ge2321 communication-lab-record.pdf

7/25/2019 ge2321 communication-lab-record.pdf

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SAKTHI MARIAMMAN ENGINEERING COLLEGE55,NARAYANASWAMY NAGAR,THANDALAM,CHENNAI-602105

DEPARTMENT OF ELECTRONICS AND COMMUNICATION

LABNAME:GE2321 COMMUNICATION SKILLS LAB

NAME : ---------------------------------------------------------------------

REGNO : ---------------------------------------------------------------------

CLASS : ---------------------------------------------------------------------

SECTION : ---------------------------------------------------------------------


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RESUME


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RESUME

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B!E ELECTRONICS AND

COMMUNICATION

ENGINEERING

SAKTHI MARIAMMAN

ENGG! COLLEGE,

CHENNAI

200


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CHENNAI

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REG!NO: 21481613 NAME:

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GROUP

DISCUSSION

Ex.No:. Date:..

RO' D&SC'SS&ON&

TOPIC: &nternet !- a $oon or $ane

"rou# mem$ers in%o&%ed in the grou# discussion were'


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(urendar (, (urendiran ), *hong$am +enon (ingh,

a&armathi - , eniga&&a &ee&a rishnakant, enkatesan

",enkatesh /, idh0a P

Vidhya:"ood morning friends, toda0 our to#ic internet is an eercise in

h0#e agree with it $ecause nowada0s e%er0thing is a%ai&a$&e in

internet. irst thing which want to c&ear here is what the eact

*echnica& definition of internet is nternet is the network of networks,

%er0 ra#id&0 growing thats wh0 techno&og0 mo%es from P4 to

P6, ecause of this ra#id growth internet has huge cham$er of

know&edge, information, ser%ices &ike ecommerce etc. #ro%ides human

comforts.

Lenon: wou&d, howe%er, &ike to contradict 0ou ./ccording to efense itis a&so a %er0 dangerous wea#ons not on&0 against the securit0 of

Countries $ut a&so against the indi%idua&s.

9ne more eam#&e i want to gi%e 0ou is, a 1!15 0ear o&d chi&d uses

internet for &earning, gaming and know&edge #ur#ose $ut one da0

unfortunate&0 he reached at one site which di%erts his mind from studies,

outdoor games and whate%er the etra acti%ities re:uired for his growth,

causes a %er0 dangerous affects.

Surendar:/s m0 friend said a$o%e e%er0one is right at their #oint, $ut it

de#end on us how we use the internet. ;es it is sea of know&edge. 9n&0

$ecause of internet who&e wor&d is so c&oser. /ccording to me there is no

such thing that we dont get from internet e%en it is $usiness re&ated or it

is tech re&ated .e%er0thing is a%ai&a$&e on internet. (o internet is a $oon

for human $eing. isn


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>owada0s we cant think our &ife without internet, whate%er think we

need e%er0thing is a%ai&a$&e o%er here. ?e can see that e%er0 one

searches on&ine for information and or to search #roducts and get

detai&ed information on it and a&so much more new tech news.

Venkatesh: &ike to endorse a$out the internet uses in ndia. )ost ofthe #eo#&e misuse the internet and gi%e a rise to c0$er crime. nternet is

$oth a $oon and a curse. f we use it in right wa0, it teaches us a &ot. f

we take it in a wrong wa0 it s#oi&s us. ut e%er0$od0 here di%erts their

mind in negati%e side.

Venkatesan: ut &ook in this wa0 internet is not a curse, it is a %er0

&arge source of know&edge, for e%er0 age grou# such as chi&d, teenagers,

adu&ts etc. nternet gi%es us enough know&edge and gi%es more

e#osure to the other side of the wor&d. *oda0 we are ?e$ 2.! it offers

more things to create $0 ourse&%es such as $&ogs. nternet #ro%idesse%era& features a &ot of work can $e done with in fraction of seconds and

we sa%e our most #recious time.

Surendiran :n m0 #oint of %iew it is not com#&ete&0 a curse to the

societ0 $ecause it is source of &i%e&ihood to most of the )>Cs where

their working strateg0 is $ased on internet. n case of students it hefu&

in creating inno%ati%e #ro@ects with 1!!A information regarding the

#ro@ect.

Considering the use of internet in #u$&ic offices, it hes in com#&eting

the work :uick&0 and efficient&0 so henceforth we need to make use of

the a%ai&a$&e techno&og0 @udicious&0 and inte&&ectua&it0.

Conclusion:

/&wa0s our mind wi&& $e attracted towards things that are hidden.

?e can @udge an0thing as #ositi%e and negati%e on&0 when we ha%e c&ear

idea a$out it. *o recogniBe something as negati%e we shou&d $e aware of

how it wi&& $e. ut we shou&d a&wa0s $e a seeker of good things, so thatwe can gain a &ot .f we use its ad%antages human generation wi&& reach

the acme.


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Ex.No:. Date:..

RO' D&SC'SS&ON&&

TOPIC: D"% $ra!n Dra!n#''%*$ I.7+#J

"rou# mem$ers in%o&%ed in the grou# discussion were'

(urendar (, (urendiran ), *hong$am +enon (ingh,

a&armathi - , eniga&&a &ee&a rishnakant, enkatesan

",enkatesh /, idh0a P

rain rain means the migration of high&0 :ua&ified e#erts &ikedoctors, engineers, scientist and other trained #ersons from the underde%e&o#ed countries to ad%ancing countries. )ore or &ess, a&& the$ackward countries are suffering from this #ro$&em. whether ndia is a&sosuffering from this or not

Surendar: Peo#&e do going a$road to gain $etter know&edge and are coming$ack with fresh ideas and setting u# new com#anies and #ro%iding @o$o##ortunities for man0. D%en those who were sett&ed a$road for 1!150ears the0 are a&so coming $ack for $etter future here. (o i wont agree

with m0 friend that the0 are ser%ing to the foreign countries. *here isnothing wrong in our ta&ented #ersons going out and en@o0ing faci&itiesthere. wi&& fu&&0 su##ort this #ro%ided the0 a&so #ut in some mone0 intheir home countr0.

Surendiran: ho&d an o#inion that #eo#&e who went to a$road are ru&ing the#eo#&e there. n our countr0 there is dee# rooted corru#tion at a&& &e%e&s,and the &i%ing conditions in man0 #&aces &ea%e a &ot to $e desired. adroads, im#ro#er sanitation, unem#&o0ment, &ack of #ro#er hea&th care etc

are #ro$&ems which #&ague the ma@or #ortion of the Countr0. *his makesthem to mo%e to a$road to &i%e &uurious &ife.

Leela:' f 0ou see the main reason for $rain drain is unem#&o0ment, no @o$satisfaction and inade:uate sa&ar0. *hese are needs of a man during


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their &ifetime. (o he cannot den0 the o##ortunit0 to go and sett&e their inforeign countries.

Vidhya:

want to make a note on that #oint good :ua&it0 of education is#ro%ided in our countr0. *o sa0 the truth )ost of the ndian uni%ersities&ack internationa& standard, according to the re#ort $0 ndian#ar&iamentar0 estimates committee. t sa0s on&0 3! #ercent ndianuni%ersities offer Ehigh :ua&it0F education.

Venkatesan: agree that our cu&ture has $een destro0ing $ut it is not $ecause ofon&0 $rain drain. *he #eo#&e who are &i%ing in the countr0 are s#oi&ingtheir heritage cu&ture in the name of new generation. /nd no one is

eager to fo&&ow the o&d ndian cu&ture.

Lenon: Dcess of ta in ndia is a&so one of the ma@or contri$utors formigration. D%en though &arge amount of mone0 is #aid as a ta it doesnot make an0 im#ro%ement in the countr0 due to corru#tion #re%ai&ing inour countr0. *his is a %er0 im#ortant reason. t is so dee# rooted that it isdifficu&t to eradicate. -ight from c&ass 4 to minister, it is there .t is saidthat in "o%ernment offices one has to $e either #a0 or #ra0 to get thework done.

Valarmathi: 9ur countr0 is not &osing the re:uired :ua&it0 man #ower, e%en ifman0 are e#orted, which is e%ident from the #rogress we are making inse%era& fronts. )ost of them working outside, with the :ua&ificationgained from within our countr0, for whom this countr0 has s#ent a &ot,are sending at &east a #ortion of their income $ack to our countr0.

Venkatesh: *he reason for going a$road is to make their fami&0 ha##0 for a &ongtime. *hen, in this age of g&o$a&iBation, an0 in%ention or simi&ar resu&ts

o$tained do #ecu&ate to e%er0 nation irres#ecti%e of who in%ented it. (othe resu&ts of the works of the $rains drained from our countr0 might $ecoming $ack to us, and we wi&& $e making use of it.


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Conclusively,rain drain has $ecome a crucia& #art of de%e&o#menta&

#ro$&em of an0 nation that is #rone to it. *he time has changed and we

wi&& ha%e to s#eed u# our understanding of the nature. 9nce the so said

#ro$&ems are so&%ed , ndias 0outh wi&& s&ow&0 regain faith in the

Countr0 , and wi&& start $e&ie%ing that their future is secure. *his is the

on&0 wa0 to sto# rain rain, and wi&& ensure that ndias #otentia& is fu&&0

uti&iBed in the most efficient manner. *his wi&& automatica&&0 make ndia a

force to reckon with.

>*D-D? (++(


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Ex.No:. Date:..

I!ERVIE" S#ILLS

$%&ectives:

*o recogniBe the im#ortance of #re#aring for an inter%iew andto $e a$&e to identif0 and understand the necessar0 #re

inter%iewing #rocedures.

*o $e aware of the a##ro#riate inter%iewing $eha%iors and to

$e a$&e to demonstrate these $eha%iors effecti%e&0.

/ @o$ inter%iew is a #rocess in which a #otentia& em#&o0ee is

e%a&uated $0 an em#&o0er for #ros#ecti%e em#&o0ment in their com#an0,

organiBation, or firm. uring this #rocess, the em#&o0er ho#es to

determine whether or not the a##&icant is suita$&e for the @o$.

/ @o$ inter%iew t0#ica&&0 #recedes the hiring decision, and is used

to e%a&uate the candidate. *he inter%iew is usua&&0 #receded $0 the

e%a&uation of su$mitted resumes from interested candidates, then

se&ecting a sma&& num$er of candidates for inter%iews.

)u&ti#&e rounds of @o$ inter%iews ma0 $e used where there are

man0 candidates or the @o$ is #articu&ar&0 cha&&enging or desira$&e.

Dar&ier rounds ma0 in%o&%e fewer staff from the em#&o0ers and wi&&

t0#ica&&0 $e much shorter and &ess inde#th. / common initia& inter%iew

form is the #hone inter%iew, a @o$ inter%iew conducted o%er the

te&e#hone. *his is es#ecia&&0 common when the candidates do not &i%e


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near the em#&o0er and has the ad%antage of kee#ing costs &ow for $oth

sides.

9nce a&& candidates ha%e $een inter%iewed, the em#&o0er

t0#ica&&0 se&ects the most desira$&e candidate and $egins the negotiation

of a @o$ offer.

'R$CESS

/ t0#ica& @o$ inter%iew has a sing&e candidate meeting with $etween one

and three #ersons re#resenting the em#&o0erG the #otentia& su#er%isor of

the em#&o0ee is usua&&0 in%o&%ed in the inter%iew #rocess. / &arger

inter%iew #ane& wi&& often ha%e a s#ecia&iBed human resources worker.

?hi&e the meeting can $e o%er in as &itt&e as 15 minutes, @o$ inter%iews

usua&&0 &ast &ess than two hours.

*he $u&k of the @o$ inter%iew wi&& entai& the inter%iewers asking the

candidate :uestions a$out his or her @o$ histor0, #ersona&it0, work st0&e

and other factors re&e%ant to the @o$. or instance, a common inter%iew

:uestion is ?hat are 0our strengths and weaknesses

n some wa0s, a&& :uestions are rea&&0 su$sets of one of three

o%erarching :uestions Can 0ou do the @o$ H(trengthsI, ?i&& 0ou &o%e

the @o$ H)oti%ationI, Can we stand working with 0ou HitI. *he

candidate wi&& usua&&0 $e gi%en a chance to ask an0 :uestions at the end

of the inter%iew. *hese :uestions are strong&0 encouraged since the0

a&&ow the inter%iewee to ac:uire more information a$out the @o$ and the

com#an0, $ut the0 can a&so demonstrate the candidates strong interest

in them.

!(E S!A)ES $* I!ERVIE"

Introduction $egins with sma&& ta&k initiated $0 the inter%iewer. *heinter%iewer ma0 ask a few casua& :uestions or make some genera&

remarks. *he #ur#ose is to #ut 0ou at ease, esta$&ish ra##ort, and find a

comforta$&e &e%e& of communication.


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Sharin+ +eneral inormation starts when the inter%iewer shiftsfrom sma&& ta&k to genera& information a$out 0ou, the organiBation, and

the #osition. ;ou ma0 $e asked to re%iew 0our $ackground, interests,

and goa&s. *he inter%iewer wi&& discuss the organiBation and its goa&s.

*his wi&& test 0our &istening and s#eaking ski&&s as we&& as gi%e 0ou

additiona& information on which to $ase inte&&igent :uestions.

arroin+ the ocus occurs when the inter%iewer $eginsconcentrating on the @o$ and how 0ou might fit in. ;ou ha%e the

o##ortunit0 to e#and u#on 0our ski&&s and to demonstrate how the0

a##&0 to the @o$ re:uirements. ;our efforts in researching the @o$ and the

organiBation wi&& #a0 off at this #oint.

Closin+ ha##ens when the inter%iewer $egins summariBing what has

$een said and c&arif0ing certain as#ects of the inter%iew. t is a&soim#ortant that 0ou re%iew the #oints 0ou%e made es#ecia&&0 a$out how

0ou are uni:ue&0 :ua&ified for the #osition. f 0ou ha%e re&e%ant ski&&s or

e#erience that 0ou ha%e not 0et shared, do it now. *he em#&o0er wi&&

#ro$a$&0 e#&ain how and when the net contact wi&& $e made and ma0

end with, o 0ou ha%e an0 other :uestionsF*r0 to sa%e at &east one of

0our :uestions for the end so that 0ou wra#u# the inter%iew on a

#ositi%e note, &ea%ing an enthusiastic im#ression.

A'!I!U.E S#ILLS A. L$)ICAL REAS$I)

/n a#titude is an innate, ac:uired or &earned or de%e&o#ed

com#onent of a com#etenc0 to do a certain kind of work at a certain

&e%e&. /#titudes ma0 $e #h0sica& or menta&. *he innate nature of a#titude

is in contrast to achie%ement, which re#resents know&edge or a$i&it0 that

is gained.

n &ogic three kinds of &ogica& reasoning can $e distinguished '

deduction, induction and a$duction.

eduction means determining the conc&usion. t is using the ru&e

and its #recondition to make a conc&usion. Dam#&e' E?hen it rains, the

grass gets wet. t rains. *herefore, the grass is wetF. )athematicians are

common&0 associated with this st0&e of reasoning.


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nduction means determining the ru&e. t is &earning the ru&e after

numerous eam#&es of the conc&usion fo&&owing the #recondition.

Dam#&e' E*he grass has $een wet e%er0 time it has rained. *herefore,

when it rains, the grass gets wetF. (cientists are common&0 associated

with this st0&e of reasoning.

/$duction means determining the #recondition. t is using the

conc&usion and the ru&e to su##ort that the #recondition cou&d e#&ain

the conc&usion. Dam#&e' E?hen it rains, the grass gets wet. *he grass is

wet, therefore, it ma0 ha%e rainedF. iagnosticians and detecti%es are

common&0 associated with this st0&e of reasoning.

)R$U' .ISCUSSI$

/s a #rofessiona& in the working wor&d, there wi&& $e times when

0ou wi&& $e re:uired to #artici#ate in grou# discussions. *his sectionoffers hefu& artic&es ana&0Bing the ru&es for success in grou#

discussions. ;our career and status within 0our fie&d can im#ro%e if 0ou

&earn some guide&ines and tactics that refine 0our grou# discussion ski&&s.

f 0ou ha%e trou$&e s#eaking out of turn, interru#ting others or a

&ack of confidence a$out #ro#er&0 e#ressing 0ourse&f, the techni:ues

a$out hand&ing 0ourse&f in a grou# discussion can $e in%a&ua$&e. *his is

hefu& ad%ice for an0 indi%idua& working with other #eo#&e in an0industr0. iscussing ideas in a grou# is one of the $est wa0s to so&%e the

#ro$&em.

)uidelines or +rou/ discussion:

J Choose an0 to#ic from the &ist $e&ow and discuss the #oints that can $e

discussed in that to#ic.

J i%ide the students into grou#s of 1!. ?hi&e a to#ic is under discussion

$0 one grou#, other students #resent there $e instructed to o$ser%e the

manner in which discussion is $eing conducted and grou# mem$ers are#ro@ecting their %iews.


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J "i%e them a to#ic for the grou# discussion. *eacher ma0 introduce in

$rief the to#ic for discussion without gi%ing hisKher $iased o#inion or

without $eing @udgmenta& a$out the who&e issue.

J ndi%idua& mem$ers of each grou# shou&d $e gi%en around 1! minutes

for #re#aration. (tudents can take on %arious ro&es during the grou#discussion. (ome of these are'

!he initiator:one who initiates the discussion. t is crucia& to gi%e

the right direction to the grou# discussion. *he #erson who starts the

grou# discussion shou&d $e %er0 sure of his understanding of the to#ic.

Moderator:who te&&s the grou# a$out the need to reach a conc&usion

and a&so a%oids the discussion from de%iating into other to#ics.

)atekee/er:n e%er0 grou# there are mem$ers who are aggressi%e

and those who do not s#eak at a&&. )aintaining a $a&ance $etween them

is crucia&. *he "atekee#er moti%ates #eo#&e to #artici#ate in the

discussion and a&so hes the aggressi%e ones make room for others.

Summari0er:*his #erson summariBes the %a&id #oints discussed $0

the grou#. *his is genera&&0 done towards the end of the discussion $ut a

t times #eo#&e kee# summariBing e%er0 few minutes. 9%er doing this is

not a good thing.

"hat skills are &ud+ed in +rou/ discussion1

=ow good 0ou are at communication with others.

=ow 0ou $eha%e and interact with grou#.

=ow o#en minded are 0ou.

;our &istening ski&&.

=ow 0ou #ut forward 0our %iews.

;our &eadershi# and decision making ski&&s.

;our ana&0sis ski&& and su$@ect know&edge.


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Pro$&em so&%ing and critica& thinking ski&&.

;our attitude and confidence.

.o2s and .on2ts o )rou/ discussion:

34 #ee/ eye contact hile s/eakin+:

o not &ook at the e%a&uators on&0. ee# e0e contact with e%er0

team mem$er whi&e s#eaking.

54 Initiate the ).:

nitiating the " is a $ig #&us. ut kee# in mind L nitiate the

grou# discussion on&0 when 0ou understood the " to#ic c&ear&0 and

ha%e some to#ic know&edge. (#eaking without #ro#er su$@ect know&edge

is $ad im#ression.

64 Allo others to s/eak:

o not interru#t an0one in$etween whi&e s#eaking. D%en if 0ou

don


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o not s#eak @ust to increase 0our s#eaking time. ono fanc0 and funn0 dressing. ;ou shou&d

$e comforta$&e whi&e s#eaking in grou#. Positi%e gesture and $od0

&anguage wi&& make 0our work eas0.

!EC(ICAL R$U.


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>et ste# after c&earing a#titude ma0 $e technica& or sing&e

inter%iew which com$ines $oth technica& and =- which de#ends on the

com#an0. (ome ma0 conduct "rou# discussion a&so. t de#ends.

or technica& #re#aration, 0ou can kee# notes and hints of $rief

content. or eam#&e, if 0ou go through (oftware #rocess mode&s, 0oucan ha%e fo&&owing summar0 in notes.

efinition

*0#es

)erits

emerits

/##&ication

-o&es and -es#onsi$i&ities.

>otes shou&d $e %er0 sim#&e and eas0 to understand. /%oid &ong

sentence. ?rite in short form. Mse h0#hens in case of aui&iar0 %er$s

which wi&& make 0ou understand easi&0 and &ook shorter. ;ou ma0 not $e

anno0ed whi&e reading.

/fter stud0ing a #articu&ar domain, 0ou ma0 ha%e se&ftest which

wi&& im#ro%e 0our memor0 #ower and retain remem$rance of conce#t to

some etent. ut 0ou shou&d not gi%e u# reading a #articu&ar su$@ectonce 0ou finished stud0ing. ;ou ha%e to go through it often $0 fo&&owing

notes so that 0ou won


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'ERS$AL I!ERVIE"

acetoface inter%iews are where decisions are madeN t ma0

seem o$%ious, $ut dress #rofessiona&&0 and come #re#ared. uring the

em#&o0ment inter%iew, the inter%iewer meets with the candidate to

e%a&uate their ski&&s, ca#a$i&ities, and &e%e& of e#erience. ?hen sitting inthe hot seat, kee# in mind that whi&e there are no standard res#onses,

0our re#&ies shou&d $e c&ear and re&e%ant.

!o anser >uestions a//ro/riately, remem%er these

+uidelines:

J +isten carefu&&0. f 0ou fee& the :uestion is unc&ear, ask #o&ite&0 for

c&arification.

J Pause $efore answering to consider a&& facts that ma0 su$stantiate0our res#onse.

J /&wa0s offer #ositi%e information.

J "et direct&0 to the #oint. /sk if the &istener wou&d &ike 0ou to go into

great detai& $efore 0ou do.

J iscuss on&0 the facts needed to res#ond to the :uestion.

J o not o#en 0ourse&f to areas of :uestioning that cou&d #ose difficu&ties

for 0ou.

J e truthfu&, $ut do not offer unso&icited information.

J ocus and refocus attention on 0our successes.

.ress Code:

Intervie .ress or Men

J >ecktie shou&d $e si&k with a conser%ati%e #attern

J ark shoes H$&ack &aceu#s are $estI

J ark socks H$&ack is $estI

J "et a haircutG short hair a&wa0s fares $est in inter%iews


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P a g e | 26

J >o $eards Hun&ess 0ou are inter%iewing for a @o$ as a &um$er@ackNI

J )ustaches are a #ossi$&e negati%e, $ut if 0ou must, make sure it is

neat and trimmed

J >o rings other than wedding ring or co&&ege ring

J >o earrings Hif 0ou norma&&0 wear one, take it outI

Intervie .ress or "omen

J /&wa0s wear a suit with a @acketG no dresses

J (hoes with conser%ati%e hee&s

J Conser%ati%e hosier0 at or near skin co&or Hand no runsNI

J >o #urses, sma&& or &argeG carr0 a $riefcase instead

J f 0ou wear nai& #o&ish Hnot re:uiredI, use c&ear or a conser%ati%e co&or

J )inima& use of makeu# Hit shou&d not $e too noticea$&eI

J >o more than one ring on each hand

J 9ne set of earrings on&0

?ody lan+ua+e:

.on2t

J -u$ the $ack of 0our head or neck. D%en if 0ou rea&&0 do @ust ha%e a

cram# in 0our neck, these gestures make 0ou &ook disinterested.

J -u$ or touch 0our nose. *his suggests that 0oure not $eing com#&ete&0

honest, and its gross.

J (it with 0our armed fo&ded across 0our chest. ;ou&& a##ear unfriend&0

and disengaged.

J Cross 0our &egs and id&0 shake one o%er the other. ts distracting and

shows how uncomforta$&e 0ou are.

J +ean 0our $od0 towards the door. ;ou&& a##ear read0 to make a mad

dash for the door.


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P a g e | 27

J (&ouch $ack in 0our seat. *his wi&& make 0ou a##ear disinterested and

un#re#ared.

J (tare $ack $&ank&0. *his is a &ook #eo#&e natura&&0 ada#t when the0 are

tr0ing to distance themse&%es.

.o:

J (it u# straight, and &ean s&ight&0 forward in 0our chair. n addition to

#ro@ecting interest and engagement in the interaction, a&igning 0our

$od0s #osition to that of the inter%iewers shows admiration and

agreement.

J (how 0our enthusiasm $0 kee#ing an interested e#ression. >od and

make #ositi%e gestures in moderation to a%oid &ooking &ike a $o$$&e

head.

J Dsta$&ish a comforta$&e amount of #ersona& s#ace $etween 0ou and

the inter%iewer. n%ading #ersona& s#ace Han0thing more than 2! inchesI

cou&d make the inter%iewer fee& uncomforta$&e and take the focus awa0

from 0our con%ersation.

J +imit 0our a##&ication of co&ognes and #erfumes. n%ading aromas can

arouse a&&ergies. eing the candidate that ga%e the inter%iewer a

headache isnt going to do an0thing in 0our fa%or.

Stress Intervie:

>ow a da0


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Uncomorta%le uestions:*he inter%iewer can ask uncomforta$&e

:uestions such as ?h0 0ou get such &ow marks in graduation or ?h0

0ou were fired from 0our #re%ious @o$ to #ut 0ou under #ressure.

A++ressive Attitude:*he inter%iewer ma0 con%e0 his aggressi%e

$eha%ior through his $od0 &anguage, facia& e#ressions, or $eha%ior andhe wi&& make 0ou rea&iBe that 0ou are res#onsi$&e or it

'u00le uestion:*he inter%iewer ma0 ask 0ou a :uestion whose

answer 0ou are not genera&&0 e#ected to know, &ike =ow man0 )aruti

cars are running on the roads of e&hi

Case Intervie:*he case inter%iew tests 0our know&edge of re&e%ant

$usiness issues, :uantitati%e and ana&0tica& ski&&s, a$i&it0 to #rioritise and

antici#ate #ro$&ems, and communication ski&&s.

!i/s on (andlin+ Stress Intervie

J/&wa0s kee# 0ourse&f coo& and com#osed during inter%iew when 0ou are

#ut in a stressfu& situation.

JC&arif0 the :uestion and the nature of the answer desired. *his can $u0

0ou some time to think.

Jont hesitate a$out asking :uestions to get c&arificationG sometimes,

this is eact&0 whats e#ected of 0ou.

Jgnore the inter%iewer


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Enthusiasm

*he nter%iewer norma&&0 #a0s more attention if 0ou dis#&a0 an

enthusiasm in whate%er 0ou sa0. *his enthusiasm comes across in the

energetic wa0 0ou #ut forward 0ou ideas. ;ou shou&d maintain a cheerfu&

dis#osition throughout the inter%iewer is, a #&easant countenance ho&dsthe inter%iewers interest.

?e ?rie

re%it0 is the ha&& mark of a good communicator. t is

recommended that 0ou %o&unteer information $ut this must $e done in a

&ucid and tothe#ointer manner. /n o%erta&kati%e or %er$ose #erson is

instant&0 dis&iked and mis@udged.

.on2t ?lu

f 0ou do not know the answer to a :uestion, it is $etter to

acknow&edge not knowing it rather than tr0ing to $&uff 0our wa0 through

it. *he inter%iewer wi&& res#ect 0ou integrit0 and honest0. n our

e#erience inter%iewers immediate&0 take a stance of gri&&ing a candidate

if the0 sus#ect him or her of &0ing.

(umor

/ &itt&e humor or with thrown in the discussion occasiona&&0

ena$&es the inter%iewer to &ook at the #&easant side of 0our #ersona&it0.0 in@ecting humor in the situation doesn


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Ask uestion, i ecessary

)an0 inter%iewees $e&ie%e that an inter%iew is a onewa0 street

L the inter%iewee is the ha#&ess inter%iewer E%ictimF strugg&ing to $e

se&ected and the inter%iewer is the Oa&owerfu&< $eing in whose hands

&ies the destin0 of the inter%iew. t is m0th. ;ou ma0 ask a:uestionKc&arif0 information if necessar0. nter%iewers :uite in order and

mush a##reciate it.

Eye Contact

;ou must maintain e0e contact with the #ane&, right through the

inter%iew. *his shows 0our se&fconfidence and honest0. )an0

inter%iewees, whi&e answering, tend to &ook awa0. *his con%e0s 0ou are

concea&ing 0our own aniet0, fear and &ack of confidence. )aintaining an

e0e contact is a difficu&t #rocess. /s the circumstances in an inter%ieware difficu&t the %a&ue of e0e contact is tremendous in making a #ersona&

im#act.

Listen Careully

t is im#erati%e for 0ou to &isten carefu&&0 to the :uestions $eing

asked. f a :uestion is not c&ear, it wou&d $e :uite in order for 0ou to seek

c&arification on the same. (eeking a c&arification is far $etter than gi%ing

an irre&e%ant answer. t is %er0 anno0ing for inter%iewers when an

inter%iewee misinter#rets the :uestions and answers $0 sa0ing

something, which is irre&e%ant.


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SOT S&LLS


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Ex.No:. Date:..

SOT S&LLS

(oft (ki&&s #&a0 a %ita& ro&e for #rofessiona& successG the0 he one

to ece& in the work #&ace and their im#ortance cannot $e defined in this

age of information and know&edge. "ood soft ski&&swhich are in fact

scarcein the high&0 com#etiti%e cor#orate wor&d, wi&& he 0ou stand out

in a mi&&ion of routine @o$ seekers with mediocre ski&&s and ta&ent.

*he (m0th Countr0 ndustr0 Counci&, a go%erning $od0 $ased in

the M.(, conducted the sur%e0 recent&0. *he resu&t of the sur%e0 was

ca&&ed the ?orkforce Profi&e which found Ean acrossthe$oard

unanimous #rofi&e of ski&&s and characteristics needed to make a good

em#&o0eeF. *he #eo#&e most &ike&0 to $e hires for a%ai&a$&e @o$s ha%e

what em#&o0ers ca&& E(9* (++(F.

=ere were some of the findings according to workforce stud0'

*he most common traits, mentioned $0 %irtua&&0 e%er0 em#&o0er, were'

J Positi%e work ethic

J "ood attitude

J esire to &earn and $e trained

*9P 5! (9* (++('

*he ?orkforce Profi&e defined a$out 5! E(9* (++(F, which

em#&o0ers seek.


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*he0 are a##&ica$&e to an0 fie&d of work, according to the stud0,

and are the E#ersona& traits and ski&&s that em#&o0ers state are the most

im#ortant when se&ecting em#&o0ees for @o$s of an0 t0#e.

1. Courtes0

2. =onest0

3. "rammar

4. -e&ia$i&it0

5. &ei$i&it0

6. *eam (ki&&s

7. D0e Contact

8. Coo#eration

. /da#ta$i&it0

1!. o&&ow -u&es

11. "ood /ttitude

12. ?riting (ki&&s

13. e#enda$i&it0

14. (e&fsu#er%ising

15. "ood references

16. eing drug free

17. "ood /ttendance

18. Persona& energ0

1. ?ork e#erience

2!. /$i&it0 to measure

21. Persona& ntegrit0

22. "ood work histor0


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23. Positi%e work ethic

24. nter#ersona& ski&&s

25. )oti%ationa& ski&&s

26. a&uing education

27. Persona& chemistr0

28. ?i&&ingness to &earn

2. Common (ense

3!. Critica& thinking ski&&s

31. now&edge of fractions

32. -e#orting to work on time

33. "ood #ersona& a##earance

34. Dagerness to do a good @o$

35. /$i&it0 to fo&&ow regu&ations

36. ?i&&ingness to $e accounta$&e

37. /$i&it0 to fi&& out a @o$ a##&ication

38. /$i&it0 to make out #roduction :uotas

3. asic manufacturing ski&&s training

4!. /wareness of how $usiness works

41. (ta0ing on the @o$ unti& it is finished

42. /$i&it0 to read and fo&&ow instructions

43. ?i&&ingness to work second and third shifts

44. Caring a$out seeing the com#an0 succeed

45. Mnderstanding what the wor&d is a&& a$out

46. /$i&it0 to &isten and document what 0ou ha%e heard


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47. Commitment to continue training and &earning

48. ?i&&ingness to $e a good worker and go $e0ond the traditiona& 8

hour da0

4. /$i&it0 to re&ate to coworkers in a c&ose en%ironment

5!. Communication ski&&s with #u$&ic, fe&&ow em#&o0ees, su#er%isors

and customers.

!(I)S !$ .$ EVERB.AB:

o&&ow these 1! go&den ru&es and en@o0 e%er0 moment of &i%ing.

J "reet 0our fami&0 mem$er first thing in the morning. f 0ou are not

used to do this, the0 wi&& $e sur#rised with 0our sudden gesture.

J "reet 0our #eers, su$ordinates and $oss once 0ou enter the office.

(mi&e at e%en the O(ecurit0< #ersonne& standing at the gate, who takes

care of 0our safet0.

J "reet 0our friends a&ong the wa0 and donot ignore them.

J Continuous&0 reci#rocate to $reed communication. f 0ou donot

reci#rocate at&east with a Othanks< when 0ou get information or a source

on 0our out&ine network or 0our off&ine network, 0ou wi&& not $e

remem$ered for a &ong time. f 0ou are not remem$ered, 0ou are out of

0our network.

J e a #ro acti%e &istener and em#hathise with others to command

res#ect.

J ?hi&e ta&king to others, 0our %oice, tone and tenor must $e audi$&e

and soothing. t shou&d not $e aggressi%e or in a shouting mood.

J ress we&& to suit 0our #rofession and to create #ositi%e %i$es in

0our work #&ace. f 0ou are a sa&es re#resentati%e 0ou do not go out with

#rinted shirts and @eans, which ma0 turn down 0our customer.


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J Po&itica& and re&igious comments must $e a%oided at a&& costs in the

work#&ace, when 0ou are in a grou#.

J ;our communication shou&d not #ro%oke others.

J o not s#eak i&& of others if 0ou can he it.

L$)ICAL REAS$I):

-easoning is the cogniti%e #rocess of &ooking for reasons, $e&iefs,

conc&usions, actions or fee&ings.

ifferent forms of such ref&ection on reasoning occur in different

fie&ds. n #hi&oso#h0, the stud0 of reasoning t0#ica&&0 focuses on what

makes reasoning efficient or inefficient, a##ro#riate or ina##ro#riate,

good or $ad. Phi&oso#hers do this $0 either eamining the form or

structure of the reasoning within arguments, or $0 considering the$roader methods used to reach #articu&ar goa&s of reasoning.H(ource '

?PD/I

*here are se%era& t0#es of reasoning test are a%ai& to test the

human ski&&s.the fo&&owing are the some of the reasoning ski&&s tests,

J er$a& reasoning (ki&&s test

J >on%er$a& reasoning ski&&s test

J /na&0tica& reasoning (ki&&s test

J educti%e reasoning (ki&&s test

J uanditati%e reasoning (ki&&s test

J Critica& reasoning (ki&&s test

J >umerica& reasoning (ki&&s test

AALB!ICAL S#ILLS:

/na&0tica& ski&& is the a$i&it0 to %isua&iBe, articu&ate, and so&%e

com#&e #ro$&ems and conce#ts, and make decisions that make sense

$ased on a%ai&a$&e information. (uch ski&&s inc&ude demonstration of the


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a$i&it0 to a##&0 &ogica& thinking to gathering and ana&0Bing information,

designing and testing so&utions to #ro$&ems, and formu&ating #&ans.

*o test for ana&0tica& ski&&s one might $e asked to &ook for

inconsistencies in an ad%ertisement, #ut a series of e%ents in the #ro#er

order, or critica&&0 read an essa0. Msua&&0 standardiBed tests andinter%iews inc&ude an ana&0tica& section that re:uires the eaminer to use

their &ogic to #ick a#art a #ro$&em and come u# with a so&ution.

/&though there is no :uestion that ana&0tica& ski&&s are essentia&,

other ski&&s are e:ua&&0 re:uired as we&&. or instance in s0stems ana&0sis

the s0stems ana&0st shou&d focus on four sets of ana&0tica& ski&&s' s0stems

thinking, organiBationa& know&edge, #ro$&em identification, and #ro$&em

ana&0Bing and so&%ing.

t a&so inc&udes the wa0 we descri$e a #ro$&em and su$se:uent&0finding out the so&utions.

Ex.No:. Date:..


T#ND#L#" 6215





Suren!ran."

LO&C#L RE#SON&N

1! )athematics a&&ows us to e#and our consciousness. )athematicste&&s us a$out economic trends, #atterns of disease, and the


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growth of #o#u&ations. )ath is good at e#osing the truth, $ut itcan a&so #er#etuate misunderstandings and untruths. igures ha%ethe #ower to mis&ead #eo#&e.

*his #aragra#h $est su##orts the statement that

a the stud0 of mathematics is dangerous.% words are more truthfu& than figures.c the stud0 of mathematics is more im#ortant than other

disci#&ines.d the #ower of num$ers is that the0 cannot &ie.e figures are sometimes used to decei%e #eo#&e.

2. *oda0


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f the first two statements are true, the third statement is

a true.% fa&se.

c uncertain.

5. /n nforma& "athering occurs when a grou# of #eo#&e get togetherin a casua&, re&aed manner.

?hich situation $e&ow is the $est eam#&e of an nforma& "athering

a. *he $ook c&u$ meets on the first *hursda0 e%ening of e%er0month.

$. /fter finding out a$out his #romotion, Qerem0 and a fewcoworkers decide to go out for a :uick drink after work.

c. )ar0 sends out 25 in%itations for the $rida& shower she is gi%ingfor her sister.d. ?hene%er she eats at the )eican restaurant, C&ara seems torun into Peter.

6. =ere are some words trans&ated from an artificia& &anguage.s&ar means @um#s&ar0 means @um#ings&arend means @um#ed

?hich word cou&d mean E#&a0ingF

a. c&args&arend$. c&arg0c. e&&ac&argd. s&armont

7. Choose the #air that $est re#resents a simi&ar re&ationshi# to theonee#ressed in the origina& #air of words.

C9>MC*9- ' 9-C=D(*-/

a@ocke0 ' mount% thrasher ' ha0c dri%er ' tractord ski##er ' crewe #ainter ' house


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8. +ook at this series' , , R, R, SS, RR, . . .

?hat num$er shou&d fi&& the $&ank

a. R

$. RRc. Rd. R

. +ook at this series' 21, , 21, 11, 21, 13, . . .

?hat num$er shou&d come net

a. 14$. 15c. 21

d. 23

1!.?hich word does >9* $e&ong with the others

a. &eo#ard$. cougarc. e&e#hantd. &ion


T#ND#L#" 6215


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Suren!ran."

LO&C#L RE#SON&N AS"ERS

1. E*his answer is c&ear&0 stated in the &ast sentence of the#aragra#h. Choice a can $e ru&ed out $ecause there is no su##ortto show that stud0ing math is dangerous. ?ords are notmentioned in the #assage, which ru&es out choice %. Choice d is acontradiction to the information in the #assage. *here is nosu##ort for choice c.

2! C/ change in em#&o0ee socia& %a&ues o%er the #ast ten 0ears isim#&ied in the who&e #aragra#h, $ut #articu&ar&0 in the firstsentence. Choice a is incorrect $ecause the &o0a&t0 of themanagers to their cor#orations is ne%er discussed. *here is nosu##ort for choice $. n choice d, #erha#s career ad%ancement is&ess im#ortant than it once was, $ut the #aragra#h does notindicate that ad%ancement is unim#ortant to managers. Choice e is

an o#inion that is not su##orted.

3! C C&oud0 da0s are the most wind0, $ut there is not enoughinformation to com#are the wind on the fogg0 da0s with the windon the sunn0 da0s.

! ? -u&ers are the most e#ensi%e item.

5! ? /fter getting some good news, Qerem0 and a few friends

casua&&0 get together for a drink after work, there$0 ha%ing aninforma& gathering. Choices a and c descri$e more forma& t0#es ofgatherings. Choice d descri$es a chance or coincidenta& kind ofmeeting.


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6! ? /ccording to this &anguage, slar means @um#.*he suffi ing is

re#resented $0 Ly. (ince choice % is the on&0 one that ends in the

&ettery, this is the on&0 #ossi$&e o#tion.

! . / conductor &eads an orchestraG a ski##er &eads a crew.

#re%ious num$er.

! C n this a&ternating re#etition series, the random num$er 21 is

inter#o&ated e%er0 other num$er into an otherwise sim#&e addition

series that increases $0 2, $eginning with the num$er .

10!C./ &eo#ard, cougar, and &ion a&& $e&ong to the cat fami&0G an

e&e#hant does not.


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Ex.No:. Date:..


T#ND#L#" 6215





Suren!ran."

APTITUDE QUESTIONS

1.*here are two candidates P and in an e&ection. uring the cam#aign,

4!A of the %oters #romised to %ote for P, and rest for . =owe%er, on the

da0 of e&ection 15A of the %oters went $ack on their #romise to %ote for

P and instead %oted for . 25A of the %oters went $ack on their #romise

to %ote for and instead %oted for P. (u##ose, P &ost $0 2 %otes, then

what was the tota& num$er of %oters

H/I 1!! HI 11! HCI ! HI 5

2.


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3.ind the wrong one

6, 8, 33, 37, 3, 53

/ .21 .17

C. 14 . 3

4.ind out the wrong num$er in the gi%en se:uence of num$ers.

8;5, 9=8, 8;;, 933, 967, 93, 9==

/. 634 . 611

C. 6!5 . 6!!

5. t was (unda0 on Qan 1, 2!!6. ?hat was the da0 of the week Qan 1,

2!1!

/. (unda0 . (aturda0

C. rida0 . ?ednesda0

6. n one hour, a $oat goes 11 kmKhr a&ong the stream and 5 kmKhr

against the stream. *he s#eed of the $oat in sti&& water Hin kmKhrI is'


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/. 3 kmKhr . 5 kmKhr

C. 8 kmKhr . kmKhr

7.ind the greatest num$er that wi&& di%ide 43, 1 and 183 so as to &ea%e

the same remainder in each case.

/.4 .7

C. .13

8. f 5T3T2 U 151!12, T2T4 U 183662, 8T6T3 U 482466, 5T4T5 U

2!25!4 then what wi&& $e the answer of 7T2T5

. ind the num$er of triang&es in the gi%en figure.

1!. ind the wrong num$er

3, 3, 5, 9, 57,


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T#ND#L#" 6215




REG!NO: 21481613 NAME:Suren!ran."

APTITUDE QUESTIONS #NS9ERS

1! A

P8

0 60

6 6

15 15


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51

2 2

100 100

2! 51

3! C! 1

! A!

5! C! F)+7#=

6! C! < &;()

! A!

! 12 < < 36!

10! B! 6

Ex.No:. Date:..


T#ND#L#" 6215





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Suren!ran."

TECHNICAL QUESTIONS

1. ?hat is the co&or code for a 22! 9=) 5A resistor

/. -ed, -ed, rown, "o&d

. 9range, 9range, &ack, "o&d

C. -ed, -ed, &ack, "o&d

. -ed, -ed, rown, (i&%er

2. ?hich resisti%e com#onent is designed to $e tem#eraturesensiti%e

/. *hermistor

. -heostat

C. Potentiometer

. Photoconducti%e ce&&

3.D&ectricit0 ma0 $e generated $0 a wire'

/. carr0ing current

. wra##ed as a coi&

C. that has neutra& domains

. #assing through a f&u fie&d

4. ?hat is magnetic f&u

/. the num$er of &ines of force in we$ers

. the num$er of &ines of force in mawe&&s


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C. the num$er of &ines of force in tes&as

. the num$er of &ines of force in f&u densit0

5. ?hat t0#e of de%ice consists of a coi& with a mo%ea$&e iron core

/. so&enoid

. reed switch

C. re&a0

. armature

6. / #ractica& inductor

/. has inductance

. has winding resistance

C. has winding ca#acitance

.a&& of the a$o%e

7. ?hat ha##ens when mo%ing e#anding &ines of force encounter

a conductor

/. Current increases.

. o&tage is induced.

C. -esistance is reduced.

. Power is increased.

8.?hen a &oad is not connected to the secondar0 of a transformer'

/. #rimar0 current is Bero

. #rimar0 current is in%erse&0 #ro#ortiona& to #rimar0

im#edance


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C. secondar0 %o&tage is Bero

. secondar0 %o&tage is #ro#ortiona& to #rimar0

im#edance

. *he #rimar0 winding of a transformer is the side connected tothe &oad.

/. *rue

. a&se

1!. *he out#ut wi&& $e a +9? for an0 case when one or more in#uts

are Bero in aHnI'

/. 9- gate

. >9* gate

C. /> gate

. >/> gate

11. ?ith the #ositi%e #ro$e on an >P> $ase, an ohmmeter reading

$etween the other transistor termina&s shou&d $e'

/. o#en

. infinite

C. &ow resistance

. high resistance

12. ?hat is remanence

/. reactance . re&uctance

C. retentiti%it0 . resistance

13. ?hat does a =a&& Dffect sensor sense

/. tem#erature


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. moisture

C. magnetic fie&ds

. #ressure

14. ?hat causes the #ieBoe&ectric effect

/. heat or dissimi&ar meta&s

. #ressure on a cr0sta&

C. water running on iron

. a magnetic fie&d

15. *he two $asic t0#es of signa&s are ana&og and'

/. digi&og

. digita&

C. %eti&og

. sine wa%e

16.=ow man0 $its are used in the address $us

/. 7 . 8

C. . 16

17. ?hen $oth in#uts of a Q f&i#f&o# c0c&e, the out#ut wi&&'

/. $e in%a&id

. not change

C. change

. togg&e

18. f $oth in#uts of an (- >/> &atch are +9?, what wi&& ha##en

to the out#ut


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/. *he out#ut wou&d $ecome un#redicta$&e.

. *he out#ut wi&& togg&e.

C. *he out#ut wi&& reset.

. >o change wi&& occur in the out#ut.

1. *he digits in a measured num$er that are known to $e

correct are ca&&ed

/. accurac0 digits

. significant digits

C. error digits

. #recision digits

2!. Pico is what re&ation to micro

/. onetenth . onehundredth

C. 9nethousandth . onemi&&ionth


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!EC(ICAL UES!I$S AS"ERS

1. /. -ed, -ed, rown, "o&d

2. /. *hermistor

3. . #assing through a f&u fie&d

4. /. the num$er of &ines of force in ?e$er gate

11.C. &ow resistance

12.C. retentiti%it0

13.C. magnetic fie&ds


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14. . #ressure on a cr0sta&

15. . digita&

16. . 16

17. . not change

18. /. *he out#ut wou&d $ecome un#redicta$&e.

1. . significant digits

2!. . onehundredth

Ex.No:. Date:..


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Suren!ran."

"#TE"#T&C#L '


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. 7

C.

. 13

3. n order to o$tain an income of -s. 65! from 1!A stock at -s.

6, one must make an in%estment of'

/. -s. 31!! . -s. 624!

C. -s. 65!! . -s. 6!!

4. / man wa&ked diagona&&0 across a s:uare &ot. /##roimate&0, what

was the #ercent sa%ed $0 not wa&king a&ong the edges

/. 2!

. 24

C. 3!

. 33

5. *he difference $etween a twodigit num$er and the num$er o$tained

$0 interchanging the #ositions of its digits is 36. ?hat is the difference

$etween the two digits of that num$er

/. 3 . 4

C. . Cannot $e determined D. >one of these

6. / $ag contains 6 $&ack and 8 white $a&&s. 9ne $a&& is drawn at random.

?hat is the #ro$a$i&it0 that the $a&& drawn is white

/. 3K4

. 4K7

C. 1K8


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. 3K7

7. f &og 27 U 1.431, then the %a&ue of &og is'

/. !.34. !.45

C. !.54. !.58

8. / sum of -s. 12,5!! amounts to -s. 15,5!! in 4 0ears at the rate of

sim#&e interest. ?hat is the rate of interest

/. 3A . 4A

C. 5A . 6A D. >one of these

. / sum of mone0 amounts to -s. 8!! after 5 0ears and -s. 12!!5

after 8 0ears at the same rate of sim#&e interest. *he rate of interest #er

annum is'

/. 5A . 8A

C. 12A . 15A

1!.3 #um#s, working 8 hours a da0, can em#t0 a tank in 2 da0s. =ow

man0 hours a da0 must 4 #um#s work to em#t0 the tank in 1 da0

/.

. 1!

C. 11

. 12


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MATHEMATICAL QUESTIONS : ANSWERS

1! B! !06

2! A!


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3! B! R! 620

! C! 30

5! B! ;

6! B!

! C! 0!5

! C! 12

10! D!12


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C$M'RE(ESI$

EDERCISES

Ex.No:. Date:..


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Suren!ran."

ERROR CORRECT&ON

ro, t=e 0o>>o?!n* @a!r- o0 -entene- !ent!0A t=e *ra,,at!a>>A orret-entene

1! H% + ."$ ".= .". '") (+ %#$( 4/$ #" '") (+ +7"&!

H% + .". ."$ ".= '") (+ %#$( 4/$ #" '") (+ +7"&!

2! S(% ."$ ".= "$ (%) $+*%$ 4/$ #" (%) /+$*#%!

S(% "$ ."$ ".= (%) $+*%$ 4/$ #" (%) /+$*#%!

3! P%#% &%%$ $(% *".*%).%7 "''+*%)!

P%#% &%%$ $(% "''+*%) *".*%).%7!

! T(% $/7%.$ "' &= *"%% #)% 4%$$%) $(#. ="/) *"%%!

T(% $/7%.$ "' &= *"%% #)% 4%$$%) $(#. $("% "' ="/) *"%%!

5! L#$ .+($, $(% *)+&+.# (# 4%%. #))%$%7!

L#$ .+($, $(% *)+&+.# # #))%$%7!

6! S$/7%.$ ("/7 ##+ $(% $)#.")$ '#*++$=!

S$/7%.$ ("/7 ##+ $(%&%% "' $(% $)#.")$ '#*++$=!


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! P%#% %*/% &% 4%+. #$%!

P%#% %*/% &= 4%+. #$%!

! T(% *"&/$%) &".+$") +$( +$ #**%")+% (#% 4%%. )%*%+%7!

T(% *"&/$%) &".+$") +$( +$ #**%")+% (# 4%%. )%*%+%7!

10!T(% 4)"%. +.7" (# )%#+) #)%#7=!

T(% 4)"%. +.7" (# 4%%. )%#+)%7 #)%#7=!

11!I #& "+. $" # +*.+*!

I #& "+. ". # +*.+*!

12!I #& # 4+$ +. # (/))=!

I #& +. # 4+$ "' (/))=!

13!I +( I (#% $(% "4!

I +( I (#7 # "4!

1!T(%)% + ."$ #.=$(+. )". +. 7"+. $(+!

T(%)% + ."$(+. )". +. 7"+. $(+!


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15!H% + %)= %#).%7!

H% + %)= ."%7%#4%!

16!I $(+. &= 4+% (# # )"4%&!

I $(+. $(%)% + # )"4%& +$( &= 4+%!

1!A)% ="/ 4"). +. H=7%)#4#7J

W%)% ="/ 4"). +. H=7%)#4#7J

1

1!W(+*( +.7 "' *#) + ="/)J W(#$ $=% "' *#) + "/)J

20!T(#$ + %''%*$ ="/) (%#$(!

T(#$ + #''%*$ ="/) (%#$(!

21!I./)% $(#$ ="/ #)% *"&+. $"&"))" #$ $(% )+($ $+&%!

E./)% $(#$ ="/ #)% *"&+. $"&"))" #$ $(% )+($ $+&%!


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22!H% + $+ &"+.,+))%#)7% "' (+ (%#$(!

H% + $+ &"+., )%#)7% "' (+ (%#$(!

23!T(+ '""7 + %)= 7%+*+"/!

T(+ '""7 + 7%+*+"/!

2!W% + +.+$ '") #=&%.$!

W% + +.+$ ". #=&%.$!

25!S(% # " &/*( +."%7 +. (%) "4!

S(% # " +."%7 +. (%) "4!


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Suren!ran."

ERROR CORRECTION ANSWERS

1! H% + ."$ ".= .". '") (+ %#$( 4/$ #" '") (+ +7"&!

2!S(% ."$ ".= "$ (%) $+*%$ 4/$ #" (%) /+$*#%!

3! P%#% &%%$ $(% "''+*%) *".*%).%7!

!T(% $/7%.$ "' &= *"%% #)% 4%$$%) $(#. ="/) *"%%!

5! L#$ .+($, $(% *)+&+.# # #))%$%7!

6!S$/7%.$ ("/7 ##+ $(%&%% "' $(% $)#.")$ '#*++$=!

! P%#% %*/% &% 4%+. #$%!


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1!W(+*( +.7 "' *#) + ="/)J

20! T(#$ + #''%*$ ="/) (%#$(!

21! E./)% $(#$ ="/ #)% *"&+. $"&"))" #$ $(% )+($ $+&%!

22! H% + $+ &"+., )%#)7% "' (+ (%#$(!

23! T(+ '""7 + 7%+*+"/!

2! W% + +.+$ '") #=&%.$!

25! S(% # " +."%7 +. (%) "4!

Ex.No:. Date:..


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%'"$LED SENTENCES1

-ewrite the fo&&owing @um$&ed sentences in the correct form

1) The dissolved cellulose is formed into threads by a technical

process.

2) This fibre is, in fact, a reconstituted natural fiber.

3) After that, they are dried on a heated roller.

4) The cellulose is obtained from shredded wood pulp.

5) inally, they are wound on to a bobbin.

!) "t is made by dissolvin# cellulose in a solution of sodium

hydro$ide.

%) The threads are drawn from the settin# bath of dilute sulphuric

acid. Then, they are wound on reel and washed.

&) 'ayon is a man(made fiber.


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Suren!ran."

%'"$LED SETENCES 1 : #NS9ERS

1. 'ayon is a man(made fibre.

2. This fibre is, in fact, a reconstituted natural fibre.

3. "t is made by dissolvin# cellulose in a solution of sodium

hydro$ide.

4. The cellulose is obtained from shredded wood pulp.

5. The dissolved cellulose is formed into threads by a technical

process.

!. The threads are drawn from the settin# bath of dilute sulphuric

acid. Then, they are wound on reel and washed.

%. After that, they are dried on a heated roller.

&. inally, they are wound on to a bobbin.


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Ex.No:. Date:..


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JUMBLED SENTENCES-2

1) ome of its blood vessels are so wide that you could swim throu#h

them

2) *lue whales breed in the Arctic.

3) "t is one of the fastest animals in the sea.

4) "ts tail is the width of a small aircraft+s win#s.

5) "ts ton#ue wei#hs as much as an elephant


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!) "t is 3 meters lon#.

%) The blue whale is the bi##est animal that has ever lived on our

planet.

&) "t wei#hs over 2 tonnes.

-) "ts heart is the sie of a car.

1) A sin#le blue whale can consume 4 million /rill in one day


T#ND#L#" 6215





Suren!ran."

JUMBLED SENTENCES-2: ANSWERS

1 The blue whale is the bi##est animal that has ever lived on our

planet.

2) "t is 3 meters lon#.

3) "t wei#hs over 2 tonnes.

4) "ts ton#ue wei#hs as much as an elephant.


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5) "ts heart is the sie of a car.

!) ome of its blood vessels are so wide that you could swim throu#h

them.

%) "ts tail is the width of a small aircraft+s win#s.

&) "t is one of the fastest animals in the sea.

-) A sin#le blue whale can consume 4 million /rill in one day

1) *lue whales breed in the Arctic.


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CONVERSATION

Ex.No:. Date:..


T#ND#L#" 6215




Suren!ran."

CONVERS#T&ON1

CONVERS#T&ON $ET9EEN C'STO"ER #ND SOEEER

SURE:?e&come to our sho# (ir. ?hat wou&d 0ou &ike to $u0


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LE$:' wou&d &ike to $u0 a Com#uter. Cou&d 0ou show me a good

com#uter

SURE:' 9h sure (ir.


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LE$:' ?hat a$out its :ua&it0 and a&so #&ease te&& me the minimum

#rice, on&0 then can $u0 it from 0ou.

SURE:' ha%e a&read0 to&d 0ou the minimum #rice. ;ou cano (ir. *hat is not #ossi$&e. >orma&&0 we don


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CONVERS#TON2


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C$VERSA!I$ ?E!"EE S($'#EE'ER A. CUS!$MER

RE)AR.I) M$?ILE '($ES

Sho/kee/er:?e&come sirN ?ou&d 0ou &ike to $u0 a mo$i&e #hone

Customer:Cou&d 0ou show me a good mo$i&e

Sho/kee/er:9h sure. D with camera and )P3.?hich$rands do 0ou ha%e

Sho/kee/er:?e ha%e a&& the #o#u&ar $rands &ike >okia, (on0ericson,

(amsung, +", )otoro&a etcVV.. =ere is >okiathe $est )9+D P=9>D in

the wor&d. t has good sound effect and #icture :ua&it0 L it is mar%e&ous.

Customer: think it is cost&0. ?hat is its #rice

Sho/kee/er:-s.15!!!K on&0. ut 0ou canD(. =ere is (on0 L the most #o#u&ar )9+D P=9>D

in /merica and Duro#ean countries. *he #rice of this mode& is -s.13!!!K

on&0. ?e a&so ha%e )9+D P=9>Ds #riced $e&ow -s.8!!!K

Customer: need a :ua&it0 #roduct. /nd what a$out this )otoro&a set. s

it ha%ing a good sa&e

Sho/kee/er:)otoro&a is rea&&0 an ece&&ent set. *hough it has not 0et$ecome much #o#u&ar. ut 0ou can com#are its :ua&it0 to >okia.

Customer:t is rea&&0 the set which was &ooking for. ut what is its

#rice


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Sho/kee/er:-s.15!!!K on&0, :uite reasona$&e.

Customer:P&ease te&& me the minimum #rice, on&0 then can $u0 it

from 0ou.

Sho/kee/er: ha%e a&read0 to&d 0ou the minimum. ;ou can


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Customer:


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CO"REENS&VE #SS#E

Rea t=e @a--a*e an an-?er t=e Bue-t!on- *!en e>o?:

+et us take a $rief &ook at the #&anet on which we &i%e. /s earth

hurt&es through s#ace at a s#eed of 7!,!!! mi&es #er hour, it s#ins, aswe a&& know, on its ais, which causes it to $e f&attened at the Po&es.

*hus, if 0ou were to stand at sea &e%e& at the >orth of (outh Po&e 0ou

wou&d $e 13 mi&es nearer the centre of the earth than if 0ou stood on the

D:uator.

*he earth is made u# of three ma@or &a0ers W a centra& core,

#ro$a$&0 meta&&ic, some 4!!! mi&es across, a surrounding &a0er of

com#ressed rock and to to# it a&& a %er0 thin skin of softer rock, on&0

a$out 2! to 4! mi&es thick that


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ce&and is one of the most acti%e %o&canic regions of the wor&d. /nd

it was to ce&and that Qu&es erne sent the hero of this $ook


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HiiI earth:uake wa%es can mo%e %ertica&&0.

HiiiI the outer &a0er is made of rock.

Hi%I the heat at the centre is too great.

HcI *he -o$inson ee# mine in (outh /frica is

HiI too dee# to work in.

HiiI too hot to work in.

HiiiI sti&& in use.

Hi%I %er0 c&ose to the surface.

HdI (ince the #u$&ication of Qu&es erne


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Hi%I de#th of the mine itse&f.

2I ecide whether the fo&&owing statements are *rue or a&se.

HaI f 0ou stand at the D:uator 0ou wi&& $e c&oser to the centre of the

Darth than if 0ou stand at the #o&es.

H$I *he shock wa%es from an earth:uake cannot #ass through the

Darth


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HiiiI make u# for Hi%I echange for


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C$M'RE(ESIVE 'ASSA)E: AS"ERS

1. /. HiiI it is thin in #ro#ortion to the Darth


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. HiI the centre of the earth is not ho&&ow.

D. HiiiI the interior of the earth is not so&id.

HiiiI ecessi%e interna& heat.

2. HaI fa&se

H$I fa&se

HcItrue

HdI true

HeI fa&se

HfItrue

3. HaI HiiiI actua&&0

H$IHiI daring

HcIHiiiI de%e&o#ed immense&0

HdI HiiiI make u# for

Ex.No:. Date:..


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GAP FILLING

Read !he *olloin+ !a%le and Anser the uestion )iven ?elo:

>ationa& energ0 #roduction 1!13

;ear iese& Petro& >atura& "as 9thers1! 43.6A 24.1A 1.3A 13.!A11 4!.4A 32.3A 32.3A 7.3A12 36.8A 41.2A 18.7A 3.3A

13 45.A 33.6A 2!.!A !.5A

1. *he #roduction of natura& gas in 12 was SSSSSSSSSSSSS

#ercentage.

2. *he #roduction of diese& increased $0 SSSSSSSSSSS #ercent in 12

from the #re%ious 0ear.

3. *he #roduction of #etro& was highest in SSSSSSSSSS.

4. ?hich 0ear saw the same :ua&it0 of natura& gas #roduction

SSSSSSSSSSSSSSSSSSS.

5. n which 0ear was the #roduction of diese& and #etro& highest

SSSSSSSSSSSSSSSSS.


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Ex.No:. Date:..


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GAP FILLING

*ill in the ?lanks Usin+ the List o ords +iven %elo:

(ocia& =ierarchies ?orkers

(trict&0 /dhere 9dor

(trong P&a0ers )ates

P&a0 P&a0a$&e dentif0

/s SSSSSSSSSSSSSS creatures, ants need to identif0 their own

nest mates from nonnest mates. *he0 do this $0 recogniBing

the SSSSSSSSSSSSS that emanates from their nest mates, which

is different from that gi%en off $0 nonnest SSSSSSSSSSSSSS. /nts

ha%e SSSSSSSSSSSSSSSSSScom#rising forager ants, workers and

:ueens. Dach has a we&& defined ro&e to #&a0 in the co&on0.

*he0 SSSSSSSSSSSSSadhere to their socia& structures.


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Ex.No:. Date:..


T#ND#L#" 6215




REG!NO: 21481613 NAME:Suren!ran."

)A' *ILLI)

i&& in the &anks Msing the +ist of words "i%en e&ow'

D&ongated *wo oot

irst >arrow (#ira&

?inding (:uare Circu&ar+arge Cur%ed *errace

Qohn has entered a room near his co&&ege. *he room is on

the SSSSSSSSSSSSS f&oor of the house. t is sma&&

SSSSSSSSSSSSSroom facing south. t has a SSSSSSSSSSSSS$a0

window on the south side and an SSSSSSSSSSSSSSSS shuttered

window on the eastside. /&ong the other SSSSSSSSSSSSSS wa&&s

are two doors, one on the west side o#ening onto a

SSSSSSSSSSSSSS $a&con0 with a two

SSSSSSSSSSSShighSSSSSSSSSSSSSS gri&& fied a&ong its edge. *he

other door o#ens out into a SSSSSSSSSSSS #assage. 9n one of it


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is a SSSSSSSSSSSSSSS stairwa0 &eading down to the dining ha&& on

the first f&oor. 9n the other end is a SSSSSSSSSSSSSSS staircase

which takes 0ou u# to the terrace.

Ex.No:. Date:..

PRESENTATION


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ge2321 communication-lab-record.pdf