CONTENT

S. Date Particulars Page Signature

No. No
1. Introduction to vowels, consonants,
Diphthongs
2 Self - introduction

3 Introducing one to another, speaking on

personal topics, like hobbies, topics of interest
4 Participating in group discussions

5 Role plays

6 Power point presentation

7 Job interviews

8 Lexical term of Indian and British English

9 Resume and Cover letter

10 Report writing

1
 INTRODUCTION TO VOWELS, CONSONANTS, DIPHTHONGS

There are forty-four sounds in English, but there are only twenty –six letters
of the alphabet, which are used to represent all the sounds. One letter may represent
different sounds. For example, the letter ‘g’ in the word ‘girl’ sounds the same as it
does in the word ‘goat’, but the letter ‘g’ in ‘giraffe’ sounds like the first letter in ‘jam’.
Similarly, the letter ‘o’ in the words ‘pot’ and ‘poll’ are pronounced differently. Again,
different letters may represent the same sound. For example, the letters ‘k’, ‘ch’ and
‘c’ are used to represent the same sound , as in the words ‘like’, mechanical’ and
‘canteen’.

The forty -four sounds in English are broadly classified into consonants and
vowels. This classification is based on the basic nature of the sounds. We make use of a
system of written symbols called the International Phonetic Alphabet (IPA). The exact
representation of the pronunciation of words using these symbols is called phonetic
transcription, which is a useful tool in learning to pronounce words correctly.

CONSONANTS

Consonant sounds are produced when the airflow from the lungs is either
stopped very briefly inside the mouth before being released (e.g., the sound /p/ in ‘pin’)
or is allowed to pass through a narrowed passage, causing friction that can be heard
(e.g., /s/ in ‘silk’). There are twenty – four consonants in English, which are listed
below with examples of words they appear in.

/ p / : page, pet, pen, purse, apple, upper, helicopter, captain, tape, map, cap, cape

/ b / : bat, box, bin, bed, but, break, blue, about, laboratory, sober, tub, cup

/ t / : toy, tin, test, tell, caterpillar, attract, attend, pattern, cat, sat, late, kit, stepped

/ d / : desk, den, doll, dress, adapt, adore, ladder, teddy, lead, toad, paid, said

/ k / : kid, kitchen, kettle, kind, king, liquor, wicket, mosquito, luck, block, lock, pick

/ g / : gold ,great, girl, goat, again, begin, argue, luggage, tug, pig, leg, plague

/ ʧ / : chin, church, chill, check, chat, chicken, suggestion, actual, pitcher, ketchup,
nature, lunch, catch,

/ ʤ / : jam, jelly, jail, gentle, jacket, agile, bridge, suggest, soldier, judge, lodge, fridge,

/ f / : feel, fall, finger, first, afraid, laughter, safety, typhoon, tough, cough, life, safe

/ v / : velocity, vain, victory, visit, liver, never, clever, reverse, live, love, leave, brave

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/θ/: thin, thirst, thrust, third, think, thing, thunder, bath, both, mouth, mathematics,
faith

/ ð /: this, that, them, there, then, though, father, mother, rather, either, neither, bathe

/s/: sit, sell, cell, scent, assert, ask, fast, missed, bus, pass, lace, nice

/z/: zest, zone, zoo, zero, zinc, desire, reason, busy, lose, leaves, hives, birds

/ʃ/: sheep, sheet, shell, shout, fashion, lotion, ashes, portion, cash, polish, wish

/ ʒ / : pleasure, leisure, measure, usual, treasure, erosion, division, rouge, beige,

mirage

/h/: he, hot, hill, heavy, hen, huge, behind, perhaps, cowherd, hardly

/ m / : mother, mind, mill, master, harmful, temple, fumble, formula, tame, team, atom, loom

/ n / : nurse, never, not, neat, tent, deny, bend, lantern, ten, cushion, brown, sign

/ ŋ / : finger, trunk, singer, uncle, bring, sing, long, among, rung

/l/: lid, lead, list, lemon, spilt, flame, pillar, filler, silly, ball, feel, tell

/r/: rat, roll, ribbon, write, shrine, front , carry, train, bread, run, carrot, rose

/j/: you, yell, yellow, university, union, youth, few, huge, beautiful, queue, due,
pupil

/ w / : water, well, winter, one, what, why, switch, reward, dwarf, always, squeeze

VOWELS AND DIPHTHONGS

In producing vowels, there is no closure or narrowing made at any point in the mouth
cavity, so the airflow from the lungs comes out in a continuous stream. If the quality of a
vowel does not change, it is called a pure vowel. English has twelve pure vowels, which are
listed below with examples of words they appear in.

/ i: / : keep, these, feet, leave, free, tea, key, me, seat, police, meek, breed

/ ɪ / : sit, lip, wick, nib, tin, sieve, imitate, politics, refrigerator, remember, military

/ e / : bed, bread, fell, rest, bend, any, general, every, treasure, leisure, leopard

/ æ / : fat, bad, rack, flag, map, cattle, mango, attack, matter, gratitude

/ ʌ / : blood, bun, pus, butter, enough, country, couple, study, trouble, cup, onion, oven,

/ ɑ: / : card, arm, heart, large, car, harm, half, part, father, alarm, disaster, laugh,

/ ɒ / : hot, not, box, off, top, bottle, honest, model, revolve, follow

/ ɔ: / : horse, all, bought, force, ball, law, cause, walk, talk, crawl,

/ ʊ / : book, took, look, should, wood, put, butcher, bullet, crooked, full
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/ u: / : loom, groove, tube, rule, fume, fool, approve, music, bruises, movement

/ ɜ: / : girl, bird, journey, burn, learn, turn, word, perfect, worse, curtain

/ ə / : account, about, human, doctor, connect, ribbon, mother, enter, elder, problem

Diphthongs are produced when there is a smooth glide from one vowel to another
within the same syllable. English has eight diphthongs, which are below with examples of
words they appear in.

/ eɪ / : male, great, take, fate, baker, grate, weight, rate, shape, sail, make

/ aɪ / :eye, bite, die, five, side, tiger, pilot, bright, while, fight, sign

/ ɔɪ / :boy, toil, loiter, joy, moisture, noise, coin, employ, join, spoil

/ əʊ / :own, home, float, close, bone, boat, stone, ocean, loaf, note, soak, mould

/ aʊ / : owl, vowel, down, doubt, loud, shout, howl, devour, cow, around, bow

/ ɪə / : tear, cheer, dear, hear, here, career, clear, severe, spear, peer

/ eə / : air, fair, there, wear, scarce, affair, stair, care, tear, mare

/ ʊə / : tour, poor, sure, fuel, lure, sewer, cruel, gruel

CONSONANT CLUSTERS

The consonant cluster is another element of the English sound system that we must
learn in order to improve our pronunciation. Consonant clusters are two or more consonant
sounds that come together within a syllable without any vowel between them, for example
/fr/ in ‘free’ and /spr/in ‘spray’. Some consonant clusters consisting of two or three
consonant sounds commonly used at the beginning of syllables or words in English
are listed below with examples of words they appear in.

/ pl / : play, please, plate, plenty, plan, plaster, plait, plough, place

/ pr / : pray, prove, praise, proud, prick, pram, press, prince, promote

/ pj / : pure, pupil, puny, puma

/ bl / : blue, blow, blood, blame, black, blot, blink

/ br / : brave, brain, brief, brown, brother, brick, break

/ tr / : tree, train, tray, truth, try, trust

/ tj / : tune, tutor, tumour, Tuesday

/ tw / : twist, twin, twelve, twilight

/ dr / : draw, dry, drum, dress, drop, drink

/ dj / : durable, duty, due, dune 4

/ kl / : clean, clay, climate, clown, class, clever

/ kr / : crow, crash, crore, crane, cricket

/ kj / : cube, cute, queue, curious

/ kw / : queen, quick, quite, quiet, quantity

/ gl / : glass, glue, glad, glow, glider

/ gr / : grass, grain, grow, greet, great

/ fl / : flow, flat, flame, flower, flute

/ fr / : friend, frighten, frock, frank, frame

/ fj / : few, fumes, fuse, fuel, furious

/ θr / : throw, throne, thrash, through, thrive

/ sp / : speak, spend, space, spoon, speed

/ st / : teal, state, stop, still,

/ sk / : sky, scare, skate, skull, skill

/ sm / : smell, smile, small, smoke, smash

/ sn / : snake, snail, snow, sniff, snore

/ sl / : sleep, slow, slate, slum, slot

/ sw / : sweat, swim, sweet, swarm

/ hj / : huge, humane, humour, humid, human

/ mj / : mute, music, mule, museum, mutual

/ nj / : new, neutral, nuclear

/ spl / : splash, split, spleen

/ spr / : spray, sprain, sprout, spread, sprint

/ str / : strong, strain, straw, strange, straight

/ skr / : scream, screw, scrub, script, scribble

/ skw / : squeeze, squint, square, squat, squeak

Look at a list of clusters of two or three consonants that come at the end of syllables or words
in English with examples of words they appear in

/ tʃt / : reached, matched, attached, watched

/ ft / : graft, laughed, soft, lift, draft

5
/ kst / : relaxed, mixed, fixed, boxed

/ skt / : asked, risked, husked, masked

/ ld / : build, called, hold, filed, bald

/ sk / : task, flask, mosque, brisk

/ ks / : likes, walks, locks, box, takes

/ ps / : maps, tips, soups, tapes

/ ts / : nets, buckets, pots, kites

/ θs / : depths, truths, months,

/ fs / : proofs, chiefs, coughs,

/ gz / : dogs, pigs, mugs, legs

/ bz / : nibs, fibs, knobs, nawabs

/dz / : nods, beds, kids, sheds

/ lz / : shells, tables, pearls, fools,

/ mz / : farms, names, creams

/ nz / : pins, nations, tons, humans, means

/ ŋz / : songs, lungs, kings, tongs

6
 SELF-INTRODUCTION
Tips to Improve Self-Introduction in Interview Process:
Most of the candidates prepare their way of self-introduction and rehearse their presentation.
However, some require a little improvement in this area. Moreover, those improvements are mentioned
below.
1. Put on a smile and greet the interviewers:
For a start, the candidate requires to smile and greet all the interviewers sitting on the panel. The
candidate should smile even if he is feeling nervous from inside. Because his smiling face brings a
good start of the conversation. While greeting the interviewer deliver a firmhandshake saying “Hello”,
“Good Morning” or any other greeting.
2. Mention your name and place along with greeting:
While greeting, the candidate is supposed to mention their name and the place to start a formal
introduction. Some candidates confuse themselves with the place thing, but the candidate should know that
mentioning a place where they are from, actually helps the employer to understand everything. Moreover,
the place does not include a whole address. Therefore, a candidate should keep their starting stage clean
and precise.
3. Be seated as per the direction of the employer:
The self-introduction starts with a manner of the candidate shown in front of the recruiters of the
company. Therefore, the candidates are required to wait for the permission of the recruiter. Most
commonly the interviewers permit the candidate, right away after the greeting and smiling.
4. Add family details, if asked for:
Sometimes at the start of the conversation during the interview, the interviewing panel might be
interested in knowing about the candidates’ family history. In addition, for that sake they directly approach
the candidate and ask them about their family and all. At that time, the candidate should be comfortable
speaking about it and provide necessary family details.
5. Describe educational qualification:
Every job description provides details about the type of job and the candidates’ requirements within
the job description. Therefore, at the time of self-introduction the candidate should also mention about
their educational background.
Explanation about educational qualification requires a precise and crisp manner. There should be a
certain way of talking regarding educational qualification because the candidate cannot go on and on about
their achievements in academics.
6. Previous job experience:
While starting a self-introduction, the candidate should be confident about his achievements in the
field. Moreover, all the necessary information about the previous job profile should be explained in a
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positive manner. Additionally, the candidates should avoid talking negative about their previous employer.
As, such type of behavior is unacceptable in the field of professionalism.
7. Mention about previous project:
All the candidates trying for a job in the company should keep in mind to talk smartly during an
interview. After the conversation goes to the highest level, such as work profile, then the candidate takes
that opportunity to explain them about the skills and talents that the candidate used to complete the project.
All the necessary highlight of the projects should be displayed in a smart and precise manner.
8. About mentor and professional support:
Most of the time during an interview the candidate keeps explaining about himself or herself to the
employer. That seems a quite self-obsessed for most of the people. Therefore, insteadof talking about him
or herself the candidate can change the conversation context. Start talking about their company support and
the admiration he received from his mentor for the work. This kind of behavior can be refreshing for the
employer.
9. About aspirations, goals and hobbies:
Nowadays, job interview has become more comfortable and communicative. Therefore, all the
candidates should be calm during their interview sessions. The only thing that candidate should understand
is, how to grow from that situation. Therefore, the candidate should converse about the life goal and
dreams that gives him confidence in life.
10. Talk about all the fun time with friends and family:
Most of the job profile requires a person who is positive with their life. Moreover, there will be
very few companies who would like to talk about the candidate fun time at home or with friends.
Apparently, the current situation brings a scenario of employment in a more creative way. In addition,
to that, the employers make a little more effort to understand the candidate and their life style.
11. Describe professional skills:
During interviews, the candidates should keep their calm and focus on being confident. At the
time of communication if the recruiter asks you such question as explain your professional skill if any.
Then, the candidate should explain professional skill that they acquired with the help of their educational
background. Also about their skills gained because of their previous job experience.
12. Conclude with a thank you:
At the end of the interview session, the candidate should try to show his gratitude towards the
employer for such great opportunity. The candidates can conclude their conversation by saying their ability
to handle the job. Moreover, they can also try to convince the employer that they only deserve the post than
anyone in the room. Finally, leave the room by saying thank you with a firm handshake along with a
smile.

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 INTRODUCING ONE TO ANOTHER, SPEAKING ON PERSONAL TOPICS LIKE HOBBIES,
LIKE TOPIC OF INTEREST

Make a formal introduction correctly. Most formal introductions will relate to the workplace, but they
can also take place during formal social events, or if you're with distinguished people. If you're introducing
people in a formal setting, then you should use the first and last names of the people, along with the
phrases, "May I present", "I'd like to introduce", or "Have you met..." Some people think you should not
use the word "introduce," as it can cause confusion or come off as too direct, but it's up to you to decide.
Here's what you should do:
 Name the person of greater rank or authority first.
 Use both first and last names, and include any title such as "Dr./Sir". For example, "Dr.
Jones, may I introduce Stephanie Smith. Dr. Jones is my art history professor. Stephanie is an art
history major."
 Include relevant details as you introduce the two together, such as any established
relationship you have with the person you're introducing. For example, you might say: "Mr. Boss,
may I present Mark Jones. Mr. Boss is my boss. Mark Jones is my associate."

Make an informal introduction correctly. For a less formal occasion, such as your backyard barbecue,
you can simply present both people to one another by name by saying something like, "Fitzwilliam Darcy,
Elizabeth Bennet." You can also connect the people more casually and say something like, "I've been dying
for you to meet..."In an informal setting, you can worry less about how to phrase everything and more
about getting people talking.
 Using first names only is fine in informal situations.

Make a group introduction correctly. In this case, you will need to spend a little time introducing the
newcomer to each individual of the group unless it's a small, informal group where a general introduction
would suffice and it's neither time-consuming nor disruptive to name each member of the group while you
have the group's attention.
 For more formal, larger groups, introduce the newcomer to the whole group first, then take
the newcomer to each person and introduce by name: "Caroline, this is Fitzwilliam, my boss;
Lydia, this is Fitzwilliam, my boss," etc. Continue working your way around the group in this
manner.
 Though you may think it's funny or just easier to say, "Mary, this is everybody. Everybody,
this is Mary," this doesn't actually help get a conversation going. Besides, it's rude to
"everybody," because it makes it seem like you don't think it's worth it for Mary to get to know
each person. Of course, use your discretion: if you're at a loud party and Mary just got there, it
may be overwhelming to introduce her to twelve new faces immediately. Instead, ease Mary into
the conversation and introduce her to a few people at a time.

Do not repeat names or reverse the introduction. In both formal and informal cases, you do not need to
reverse the introductions. It's obvious to both parties who is who. Repeating names or reversing the
introduction can make things a bit tedious, and you'll be making a social blunder.

Be delicate when you don't know a person's name. We've all been there. You try to introduce two
people when you realize that you just completely forgot the name of the person standing in front of you.
There are two approaches you can take:

9
  Politely excuse yourself and say, "I'm so sorry, would you mind reminding me of your
name?"
 Try to be sneaky. Say, "Have the two of you met?" Then pause and wait for the people to
introduce themselves. This isn't a perfect maneuver, but it can help you in a pinch, especially if
you've forgotten the name of a person you've met several times!

Use common sense when deciding what to call people. The general rule of thumb is that you should
introduce people to each other by what you normally call them. For example, if you're great friends with
your former professor, Lucy Houston, you can just introduce her to your boyfriend as "Lucy," if that's what
you always call each other. If you're in a more formal situation and the person has not given you
permission to call him or her by his or her first name, and you have always called the person by "Dr." or
"Mr.," then you should keep doing that.

Speaking on Personal Topics like Hobbies, like Topic of Interest

Some phrases used to talk about personal topics like hobbies or interest:

In my free time I…
When I have some spare time I…
When I get the time, I…
I relax by watching TV / listening to music, etc.
My hobbies are bird-watching / playing sport, etc.

I’m interested in (+ noun / gerund)

I’m keen on (+ noun / gerund)
I’m into (+ noun / gerund)
I enjoy (+ noun / gerund)

We can add “really” or “quite” after “I’m…” for emphasis.

“I’m really keen on football.”
“I’m really into geneaology.”

We can give more information about your hobbies and interests:

“I like arts and crafts. I’m a creative / practical person, and like doing things with my hands.”
“I’m an outgoing person, and like socialising / hanging out with friends.”
“I enjoy being physically active, and spend a lot of time playing sports and team games.”

We can also explain why you spend time on your hobby to make the conversation longer and more
interesting.

“I really enjoy going to the gym because…”

…it keeps me fit.

…it gets me out of the house, you know!
…it’s sociable. I’ve met lots of new people.
…it gives me something interesting to do with my time.
…it’s not very expensive, and anyone can do it!
10
“My hobbies are all creative…”

… I’ve always enjoyed painting and drawing.

… Because my job is technical, it’s good to spend time doing something completely different.
… I enjoy spending time making things like clothes.

More words that we can use to describe your hobbies:

creative
fascinating
practical
cheap
enjoyable, etc.

11
 GROUP DISCUSSION

It’s a form systematic formal and structured exchange of view on a topic/issue/problem/situation/case

study to develop information and understanding.
GD s can be topic-based or case-based.
Topic based Group discussions can be classified into three types:
 Factual Topics
 Controversial Topics
 Abstract Topics

Reason for having a group discussion

 It helps you to understand a subject more deeply.
 It improves your ability to think critically.
 It helps in solving a particular problem.
 It helps the group to make a particular decision.
 It gives you the chance to hear other student’s ideas.
 It improves your listening skills.
 It increases your confidence in speaking.
 It can change your attitudes

SKILLS INVOLVED:
Leadership:
 Able to lead → initiate
 Inspire and carry → encourage
Communication:
 Clarity of thought
 Expression and aptness of language
 Simple & lucid
Interpersonal:
 Interaction
 Emotional maturity balance
 People centric & less self centre
Persuasive:
 Analyse
 Persuade
 Convince
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 Problem solving:
 Creativity
 Novel solutions & off beat ideas
 Body language:
 Be natural
 Be vocal
 Clarify doubts
 Be clear in ideas
 Be assertive / patient & school

GROUP DISCUSSION DO’S &DONT’S

Discussion Etiquette (or minding your manners):

DO’S DON’TS
Speak pleasantly and politely to Lose your temper. A discussion is not an argument.
the group.
Respect the contribution of every speaker. Don’t shout. Use a moderate tone

Remember that a discussion is not an Use too many gestures when you speak. Gestures
argument. Learn to disagree politely. like finger pointing and table thumping can appear
aggressive.
Think about your contribution before you Dominate the discussion. Confident speakers should
speak. allow quieter students a chance to contribute.
How best can you answer the
question/contribute to thetopic? Draw too much on personal experience or anecdote.
Try to stick to the discussion topic. Although some tutors encourage students to reflect
Don’t introduceirrelevant information. ontheir own experience, remember not to generalize
too much.
Interrupt. Wait for a speaker to finish what they are
Be aware of your body language when you are saying before you speak.
speaking. Agree with and acknowledge what
you find interesting.

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Sample Group Discussion

TOPIC: Internet is a Boon or Bane

Group members involved in the group discussion are: | Surendar S, Surendiran M, Thongbam Lenon Singh,
Valarmathi R , Venigalla leela Krishnakant, Venkatesan G,Venkatesh A, Vidhya P

Vidhya: Good morning friends, today our topic is Internet is a boon or a bane. I agree with it because
nowadays everything is available in internet. First thing which I want to clear here is what the exact
Technical definition of internet is- "Internet is the network of networks, very rapidly growing that's why
technology moves from IPV4 to IPV6", Because of this rapid growth internet has huge chamber of
knowledge, information, services like e-commerce etc. provides human comforts.

Lenon: I would, however, like to contradict you .According to Defense it is also a very dangerous weapons
not only against the security of Countries but also against the individuals. One more example i want to give
you is, a 10-15 year old child uses internet for learning, gaming and knowledge purpose but one day
unfortunately he reached at one site which diverts his mind from studies, outdoor games and whatever the
extra activities required for his growth, causes a very dangerous affects.

Surendar: As my friend said above everyone is right at their point, but it depend on us how we use the
internet. Yes it is sea of knowledge. Only because of internet whole world is so closer. According to me
there is no such thing that we don't get from internet even it is business related or it is tech related
.everything is available on internet. So internet is a boon for human being. Isn’t it is so.

Valarmathi: Apart from these positive aspects, it has the negative side which people are using it in wrong
way like Hacking which indicates to cyber-crime and some strange sites to divert their mind to negative
thoughts and adult sites. So these are to be stopped for their misuse and create awareness to people mainly
youngsters.

Leela: As we know that everything has some positive side as well as some drawback also. Same thing is
applicable for internet also. Nowadays we can't think our life without internet, whatever think we need
everything is available over here. We can see that every one searches online for information and or to search
products and get detailed information on it and also much more new tech news.

Venkatesh: I like to endorse about the internet uses in India. Most of the people misuse the internet and give
a rise to cyber crime. Internet is both a boon and a curse. If we use it in right way, it teaches us a lot. If we
14
take it in a wrong way it spoils us. But everybody here diverts their mind in negative side.

Venkatesan: But I look in this way internet is not a curse, it is a very large source of knowledge, for every
age group such as child, teenagers, adults etc. Internet gives us enough knowledge and gives more exposure
to the other side of the world. Today we are Web 2.0 it offers more things to create by ourselves such as
blogs. Internet provides several features a lot of work can be done with in fraction of seconds and we save
our most precious time.

Surendiran : In my point of view it is not completely a curse to the society because it is source of livelihood
to most of the MNC's where their working strategy is based on internet. In case of students it helpful in
creating innovative projects with 100% information regarding the project. Considering the use of internet in
public offices, it helps in completing the work quickly and efficiently so henceforth we need to make use of
the available technology judiciously and intellectuality.

Summarization: Always our mind will be attracted towards things that are hidden. We can judge anything as
positive and negative only when we have clear idea about it. Some agreed that internet is a boon because it
provides human comforts with a sea of knowledge. Now-a-days work, entertainment, etc is not possible
without internet. A coin has two sides, bane and boon, cyber crime, black hat hacking(illegal) and so on are
some add-ons that contributes to bane. We use internet literally for everything but we should use it
judiciously and intellectually.

15
 ROLE PLAY

Role play is a form of experiential learning. Students take on assigned roles and act out those roles through a
scripted play. The role play can be carried out one-to-one (individual role play) or as a group role play with
each member in the group taking on a role/character. Role plays can provide very powerful learning
experiences for students by immersing them in simulated real world situations in which students act out a
particular role/character in a safe environment.

Benefits of Role Playing

Role playing can be effectively used in the classroom to:
 Motivate and engage students

 Enhance current teaching strategies

 Provide real-world scenarios to help students learn

 Learn skills used in real-world situations (negotiation, debate, teamwork, cooperation, persuasion)

 Provide opportunities for critical observation of peers

Role-play training is a social activity. Participants interact within the situations given, which can encourage
them to work together to find solutions. Individuals can also analyze their own performances and provide
tips or feedback for other participants.

Preparation for Role Play:

1. Before the role-play session, gather participants and introduce a hypothetical issue they may encounter
during their jobs. Make sure participants clearly understand the problem you're trying to address and what
you want to accomplish during the activity. You can also engage in a discussion to help participants think
about the issue and consider what they might do in the situation.
2. Choose a scenario for your participants to act out. Describe it thoroughly, providing specific details to
make the role-play session as realistic as possible. Consider using scenarios that participants might
experience in their work, such as collaborating on a team with other employees or marketing a new product.
3. Once you've established a scenario, assign roles to participants for the various fictional characters
involved in the scene. Some characters may be employees who'll handle the situation, such as salespeople.
Other participants may represent supporting characters, such as customers. Some participants may also
watch the performance and offer feedback.
4. Ask some participants to act out the scenario and create different strategies for resolving the situation. For
example, if the goal of your role-play activity is to have employees practice giving a sales pitch, participants
might develop different ways to present a product to prospective customers.
5. It's important for all participants to discuss the role-play activity once it's over. You may ask individual
16
role-players about why they completed a specific action or made a certain statement during the scenario. The
resulting discussion can help participants gain a deeper understanding of the social dynamics that relate to
the work situation and how they can address it in real life.
6. Be very clear about what you want people to get out of the role playing experience. Muddy thinking at the
outset will result in muddy outcomes. Clear thinking and role play preparation result in clear outcomes.

17
 POWER POINT PRESENTATION

Presentations skills and public speaking skills have become the essential components for professional career.
These skills are vital in the areas of business, training, teaching etc. Meticulous preparation and continuous
practice would help any individual to develop the skill.
The formats and purposes of presentations are different based on the type of presentations. For example,
oral (spoken), multimedia (using various media - visuals, audio, etc.), Power point presentations, short
impromptu presentations, long planned presentations, educational or training sessions, lectures, and
delivering a talk on a subject to a group for pleasure are different means of presentation.

Power point presentation is also known as PPT presentation. It is nothing but preparing slides in the
computer with the key points and presenting the topic with the help of the slides. The following are essential
for preparing a power point presentation:
Preparation and rehearsal are very important to overcome diffidence, lack of control over the situation cum
audience, and our reactions and feelings.
The basic sequence of actions for creating and preparing a presentation to the point of actually delivering it
to a set of audience:
Define purpose
 Gather content and presentation of ideas in an effective manner
 Structure the subject matter (sections, headings, order)
 Develop how to present it (style, elements, props, equipment)
 Prepare presentation (wording, design, materials and equipment)
 Practise and rehearse (get feedback, refinement)
 Gauge the venue with available facilities and familiarise with them.
 Relax and prepare yourself - confidence and control
Dos & Don’ts for Presentations
DOS:
 Speak clearly, loudly at a reasonable pace and have voice modulation.
 Be clear in objective.
 Use titles, labels, etc. to make sure that the information on your slides or overheads isclear
 Have a thorough knowledge of the content.
 Be able to answer questions about the information you presented as well as other information.
 Have an appropriate body language and eye contact.
 Use points to express the information.
 Use text on slides/overheads that is large enough for the audience to see/read.
 Select colours /slide backgrounds that are easy for the audience to see and read.
18
 Use figures, diagrams and pictures (rather than always using text) to illustrate and explain
information where necessary.
DON’TS:
 Overuse distracting animation effects
 Have too much text on your slides – this encourages your audience to read rather thanlisten to the
speaker
 Simply read your presentation to the audience
 Speak too fast
 Face the presentation screen or have your head buried in front of a lap top for yourpresentation

Performing the Talk:

Introduce and Conclude: Use a formal introduction at the beginning and a summary afterward to
highlight your major points. Make sure your audience can remember the key points by keeping them simple
and straightforward—even enumerated.
Present in Sections: Give the talk in ‘parts’. Usually no more than three major parts for practical purposes.
This helps the audience to remain interested and focused.
Spell out the Objective: Give the talk’s objective and even a hint of the conclusion at the start. Articulate
the objective on its own slide to avoid chances of missing it. Revisit the objective at the end if necessary to
underscore how it was realized.
Use Props: Consider the use of some simple, meaningful props—even pass them around. Props can
generate audience interest and, especially if they represent the actual work, they make the nature of the work
more concrete. Also, they often generate focused questions from the audience.
Use Handouts: If appropriate, give a handout. As long as it’s well-designed, a concise written summary
with bulleted points on a handout will ensure the presentation. Such a handout should ideally be just one or
two pages long, and be sure to time and manage its distribution so that it doesn’t take away attention from
the speech.

Body Language:
The nonverbal content of a presentation is just as important as the verbal delivery. A person’s body
language—eye contact, facial expressions, posture, gestures, and movement—communicates a powerful
message to an audience before any words are spoken. So,
 Maintain eye contact with the audience.
 Pay attention to facial expressions and rehearse it.
 Stand straight and tall with head held high to project confidence and authority.
 Tie your presentation together is your use of gestures and movement.

19
 Take care to pronounce all words correctly, especially those key to the discipline. Check pronunciation of
ambiguous words beforehand to be certain.

Offer Question and Answer:

Allow questionnaire session to make the presentation effective. When question and answer are involved at
the end of the talk, do not let any questions deflect. Some audience may try to draw the attention on
themselves, or focus on a mistake or uncertainty in the presentation, or even undermine the authority directly
with an intimidating challenge. If the answer is not known to a question, admit it or offer it to a discussion.
One savvy way to handle questions is to turn back to the presentation slides while answering. Call up a slide
that will help repeat or explain the relevant point—and this will remind the audience that the talk had
substance.

20
 INTERVIEW SKILLS

A job interview is an important part of the process of recruiting a candidate for a job. It’s a pre-arranged
& planned conversation used to evaluate the suitability of a candidate for a particular position.

Types of Interview:
 Face to face
 Telephonic
 Video-conferencing

Interviews require much research and planning. Generally the following must be looked into when
preparing for interview. Anticipate potential questions and prepare answers accordingly.
Consider how to explain problematic aspects of your CV, such as leaving an employer. Contact your
references, alerting them that you'll be interviewed and that they may receive a call.

 Prepare questions for clarifications with the interviewer.

 Know about the organisation.
 How to make a good impression
 Answer questions clearly and concisely.
 Ask relevant, thought-provoking questions at appropriate moments, as this can showthat you're
genuinely interested in the role and really listening to the interviewer.
 Avoid talking about any personal problems.
 Be as enthusiastic as possible.
 Be well-mannered with any staff that you meet before the interview.
 Display positive body language.
 Speak clearly, smile frequently and retain eye-contact.
 Don’t bad- mouth any previous employers.
 Give a firm handshake to your interviewer(s) before and after.
 Inform your interviewer(s) that you're available to answer any follow-up questions.
 Let your personality shine.
 Relax and sit naturally, but without slouching in your chair or leaning on the desk.
 Wear smart business attire with comfortable, polished shoes.

Tips to overcome fear

 Pause before answering a difficult question to give yourself thinking time, or ask forclarification if,
at first, you are unsure what the question means.
21
 Take deep breaths and do not speak too quickly.
 Think about positive and happy experiences before the interview starts, and visualise yourself in
complete control during the interview.

Interviewing
Do's &Don’ts
What to Do....
 Do express yourself clearly with a strong voice and good diction and grammar.
 Do pay close attention to your personal appearance; dress to your advantage.
 Do make concrete goals in planning for your career.
 Do offer a firm handshake.
 Do look the interviewer in the eye (but don't stare at him or her).
 Do fill out applications neatly and completely.
 Do have as much knowledge about the industry, employer, and position as possible.
 Do take criticism gracefully.
 Do equip yourself with a strong knowledge of the company.
 Do have prepared questions about the employer and position.
 Do show a sense of humour.
 Do exhibit self-confidence.
 Do take time to think before answering difficult or unexpected questions.
 Do take an extra copy of your resume and a list of references with you to the interview.
 Do follow-up with a thank-you note restating your interest in the position.
 Do contact the employer by phone if the interviewer does not contact you one weekafter the time
from which he or she indicated you would be notified.
 Be yourself.
What Not To Do....
 Don't be overbearing, overaggressive or self-important.
 Don't show a lack of interest or enthusiasm.
 Don't emphasize money as your main interest in the job.
 Don't expect too much too soon - be open to the idea of starting at the bottom andworking your
way up.
 Don't make excuses for unfavourable factors on your record.
 Don't condemn past employers or institutions of education; keep comments positive.
 Don't be unsure.
 Don't display intolerance.
 Don't be late to the interview.
22
 JOB APPLICATION LETTER
11th Feb.2015

From
------------
-------
---.

To
------------
--------
----.

Sir / Madam,

Sub: Application for the post of ---------------------- - reg.

I am submitting herewith my resume for your perusal and favorable consideration for the suitable
profile in your company. I am interested in working for an organization that will allow optimal use of my
drive and core competencies for corporate benefit. I have a strong technical acumen, effective
communication skills and confidence to take up any task. I am a creative thinker who believes in
applying analysis and creativity to problem solving and decision making.
I am a sincere and diligent individual who is able to adapt to changing environments and
situations, with a view to constantly updating myself through fresh learning opportunities. My enclosed
resume will provide you further details about my credentials. I hope that I shall be granted an interview
prior to the good fortune of being appointed in your prestigious institution.

Awaiting your reply at the earliest.

Thank you,
Yours truly,
-sd-
( name in caps)

23
 Lexical Terms

In English, lexical terms refer to words or phrases that are part of the vocabulary of a language.
These terms encompass nouns, verbs, adjectives, adverbs, and other parts of speech that carry meaning
and contribute to the overall structure and content of sentences. Lexical terms are essential for
communication and understanding, as they represent concepts, actions, qualities, and relationships
between objects and ideas.
Lexical terms can be simple or complex, depending on their structure and the meaning they
convey. Simple lexical terms are single words like "cat," "run," or "beautiful," while complex lexical
terms are made up of multiple words, such as "fast food," "take care of," or "make a difference."
It's worth noting that the term "lexical" is often used in contrast to "grammatical" or "function"
words. Grammatical words, such as articles (e.g., "the," "an") and prepositions (e.g., "in," "on"), serve
mainly to establish the relationships between other words in a sentence, whereas lexical words carry the
primary content and meaning.
Lexical terms, also known as lexical items or lexical units, form the core building blocks of a
language's vocabulary. They are words or phrases that carry meaning and contribute to the overall
structure and content of sentences. Lexical terms encompass various parts of speech, including nouns,
verbs, adjectives, adverbs, and more.
Nouns are lexical terms that represent people, places, objects, or ideas, such as "book," "house," or
"love." Verbs, on the other hand, denote actions or states of being, such as "run," "think," or "exist."
Adjectives describe or modify nouns, indicating qualities or attributes, such as "beautiful," "tall," or
"happy." Adverbs modify verbs, adjectives, or other adverbs, providing information about time, place,
manner, or degree, like "quickly," "there," or "very."
Lexical terms can be monosyllabic, like "cat" or "go," or polysyllabic, like "elephant" or
"delicious." They can also be simple, consisting of a single word, or complex, composed of multiple
words. Complex lexical terms can take the form of compound words, such as "butterfly" or "sunflower,"
which combine two or more words to create a new meaning. Phrasal verbs, like "take off" or "look up,"
are another example of complex lexical terms, formed by combining a verb with a preposition or adverb.
While lexical terms carry the primary content and meaning in a sentence, they can also undergo
inflection or undergo changes to indicate tense, number, gender, or other grammatical features. For
example, the verb "run" can be inflected to "runs" (third person singular) or "ran" (past tense). Adjectives
can be inflected for comparison, such as "big," "bigger," or "biggest."
In contrast to lexical terms, grammatical or function words are primarily concerned with the
structure and relationships within a sentence. These include articles (e.g., "the," "an"), pronouns (e.g.,
"he," "she"), conjunctions (e.g., "and," "but"), and prepositions (e.g., "in," "on"). While grammatical
words are crucial for constructing well-formed sentences, it is the lexical terms that provide the main
content and convey the intended meaning.

Understanding and effectively using lexical terms are essential for communication and
comprehension in English or any other language. By combining and arranging thesewords in different
ways, speakers and writers can express a wide range of ideas, convey emotions, describe the world
around them, and engage in meaningful communication.

INDIAN ENGLISH LEXICAL TERMS

Indian English, also known as "Indlish," is a variation of the English language that has developed
in India, influenced by regional languages, cultural expressions, and historical factors. As a result, Indian
English has its own unique set of lexical terms that may differ from standard British or American English.
Here are some examples of Indian English lexical terms:
1. Bungalow: Refers to a single-story house or a small cottage. In Indian English, the term
"bungalow" is commonly used to describe a residential dwelling, often with a garden or
compound.
24
 2. Chai: The Hindi word for tea. In Indian English, "chai" is widely used to refer to a cup of tea,
often prepared with milk and spices like cardamom and ginger.
3. Auto-rickshaw: Also known as an "auto" or "rickshaw," it is a three-wheeled motorized vehicle
used for public transportation in India. It typically accommodates passengers and is a common
mode of transportation in urban areas.
4. Tiffin: Refers to a light meal or packed lunch, usually consisting of homemade food. The term
"tiffin" is derived from the Hindi word "tiffin box" and is widely used in Indian English to
describe a packed meal, especially for school or work.
5. Sari: A traditional Indian garment worn by women, consisting of a long piece of fabric wrapped
around the body. The term "sari" is commonly used in Indian English and recognized worldwide
to describe this attire.
6. Namaste: Derived from Sanskrit, "namaste" is a traditional Indian greeting that is widely used in
Indian English. It is a respectful salutation and is often accompanied by folding the hands together
in front of the chest or bowing slightly.
7. Masala: Refers to a mixture of spices used in Indian cooking. In Indian English, "masala" is used
to describe a combination of spices that add flavor and aroma to various dishes.
8. Papad: A thin, crispy Indian snack made from lentil, chickpea, or rice flour. The term "papad" is
commonly used in Indian English to refer to these crunchy snacks.
9. Dhoti: A traditional men's garment worn in India, consisting of a long piece of cloth wrapped
around the waist and legs. The term "dhoti" is widely recognized in Indian English to describe this
attire.
10. Diwali: The festival of lights celebrated in India. In Indian English, "Diwali" is used to refer to
this popular Hindu festival, which involves lighting lamps, exchanging gifts, and celebrating with
family and friends.
These are just a few examples of Indian English lexical terms. The vocabulary of Indian English
continues to evolve and adapt, reflecting the rich linguistic and cultural diversity of India.

BRITISH ENGLISH LEXICAL TERMS

British English, also known as UK English or British Standard English, is the variety of English
used in the United Kingdom. It has its own distinct set of lexical terms that may differ from other
varieties of English. Here are some examples of British English lexical terms:
1. Biscuit: In British English, a "biscuit" refers to a sweet baked snack, similar to what is called a
"cookie" in American English.
2. Flat: Refers to an apartment or a unit of housing within a larger building. In British English, "flat"
is commonly used instead of "apartment" or "condominium."
3. Lift: The British English term for an elevator. "Lift" is used to describe a vertical transportation
device that moves people or goods between floors in a building.
4. Trousers: In British English, "trousers" are the standard term for pants or slacks, referring to the
garment that covers the legs and waist.
5. Queue: Refers to a line of people waiting for something. "Queue" is commonly used in British
English to describe the organized waiting line.
6. Jumper: The British English term for a sweater or pullover, which is a knitted garment worn to
provide warmth. 25
 7. Torch: In British English, "torch" is used to refer to a portable handheld electric light or flashlight.
8. Petrol: The term used in British English for gasoline, the fuel used in automobiles.
9. Lorry: Refers to a large truck used for transporting goods. In British English, "lorry" is commonly
used instead of "truck."
10. Mobile: In British English, "mobile" is used to refer to a cell phone or mobile phone.
11. Nappy: The British English term for a diaper, used to describe the absorbent garment worn by
babies.
12. Holiday: In British English, "holiday" refers to a vacation or time off from work or school. It is
the equivalent of "vacation" in American English.
13. Estate: Refers to a residential area or housing development. In British English, "estate" is
commonly used to describe a cluster of houses or apartments.
14. Rubbish: The British English term for garbage or trash, used to describe waste material that is
thrown away.
15. Boot: In British English, "boot" refers to the trunk of a car, where luggage or other items are
typically stored.
These are just a few examples of lexical terms specific to British English. The vocabulary of British
English varies across regions and continues to evolve over time.

DIFFERENCE BETWEEN INDIAN ENGLISH LEXICAL TERMS AND BRITISH ENGLISH

LEXICAL TERMS

The difference between Indian English lexical terms and British English lexical terms lies in the
vocabulary used in each variation of the English language. Here are some key points that highlight the
distinctions:
1. Influence of Regional Languages: Indian English is heavily influenced by the regional languages
spoken in India, such as Hindi, Tamil, Bengali, and others. As a result, Indian English
incorporates words and phrases from these languages into its lexical repertoire. British English, on
the other hand, does not have this regional language influence to the same extent.
2. Cultural Context: Indian English lexical terms often reflect the cultural context and practices
specific to India. Terms like "chai" (tea), "tiffin" (packed lunch), or "namaste" (greeting) have
cultural significance and usage in India. British English lexical terms, in contrast, may reflect the
cultural context and practices of the United Kingdom.
3. Historical Factors: India has a history of British colonization, which has influenced the English
language in the region. Indian English may retain certain British English lexical terms, but with
variations or adaptations over time. For example, terms like "bungalow" or "dhoti" have been
incorporated into Indian English from British English but may have acquired unique meanings or
usage patterns.
4. Localized Vocabulary: Indian English has developed its own vocabulary to describe specific
concepts, items, or practices that are unique to India. Terms like "auto-rickshaw," "sari," or
"papad" are commonly used in India but may not be as prevalent in British English.
5. Spelling and Pronunciation: Indian English may demonstrate variations in spelling and
pronunciation compared to British English. Certain words may be spelled or pronounced
differently in Indian English due to the influence of regional languages or local accents.
It's important to note that Indian English is a diverse and dynamic linguistic variation that can vary across
26
different regions of India. The lexical terms used in Indian English may differ depending on factors such
as geographical location, language influence, cultural practices, and historical context.
Overall, the differences between Indian English lexical terms and British English lexical terms stem from
the unique linguistic, cultural, and historical factors that have shaped each variety of English.

27
 RESUME
K. KUMAR
PARI STREET, MANAPPARAI
MOBILE NO: 8526111700
EMAIL ID: kumar [email protected]

CAREER OBJECTIVE:

To have a growth oriented and challenging career, where I can contribute my knowledge and skills to the
organization and enhance my experiences through continuous learning and teamwork.

ACADEMIC CREDENTIALS:
University/ Year of Percentage\
Course Institution
Board passing CGPA

BE Anna ABC College of

9.9
Mechanical University, Engineering,
2016 (still sixth
Chennai Trichy.
semester)

P.A.V
Higher
Higher Secondary School,
Secondary State board 2012 71.58
Manapparai

P.A.V
SSLC State board Higher Secondary School,
2010 82
Manapparai.

SOFTWARE PROFICIENCY:
 Software known: Basic knowledge of Autocad, Ansys, Catia, Creo.
AREAS OF INTEREST:
 Manufactuing Technology
 Production Engineering
 Maintances Engineering

28
PERSONAL TRAIT:
 Creative and logical
 Problem solving ability
 Co-operative and keen observer
 Adapt easily to new concepts
ACHIEVEMENTS AND EXTRA CURRICULAR ACTIVITIES:
Runner Up in Zonal Level Cricket Match ( *********date and month, year, place)

MINI PROJECT:
Project Title:”Design and fabrication of double acting hacksaw blades”
Project Role: Member.

WORKSHOP:
Attended a workshop on “Assembling and Dismantling of Four Stroke Spark Ignition Engine”
at XYZ
College of Engineering, Trichy. (******* date )

References:

PERSONAL PROFILE

Date of Birth : 10-09-1993

Nationality : Indian
Religion :
Languages known : Tamil, English
Expected Salary : Negotiable

Declaration: The above furnished particulars are true to the best of my knowledge.

Yours Truly
Date :
Place : ( )

29
 WRITING REPORTS

A report is prepared for a person who was not present on the scene. It is presented in a conventional
format and is written for a specific audience to meet a specific need. A report contains the description of
procedures followed by collection and examination of data, the conclusion reached and recommendations
given. The purpose of technical report is to catch the audience attention.

Objectives of report: Reports help in the analysis of a condition, situation, or a problem for an effective
solution. Thus reports serve several purposes which may include: Presenting data Describing problems
and suggesting solutions Discussing and analyzing data Recording events and happening Analyzing a
situation or a condition Giving feedback, suggestions or recommendations

Writing method:
Narrative form is used. It outlines the developmental stages of an experiment or piece of research.
Systematically presented and numbered.
Divided into sections and sub-sections.
Use plain functional language.
Use short sentences for clarity.
A report writer should be highly objective, precise and formal in his presentation.
There is no place for personal opinion or feeling.
Conclusion and recommendations should be based on facts.
Avoid using “I” and “we”, unless the situation warrants.

Kinds of report:
1. Descriptive /Progress Report
2. Evaluation/Investigation Report
3. General Report (Accident Report)
4. Lab Report
5. Feasibility Report
6. Survey Report
7. Industrial Visit Report

30
 ACCIDENT REPORT

To
The General Manager
L& T Coimbatore.

Dear Sir,
With reference to the accident that took place a couple days ago in our factory, the following report is
submitted after a thorough analysis of the facts.

On 1st march a fire broke out around 8.30 a.m in the electrical circuit. It spread quickly and engulfed a
vast area, consuming a large number of gas cylinders in the process. Moreover, the labours working in the
following station sustained burn injuries. Fortunately, as it occurred during early morning tome and many
had come to work.

The fire service was called immediately and the fire was extinguished after half an hour. People with
burnt injuries were sent to the hospital. About 10 people died, and people with minor burns are recovering
slowly.

Investigations are going on. To avoid such incidents in future, i suggest that:
1. The wiring in all places should be regularly checked.
2. A fire extinguisher should be installed in the gas department.
3. The employees trained to deal with emergency situations. If the above suggestions are implemented,
such accidents can be prevented in the future.

Yours sincerely,

Chief Engineer

31
 A FEASIBILTIY REPORT
REPORT ON
INTRODUCTION OF COSMETICS IN THE CITY
SUBMITTED TO
The Managing Director Cosmo Hair Oil Company
Chennai
SUBMITTED BY
Chief Marketing Executive

To
The Regional Manager,
Fair Cosmetics,
Chennai.

Dear Sir,
Sub: Feasibility of a New Show Room of the Cosmetics at Perambalur District.
Ref: Your letter No. S2/3271 dated 12.12.17.

With reference to the above letter dated 12.12.17, a study is made on the potential of introducing our
cosmetics in and around Perambalur district.
We found that there are six trendy brands of creams, lotions, hair oils, talcum powders and body sprays
moving this region and the real competition for us is only three brands.
We came to know from the college girls, working women, and housewives that they like the brands
because of their reliability and attractive price. If we offer our products in a single compact pack with
reasonable price and attractive prize offer, it will be well received in the area. We have a good scope for
marketing our cosmetics since we have already got our brand name among the public.
Suggestions: Our cosmetic items should be
1. Reliable
2. With reasonable price
3. Covered in attractive packs with complete set
4. Provided with prize offer.

Thanking you.
Yours faithfully,
V. Siva.
Branch Manager.
32
 Report on an Industrial Visit
15.12.17
Trichy

From

V. Vishnu,
I Year,
Department of EEE,
Jayaram College of Engineering & Technology,
Trichy.

To

The Principal,
Jayaram College of Engineering & Technology,
Trichy.

Respected Sir,

Sub: Report on the Industrial Visit to Neyveli Lignite Corporation.

The first year EEE students went on an industrial visit to Neyveli Lignite Corporation, on December
15, 2017. The students were accompanied by two faculty members – Mr. K. Dhinesh Kumar and Ms. T.
Mathumathi.
In NLC, the engineers gave a detailed explanation about the site and the on-going process in the plant.
The installed plant capacity is 2,740 MW. The plant receives the coal from Mines 1 and Mines 2 in
Neyveli. The coal used is lignite which has more amount of ash content. The coal is transported through
belt conveyor before getting it to the boilers. Students had a look at the preheating process and the types
of fans used for the cooling process. The plant engineers also explained about ash handling and ash
filtration processes. The exhaust gases and the fly ash are passed through a chimney constructed at a
standard height of about 275 m. The superheated steam (540°C) is sent to the turbine of 3 types: high-
pressure turbine, medium pressure turbine, and low-pressure turbine. Turbo alternator is present on the
same shaft where the turbine is present. Turbo alternator runs at a rated speed of 3000 rpm. The overall
process is monitored and controlled by PLC programs. The power produced is then connected to the
power grid through switchyards. Switchyard is comprised of circuit breakers, isolators and step up
33
transformers. Switching transformers are used during emergency times (plant shut down) to get power
from the nearby power station. The communication is done using wave-traps in the power line.
The Indigenous Hoist Winch Gearbox and brake frames are used in the machines for the first time in the
history of NLC. The imported critical components include the bucket wheel gearbox, main slew gearbox
and discharge boom slew gearbox, main slew and discharge slew bearing.
Students got a wide idea about the power generation and power demand in Tamil Nadu in this industrial
visit.
It was an informative, interesting and a successful visit. We express our thanks to the principal and HOD
who permitted us to go on the visit, the faculty members who accompanied us and the officials who
explained the various departments.

Thanking you.

Yours faithfully,
V. Vishnu.

34
 SURVEY REPORT
The Chennai Metropolitan Authority recently conducted a survey of air pollution in Chennai. The
following is the outline of the research and the report was written about it.

Aim : to study the degree of air pollution in Chennai over

a period of six months.

Method : collect samples of air over a large area of North

Chennai and Central Chennai and analyse the samples.

Observati: 200 tonnes of particles, 65tonnes of harmful gases-

sulphur dioxide of nitrogen, smoke.

Causes : Domestic and industrial burning Fumes from vehicles.

1,00, 000 domestic ovens. High humidity and little wind.

Results : winter fog 25% of the population of north Chennai suffer from respiratory diseases.

Conclusion : More research needed.

Need to reduce pollution to improve the health of the people.
Possibility of using smokeless fuel for industry.
Possibility of law to prohibit excessive exhaust from vehicles.
SURVEY REPORT
A study to discover the degree of air pollution in Chennai was carried out for the six month period
1.6.2014 to 30.12.2014 by the Chennai Metropolitan Authority. Samples of air were collected over a
large area of north Chennai and central Chennai. The contents of the samples were analyzed. It was found
that each day 250 tonnes of particles and 75 tonnes of harmful gases were released into the atmosphere.
These were produced by the burning of coal in homes and industries, and by the fumes from motor
vehicles. In addition, a large amount of smoke was produced daily by 10,000 domestic ovens. The
problem of pollution is made worse by the climate in Chennai, which has very high humidity but little
wind. This causes fog during the winter. As a result 25% of the population of Chennai suffers from
respiratory diseases. 23 These results show that pollution is a serious and urgent problem in Chennai.
Some solution must be found as soon as possible, in order to improve the health of the inhabitants. Two
possible ways of reducing pollution would be develop the use of smokeless fuel in industry, instead of
using coal, and to pass a law prohibiting excessive exhaust from vehicles. Further, research into the
problem is needed immediately.
35