormalody language usually leads to misunderstandings and misinterpretationsDespecially if ody language is given priority over spoken languageE. (t should also

e stated that people from different culturescan interpret ody language indifferent ways.

5
http://en.wikipedia.org/wiki/Anxiety_disorderhttp://en.wiktionary.org/wiki/restlessnesshttp://en.wikipedia.org/wiki/Earhttp://en.wikipedia.org/wiki/Itchhttp://en.wikipedia.org/wiki/Chinhttp://en.wikipedia.org/wiki/Attentionhttp://en.wikipedia.org/wiki/Boredomhttp://en.wikipedia.org/wiki/Amblyopiahttp://en.wikipedia.org/wiki/Neurotypicalhttp://en.wikipedia.org/wiki/Culturehttp://en.wikipedia.org/wiki/Anxiety_disorderhttp://en.wiktionary.org/wiki/restlessnesshttp://en.wikipedia.org/wiki/Earhttp://en.wikipedia.org/wiki/Itchhttp://en.wikipedia.org/wiki/Chinhttp://en.wikipedia.org/wiki/Attentionhttp://en.wikipedia.org/wiki/Boredomhttp://en.wikipedia.org/wiki/Amblyopiahttp://en.wikipedia.org/wiki/Neurotypicalhttp://en.wikipedia.org/wiki/Culture


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+iva voce Questions:

5. Give some important tips to start a good conversation.6. What do you mean y non-veral communication)

8. What is effective communication skill)

9. What do you understand y ody language)

. State some important ody language signals.

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Chapter-$

+oca,ular" &uilding

S"non"ms and !nton"ms:

S"non"msare different words with identical or very similar meanings. Words that

are synonyms are said to e s"non"mous" and the state of eing a synonym is

called s"non"m". The word comes from $ncient GreeksynDFHE D@with@E and

onomaDHIJKE D@name@E. The words carand automobileare synonyms.

Some 2+amples:

@student@ and @pupil@

@petty crime@ and @misdemeanor@

@uy@ and @purchase@

@sick@ and @ill@

@%uickly@ and @speedily@

@on@ and @upon@

!nton"ms are words that lie in an inherently incompatile inary relationship as

in the opposite pairs male : female" long : short" up : down" andprecede : follow.

1or e+ample:

shortand tall

deadand alive

increaseand decrease

addandsubtract

ord Roots and (refi#es

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http://en.wikipedia.org/wiki/Ancient_Greek_languagehttp://en.wiktionary.org/wiki/%CF%83%CF%8D%CE%BDhttp://en.wiktionary.org/wiki/%E1%BD%84%CE%BD%CE%BF%CE%BC%CE%B1http://en.wiktionary.org/wiki/%E1%BD%84%CE%BD%CE%BF%CE%BC%CE%B1http://en.wikipedia.org/wiki/Ancient_Greek_languagehttp://en.wiktionary.org/wiki/%CF%83%CF%8D%CE%BDhttp://en.wiktionary.org/wiki/%E1%BD%84%CE%BD%CE%BF%CE%BC%CE%B1


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Root or (refi# .eaning E#amples

a" an not" without atheist" anarchy" anonymousapathy" aphasia" anemia"

atypical" anesthesiaa away" down" from" off asent" aduction" aerrant"

astemious" anormal" astract"asor

acro high" tip" top acroat" acrophoia" acronym"acromegaly" acropolis

act do" moveaction" react" transaction"

proactive" activity" activation"

deactivate

ad to" towardadmit" addition" advertisement"adherent" admonish" address"adhesive" adept" ad!ust

alt 4ighaltitude" altimeter" alto"contralto" altocumulus" e+alt

Stud" of ord /rigins:

2nglish has proven accommodating to words from many languages. Scientific

terminology relies heavily on words of 'atinand Greekorigin. Spanishhas

contriuted many words" particularly in the south-western nited States. 2+amples

include buckaroofrom vaqueroor @cowoy@" alligatorfrom el lagartoor @the

liard@" rodeoandsavvyL states names such as ColoradoandFlorida. Cuddle"

eerieandgreedcome from ScotsL albino"palaver" verandahand coconutfrom

7ortugueseL diva"prima donna"pasta"pizza"paparazziand umbrellafrom (talianL

adobe" alcohol" algebra" algorithm" apricot" assassin" caliber" cotton" hazard"jacket"jar"julep" mosque"Muslim" orange"safari"sofaandzerofrom $raicL

honcho"sushi" and tsunamifrom MapaneseL dim sum"gung ho" kowtow" kumquat"

ketchup" and typhoonfrom CantoneseChineseL behemoth" hallelujah" Satan"

jubilee" and rabbifrom 4erewL taiga"sableandsputnikfrom ,ussianLgalore"

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http://en.wikipedia.org/wiki/Latinhttp://en.wikipedia.org/wiki/Greek_languagehttp://en.wikipedia.org/wiki/Spanish_languagehttp://en.wikipedia.org/wiki/Scots_languagehttp://en.wikipedia.org/wiki/Portuguese_languagehttp://en.wikipedia.org/wiki/Italian_languagehttp://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Japanese_languagehttp://en.wikipedia.org/wiki/Standard_Cantonesehttp://en.wikipedia.org/wiki/Hebrew_languagehttp://en.wikipedia.org/wiki/Russian_languagehttp://en.wikipedia.org/wiki/Latinhttp://en.wikipedia.org/wiki/Greek_languagehttp://en.wikipedia.org/wiki/Spanish_languagehttp://en.wikipedia.org/wiki/Scots_languagehttp://en.wikipedia.org/wiki/Portuguese_languagehttp://en.wikipedia.org/wiki/Italian_languagehttp://en.wikipedia.org/wiki/Arabic_languagehttp://en.wikipedia.org/wiki/Japanese_languagehttp://en.wikipedia.org/wiki/Standard_Cantonesehttp://en.wikipedia.org/wiki/Hebrew_languagehttp://en.wikipedia.org/wiki/Russian_language


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whiskey"phoney" trousersand oryfrom (rishL brahman"guru" karma"panditfrom

SanskritL kampongand amokfrom =alayL

/ne-0ord Su,stitutes:0ne word may often e+press the idea of a phrase. 4ere are

some common one word sustitutes. Some e+amples:

Epitaph: inscription on a tomstone

Fatalist: one who elieves in the philosophical doctrine of fatalism

!theist: a person who does not elieve in God or deities

!mphi,ian: a land animal that reeds in water

(ol"andr": the custom of having more than one husand at the same time

riennial: taking place once every three years

Usurer: someody who loans money to other people and charges them e+oritantor unlawful interest on it

Usurper: a person who seie something without the right to do so

(hilanthropist: a person who helps others" especially those who are poor and in

troule

!nalog":

Definition:$resemlanceofrelationsL anagreementorlikenessetweenthings insomecircumstances oreffects" whenthethings areotherwiseentirelydifferent.Thus"learningenlightens themind"ecauseitistothemindwhatlightistotheeye"enalingittodiscoverthingseforehidden.

(n veral analogies" the student is given one pair of related words and another word

without its pair. The student must find a words that has the same relationship to theword as the first pair. 1or e+ample: fire is to hot" as ice is to cold.

7airs of words in veral analogies can e related in many ways" including thefollowing types:

"pe of !nalog" E#amples

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http://en.wikipedia.org/wiki/Trousershttp://en.wikipedia.org/wiki/Irish_languagehttp://en.wikipedia.org/wiki/Sanskrithttp://en.wikipedia.org/wiki/Malay_languagehttp://ardictionary.com/A/1http://ardictionary.com/Resemblance/4653http://ardictionary.com/Of/869http://ardictionary.com/An/5460http://ardictionary.com/Agreement/3481http://ardictionary.com/Or/1924http://ardictionary.com/Likeness/3178http://ardictionary.com/Between/3645http://ardictionary.com/In/1915http://ardictionary.com/Some/11005http://ardictionary.com/Or/1924http://ardictionary.com/When/2137http://ardictionary.com/The/2611http://ardictionary.com/Are/8392http://ardictionary.com/Otherwise/2814http://ardictionary.com/Entirely/3539http://ardictionary.com/Different/4768http://ardictionary.com/Thus/3698http://ardictionary.com/Learning/1764http://ardictionary.com/The/2611http://ardictionary.com/Mind/4726http://ardictionary.com/Because/2211http://ardictionary.com/It/7578http://ardictionary.com/Is/7341http://ardictionary.com/To/4489http://ardictionary.com/The/2611http://ardictionary.com/Mind/4726http://ardictionary.com/What/2034http://ardictionary.com/Light/2983http://ardictionary.com/Is/7341http://ardictionary.com/To/4489http://ardictionary.com/The/2611http://ardictionary.com/Eye/7320http://ardictionary.com/Enabling/2354http://ardictionary.com/It/7578http://ardictionary.com/To/4489http://ardictionary.com/Discover/6060http://ardictionary.com/Before/2488http://ardictionary.com/Hidden/3074http://en.wikipedia.org/wiki/Trousershttp://en.wikipedia.org/wiki/Irish_languagehttp://en.wikipedia.org/wiki/Sanskrithttp://en.wikipedia.org/wiki/Malay_languagehttp://ardictionary.com/A/1http://ardictionary.com/Resemblance/4653http://ardictionary.com/Of/869http://ardictionary.com/An/5460http://ardictionary.com/Agreement/3481http://ardictionary.com/Or/1924http://ardictionary.com/Likeness/3178http://ardictionary.com/Between/3645http://ardictionary.com/In/1915http://ardictionary.com/Some/11005http://ardictionary.com/Or/1924http://ardictionary.com/When/2137http://ardictionary.com/The/2611http://ardictionary.com/Are/8392http://ardictionary.com/Otherwise/2814http://ardictionary.com/Entirely/3539http://ardictionary.com/Different/4768http://ardictionary.com/Thus/3698http://ardictionary.com/Learning/1764http://ardictionary.com/The/2611http://ardictionary.com/Mind/4726http://ardictionary.com/Because/2211http://ardictionary.com/It/7578http://ardictionary.com/Is/7341http://ardictionary.com/To/4489http://ardictionary.com/The/2611http://ardictionary.com/Mind/4726http://ardictionary.com/What/2034http://ardictionary.com/Light/2983http://ardictionary.com/Is/7341http://ardictionary.com/To/4489http://ardictionary.com/The/2611http://ardictionary.com/Eye/7320http://ardictionary.com/Enabling/2354http://ardictionary.com/It/7578http://ardictionary.com/To/4489http://ardictionary.com/Discover/6060http://ardictionary.com/Before/2488http://ardictionary.com/Hidden/3074


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things that go

togetheratNall" owNarrow" saltNpepper" readNutter" forkNknife

oppositesigNsmall" stopNgo" hotNcold" tallNshort" wideNnarrow" earlyNlate"gracefulNclumsy" laughNcry" darkNlight" sharpNdull

s"non"msigNlarge" stopNhalt" coldNicy" thinNslim" smallNtiny" sadNunhappy"showNreveal" hideNconceal" hintNclue

o,2ect and

classification

greenNcolor" antsNinsect" raitNmammal" taleNfurniture"pantsNclothing" 8Nodd numer" appleNfruit" lunchNmeal"uncleNrelative" sandalNshoe" springNseason

o,2ect and groupwhaleNpod" kittenNlitter" irdNflock" cowNherd" lionNpride"wolfNpack

o,2ect and related

o,2ect

plantNsprout" utterflyNcaterpillar" catNkitten" motherNay"

dogNpuppy

o,2ect and a

characteristic

grassNgreen" spongeNporous" marshmallowNsoft" elephantNig"desertNdry" goldNshiny" partyNhappy" skunkNsmelly" allNround

o,2ect and

location

carNgarage" stoveNkitchen" tuNathroom" fireNfireplace" lionNoo"eraserNpencil

Idioms:

$n idiom is a group of words in current usage having a meaning that is notdeducile from those of the individual words. 1or e+ample" @to rain cats and dogs@- which means @to rain very heavily@ - is an idiomL and @over the moon@ - whichmeans @e+tremely happy@ - is another idiom. Some e+amples:

Get *own to &rass Tacks:To ecome serious aout something.

Get 0ver (t:To move eyond something that is othering you.

Get p 0n The Wrong Side 0f The &ed:Someone who is having a horrile day.

Get >our Walking 7apers:Get fired from a !o.

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Give 4im The Slip:To get away from. To escape.

(hrasal +er,s:-7hrasal vers are usually two-word phrases consisting of ver, 3adver,or ver, 3 preposition.Some phrasal vers re%uire a direct o!ectDsomeone!somethingE" while others do not. Some phrasal vers can e separated ythe o!ect" while others cannot.

=ost phrasal vers consist of two words" ut a few consist of threewords" whichalways stay together.

+er, .eaning E#ample

as)someone

out

invite on a date &rian as)edMudy outto dinner and a

movie.

as) around ask many people thesame %uestion

( as)ed aroundut noody has seenmy wallet.

add up tosomething

2%ual >our purchases add up toO6P.86.

,ac)somethingup

,everse >ou?ll have to ,ac) upyour car sothat ( can get out.

,ac)someoneup

support =y wife ,ac)edme upover mydecision to %uit my !o.


5. What do you understand y the terms synonyms and antonyms)6. Give the meaning of the following root words with e+amples

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iE $cro iiE $ctiiiE $ ivE $n8. Give the definition of analogy with some e+amples.9. What do you mean y an idiomatic e+pression). Give some e+amples of phrasal vers.

Chapter-%

roup Discussion

Introduction:

$ G* is a methodology used y an organiation to gauge whether the candidate

has certain personality traits andNor skills that it desires in its memers. (n this

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methodology" the group of candidates is given a topic or a situation" given a few

minutes to think aout the same" and then asked to discuss it among themselves for

5-6P minutes. (nfact" it helps to shortlist candidates for the final interview.

$ group discussion is a leaderless group. $ll the candidates are competitors whohave to !oin the discussion without the presence and participation of the e+aminer.

The e+aminer standing away from the group evaluates he leadership level and

personality traits of the several candidates who constitute the group.

$ group discussion can e categoried into three phases:

5. (nitiationN(ntroduction6. &ody of the group discussion8. SummariationNconclusion

Importance of *D*4s:The group discussion tests how one can function as a part of a team. $s a manager"

you will always e working in teams" as a memer" or as a leader. Therefore" how

you interact in a team ecomes an important criterion for ones !o selection.

Compan"4s perspective:

The G.*. id to check how one ehaves" participates and contriuted in a group"

howmuch important do one can give to the group o!ective as well as ones

own.The aspects which make up a G* are veral communication" non-veral

ehavior" and conformation to norms" decision-making aility and cooperation.

These are four essential components of a group discussion test:

7ersonality manifestation

#nowledge

Communication skills

'eadership

"pes of D:

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Do4s and Donts:

D/4S

,espect the contriution of other speakers

Speak plesently and with courtesy to all memers of the group

Take time to organise your thought. Think of what you are going to say.

'isten well to the ideas of other speakersL you will learn something.

$cknowledge what you find interesting

,ememer that a discussion is not a fight. 'earn to disagree politely

,espect differing views. Those who hold them are not necessarily wrong 'anguage skills are important only to the effect as to how you get your

points across clearly and fluently.

Try to stick to he discussion topic. *ont introduce irrelevant information

&e aware of your ody language.keep it open and friendly

$void gestures that appear aggressive

Speak clearly. *ont whisper

D/54S :

*ont take offence if another speaker disagrees with you. 7utting forward

different points of view is an important part of any discussion ever try to intimate or insult another speaker or ridicule the contriution of

others

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*ont use comments like Qthats stupidR or Qyoure wrongR. 'earn to

disagree and argue appropriately. $void negative ody language when speaking

Take care to use a moderate tone of voice. (f you sound angry or aggressive

others will dominate the discussion $void drawing too much on personal e+perience.

*ont interrupt or talk over another speaker. 'et them finish their point

efore you start. 'istening to others earns you the right to e heard.

D"namics of the group discussion:

(n a G*" an idea or a perspetive which provides a scope for entirely new

dimensional discussion is always highly appreciated.

Some of the dynamics of a good G* are

1le+iility

(nitialtive

7ersuasiveness

Communication skills

#nowledge and ideas regarding a given su!ect

Capaility to co-ordinate and lead

2+change of thoughts

$ddressing the group as a whole

Thorough preperations

I5ER+E5I/5S:

(nterventions is a common feature one can come across in G*s. (t is ery importathow we intervene. The interviewer is very specific aout how you carry yourselfwhen you need to intervene.Some tips to keep in mind while you intervene in a G*

ever e emotional

se appropriate vocaulary and phrases

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se pleasant ody language

#eep in mind that you are doing it only to convey your opinion

$nd not to pre!udicing against the other team memer

Fluenc" and coherence:

Fluenc":

2nhance your pool of vocaulary with not so tedious or ornamental wordsL they

must e simple and general. (t is also recommended that you learn some phrasal

vers as well as some idioms ad provers of this language which will add e+tra

oost to your fluency.ever rush with your sentences. &e at ease always. Speak

loud and clear so that your team mates can hear you dont mumle.Talk plainly"

riefly" naturally" sensily" truthfully" purely.#eep from slangL dont put on airs and

dont use ig words

Command over the language and good grammar definitely aids you in enhancing

your performance. To enhance fluency" tone of voice and articulation" start y

reading aloud from a ook or an editorial for around 5 minutes daily.1luency as

where mind is ale to e+press ones thoughts freely in 2nglish. Gain fluency y

e+panding vocaulary.

Coherence:

Clarify the purpose" goal" or thesis of your talk.

4ave the focus of your talk so clear that you can rewrite it

#now the point of your talk: whats the ig picture)

'imit yourself to relatively few main ideas

1ully develop these few main points

=ake rhetorical choices that ma+imie the communication of your purpose"

goal or thesis. se an organiational pattern that helps the group to follow and predict

where you are headed with your topic. *evelop an outline ased on yourthesis statement

=ind map : using the central point of the talk as origin in the development

of a radiant" associative pattern of ideas 7ro and con : arguing the positive and negative aspects of an issue or

prolem"

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7rolem solution: posing a prolem and offering a solution

*evelop an introduction that sparks the audiences curiosity and gives them

a reason to listen why is this topic important to them) *evelop a conclusion that summaries the main points that you have

presented.

.odulation of voice:/oice modulation to improve your voice and increase your

authority in presentations.

7itch

7ace

7ower

7ausing

&od" language:

Gathering information of ody language principles" dressing style and usage ofwords can e done y noticing peers or participating on the podium level. =ake ita hait to speak pulicly and take part in e+tempore speeches and on the stageactivities. &ody language is something which people rarely talk aout ute+pressions speak the most.=any times we can gauge y a smile or a frown aout

the words that are not e+pressed y the tongue 7hysical appearance

4ead position

2ye contact

Gesture

Stance

1acial e+pression

Time to process the message

&ring it all together

Relevance:

,elevance is a key point to e considered while participation in a G*. To to have arelevant flow of thought and discussion" the following point should e kept inmind.

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Give good prior preparation of the topic

$rrange the prepared data in a se%uential flow

*ont panic

/erify with what you prepare is in relevant to the topic given

Summari6ation techni7ues:

=ost G*s are left without a conclusion" and it isnt even essential that a groupreach one.

$ conclusion represents a final stage where the entire group decides in favoror against a topic" in the case of a summariation a candidate summaries in a

nutshell what the group has discussedWhile summariing a discussion" he following points should e kept in

mind:

$ person should not share his or her own view point alone

$ summary should not dwell and concise

(t should e rief and concise

(t should incorporate all the important points spoken

(t is not advisale to add anything once a G* has een summaried.

$ simple framework for a summary can e" Qwe had a healthy group discussion

and" as group" evaluated this topic from different perspectives. Some of my friends

spoke in favor of the topic and the reasons they gave were DelaorateE" while some

good points against the topic were DelaorateER

(n all" we had a very good discussion with everyone participating

enthusiastically.


5. ature and importance of group discussion.6. =ention the *os and *onts of a group discussion.8. What are the dynamics of a good group discussion)9. What is the summariation techni%ue of a good group discussion)

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. Group interaction.

Chapter-8

Intervie0 S)ills

EFFECI+E I5ER+IE S9I''S:

To meet the challenges of professional life" one has to e familiar with many skills

to gra the attention of an interviewer" out of which (nterview skills are the asic

necessities to meet up the future challenges with success.

(re-intervie0 (lanning:

0ne should have to e prepared in advance for an interview. (ts the only way

through in which one can gain the trust of an interviewer.

$n interviewer always attempt to decide that why they should select you)

What are the %ualities" which you have and other do not have)

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4ow can you enefit their organiation)

(f you can show your trust" your confidence" your commitment" and appropriate

skills" then you could win a successful future.

(nterview is a form of oral communication. (ts one to one" or one to group

interaction" where an applicant proves themselves as a uni%ue person to e the part

of an organiation.

,ememer that interview is always pre-planned and structured. (ts a formal

presentation etween an interviewer and an interviewee.

0nly those pass it with flying colours" who are original and show their interest with

confidence and who present themselves appealing.

"pes of Intervie0:

There are many types of interview like (nformation gathering interview" appraisal

interview" e+it interview" hiring interview" collegeN university interview" persuasive

interview" counseling interview and many more.

iring;Entrance Intervie0is one of the est known and the most widelye+perienced type of interview" where an interviewer is taken y 4uman ,esource=anagerN 2ducational 2+pertise. To reduce your chances eing re!ected" here aresome asic professional skills" which will lead you towards the path of success inyour interview.

&EF/RE I5ER+IE

1irst of all" prepare your mind in advance" that you are going to have an interviewne+t morning. ,ela+ yourself and do not get nervous" tense or tired at any cost.&efore going for an interview" pre-planned few things:

5. 'earn aout the company" organiation or educational institution and do someresearch in advance.

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6. Why should you perform an advance research)

8. Simply to develop good answers and to prove yourself uni%ue.

9. What you have to ,esearch)

. >ou can gather information aout organiational structureL type of their clientsNstudentsL departments and its ranchesL past and present achievements etc.

7repare answers to typical %uestions. 7ractice your answer and never rote learn it.ere are fe0 of the sampling 7uestions< 0hich "ou can practice in advance*

5. What do you feel aout our organiation)

6. What are your weaknesses)

8. Why do you want to ecome a part of our organiation)

9. Tell me aout your self and aout your hoies.

. Who is your role model and why)

(f you are lucky to know the name of a person" who will interview you" thenmemories hisNher name properly.

*ecide what to wear.

,ememer to *ress simply ut elegantly. *ress should e well ironed withoutcrease. Wear comfortale shoes. rememer to wear asic hosiery.

>ou can even check what management wears and dress similarly without over kill.

*o not *ress casual or wear $thletic Shoes.

7repare your file having your portfolio" educational degree copies and e+tra copies

of your resume.

1ind proper address in advance" that where are you going in the morning.

'ast ut not the leastLget a good night sleep.

R!DII/5!' I5ER+IE QUESI/5S

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1ew of the traditional interview %uestions" which an organiation might ask are

5. Tell me aout yourself Din two minutesE.

6. Why do you feel that you will e successful in ...)

8. Why did you decide to interview with our organiation)

9. $re you willing to relocate)

. Tell me aout your scholastic record.

;. Tell me aout your e+tra-curricular activities and interests.

ou will e evaluated on your answers" not your resume.

8E7ause a couple of seconds efore you respond to each %uestion" even if you

know e+actly what you want to say. Take this time to %uickly plan your answer"

this helps to avoid misunderstandings and produces much more concise answers.

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9E(f you don?t understand a %uestion" ask for clarification. This is e+pected and is

preferale to providing an unsuitale answer. (f you need time to collect your

thoughts - take it. (t is etter to think for a few moments and make sure that your

answer is doing you !ustice.

E$lways e+pand. ever answer a %uestion with a @yes@ or @no.@

;EThe interview is an opportunity for you to sell yourself. *on?t e afraid to ?low

your own horn.? $s long as you can ack up what you are saying with e+amples

which demonstrate that what you are saying is true" you are not ragging.


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(f the time isn?t convenient" ask if you could talk at another time and suggestsome alternatives.

nless you?re sure your cell phone service is going to e perfect" considerusing a landline rather than your cell phone to avoid a dropped call or static

on the line.

(ractice Intervie0ing

Talking on the phone isn?t as easy as it seems. 4ave a friend or family memerconduct a mock interview and tape record it so you can see how you sound overthe phone. $ny cassette recorder will work. >ou?ll e ale to hear your @ums@ and@uhs@ and @okays@ and you can practice reducing them from your conversationalspeech. $lso rehearse answers to those typical %uestions you?ll e asked.

During the (hone Intervie0

*on?t smoke" chew gum" eat" or drink. *o keep a glass of water handy" in case you need to wet your mouth.

Smile. Smiling will pro!ect a positive image to the listener and will changethe tone of your voice.

Speak slowly and enunciate clearly.

se the person?s title D=r. or =s. and their last name.E 0nly use a first nameif they ask you to.

*on?t interrupt the interviewer.

Take your time - it?s perfectly acceptale to take a moment or two to collectyour thoughts.

Give short answers.

,ememer your goal is to set-up a face-to-face interview. $fter you thank

the interviewer ask if it would e possile to meet in person.

!fter the Intervie0: Take notes aout what you were asked and how you answered. ,ememer to say @thank you.@ 1ollow with a thank you notewhich

reiterates your interest in the !o.

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+ideo Intervie0s:-

+ideophone and +ideo Conferencing intervie0sprovide the transfer of audioand video etween remote sites. =ore than half of the largest .S. companiesalready utilie videoconferencing. (t is a convenient communication method and an

alternative to the more costly face-to-face meetings. $nyone" anywhere in theworld can perform videoconferencing with the use of a microphone" camera andcompatile software. /ideoconferencing is availale on the (nternet. (ts continualdrop in cost is making it a popular resource for usinesses as well as for home use.


5. What are pre-interview preparation techni%ues)6. What are the strategies to deal with interview %uestions)

8. What are the answering strategies in interview %uestions)9. What are the *os and *onts during telephonic interview)

. What do you understand y video conferencing)

Chapter-=

Resume riting

Definition:-

$ resume is a document that provides an employer with a detailed statement of a

!o candidate?s prior work e+perience" education" and accomplishments. The

resume often supplies an employment o!ectiveL a summary of skills" knowledge"

and potential contriutionsL a summary of civic" professional" and philanthropic

volunteer workL a list of certificationsL and mention of any additional" relevant

coursework.

/ / RIE ! RESU.E

,esume is a document that speaks aout >ou" and tells why an 2mployer shouldchoose >ou for a !o interview. ,esume is reviewed efore the !o interview" so itis a reflection of yours as an ideal employee with desired %ualification ande+perience.

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Some people stuff their resume with too much information" while others mentionthe specific information" ut in an unorganied manner. So" it is very important toknow the art of writing a good resume.

hat it needs to ma)e a ood Resume:

-What $ilities >ou 7ossess" What 3ualities >ou 4ave" and >our $chievements in7rofessional terms.->our 7revious Mos" your $cademic and 7rofessional 3ualification" etc in achronological order Dased on time periodE.

RESU.E I(S

&elow are the tips to uild a %uality Curriculum /itae: se a Good $-9 Sie paper.

se same 7aper for Cover 'etter also.

*o not 1old your ,esume sheets.

se Simple font of sie 56 7oints.

*o not use more than two font styles in your ,esume.

$ ,esume typically should e restricted to a page without any irrelevantdetails.

=ake sure you personalie your o!ective for each 0rganiation" e.g. $(,40ST2SS W(T4 S(G$70,2 $(,'(2S" =$,#2T(G 2V2CT(/2W(T4 (&= C0,7" etc.

$ Cover letter should e personalied to specific 0rganiation" you wish toapply for.

*o not list ,eferences" write instead that they are availale on re%uest. 'istthe ,eferences only if specifically asked.

'ook for the 2mployer?s needs. 7ortray >ourself as a Solution to their needs

in your resume.

Write >our 7rofessional 3ualifications and #nowledge first as this sectiontells the 2mployer aout your Mo skills.

Then 'ist your $cademic 3ualifications in chronological order" starting withrecent 3ualification to 7revious ones. >ou may write your 3ualification in

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order of ,elevance" if >our 2ducational &ackground is not directly related to>our Mo Skills.

Get >ou ,esume ,eviewed y a 1riend. This will help you to get feedackon the language and content of your ,esume.

Check for the Spelling 2rrors" Grammatical =istakes" 7unctuation7rolems" $lignment etc.

"pes of Resumes:-

$ functional resumeassists an applicant to underplay any employment gapsorother unusual circumstances in their employment or educational history.2mployers are right to interpret a functional resume with some skepticism andconcern. $ functional resume covers up details of an applicant?s employmenthistory that may appropriately concern an employer. $ resume may also com,ine

oth chronological and functional e+periences.

$ targeted resumecustomies an applicant?s work e+perience" education" andaccomplishments to demonstrate that his or her credentials are a perfect fit for yourstated needs. While time consuming" the targeted resume is recommended y !osearch e+perts for certain !o applications. Targeted resumes are recommendedwhen an applicant is really interested in and well-%ualified for your advertised

position

! Sample Resume:- >ames Free

5


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=anaged daily operations of a O5 million foam insulation company. *eveloped an effective marketing campaign and restructured product

pricingNdiscounts resulting in an UPB id acceptance rate.

(mplemented new idding process utiliing 2+cel spreadsheets to formulate

more accurate ids. $llowed for the tracking of individual !o costs andprovided feedack as to efficiency of crews with regards to material wasteand laor hours.

Trained and supervised work crews in more efficient product installationtechni%ues that have reduced material waste y 6PB and laor hours y98B.

United States Rescue /fficer" 1@@=-$AAB.anager" D6PP9- 6PP;E

Data 5et0or) .anager - =anaged command and control data networkused to generate video representation of geographic area surrounding ship.Team consisted of 8U individuals from four departments.

(roduction Control /fficer - Coordinated the efforts of 58 personnelutiliing 8


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Instructor - (nstructed !unior pilots in all facets of large multi-engineaircraft operations to include crew resource management" emergency

procedures" and asic flying skills. .ission Commander - 'ed" planned" managed" and e+ecuted assignments

to maintain crew and aircraft at the highest levels of readiness. S7uadron Scheduler - Scheduled daily flight operations in order to meet

the individual training re%uirements of ten independently deployed crewsConsisting of 5A; aircrew personnel.

EDUC!I/5 !5D R!I5I5

.&! - 1inance" $uurn niversity" &*!* &usiness Economics -niversity of Costa ,ica

!viator -$dvanced 1light Training" nited States 1light 7atrol

Integrated (ro2ect eam Course -7ro!ect =anagement College" nitedStates 1light 7atrol.

!!RDS !5D C/..E5D!I/5S

5av" .arine Corps Commendation .edalD6E

5av" .arine Corps !chievement .edal

umanitarian Service .edal

lo,al ar on errorism Service .edal*

echnical Report riting

(n 2ngineering" one of the ma!or forms of communication is the technical report.

This is the conventional format for reporting the results of your research"

investigations" and design pro!ects. $t university" reports are read y lecturers andtutors in order to assess your mastery of the su!ects and your aility to apply your

knowledge to a practical task. (n the workplace" they will e read y managers"

clients" and the construction engineers responsile for uilding from your designs.

The aility to produce a clear" concise" and professionally presented report is

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therefore a skill you will need to develop in order to succeed oth at university and

in your future career.

While reports vary in the type of information they present Dfor e+ample"

original research" the results of an investigative study" or the solution to a designprolemE" all share similar features and are ased on a similar structure.

9e" features of reports:

,eports:

X are designed for %uick and easy communication of information

X are designed for selective reading

X use sections with numered headings and suheadings

X use figures and diagrams to convey data

&asic structure of a report :

$ report usually has these components:

itle page:

This page gives:X The title of the report

X The authors? names and (* numers

X The course name and numer" the department" and university

X The date of sumission

The title of the report should indicate e+actly what the report is aout. The reader

should know not only the general topic" ut also the aspect of the topic contained

in the report.

Summar":

The summary Dsometimes referred to as the e+ecutive summaryE provides a rief

overview of the sustance of the reportL usually no more than half a page. (t is not

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an introduction to the topic. The summary should outline all the key features of

your report" including the topic" what you did and how you did it" and the main

outcomes of your work. $ usy manager who might not have time to read the full

report should e ale to get the gist of the whole report y reading the summary.

The summary:

X states the topic of the report

X outlines your approach to the task if applicale

X gives the most important findings of your research or investigation"

or the key aspects of your design

X states the main outcomes or conclusions.

The summary does 0T:

X provide general ackground information

X e+plain why you are doing the research" investigation or design

X refer to later diagrams or references.

a,le of contents:

The contents page sets out the sections and susections of the report and their

corresponding page numers. (t should clearly show the structural relationship

etween the sections and susections. $ reader looking for specific information

should e ale to locate the appropriate section easily from the tale of contents.

The conventions for section and page numering are as follows:

X umer the sections y the decimal point numering systemX umer all the preliminary pages in lower-case ,oman numerals Di" ii"

iii" iv" ...E. >ou don?t have to place the numer i on the title page. Must count it

and put ii on the second page of your report. 7reliminary pages are any which

come efore the introduction" including the summary and" where applicale"

acknowledgements.

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X umer all the remaining pages of your report with $raic numerals D5" 6" 8"

9" ...E. Thus the report proper egins on page 5 with your introduction" which is

usually Section 5.

X 7rovide a title in your tale of contents to descrie the contents of eachappendi+ Dote: one appendi+" two or more appendicesE. *on?t !ust call them

$ppendi+ 5 or $ppendi+ 6.

Introduction:

The introduction provides the ackground information needed for the rest of your

report to e understood. (t is usually half to three-%uarters of a page in length. The

purpose of the introduction is to set the conte+t for your report" provide sufficient

ackground information for the reader to e ale to follow the information

presented" and inform the reader aout how that information will e presented.

The introduction includes:

X the ackground to the topic of your report to set your work in its road conte+t

X a clear statement of the purpose of the report" usually to present the results of

your research" investigation" or design

X a clear statement of the aims of the pro!ect

X technical ackground necessary to understand the reportL e.g. theory or

assumptions

X a rief outline of the structure of the report if appropriate Dthis would not e

necessary in a short reportE

&od" of the report:

This is main part of the report" where you present your work. The introduction and

conclusions act as a frame for the ody only: therefore all the details of your work

Dincluding a summarised version of material in the appendicesE must e included

here in the appropriate section. >ou will need to put some thought into the

ordering of the sectionsL the presentation of information should flow logically so

that the reader can follow the development of your pro!ect. (t is also essential that

you choose concise ut informative headings and suheadings so that the reader32


33/41

knows e+actly what type of information to e+pect in each section.The ody of the

report:

X presents the information from your research" oth real world and theoretical"

or your design

X organies information logically under appropriate headings

X conveys information in the most effective way for communication:

o uses figures and tales

o can use ulleted or numered lists

o can use formatting to reak up large slas of te+t

Conclusions:The conclusions section provides an effective ending to your report.The content should relate directly to the aims of the pro!ect as stated in the

introduction" and sum up the essential features of your work.

This section:

X states whether you have achieved your aims

X gives a rief summary of the key findings or information in your report

X highlights the ma!or outcomes of your investigation and their significance.

Referencing:The two parts to referencing are:

X Citations in the te+t of the report

X $ list of references in the final section

$ citation shows that information comes from another source. The reference list

gives the details of these sources. >ou need to use in-te+t citations and provide

details in the references section when:

X you incorporate information from other sourcesL e.g.:

o factual material

o graphs and tales of data

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o pictures and diagrams

X you %uote word-for-word from another work Dwhen you do this the page

numer must e given in the in-te+t citationE

(n 2ngineering" the most common referencing style is the author-date D4arvardE

system. 4owever" in 2lectrical 2ngineering the (222 system is used. 1ull details of

these referencing styles are availale from ''S 0nline ,esources or through the

'irary 0nline Tutorials

!ppendices:

These contain material that is too detailed to include in the main report" such as

raw data or detailed drawings. The conventions for appendices are as follows:

X each appendi+ must e given a numer Dor letterE and titleL

X each appendi+ must e referred to y numer Dor letterE at the relevant point in

the te+t.


5. What do you mean y a resume)6. 4ow to write a resume)

8. Give some tips to uild a %uality resume.

9. Give some differences etween a functional and a targeted resume.

. State some key features of a good technical report.;. What is the asic structure of a report)


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Chapter-B

Reading Comprehension

$sk yourself this %uestion:"o # read every word in your own language when # amreading a schedule$ summary$ or other outlining document%

The answer is most definitely:&o',eading in 2nglish is like reading in yournative language. This means that it is not always necessary to read and understandeach and every word in 2nglish. ,ememer that reading skills in your nativelanguage and 2nglish are asically the same.

The overview of the four types of reading skills used in every language are as

follows:

S)imming - used to understand the gist or main idea

Scanning - used to find a particular piece of information

E#tensive reading - used for pleasure and general understanding

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Intensive reading - accurate reading for detailed understanding

S)imming

Skimming is used to %uickly gather the most important information" or ?gist?. ,unyour eyes over the te+t" noting important information. se skimming to %uickly getup to speed on a current usiness situation. (t?s not essential to understand eachword when skimming.

()amples of Skimming:

The ewspaper D%uickly to get the general news of the dayE =againes D%uickly to discover which articles you would like to read in

more detailE

&usiness and Travel &rochures D%uickly to get informedE

Scanning

Scanning is used to find a particular piece of information. ,un your eyes over thete+t looking for the specific piece of information you need. se scanning onschedules" meeting plans" etc. in order to find the specific details you re%uire. (fyou see words or phrases that you don?t understand" don?t worry when scanning.

()amples of Scanning

The @What?s on T/@ section of your newspaper. $ train N airplane schedule

$ conference guide

E#tensive reading

2+tensive reading is used to otain a general understanding of a su!ect andincludes reading longer te+ts for pleasure" as well as usiness ooks. se e+tensivereading skills to improve your general knowledge of usiness procedures. *o notworry if you understand each word.

()amples of ()tensive *eading

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The latest marketing strategy ook $ novel you read efore going to ed

=againe articles that interest you

Intensive reading

(ntensive reading is used on shorter te+ts in order to e+tract specific information. (tincludes very close accurate reading for detail. se intensive reading skills to graspthe details of a specific situation. (n this case" it is important that you understandeach word" numer or fact.

()amples of #ntensive *eading

$ ookkeeping report $n insurance claim

$ contract

ow that you?ve reviewed the four reading skills" take this reading skills %uitohelp you improve reading skills through understanding of these asic readingtypes.

uessing .eanings from Conte#t:

The use of conte+tual clues can e one of the est ways to improve students?reading skills. nfortunately" students often insist on understanding eachwordwhen reading. ,ealiing that a te+t can e understood in a general sense yusing conte+tual clues can go a long way towards helping students cope withincreasingly difficult te+ts. $t the same time" the use of conte+tual clues canalso provide a means y which students can rapidly increase their e+istingvocaulary ase.

Reading Clues :

Deduction- What does the sentence concern) Which words does the unknownword seem to relate to)

(art of Speech- Which part of speech is the unknown word) (s it a ver" noun"preposition" ad!ective" time e+pression or something else)

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Chun)ing- What do the words aroundthe unknown wordDsE mean) 4ow couldthe unknown wordDsE relate to those words) - This is asically deduction on a morelocal level.

+oca,ular" !ctivation- When %uickly skimming through the te+t" what does thete+t seem to concern) *oes the layout DdesignE of the te+t give any clues) *oes the

pulication or type of ook give any clues to what the te+t might e aout) Whichwords can you think of that elong to this vocaulary category)Make logical

guesses about the meaning of the unknown words in the following paragraph.

Inferring .eaning:-

1inding the main idea of a paragraph along with making aninferenceorunderstanding voca wordsin conte+t is one of the reading skills you?ll need to

master efore taking the reading comprehensionsection on any standardied test.

The main idea of a paragraph is the point the author is trying to make" minus all thedetails. (t?s the answer you give to a co-worker when he or she asks you what youdid on 1riday night. >ou?d proaly say something like this:@( saw that new actionmovie.@

(n essence" you are giving your friend the main ideaof the event. Sometimes" themain idea of a paragraph is very clear" ut other times" such as when you?re takinga standardied test like the T021'" T02(C" S$T" $CT" 7S$Tor grad school tests"

the main idea is murky and the answer choices are vague.

1* Summari6e the (assage

$fter you?ve read the passage given to you" summarie what you?ve !ust read inyour head or on a scrap of paper>ou?d proaly come up with a one-sentencee#planation*Chances are good that you?ve found the main idea if you cansummarie the whole passage down to one sentence. Must e sure your onesentence is road enough to cover every detail in the te+t.

$* 'oo) for Repetition of Ideas

(f you read through a paragraph and you have no idea how to summarie it ecausethere is so much information" start looking for repeated words" phrases" ideas orsimilar ideas.

%* hen the .ain Idea is Stated

38
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Sometimes" the author of a paragraph Doften new writersE will write the main ideadirectly in the te+t usually in the first few sentences. (n that case" the main idea iseasy to find: !ust look for the sentence that summaries the whole paragraph.

8* hen the .ain Idea is Implied:

This is a little trickier. (f the author doesn?t write down the main idea of the te+t" it?sup to you to infer what the main idea is. (t seems to me that the author is giving usdifferent situations Dhaving an interview" hanging out with friends" speaking

puliclyE and then telling us to speak differently in each setting Duse slang withfriends" e respectful and %uiet in an interview" etc.E.

Summar"

1inding the main idea can e challenging" ut if you use the tools aove andpractice" you?ll e well on your way to the score you want on the veral or readingsections of those standardied tests.

oals of Critical Reading

Te+tooks on critical reading commonly ask students to accomplish certain goals: to recognie an authors purpose

to understand tone and persuasive elements to recognie ias

otice that none of these goals actually refers to something on the page. 2achre%uires inferences from evidence within the te+t:

recogniing purpose involves inferring a asis for choices of content andlanguage

recogniing tone and persuasive elements involves classifying the nature oflanguage choices

recogniing ias involves classifying the nature of patterns of choice ofcontent and language

Critical reading is not simply close and careful reading. To read critically" one mustactively recognie and analye evidence upon the page.

+iva voce Questions:39


40/41

5. What do you understand y the term Qs)immingR)6. What do you mean y QscanningR ) Give some e+amples.

8. Give some e+amples of e+tensive reading.

9. 4ow intensive reading skills are helpful)

. 4ow do you infer the meaning from a passage)

;. State some goals of critical reading.

Chapter-

(RESE5!I/5 S9I''S

Giving presentation is an important activity in academic and professional carriers.

$ presentation could e understood y selecting a topic" organiing information" preparing

visuals and finally presenting it to the audience.

T>72S 01 7,2S2T$T(0S: 5. 0ral presentation 6. Written presentation

40W T0 G(/2 $ 7,2S2T$T(0:

Select a topic of your choice

Collect necessary information aout topic

7repare relevant visuals

7ractice for presentation

Give the presentation confidently

ST27S ( G(/(G $ 7,2S2T$T(0

Greet the audience

(ntroduce yourself

Speak

Conclusion

$sk for clarification

Thank the audience

(nvite the ne+t person

T(7S 10, $ 2112CT(/2 7,2S2T$T(0

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Take the charge early.

$im of the audience

=ake the presentation e+isting

*o something different

=ake your audience do something different

$lways have a hard copy

*0S

Select the topic of your choice

7ut-on formal dress

se correct ody language

Speak clearly" could e audile.

se the visual intelligilyNsensily

*0T S

*o not add too much of statistics of ody

*ont e in a haste to finish your part.

*ont shout

*ont get irritated with %uestions of the audience

#2>W0,*S

,esearchN7repare

,ehearseN7ractice

,eproduceN7resent.


5. What is presentation)

6. What are the dos of presentation)

8. What are the donts of presentation)

XXXXX

Documents

AECS Lab Manual