Employability Skills

Textbook for Class IX

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 ISBN 978-93-5292-090-7

First Edition ALL RIGHTS RESERVED

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 Foreword

The National Curriculum Framework–2005 (NCF–2005) recommends

bringing work and education into the domain of the curricular, infusing it in
all areas of learning while giving it an identity of its own at relevant stages.
It explains that work transforms knowledge into experience and generates
important personal and social values such as self-reliance, creativity and
cooperation. Through work one learns to nd one’s place in the society. It is
an educational activity with an inherent potential for inclusion. Therefore,
an experience of involvement in productive work in an educational setting
will make one appreciate the worth of social life and what is valued and
appreciated in society. Work involves interaction with material or other
people (mostly both), thus creating a deeper comprehension and increased
practical knowledge of natural substances and social relationships.
Through work and education, school knowledge can be easily linked
to learners’ lie outside the school. This also makes a departure rom
the legacy of bookish learning and bridges the gap between the school,
home, community and the workplace. The NCF–2005 also emphasises
on Vocational Education and Training (VET) for all those children who
wish to acquire additional skills and/or seek livelihood through vocational
education after either discontinuing or completing their school education.
VET is expected to provide a ‘preerred and dignied’ choice rather than a
terminal or ‘last-resort’ option.
As a follow-up of this, NCERT has attempted to infuse work across
the subject areas and also contributed in the development of the National
Skill Qualication Framework (NSQF) or the country, which was
notied on 27 December 2013. It is a quality assurance ramework that
organises all qualications according to levels o knowledge, skills and
attitude. These levels, graded rom one to ten, are dened in terms o
learning outcomes, which the learner must possess regardless of whether
they are obtained through formal, non-formal or informal learning.
The NSQF sets common principles and guidelines for a nationally
recognised qualication system covering Schools, Vocational Education
and Training Institutions, Technical Education Institutions, Colleges
and Universities.
It is under this backdrop that Pandit Sunderlal Sharma Central Institute
of Vocational Education (PSSCIVE), Bhopal, a constituent of NCERT has
developed learning outcomes based modular curricula for the vocational

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 subjects from Classes IX to XII. This has been developed under the
Centrally Sponsored Scheme of Vocationalisation of Secondary and Higher
Secondary Education of the Ministry of Human Resource Development.
This textbook takes care of generic skills embedded in various job roles
in a comprehensive manner and also provides more opportunities and
scope for students to engage with these common and necessary skills,
such as communication, critical thinking and decision making in different
situations pertaining to different job roles.
I acknowledge the contribution of the development team, reviewers
and all the institutions and organisations, which have supported in the
development of this textbook.
NCERT would welcome suggestions from students, teachers and
parents, which would help us to further improve the quality of the material
in subsequent editions.

HrusHikesH senapaty
Director
New Delhi National Council of Educational
June 2018 Research and Training

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 About the Textbook

Employability skills can be dened as those sot skills which employers

look for in a potential employee. These skills equip the employees to
carry out their role to the best of their ability and client satisfaction. For
example, the ability to explain what you mean in a clear and concise way
through written and spoken means, helps to build a better relationship
with the client or the customer. Similarly, handling stress that comes with
deadlines or nishing work and ensuring that you meet the deadlines can
be done through effective self-management training. It can also be done
by working well with other people from different disciplines, backgrounds,
and expertise to accomplish a task or goal. In today’s digital age, employers
expect that the employees should be able to make use of elementary
functions of information and communication technology to retrieve,
access, store, produce, present and exchange information in collaborative
networks via the Internet. Students need to develop entrepreneurial skills,
so that they can develop necessary knowledge and skills to start their own
business, thus becoming job creators rather than job seekers. Potential
employees need to develop green skills, which are the technical skills,
knowledge, values and attitudes needed in the workforce to develop and
support sustainable social, economic and environmental outcomes in
business, industry and the community. Thus, as a student you are expected
to acquire a range of skills so that you can meet the skill demands of the
organisation that you would work for or to set up and run your own business.
This textbook on ‘Employability Skills’ covers communication,
self-management, information and communication technology,
entrepreneurial and green skills. It has been developed as per the learning
outcome based curriculum. The employability skills are embedded in the
Qualication Packs o the dierent job roles in various sectors under the
NationalSkillQualicationFramework.Thetextbookaims toprovide learning

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 experience through a blended approach of text and video-based interactive
e-learning lessons. Running these e-learning lessons in classrooms
would require a computer with Internet connection, projector and sound
system, which the school should provide to the teachers and students.
The teachers will guide you to actively participate in class — asking
and answering questions and following the instructions to complete the
exercises and activities.

Vinay swarup MeHrotra

Professor and Head
Curriculum Development and Evaluation Centre
and NSQF Cell,
PSS Central Institute of Vocational Education, Bhopal

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 Acknowledgement

The National Council of Educational Research and Training (NCERT)

expresses its gratitude to all members of the Project Approval Board (PAB)
and ocials o the Ministry o Human Resource Development (MHRD),
Government of India, for their cooperation in the development of this
textbook. The Council would like to thank Rajesh P. Khambayat, Joint
Director, PSS Central Institute of Vocational Education (PSSCIVE), Bhopal
for providing support and guidance in the development of this textbook.
The Council extends its gratitude to Vinay Swarup Mehrotra, Professor
and Head, Curriculum Development and Evaluation Centre and NSQF
Cell, PSSCIVE, Bhopal, for his untiring efforts, skillful guidance and
assistance in the development and publishing of this textbook.
The Council is grateful to Saroj Yadav, Professor and Dean (A), NCERT,
and Ranjana Arora, Professor and Head, Department of Curriculum
Studies, for their sincere efforts in coordinating the review workshops for
the nalisation o this book.
The Council acknowledges the contribution of the following review
committee members from PSSCIVE — Abhijit Nayak, Professor and Head,
Department of Health and Paramedical, Dipak Shudhalwar, Associate
Professor and Head, Department of Engineering and Technology, Kuldeep
Singh, Professor and Head, Department of Agriculture and Animal
Husbandry, Mridula Saxena, Professor, Department of Home Science
and Hospitality Management, P. Veeraiah, Associate Professor and Head,
Department of Business and Commerce, Pinki Khanna, Professor and
Head, Department of Home Science and Hospitality Management, Rajiv
Pathak, Professor, Department of Agriculture and Animal Husbandry,
Saurabh Prakash, Professor, Department of Engineering and Technology,
R.K. Shukla, Professor, Department of Business and Commerce,
Uadal Singh, Assistant Professor, Department of Agriculture and
Animal Husbandry, and Vipin K. Jain, Associate Professor and Head,
Department of Humanities, Science, Education and Research, for
reviewing this textbook.

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 The Council also acknowledges the valuable contributions of Monal
Jayaram, Core Team Member, Pratishtha Ingale, Program Manager, Anshu
Dubey, Program Director, Bhaskar Lath, Program Leader from Kaivalya
Education Foundation, and Manisha Date, Director–People Development
and Life Skills and Annette Francis Parakkal, Program Associate–Research,
Pratham Education Foundation, towards the improvement of this textbook.
The Council also extends gratitude to Aakarshan Chauhan, Program
Manager, Wadhwani Foundation, Aakash Sethi, Chie Executive Ofcer,
Quest Alliance, Aditi Kumar, Project Manager, Quest Alliance, Amit Singh,
Advisor, National Institute for Entrepreneurship and Small Business
Development, Austin Thomas, Vice President, Wadhwani Foundation,
Deepti Bhomra, Curriculum Manager, Wadhwani Foundation, Krishnan S,
Senior Program Manager, Central Square Foundation, Mekin Maheshwari,
Chie Executive Ofcer, Udhyam Learning Foundation, Nidhi Sahni,
Curriculum Manager, Wadhwani Foundation, Nikita Bengani, Senior
Program Manager, Quest Alliance, Poonam Sinha, Joint Director, National
Institute for Entrepreneurship and Small Business Development, Rohit
Massey, Consultant, National Institute for Entrepreneurship and Small
Business Development, Satya Nagarjan, Consultant, Wadhwani Foundation,
Shivani Gandhi, Program Manager, Udhyam Learning Foundation, Sonal
Jain, Consultant, Wadhwani Foundation, Sonia Kakkar, Consultant,
Wadhwani Foundation Vijay Siddharth Pillai, Project Manager, Central
Square Foundation, for their assistance in compiling this book.
The efforts of Hemlata Baghel, Consultant (Contractual), Sunita Koli,
Computer Operator (Grade III) and Piyush Deorankar, Computer Operator
(Contractual), PSSCIVE, Rahul Rajput, Consultant, and Akash Sharma,
Consultant, Lend-A-Hand India are also duly acknowledged. Reema Nath,
Consultant, Wadhwani Foundation, is duly acknowledeged for providing
illustrations for the textbook. The images used in the texbook have been
sourced from the Creative Commons Licence.
Ashish Kohli, State Project Director, Himachal Pradesh and the
vocational teachers of Himachal Pradesh are duly acknowledged for
the feedback to customise the sessions for providing a better learning
experience to the students. The contributions of the following vocational
teachers are also duly acknowledged — Piyush Sewal, Deepak Kumar,
Radhika Chauhan, Sundeep Sharma, Ankur Chauhan, Praveen Meghta,

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 Ravi Kumar, Yadu Sharma, Reetika Gupta, Pooja Devi, Ritu Raj, Chandni
Mahant, and Daya Ram.
The Council also acknowledges the copyediting and valuable
contribution of Shilpa Mohan, Assistant Editor (Contractual), Garima Syal,
Proofreader (Contractual) and Sanjeev Kumar, Copy Holder in shaping
this book.
The efforts of DTP Operators Pawan Kumar Barriar, Publication Division,
NCERT, Naresh Kumar (Contractual), Neha Pal (Contractual), Nitin Gupta
(Contractual) and Haridarshan Lodhi (Contractual) or fawless layout
design are also acknowledged.

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Prelims.indd 10 24-08-2018 16:44:34
 Contents
Foreword iii
About the Textbook v
Unit 1: Communication Skills 1
Session 1: Introduction to Communication 2
Session 2: Verbal Communication 7
Session 3: Non-Verbal Communication 11
Session 4: Writing Skills: Parts of Speech 18
Session 5: Writing Skills: Sentences 26
Session 6: Pronunciation Basics 32
Session 7: Greetings and Introduction 36
Session 8: Talking about Self 41
Session 9: Asking Questions I 45
Session 10: Asking Questions II 49
Unit 2: Self-Management Skills 55
Session 1: Introduction to Self-management 55
Session 2: Strength and Weakness Analysis 59
Session 3: Sel-condence 66
Session 4: Positive Thinking 71
Session 5: Personal Hygiene 75
Session 6: Grooming 79
Unit 3: Information and Communication Technology Skills 83
Session 1: Introduction to ICT 84
Session 2: ICT Tools: Smartphones and Tablets — I 87
Session 3: ICT Tools: Smartphones and Tablets — II 92
Session 4: Parts of Computer and Peripherals 95
Session 5: Basic Computer Operations 103
Session 6: Performing Basic File Operations 109
Session 7: Communication and Networking — 112
Basics of Internet
Session 8: Communication and Networking — 117
Internet Browsing

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 Session 9: Communication and Networking — 120
Introduction to e-mail
Session 10: Communication and Networking — Creating an 123
e-mail Account
Session 11: Communication and Networking — Writing an 126
e-mail
Session 12: Communication and Networking — Receiving 130
and Replying to e-mails
Unit 4: Entrepreneurship Skills 135
Session 1: What is Entrepreneurship? 135
Session 2: Role of Entrepreneurship 139
Session 3: Qualities of a Successful Entrepreneur 142
Session 4: Distinguishing Characteristics of 148
Entrepreneurship and Wage Employement
Session 5: Types of Business Activities 152
Session 6: Product, Service and Hybrid Businesses 155
Session 7: Entrepreneurship Development Process 159
Unit 5: Green Skills 163
Session 1: Society and Environment 164
Session 2: Conserving Natural Resources 178
Session 3: Sustainable Development and Green Economy 181
Answer Key 194

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 Unit
1
Communication
Skills

IntroductIon
Communication skills are those skills which are needed
to speak and write properly. A person who is able to
speak appropriately whilst maintaining eye contact with
the audience, uses varied vocabulary and articulate
speech to suit the need of the audience is generally said
to be an effective speaker. Similarly, an effective writer
should be able to use written words in various styles
and techniques to communicate his/her message and
ideas to the readers. One should have the ability to listen
carefully and write and speak clearly in any situation.
Therefore good reading, writing, speaking and listening
skills are essential for effective communication.
As a student, you may study any language, but it is
important that you are able to read, write, speak and
listen well in order to communicate properly. Speaking
more than one language can help you to communicate
well with people around the world. Learning English can
help you to communicate with people who understand
English besides the language you have been exposed to
speaking the language from easly childhood, for example,
your mother tongue. In the present time, a thorough

Unit 1.indd 1 24-08-2018 15:24:21

 knowledge of the language with communication skills is
very important in any occupation or to set up a business.

SeSSIon 1: IntroductIon to communIcatIon

You probably hear people talking about communication
all the time. Everyone needs it and wants it, but what
exactly is communication? Let us try to understand it.
The word ‘Communication’ comes from the Latin
word commūnicāre, meaning ‘to share’. In Figure 1.1,
you can see that communication is the ‘sharing’ of
information between two or more individuals or within
a group to reach a common understanding.

Importance of communication
Your ability to communicate clearly and share thoughts,
feelings and ideas will help you in all your relationships.
For example, you can inform about something or you
can also infuence others through communication.
Communication skills are needed to:
• Inform: You may be required to give facts
or information to someone. For example,
communicating the timetable of an exam to a
friend.
• Infuence: You may be required to infuence
or change someone in an indirect but usually
important way. For example, negotiating with a
shopkeeper to reduce the price or helping a friend
to overcome stress due to exam or any other reason.

Asking for
Information
Where I am
are you going
going? home.

Giving
Receiving Information
Information
Figure 1.1: Communication Process

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 • Express feelings: Talking about your feelings
is a healthy way to express them. For example,
sharing your excitement about doing well in your
exams or sharing your feelings with your parents
and friends.

Elements of communication
Communication is a two-way exchange of information,
i.e., giving and receiving (Fig. 1.2). Speaking and
writing to someone are examples of giving information.
Reading and listening to someone are examples of
receiving information.

Figure 1.2: Elements o Communication

Perspectives in communication
Perspectives are ideas, views, or xed ways o thinking.
These sometimes affect our communication. For
example, i you have a xed idea that your teacher or
father is strict, even when they are being friendly, you
may think they are scolding you even though they are
polite. In the same way, others may also have xed ideas
about you, which affect whatever you say to them.

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 Factors affecting perspectives in communication
Sometimes, we are not able to communicate clearly
because of barriers that stop us from sharing and
understanding messages. Some of these are summarised
in Table 1.1.
Table 1.1: Factors affecting Perspectives in Communication

Factor How the factor can become a barrier

Language In case of use of incorrect words, unfamiliar language and lack
of detail, language can act as a barrier to communicate what one
wishes to convey. For example, language can act as a barrier
when an Indian who only knows Hindi and Chinese who has the
knowledge of Mandarin only want to interact with each other.
Visual Perception Visual perception is the brain’s ability to make sense of what
we see through our eyes. For example, completing partially
drawn pictures with visual perception whereas they may be
something else.
Past Experience Letting our earlier experience stop us from understanding or
communicating clearly. For example, “This shopkeeper cheated me
last time. Let me be careful or “I scored low marks in my Maths
exam, so I am scared to ask and answer questions in class.”
Prejudice Fixed ideas, such as thinking “No one in my class likes me” may
stop a student from communicating openly in the class.
Feelings Our feelings and emotions, such as lack of interest or not trusting
the other person affect communication. For example “I am not
feeling well, therefore, I don’t want to talk.”
Environment Noise or disturbance in the surroundings may make communication
dicult. Example, talking to a riend in a unction where there is
loud music being played by the orchestra.
Personal factors Personal factors include your own feelings, habits and ways
o thinking. For example, ear, and low condence may make
communication dicult.
Culture Signs’ which have a different meaning in different cultures, such
as showing a thumb may mean ‘good job’ done for some people
but may be insulting to others.

Effective communication
Effective communication can happen if we follow the
basic principles of professional communication skills.
These can be abbreviated as 7 Cs, i.e., Clear, Concise,
Concrete, Correct, Coherent, Complete and Courteous.
These are further explained in Figure 1.3.

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 Figure 1.3: 7Cs o Eective Communication

There are different methods of communication, which

include non-verbal, verbal and visual.

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic, answer the following question: Why is it important to
communicate clearly and effectively?

Activity 1
Role Play on Communication Process
Procedure
• Form groups with three students in each group.
• Act out a conversation between the three people. The situation
is that you need to sell some items to an old couple who has
come to a shop. One person can act as the salesperson and
the other two as an old man and his wife.
• Discuss what you learned from this.

Activity 2
Group discussion and sharing experience on factors affecting
perspectives in communication
Procedure
• Form groups with three students in each group.
• Ask each group to select any one of the eight factors (as
given in Table 1.1) which act as barriers to communication.

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 noteS • Discuss how it can affect or become a barrier to good
communication with family, friends, in school or at a
retail store. Each group shares their experiences related
to one of the eight factors.

Activity 3
7Cs of effective communication
Materials required
Pen/pencil, notebook
Procedure
• Write down examples of the 7Cs of communication in
their notebook.
• For each of the 7Cs, a student volunteer to give his/her
example of how to communicate well. The other students
(with teacher’s guidance) say if it is correct or incorrect.

Activity 4
Elements of communication
Material required
Chart paper, colours and pencil
Procedure
Make a chart showing the elements of communication in the
communication process cycle.

Check Your Progress

A. Multiple choice questions
Read the questions carefully and circle the letter (a), (b),
(c) or (d) that best answers the question.

1. What is the purpose of communication?

(a) Inform (tell someone about something)
(b) Infuence (get someone to do something you want)
(c) Share thoughts, ideas, feelings
(d) All of the above
2. Which of the following methods are used to receive
information from the sender through a letter?
(a) Listening
(b) Speaking
(c) Reading
(d) Writing
3. How do you receive information on phone?
(a) Listening
(b) Speaking
(c) Reading
(d) Writing

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 B. Match the columns noteS
Column A: Column B: Examples
Communication
Barriers
1. Language A. Trying to read a book when
somebody else is watching TV in
the same room.
2. Emotional B. In some cultures, wearing shoes
and walking inside the kitchen is
considered rude and disrespectful.
3. Environmental C. Talking in Hindi when others
know only Tamil.
4. Cultural D. Parent is not talking to the child.

C. Short answer question

1. Write down the seven factors affecting perspectives in

communication.
2. Give an example of the following:
(a) Clear communication
(b) Complete communication

What have you learnt?

After completing this session, you will be able to
• identify the elements of communication.
• draw a communication cycle showing all the elements of
communication.
• identify the factors affecting our perspectives in
communication.

SeSSIon 2: Verbal communIcatIon

Verbal communication is the sharing of information by
using words. It is what most people use as a method
of communication. We will learn about non-verbal
and visual communication in the next session. Verbal
communication is important because if you do not
use the right words, you will cause confusion and you
will not be able to communicate what you want. The
important forms of verbal communication are given in
Table 1.2.

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 Table 1.2: Verbal Communication

Type of Verbal Examples

Communication
Oral or Spoken Face-to-face conversation: When you can
Communication: see the listener.
Communication which For example, group discussion, talking to
involves talking family member at home, conversation with
public through speeches, etc.

Talking on a phone: This is for personal

and ocial communication.
Phone conversations should begin with a
greeting (Hello), talking and listening to
each other. The conversation can end with
a ‘Thank you’ and ‘Bye’.
Classroom teaching, business discussion
and public speeches are other examples
of oral communication, where one person
talks to many others at once.

Written Writing letters, notes, email, etc.

Communication:
Communication which
involves written or
typed words.

SMS (Short Message Service): These can

be sent through a phone to a person or a
group.

Using email to share news, thoughts,

documents and les (including photos,
videos, music, etc.). Can be used to send
messages to a person or to a group.

Books and newspapers.

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 Advantages of verbal communication
Verbal communication is easy and quick. You can say
what you want and get a quick response. It is an easier
form of communication when you have to exchange
ideas. You keep changing your communication as per
the other person’s reply.

Disadvantages of verbal communication

The most common disadvantage of verbal communication
is the cultural differences between the sender and
receiver of the information. These differences may be due
to the use of different languages, inability to understand
the colloquial phrases used by the other individual, and
the accent. Since verbal communication depends on
words, sometimes the meanings become confusing and
dicult to understand i the right words are not used.

Public speaking
Speaking in front of a large group makes most people
nervous. You can use the 3Ps (Prepare, Practice,
Perform) method to get over your fears, and become a
condent and eective speaker. These points are shown
in Table 1.3.
Table 1.3: 3Ps of Public Speaking
3Ps of Public Speaking
Prepare Think about your topic
Think about what your listeners need to know about the topic
Think about the best way to make your listeners understand your topic
Write what you plan to say
Practice Practice by yoursel rst, talk in ront o a mirror
Talk in front of your family and friends and ask them what they think
Speak clearly, loudly and at the right speed (not very fast nor very slow)
Perform Take a few deep breaths if you are feeling nervous
Think about what you have prepared and start speaking condently

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.

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 noteS Initial thinking activity
After watching the video in the e-learning lesson for this
topic write down why do you think Tina’s directions were not
understood? How would you give directions on the phone?

Activity 1
Role play of a phone conversation
Materials required
Notebook, pen
Procedure
• Form groups comprising at least three students in each
group.
• Write a script on a phone conversation, based on a
scenario given by your teacher. For example, the scenario
could be a conversation between a person from the Call
Centre and customer talking about the product that is to
be delivered at the customer’s residence.
• One student acts as a caller and the other as receiver.
• Speak the conversation aloud.
• The third student gives feedback on the effectiveness
of the communication, keeping in mind the 7Cs of
communication.

Activity 2
Public speaking
Materials required
Notebook, pen
Procedure
• Form groups of three students in each group.
• Within the group, choose a topic for a very short speech.
• Use paragraphs.
• Each person uses the 3Ps (Prepare, Practice and Perform)
method and makes a speech to the others in the group.
• Others give feedback — was the person able to
communicate properly?
• One student volunteers to give a speech in front of the class.

Check Your Progress

A. Multiple choice questions

Read the questions carefully and circle the letter (a), (b), (c)
or (d) that best answers the question.

1. Choose the correct example of oral communication.

(a) Reports
(b) Newspapers

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 (c) Face-to-face conversation
(d) Notes
2. When we communicate verbally, we should use _______.
(a) dicult words
(b) simple words
(c) confusing words
(d) abbreviations
3. Why do we send emails?
(a) To reach on time
(b) To share documents and les
(c) To talk to each other
(d) To meet each other

B. Short answer question

1. Write down the different types of verbal communication.

Give an example for each type.

What have you learnt?

After completing this session, you will be able to

• explain the verbal method of communication.
• list the 7Cs of communication.
• speak condently in public using the 3Ps method.

SeSSIon 3: non-Verbal communIcatIon

Non-verbal communication
is the message we send
EXPRESSIONS
to others without using
any words as shown in PARA-
Figure 1.4. We send LANGUAGE
POSTURE

signals and messages to

others, through expressions,
gestures and body postures. NON-
VERBAL
In this session, you will learn EYE
GESTURES
CONTACT
about the non-verbal method
of communication, its types
and importance. You will
learn to use the correct body SPACE TOUCH

language, like gestures, eye

contact, handshake, etc.
Figure1.4: Non-verbal Communication

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 Importance of non-verbal communication
In our day-to-day communication, it is observed
that most of the communication is done using body
movements (face, arms, movements, etc.) and voice
control (voice, tone, pauses, etc.).
As we can see in Figure 1.5, maximum communication
is non-verbal. We communicate using words, tone of
voice and body language as shown in Table 1.4.
Words
(Verbal)

Expressions,
Movements,
Pictures
(Non-verbal and
Voice Control Visual)
(Non-verbal)

Figure 1.5: Methods o Communication

Table 1.4: Types of Non-verbal Communication

Non-Verbal Communication Exchanging information without words

Hand movements (gestures) • Raising a hand to greet
and body language • Pointing your nger in
anger

Expressions • Smiling to show happiness

• Making a sad face when
you are upset

Non-verbal communication makes our message

stronger. Using the right gestures while speaking
makes our message more effective. Knowing non-verbal
communication helps us understand our audience’s
reaction and adjust our behaviour or communication
accordingly.

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 Using the right gestures and postures helps us to be
professional at work. If verbal messages are blocked by
noise or distance, etc., we can use hand movements to
exchange our message. Placing a nger on the lips to
indicate the need for silence and nodding the head up
and saying ‘ yes’.
We communicate non-verbally in many ways. Let
us learn about some of these (see Table 1.5).

Table 1.5: Types of Non-verbal Communication

How to make use of non-verbal

Type What it implies
communication effectively?

Facial Expression A facial expression many a • Keep your face relaxed

times shows the feelings of a • Try to match your expression
person. For example, when with what you are saying
we are happy, we express it • If you agree with something,
through a smile or when we you may nod while listening,
are sad we show a gloomy which indicates that it has
face. your assent

Postures are positions of • Keep your upper body relaxed

Posture the body. They show our and, shoulders straight
condence and eelings. • Sit straight, rest hands and
For example, straight feet in relaxed position
body posture is seen as • Keep hands by your sides
condence. Holding your while standing
head may be taken as
tiredness.

Gestures describe • Avoid pointing at people with

Gestures or movements of parts of the your nger
Body Language body, especially hands or • Instead of keeping your hands
head, to express an idea in pocket while talking, try to
or meaning. This includes keep your hands on the sides
waving, pointing and using • Bend your head a little while
our hands when speaking. talking or listening to show
For example, raising a that you are paying attention.
hand may mean asking a
question. Biting nails show
nervousness.

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 Touch We communicate a great • Shake hands rmly
deal through our touch, • Avoid other touch gestures,
such as shaking hands and such as stroking your hair,
patting on the back. For scratching your nose, tugging
example, a rm handshake on your clothes, etc., during
shows condence. Sports formal communication
coaches pat on the back of
the players to encourage the
players.

Space The space between • Maintain proper space’

two persons while depending on the relationship,
communicating, generally which could be formal or
depends on the intimacy or informal or the closeness with
closeness between them. the person with whom you are
talking

Eye Contact Maintaining an eye contact • Look at the person who is

with the person you are speaking
talking indicates interest, • Keep a relaxed, pleasant look
whereas, looking away can • Break the look every few
make the other person feel seconds
ignored.

Paralanguage Paralanguage is the tone • Use a proper tone and volume

of our voice, speed and while speaking
volume that makes a • Maintain a moderate rate
difference in the meaning (speed) of talking
of the communication.
Speaking too fast may show
excitement or nervousness.
Speaking too slow may
show seriousness, sadness
or making a point.

Visual communication
Another important method of communication is
visual communication, which involves sending
and understanding messages only through images
or pictures. The main advantage of this type of
communication is that you do not need to know any
particular language for understanding it. It is simple,

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 easy to understand and remains same across different
places. Table 1.6 shows some common types of visual
communication.
Table 1.6: Examples of Visual Communication

Visual Communication: Exchanging Information through Images

Trac symbol which Trac Lights—Red or
communicates not to Stop; Yellow for Wait and
blow horn Green for Go

Sign for ladies and gents toilet Sign showing railway

crossing

Sign or fammable substances Sign for slippery surface

Sign used to pause a video or Sign which communicates

audio le in smartphone or that the area is a no
computer smoking zone

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions
for some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic write down how could Rohit understand something was
wrong with Amar? Can you understand how your friends are
feeling even when they do not tell you anything?

Activity 1
Role play using non-verbal communication
Materials required
Notebook, pen

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 noteS Procedure
• Form groups with three students in each group.
• Prepare the script for the role play, based on the scenario
given by your teacher.
• Act it out in front of your group.
• One of the group volunteers to act before the whole class.
• Discuss how students used non-verbal communication.

Activity 2
Dos and Don’ts to avoid body language mistakes
Materials required
Notebook, pen
Procedure
• In the same group of three students, as in Activity 1,
discuss what things you should do and what you should
not do to avoid mistakes in communication.
• Every student should write down a list of these Dos and
Don’ts.

Activity 3
Comparing methods of communication
Materials required
Notebook, pen
Procedure
• In the same group of three students, as in Activity 1,
discuss the three methods of communication (Verbal,
Non-verbal, and Visual).
• Prepare a list of the advantages and disadvantages of
each method.

Check Your Progress

A. Multiple choice questions
Read the questions carefully and circle the letter (a), (b),
(c) or (d) that best answers the question.

1. Which of these is a positive (good) facial expression?

(a) Staring hard
(b) Nodding while listening
(c) Wrinkled forehead
(d) Looking away from the speaker
2. What does an upright (straight) body posture convey/
show?
(a) Shyness
(b) Fear

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 (c) Condence noteS
(d) Intelligence
3. Which of these is not an appropriate non-verbal
communication at work?
(a) Putting arm around a coworker’s shoulder
(b) Shaking hands rmly
(c) Looking at the speaker with a smile
(d) Standing with an upright posture
4. When you are preparing for a presentation, you should
__________________.
(a) focus on the objectives of the presentation
(b) practice your speech in front of a mirror or friend
(c) do rehearsals to time your presentation of slides
(d) All of the above

B. Put a × mark against the actions below which are incorrect

for demonstrating the use of non-verbal communication
• Laughing during formal communication
• Scratching head
• Smiling when speaking to a friend
• Nodding when you agree with something
• Standing straight
• Yawning while listening
• Sitting straight
• Maintaining eye contact while speaking
• Biting nails
• Firm handshake
• Clenching jaws
• Looking away when someone is speaking to you
• Intense stare

C. Short answer questions

1. Give examples of any four common signs used for visual

communication.

What Have You Learnt?

After completing this session, you will be able to
• explain the importance of non-verbal and visual
communication.
• identify different types of non-verbal communication.
• use the right non-verbal communication at work.
• avoid common mistakes in non-verbal communication.

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 SeSSIon 4: WrItIng SkIllS: PartS of SPeech
When we talk or write in English, we use sentences to
express ourselves. Sentences are important because if
you do not clearly write sentences then, the meaning of
the same cannot be understood clearly. A sentence is a
group of words that communicates a complete thought
(Example: Raju goes to school). A group of words, which
does not make complete sense, is known as a phrase
(Example: Raju goes). A sentence always begins with
a capital letter, and it always ends with a question
mark, full stop or exclamation mark. Read out aloud
the examples given below.
• Did you work on your project?
• I completed it yesterday.
• That is good!

Using capitals
We know that all sentences begin with capital letters.
Do you know at what other points in a sentence we
should use capital letters?
It is easy to know what to capitalise if you remember
the word ‘MINTS’. MINTS is a set of simple rules that
help you capitalise words correctly. Each letter in the
word MINTS refers to one capitalisation rule as shown
in Table 1.7.

Table 1.7: Capitalisation Rules

Alphabet M I N T S
What it Months The letter Names Titles Starting
shows: letter of
sentences
Rule Capitalise the Capitalise the Capitalise the Capitalise the Capitalise
rst letter in letter ‘I’ when rst letter in rst letter in the rst
all the names it is used to the names of the titles used letter in
of months. begin a word. people, places before people’s every
and days. name. sentence.

Example I will go to I play tennis This Tuesday, Dr Shah and The cat ran
college in with him Vidya will be Mr Patel work out of the
June. every day. in Rajasthan. together. house.

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 Punctuation
It is a set of marks, such as the full stop and the comma,
which help us separate parts of a sentence and explain
its meaning. Like uppercase letters, punctuation is also
a very important part of sentences and has some rules.
Some common punctuation marks and their use have
been given in Table 1.8.
Table 1.8: Punctuation Marks

Punctuation Sign Use Examples

name
Full stop . Shows the end of a sentence. Also This is a sentence. This is
used to show short form of long another sentence.
words. For example, ‘doctor’ can Sanjay is a doctor. His
be shortened to ‘Dr’ when we use patients call him Dr Sanjay.
it as a title before a name.
Comma , Sometimes, we use a comma to After the waiter gave me a
indicate a pause in the sentence. menu, I ordered food.

We can also use a comma to I bought apples, oranges and

separate items when we are listing grapes.
out more than two items in a row.
Question ? We use a question mark at the What is your name?
mark end of a question. How old are you?

Exclamation ! We use an exclamation mark at What a pleasant surprise!

mark the end of a word or a sentence to You are late!
indicate a strong feeling, such as
surprise, shock or anger.
Apostrophe (’) We use an apostrophe followed That is Divya’s pen.
by an s to show that something Are these Abdul’s books?
belongs to someone.
We also use an apostrophe to Let’s go. (Instead of Let us
indicate the shortened form of go.)
some words in informal speech. He isn’t here. (Instead of He
is not here.)

Basic parts of speech

There are eight basic parts of speech in the English
language. These are noun, pronoun, verb, adjective,
adverb, preposition, conjunction and interjection. The
part of speech indicates how the word functions in
meaning as well as grammatically within the sentence.

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 Figure 1.6: Parts o Speech

A noun is a word for a person, place, thing, or

idea. Nouns are often used with an article (the, a, an),
but not always. A pronoun is a word used in place of
a noun. A verb expresses action or being. An adjective
modies or describes a noun or pronoun. An adverb
modies or describes a verb, an adjective, or another
adverb. A preposition is a word placed before a noun
or pronoun to form a phrase modifying another word
in the sentence. A conjunction joins words, phrases,
or clauses. An interjection is a word used to express
emotion. You should be able to use these parts of the
speech in making sentences.
The different types of words we use in sentences
are called parts of speech. Some examples are nouns,

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 pronouns, adjectives, verbs and adverbs, as shown in
Figure 1.6. Let us read more about them in Table 1.9.
Table 1.9: Parts of Speech
Example
Parts of Speech What they do Example sentences
words
Noun Nouns are words that In the sentence, ‘Reema wrote Dog
refer to a person, place, a letter.’ Both Reema and letter Table
thing or idea. These are are nouns. India
‘naming words.’ Sanjay
Pronoun A pronoun is a word In the second sentence, I
used in place of a noun “Reema wrote a letter. They
She is tired.” ‘She’ is used He
in place of the noun Reema, You
it is a pronoun.
Adjectives Adjectives are words In the sentence “Reema wrote Small
that describe other a long letter.” Long is an Blue
words adjective that describes the Sharp
noun ‘letter’. Loud
Verbs Verbs are words that In the sentence: “Reema wrote Run
show action a letter.” Wrote is the verb. Eat
It tells what action Reema did. Think
Sit
Adverbs Adverbs are words that In the sentence “Reema quickly Easily
add meaning to verbs, wrote a letter.” Quickly is an Always
adjectives, or other adverb. It tells us how Reema Inside
adverbs. They answer did the action (writing). Before
the questions — How?
How often? When? And
Where?

Let us now see how these words are used. Read aloud
the sentence given below.
Wow! Reema went to the studio and met a famous
actor.
We already know that Reema, studio and actor are
nouns. Famous is an adjective here because it describes
the noun actor and the words went and met are verbs
because they describe an action.
What about the remaining words in this sentence
wow, to, the, and? What are these words called? We use
such supporting words to join the main parts of speech
together and to add information to the sentences we
make. Let us now look at these supporting words.

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 Supporting parts of speech types

Figure 1.7: Supporting Parts o Speech

Along with the main ‘Parts of Speech’, there are some

more words we need for making a sentence. These are
shown in Figure 1.7. Let us learn more about them
using Table 1.10.
Table 1.10: Supporting Parts of Speech

Supporting Parts
Use Examples
of Speech
Articles The words ‘a’, ‘an’ and ‘the’ are The car stopped suddenly because
known as articles. Articles are a cat ran in front of it.
generally used before nouns. A book
An is used before words with a An apple
vowel (a,e,i,o,u) sound An umbrella
A is used before nouns with a The sun
consonant (all other alphabets)
sound
The is used to reer to specic or
particular words
Conjunctions Conjunctions are words that join Instead of, Sheela went to the
two nouns, phrases or sentences. market. I also went to the market.
Some common conjunctions are Sheela and I went to the market.
‘and’, ‘or’ and ‘but’. Instead of, “Do you want oranges?
Do you want apples?”
“Do you want oranges or apples?”
Prepositions Prepositions connect one word Some common prepositions are ‘on’,
with another to show the relation ‘at’, ‘under’ and ‘in’.
between them. They usually The cat is on the roof.
answer the questions ‘where’, The shop is at the end of the road.
‘when’ and ‘how’. Rahul is standing under the tree.
I live in Delhi.

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 Interjections These words express strong Wow!
emotions, such as happiness, Oh!
surprise, anger or pain. They have Oh no!
an exclamation mark at the end. Thanks!
Help!

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic write down what do you think was wrong with Seema’s
letter?

Activity 1
Identifying parts of speech
Materials required
Notebook, pen
Procedure
Read aloud the paragraph given below.
“on sunday, i have an appointment to meet Dr. Patel in delhi.
my house is near Mr. Patels shop i went to his shop on riday to
buy vegetables I bought potatoes onions carrots and a cabbage
Mr. Patel is a riendly man have you met him”
• This paragraph contains examples of the parts of speech
you learnt about in this lesson.
• Identify as many of these parts of speech as you can and
mark them.
• Write the paragraph with proper punctuation and
capitalisation.

Activity 2
Constructing sentences
Materials required
Notebook, pen
Procedure
• Form pairs of students.
• List out ve parts o speech that you learnt in the lesson.
• Select one of them and create two simple sentences which
use these parts of speech.

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 noteS • For example, if you have chosen adjectives, create two
sentences that have adjectives.

Activity 3
Identify name, place, animal, thing
Materials required
Notepad, pens
Procedure
• Number yourselves from 1 to 5.
• Each member of a group has to say a word that is either
a name, place, animal or thing; the th member has to
do an action.
• Each group gets 30 seconds to think what they are going
to say and do.

Check Your Progress

A. Multiple choice questions
Read the questions carefully and circle the letter (a),
(b), (c) or (d) that best answers the question.
1. What is a sentence?
(a) A group of ideas that form a complete paragraph
(b) A group of words that communicate a complete thought
(c) A set of rules that we must follow to write correctly
(d) A set of words that contains all the basic punctuation
marks
2. Which of these sentences use uppercase letters correctly?
(a) I am Hungry.
(b) Divya and sunil are reading.
(c) The bucket is Full of water.
(d) She lives in Delhi.
3. Which of these sentences are punctuated correctly?
(a) Where are you going.
(b) I have a pen a notebook and a pencil.
(c) I am so happy to see you!
(d) This is Abdul’s house.
4. Underline the noun, pronoun, adjective, verb and
adverb in these sentences.
(a) Sanjay plays football everyday.
(b) Divya gave him new books.
(c) I opened the red box carefully.

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 B. Fill in the blanks noteS
Fill correct nouns and verbs rom the box to ll in the
blanks given below.

girl, girls, boy, milk, dog, skipping, riding, running, studying,

drinking, barking
a. The ____________ is
_________________.

b. The ____________ is
_________________.

c. The ____________ is
_________________.

d. The ____________ are

_________________.

e. Raju is ____________
_________________.

f. The ____________ is
______________.

C. Short answer questions

1. Identify the conjunctions and prepositions (Remember,

conjunctions join two sentences while prepositions help
answer the words ‘where’, ‘when’ and ‘how’.). Choose
the conjunctions and prepositions from the box given
below and list in the correct box.

Under, And, In, At, Or, Up

Conjunction Preposition

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 What Have You Learnt?
After completing this session, you will be able to
• use capitalisation and punctuation rules for writing
sentences.
• identify the basic parts of speech, such as nouns,
pronouns, adjectives, verbs and adverbs.
• explain the usage of the parts of speech.
• identify the supporting parts of speech, such as articles,
conjunctions, prepositions and interjections.

SeSSIon 5: WrItIng SkIllS: SentenceS

Parts of a sentence
As you have learnt in English classes, almost all English
sentences have a subject and a verb. Some also have an
object. A subject is the person or thing that does an action.
A verb describes the action. Object is the person or thing
that receives the action. For example, read a loud the simple
sentence “Divya reads a book”. Let us see the different parts
of the sentence in Figure 1.8.

Figure 1.8: Parts o a Sentence

Read a loud the example sentences shown in Table 1.11
and understand which is the subject, verb and object.
Table 1.11: Parts of a Sentence

Sentence Subject Verb Object

I ate an apple. I ate an apple.
He cooked dinner. He cooked dinner.
She kicked the football. She kicked the football.
Dia and Sanjay broke the bottle. Dia and Sanjay broke the bottle.

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 Types of objects
The object in a sentence can be either direct or indirect.
Direct objects are the ones directly ‘acted on’ by the
action word (verb). If the verb is ‘reads’ and we ask
“What does Divya read?” The answer is ‘book’ which is
the direct object. A direct object answers the question
‘what?’.
An indirect object answers questions, such as ‘to
whom’ and ‘for whom’. For example, in the sentence
“Abdul gave a gift to his mother.” The verb is ‘gave’. As
you can see in Figure 1.9, there are two objects here —
‘gift’ and ‘mother’.
What did Abdul give? The gift. To whom did Abdul
give the gift? To his mother. Here, ‘gift’ is the direct object
and ‘his mother’ is the indirect object. Some sentences
only have direct objects while some have both direct
and indirect objects.
Read a loud the examples given in Table 1.12 and
practice nding the direct and indirect objects.

Table 1.12: Direct and Indirect Objects

Verb + By
Direct Indirect
Sentence Verb Verb + What? whom/to
object object
whom?
Sanjay bought bought Vegetables vegetables
vegetables.
Fatima and Sonia played Tennis tennis
played Tennis.
He offered me an offered Orange me orange me
orange.
The teacher gave us gave Homework us homework us
homework.

Types of sentences
Active and passive sentences
Read a loud the sentence shown in Figure 1.9. What is
the difference between the two sentences?
1. Sanjay broke the glass.
2. The glass was broken by Sanjay.

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 The action (verb) in both
the sentences is breaking of
the glass. But the ‘subject’ of
both sentences is different. In
the rst sentence, the subject
(Sanjay) does the action. In
the second sentence, the
Figure 1.9: Types o Sentences
subject (the glass) receives
the action.
Read the sentences in
Figure 1.10 again.
Sentences where the subject
does an action are known to
Figure 1.10: Active and Passive Sentences
be in the Active voice.
Sentences in which the
subject receives an action are known to be in the Passive
voice.
Read aloud some more examples given in Table 1.13.
Table 1.13: Active and Passive Sentences

Active Voice Passive Voice

She wrote a letter. A letter was written by her.
He opened the door. The door was opened by him.
Mohan played the fute. The fute was played by Mohan.

Types of sentences (according to their

purpose)
Read a loud the sentences in Figure 1.11. How do you
think they differ from each other?

Figure 1.11: Examples o types o Sentences

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 Each of these sentences has a different purpose. Also,
notice how each sentence in Figure 1.12 ends.

Figure 1.12: Dierent types o Sentences

Read the examples in Figure 1.12 to practice the different

types of sentences.
Table 1.14: Types of Sentences

Types of Sentences
Statement or Question or Emotion/Reaction or Order or
Declarative Interrogative Exclamatory Sentence Imperative
Sentence Sentence Sentence
This is the most This type of An exclamatory These sentences
common type of sentence asks sentence expresses a show an order,
sentence. It provides a question. It strong emotion, such command, request,
information or states always ends with as joy, sadness, fear or or advice. It can
a fact. It always ends a question mark wonder. It always ends end with a full stop
with a ‘full-stop’ (‘.’). (‘?’). with an exclamation or an exclamation
mark (‘!’). mark (‘.’ or ‘!’).
Read aloud the examples given below
I go to school. Did you go to I came rst in class! Go to college today.
I like eating school? Go eat your
vegetables. Do you like eating vegetables.
vegetables?
It is very cold. How is the Oh, it’s so cold! Wear your sweater.
This room is weather? Clean this room.
unclean. Could you help
clean this room?
I completed my Did you complete I completed my project! Complete your
project. your project? project.
I exercise everyday Do you exercise Go and exercise
everyday? today.

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 noteS Paragraphs
You have learnt about sentences. A group of sentences
forms a paragraph. While writing a paragraph, make
sure the sentences have a common idea. When you
want to write about a different idea, make a new
paragraph. For example, if you are writing about your
school, the rst paragraph can be o sentences about
the name, location, size and other such details. In the
next paragraph you can use sentences to describe what
you like about your school.

I go to Government Higher Secondary School, Balachadi.

There are about 100 students and seven teachers in my
school. My school is on the main road, very close to the City
Railway Station and local hospital. I love going to school
and learning new lessons. My school has a playground
where I play cricket with my friends at the end of the day.
There is a library too and I borrow one book every week. I
love my school.

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic write down if you think that Sanjay and Dia were able to
make correct sentences?

Activity 1
Making sentences

Materials required
Notebook, pen

Procedure
• Form pairs of students.
• First, write down three sentences that contain direct
objects. Then, write down three other sentences that
contain both direct and indirect objects.

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 • Use different colours to mark the different parts of each noteS
sentence (Subject, Verb, Object).
• One volunteer shows their list to the class, who correct
if needed.

Activity 2
Active and passive voice
Materials required
Notebook, pen
Procedure
• With the same pairs as above, write a paragraph on any
topic.
• The paragraph should have at least two sentences in
active voice and two sentences in passive voice.
• One volunteer reads out their paragraph to the class.
• The class gives feedback, if correct.

Activity 3
Types of sentences
Materials required
Notebook, pen
Procedure
• With the same pairs as above, make a list of minimum
eight sentences. These should have at least two sentences
of each type—declarative, interrogative, exclamatory and
imperative.
• For each type of sentence, different volunteers read out
their sentences to the class. The class gives feedback on
the correctness of the sentences.

Check You Process

A. Multiple choice questions
Read the questions carefully and circle the letter (a),
(b), (c) or (d) that best answers the question.
1. Identify the subject in the sentence, “The children
played football.”
(a) The children
(b) Children played
(c) Played
(d) Football
2. Identify the object in the sentence, “The children played
football.”
(a) The children
(b) Children played
(c) Played
(d) Football

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 3. Which of these sentences has both indirect and direct
objects?
(a) I am watching TV.
(b) She bought a blue pen.
(c) The girls played cricket.
(d) He wrote his sister a letter.
4. Which of these sentences is in passive voice?
(a) They are watching a movie.
(b) The clock was repaired by Raju.
(c) He is sleeping in the room.
(d) My pet dog bit the postman.

B. Short answer questions

1. Write one sentence of each type—statement, question,

exclamatory and order.
2. Which is your favourite festival? Write two paragraphs
about your favourite festival. Each paragraph should
have a minimum of four sentences. Make sure you
follow all the rules about sentences and paragraphs
you have learnt.
3. Practice speaking correct sentences with your
classmates. Try and nd the parts o sentences which
you use commonly.

What Have You Learnt?

After completing this session, you will be able to

• identify the different parts of a sentence.
• differentiate between active and passive voice.
• identify and compose different types of sentences.

SeSSIon 6: PronuncIatIon baSIcS

If we do not say (or pronounce) words correctly,
others cannot understand what we are saying
as in the example shown in Figure 1.13. In this
lesson you will learn about the common ‘sounds’
used while speaking English. You will learn and
practice how to say common words correctly.
Pronunciation is the way you say a word, just as
spelling is how you write a word.
To communicate well when you speak, you
need to know how to pronounce words correctly.
Figure 1.13: Importance o Pronunciation Correct pronunciation will help you express

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 yoursel in a clear and condent manner. It will also noteS
help others to understand your words easily.

Speaking correctly
Say the following words aloud. Ask your teacher and
friends if you pronounced them correctly.
Your World Chair Wear
Also try saying these words aloud
Sun Son Sail Sale Tail Tale
What did you notice? Sometimes words, which
have similar spellings are pronounced differently.
Sometimes words, which have different spellings may
be pronounced in the same way. The best way to learn
correct pronunciation of words is to listen carefully.

Phonetics
How do we pronounce words? We use sounds to speak.
Every word is made up of one or more sounds. We put
these sounds together to pronounce words. Phonetics is
the study of the sounds that we make when we speak.
For example, the word dog is made of three sounds
put together: d-o-g. Speak the word aloud as shown in
Hindi to help you pronounce it correctly
The word cat is made of three other sounds: c-a-t.
Speak the word aloud as shown in Hindi to help you
pronounce it correctly . The English
alphabet has 26 letters, from A to Z. But each of these
letters can be pronounced in different ways in different
words. We use 26 letters to write in English. But, we
use more than 26 sounds when we speak English.
This is why a word’s spelling does not always match its
pronunciation.
Let us take the letter ‘a’ for example. Read the words
below aloud. The alphabet ‘a’ is pronounced differently
in different words as shown in Table 1.15.
Table 1.15: Different sounds of letter ‘a’
Words Pronunciation Pronunciation in
of the letter ‘a’ Hindi
cat, apple and back ऐ ै , एे, बै

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 car, fast and park आ ा, फास, ा्

call, ball and saw आॅ ॉ, बॉ, ॉव

Pay attention to the sound of each word while listening,

you will be able to pronounce it clearly.

Types of sounds
We have now seen how the letters of the alphabet are
not enough to exactly match the many different sounds
we make when we speak. Let us take a closer look at
the sounds we use. All English words are made of three
basic types of sounds as shown in Table 1.16.

Table 1.16: Different Sounds in English

Diphthongs (combination
Vowels Consonants
sound of two vowels)
The English alphabet has We make a diphthong sound A consonant sound is any
ve vowels (a, e, i, o and u) when we combine two vowels. sound that is neither a
but 12 vowel sounds. This Diphthongs start as one vowel vowel nor a diphthong
means most vowels can sound and go to another. sound.
be pronounced in different
ways. We make a vowel
sound when we read a vowel
in a word.
For example, we pronounce For example, the sound ‘ou’ in For example, we use
the letter ‘i’ in the word ‘bit’ the word “house” is a diphthong consonant sounds to say
by using a vowel sound. or a combination. the letters ‘p’ and ‘t’ in the
In Hindi it is िब In Hindi, it is हाऊ word Pot. In Hindi is ॉ

Say the word ‘bit’ aloud and Say the word ‘house’ aloud and Say the word ‘pot’ aloud
listen to how you are saying listen to how you are saying the and listen to how you
the vowel sound. diphthong. are saying the consonant
sounds.

Some more examples are given in Table 1.17. Say these

words aloud (also given in Hindi to assist pronunciation),
listen carefully when others say these words and repeat
what you hear.

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 Table 1.17: Examples of Different Sounds

Vowel Sounds

long ‘ee’ sound short ‘i’ sound short ‘u’ sound long ‘oo’ sound
Sleep स Slip िस Book ब
ु Boot बु
Keep ी Dip िनय Put ु Group गर
Feel फी Fill िफ Foot फु Two र
Combination vowel (diphthong’) sounds

‘ea’ sound ‘oa’ sound ‘ou’ sound

‘ae’ sound
Near िनय Late
े Boat बो Mouth ाउथ
Deer िडय Cakeे  Loan ोन Cow ाउ
Hear हय Game े Most ोस Cloud काउड
Consonant sounds
‘p ’ sound ‘t ’ sound ‘k ’ sound ‘l ’ sound
Pen ेन Train टेन Book बु Lookु
Report िो् Story सो Cold ोलड Placeपे
Stop सो Put ु Music मयिर  School सर

The teacher will facilitate these activities by showing

you the e-learning module for this lesson via http://www.
psscive.ac.in/Employability_Skills.html. The module will
include videos and e-content for the above topics as well as
detailed instructions for some activities below.

Activity 1
Pronouncing words
Materials required
Notebook, pen
Procedure
• Form groups of four students in each group.
• Make a list o ve things in the classroom.
• Identify the vowels, diphthongs and consonants in the
listed words.
• Each student speaks each word aloud in the group and
the others say if it is the right pronunciation.

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 noteS Activity 2
Pronouncing words
Materials required
Notebook, pen
Procedure
• Form pairs of students. Your teacher will give you a list
of words.
• Practice saying these words aloud with your partner, who
says if it is correct or not.
• A volunteer reads out two words for the whole class who
will give feedback on the correctness of the pronunciation.

Check Your Progress

A. Multiple choice questions
Read the questions carefully and circle the letter (a),
(b), (c) or (d) that best answers the question.
1. What is phonetics?
(a) It is the study of how we write words in English.
(b) It is the study of how people understand sentences.
(c) It is the study of how many words the English
language has.
(d) It is the study of the sounds we make when we speak.
2. What are the different types of sounds used in English
pronunciation?
(a) Vowel sounds
(b) Diphthong sounds
(c) Consonant sounds
(d) All of the above

What Have You Learnt?

After completing this session, you will be able to
• describe what pronunciation is.
• pronounce (speak correctly) simple words used in your
conversations.

SeSSIon 7: greetIngS and IntroductIonS

We use certain words called ‘greetings’ before we start
talking to friends, people familiar to us, or people whom
we are meeting or the rst time. Also we use certain
sentences to tell about ourselves or others, to people
who do not know us. This is called an Introduction.

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 Greetings
There are many ways to greet a person. The greeting and
reply to a greeting at work is different from the greeting
and reply given to a friend. Similarly, there are many
ways to say goodbye when you depart.
The greetings change depending upon who we are
talking to and even according to the time of the day.
Greetings help us start a conversation nicely as shown
in Figure 1.14.

Types of greetings
Figure 1.14: Greetings and
There are two ways of greeting as shown in Figure 1.15. Introductions

Say the greetings below a loud.

Formal greetings are used if you do not know the
person. It is used to greet senior, elderly people or people
with whom we have formal relations like teachers or
customers. This is used more often in schools, colleges
and oces.

Figure 1.15: Formal and Inormal Greetings

Say a loud the formal greetings and replies given in

Table 1.18.
Table 1.18: Formal Greetings

Greeting Reply
Good morning everybody! Good morning, Ma’am!
Good morning, Sir! Good morning, everyone!
Hello Sir. How are you? Very well. Thank you! How are
you?
How are you Tina? I’m doing well. How are you, Sir?

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 Informal greetings are used when you talk to
friends, family or a known person.
Say out loud the informal greetings/replies given in
Table 1.19.
Table 1.19: Informal Greetings

Greeting Reply

Hey! Hello or Hi!

Hey! How are you doing? Hi! I am doing great!

Hi! Good to meet you.

We can also greet people according to the time of the

day when we meet them. Say out loud the greetings
given in Table 1.20.

Table 1.20: Greetings According to Time

Time Greeting

From early morning to 11.59 am Good morning

12 pm to about 5 pm (afternoon Good afternoon

hours)
5 pm to midnight Good evening (We usually do not greet people by saying
Good night even if it is night. We say Good night at the
end of conversation.)

Introducing yourself and others

When you are meeting someone or the rst time, or i
others want to know about you, you need to ‘Introduce’
yourself. You can do this by telling your name and some
general information like about your hometown, your
job or subjects as a student, your interests, etc. When
introducing yourself, remember to look at the other person
and smile. Some examples are shown here in Figure 1.16.

Figure 1.16: Introducing Yoursel

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 We can introduce someone to others by telling their
name, what they do, how we know them, or even by
describing something interesting about them. One
example is shown here in Figure 1.17.

The teacher will facilitate these activities by showing you the Figure 1.17: Introducing
e-learning module for this lesson via http://www.psscive.ac.in/ Others
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
Have you come across such a situation? Based on the initial
videos in the e-learning lesson for this topic, write down how do
you think we start talking to friends and neighbours? How can
we start a conversation politely?

Activity 1
Formal and informal greetings
Materials required
Notebook, pen
Procedure
• Form pairs of students.
• Each pair should write about two conversations—one
with formal greetings and one with informal greetings and
act it out.
• One volunteer pair acts this out in front of the class.
• The class says if the formal and informal greetings have
been used correctly.

Activity 2
Introducing someone
Materials required
Notebook, pen
Procedure
• Use same pairs of students as above.
• Each pair should write a conversation to introduce
someone to their friends and family and act it out.
• One volunteer pair demonstrates it for the class.
• The class says if the introductions have been made
correctly.

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 noteS Activity 3
Greetings
Materials required
Notebook, pen
Procedure
• Imagine that you are at home. The doorbell rings and you
open the door. Write down.
• What would you say when you see your uncle
standing at the door?
• What would you say when you see your friend
standing at the door?
• One volunteer acts it out in front of the class. The class
(with teacher) discusses
• What is the difference in the way you greet your
friends and teachers?
• Which method will be used in the following situations:
(a) While talking to teacher in the classroom, and (b)
While talking to your friends in the playground.
• What are the different phrases used when greeting
friends?
• What are the phrases used when greeting elders,
teachers, colleagues at work or in oce?

Check Your Progress

A. Multiple choice questions
Read the questions carefully and circle the letter (a),
(b), (c) or (d) that best answers the question.
1. You say ‘Good Morning’ when it is _______________.
(a) 11 am (b) 9 am
(c) 8 am (d) All (a), (b) and (c)
2. You may say ‘Hi’ when you meet _______________.
(a) your teacher in class (b) a senior in the oce
(c) your Principal (d) your friends at a shop
3. You say ‘Good Afternoon’ when it is ______________.
(a) 10 am (b) 11.59 am
(c) 6 pm (d) 1 pm
4. You say ‘Good Evening’ when it is ______________.
(a) 11 am (b) 9 am
(c) 2 pm (d) 7 pm

B. Short answer questions

2. Write two to three lines you would use to introduce

yourself.

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 What Have You Learnt?

After completing this session, you will be able to

• greet people formally and informally.
• introduce yourself to other people.
• introduce other people to your friends.

SeSSIon 8: talkIng about Self

You may need to talk about yourself on many occasions
especially when you meet new people. You may also
need to ll orms with inormation about yoursel. In this
session you will learn how to describe (or ‘introduce’)
yourself and write about yourself.

Talking about yourself

When you meet someone or the rst
time, they may want to know more My I study
about you. You will need to ‘introduce’ name is in
Amit. Class IX.
yourself by telling them about yourself
as shown in Figure 1.18.
You usually start by telling your
name. Then you can talk about other
things, such as what you do, your age, I don't
I like
where you live, or even about the things History. like
or activities that you like or dislike. For Maths.
all these sentences, you will use nouns
and verbs.
A noun is a ‘naming’ word that is Figure 1.18: Talking About Sel
used for a person, place, thing, or idea.
Some examples of nouns are Ali, Delhi, football and
music.
A verb is a ‘doing’ word that tells us what the noun
does. Some examples of verbs are play, like, eat and
write. Note that some verbs with an ‘ing’ ending can also
act as nouns. Swimming is an example. We can talk about
likes and dislikes using nouns as well as verbs that end
with ‘ing’. For example, cycling and swimming.
Table 1.21 represents talking about oneself. Read
a loud.

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 Table 1.21: Talking About Yourself

Name I am Harish Sethi. My name is Anu. I am Lucy Peter. My name is Ali.

What they I am in high I am a student. I play cricket. I practice karate.
do school.
Age I am 15 years old. I am 16 and a I am nine. I will be 17 soon.
half years old.
Hometown I stay in Agra. I live in Mumbai. I am from Goa. I’m from Patna.
Likes I like playing I like swimming. I like carpentry. I like music.
chess.
Dislikes I dislike summers. I do not like dolls. I dislike loud I do not like playing
noise. football.
Strengths I can write stories I am a good I can solve I am a good team
very well. public speaker. crossword player.
puzzles quickly.
Weaknesses I leave tasks I get angry easily. I cannot I am nervous to
incomplete . manage my time speak in front of a
properly. large group.
Filling a form
Sometimes, instead of talking, you will have to write
about yourself in a form. A form is a typed or printed
page with blank spaces for information.
Each form is different, so you should read it properly
beore flling. Write neatly taking care to use the correct
spellings. A orm usually has the ollowing felds or
personal information as shown in Table 1.22.
Table 1.22: Some felds a orm

Name Here you enter your name. Sometimes you may need to
write the frst, middle (i any) and surname.
Date of birth This is the date on which you were born. It is usually
written as the day, followed by the month, followed by
the year in numerals.
Address This is the postal address which includes your house
number and the details of the street, area and the city.
PIN code This is a group o numbers used by the post ofce to
identify a region. It is an important part of an address.
Signature (or Sign) This is your name or initials written by hand, in a
specifc way (which is difcult or anyone else to copy).

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 Example noteS
Harish Sethi was born on 5 December 1999. He lives in
Agra, in a house named Sukh Nivas. His house number
is 13 in Raja Nagar. His postal code is 282001. Harish
lled a orm asking or personal inormation like this.
First Name Harish
Last Name Sethi
Date of Birth 5 December 1999 (or 05-12-1999)
Address Sukh Nivas, No. 13, Raja Nagar, Agra
Pin Code 282001

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic write down how would you talk about yourself?

Activity 1
Introducing yoursel and lling orms
Materials required
Notebook, pen
Procedure
• Form pairs of students.
• Ask the students to introduce themselves to their partner,
giving the details necessary to ll a orm like above. Their
partner should ll in the orm with their details in his or
her notebook.
• When he/she has nished, the other partner to read the
form carefully and add his/her signature if the details are
correct. Repeat this process for the other partner as well.

Activity 2
Talk about yourself
Materials required
Notebook, pen

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Unit 1.indd 43 24-08-2018 15:24:26

 noteS Procedure
• Form groups with four students in each group.
• Ask the students to take turns and one by one, introduce
themselves to the others in the group. Use the steps and
expressions they learnt in the lesson. The students to
present their likes and dislikes as well! Each person has
one minute to talk about himself/herself.
• When one person talks, the others should correct and
guide him/her.
• One of the group volunteers to speak in front of the class,
who will give feedback on what is right and what is wrong.
1. Maintain a diary and show your progress to your teacher.
2. In the next two days:
• Introduce yourself to the new people you meet.
• Tell your friends about your likes and dislikes.
3. In the next 14 days:
• Ask your family members to show you some forms
they have lled in
• Think and create a signature for yourself
5. In the next one month:
• Create a simple form
• Give copies to your riends and ask them to ll in
the form
• Guide them i they do not know how to ll it

Check Your Progress

A. Multiple choice questions
Read the questions carefully and circle the letter (a),
(b), (c) or (d) that best answers the question.
1. Use the following words to complete the form given
below.
football and swimming, seven-years-old, Hassan,
Yasmin, in Bengaluru.
(a) My rst name is ______________.
(b) My surname is _________.
(c) I am ________.
(d) I live _________.
(e) I like _________.
2. A postal code is ______________.
(a) a group of numbers or letters used to identify a
government building.
(b) a code used to indicate the door number of a house.
(c) a group o numbers or letters used by the post oce
to identify a region.
(d) a code used to identiy dierent post oces.

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 What Have You Learnt?

After completing this session, you will be able to

• answer questions that others ask about you.
• talk about your likes and dislikes with your friends.
• ll out a orm with some basic personal details.

SeSSIon 9: aSkIng QueStIonS I

Are you sometimes scared
of asking too many
questions as shown in
Figure 1.19. What happens
if you do not ask questions
at the right time? Why do
we need to ask questions?
In this session you will
learn about the importance
of asking questions and
how to get information
by asking the correct Figure 1.19: Asking Questions
questions.

Need for asking questions

A question is a request for information as shown in
Figure 1.20. It could be any type of information, such
as an answer to a question in the textbook, information
about a person or a place or about how to do a task.

Figure 1.20: Example o Asking Questions

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 Asking questions helps us to
• gain new knowledge, get information,
• make sure that what we know is correct,
• avoid doubts, confusion, misunderstanding, and
• start talking to people by asking about them and
their ideas.
How to make sure we have complete information?
If you do not have information about how to reach a
place, you will not be able to reach it. If you do not know
how to do some work, you will not be able to complete it,
unless you ask questions and get information. Asking all
the correct questions at the right time is also important.
You can follow the simple method of ‘5W+1H’
shown in Table 1.23 to make sure that you have all the
information you will need for a particular work. Read
out the examples aloud.

Table 1.23: 5W+1H Method for Asking Questions

5W+1H Method for Asking Questions

Question Word Usage Example
Who ‘Who’ is used to ask about people Who is the new student in the
class?
Where ‘Where’ is used to ask about a Where does she live??
place
When ‘When’ is used to ask about time When did she join school?
What ‘What’ is used to ask about a What is her favourite subject?
thing, an idea or an action
Why ‘Why’ is used to nd the reason Why is she not talking to anyone
in the class?
How ‘How’ is used to nd the method How can I help her make friends?

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic, write down if you think Rahul was able to ask correct
questions?

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 Activity 1 noteS
Framing questions
Materials required
Notebook, pen
Procedure
• Form groups of four students in each group.
• Tell the students about a situation. Use the 5W+1H
method to make a list of questions that should be asked
to get complete information.
• One volunteer group reads out the list to the class. The
rest of the students give feedback if these were right
questions.
Activity 2
Framing questions
Materials required
Notebook, pen
Procedure
• Form pairs of students.
• Your teacher will tell you about a situation for which you
have to make plans.
• Make a list of questions you will ask. Also, think and write
why you need to ask that question. (What is the purpose
of the question?).
• Read out your list to your partner and discuss if each
other’s questions were right.

Activity 3
Let us guess!
Procedure
• Divide the class into ve groups.
• Each group discusses and decides on one famous
personality.
• All groups will take turns to ask other group questions
and guess the person.
• Every group gets to ask one question each to other groups.
In total, each group can ask three questions. If they are
not able to guess within the rst three questions, extend
the number o questions to ve per group.
• If you run out of questions, tell each team to give the
teams a CLUE.
• For example, for Mahatma Gandhi, the clue can be:
• He is called the Father of the Nation
• He was a lawyer from Gujarat
• His picture is on Indian rupee notes
• Ater spending about ve minutes preparing in their
groups, give the teacher examples of the kind of questions
prepared.

CommuniCation SkillS 47

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 noteS • The questions have to be indirect and anyone from the
other group can answer.
• The team that guesses the other team’s famous person
rst, wins!
Discussion
• Were you able to frame questions?
• Were you able to identify the right kind of question?
Practice work
Whenever you are starting with a new work think of all the
information you would need. Use the 5W+1H method to make a
list of questions to get all this information. If you keep practicing
on you will be able to frame questions.

Check Your Progress

A. Multiple choice questions

Read the questions carefully and circle the letter (a),

(b), (c) or (d) that best answers the question.
1. Raju is the class monitor. He wants to know why
Ramesh is coming late every day. Which of the following
is a question that Raju can ask Ramesh?
(a) Do you come on time?
(b) Are you late?
(c) Why are you late every day?
(d) Will it not be easier to complete your work if you
come on time?
2. If you have not understood a task given to you, which
question should you ask?
(a) Where are the reports of this task?
(b) Can you repeat the instructions for this task?
(c) Can you give me an example of this task?
(d) Why are you doing this task?
3. Sheela does not have time so she decides to delay a
task. Which question should he ask before ignoring the
task?
(a) What is this task?
(b) When does this task need to be completed?
(c) Is this task important?
(d) No need to ask any question.
4. Renuka is joining a new school. Which of the following
questions will help her become comfortable with her
new classmates?
(a) How long have you been studying here?
(b) Would you like to share my lunch?
(c) What do you all do in your free time?
(d) All the options are correct.

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 B. Short answer questions

1. Re-arrange the words to form questions.

a) she/like/sing?/Does/to b) waiting/What/are/you/for?

c) play/like/football?/Do/ d) ghting?/they/are/Why
you/to

What Have You Learnt?

After completing this session, you will be able to
• ask questions to get correct information from other
people.
• ask the questions according to a situation.

SeSSIon 10: aSkIng QueStIonS II

A question is a sentence, phrase, or word that either
asks for information or is used to test someone’s
knowledge. We always use a question mark (?) at the
end of a question. In our day-to-day interactions with
others, we often have to ask and answer questions to
get information. Asking the correct questions can help
us get the information we want as shown in Figure 1.21.

Types of questions Figure 1.21: Questions and

Inormation
There are two basic types of questions: close-ended and
open-ended.

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 Questions that can be answered with a “yes” or a
“no” are called close-ended question. That is because
the answer options are limited or closed. For example,
when we ask “Do you have a TV at home?”, the answer
could be either “Yes” or “No” (see Figure 1.22).
Sometimes, when we ask a question, we expect an
answer with more details. For example in Figure 1.23
Figure 1.22: Open-ended
when we ask “What do you like to watch on TV?”, the
Question answer could be “I like to watch movies on TV.” These
are called open-ended questions because their answer
options are not limited or closed. In this case, the person
could have also said sports, news, or anything else.

Framing (or forming) questions

Framing close-ended questions
We can form close-ended questions by adding helping
verbs (called auxiliary verbs) like Be, Do and Have. These
convey additional information, such as time and mood.
Figure 1.23: Close-ended Besides these, there are other auxiliary verbs (called modal
Question
verbs), such as Can, Shall, May, Should, Could which
show possibility or necessity. One method of framing
close-ended questions is to take a sentence without the
above words and place such words before the subject.
For example, the sentence “I like it” can be changed
into a close-ended question by adding the word “do”
before the subject “I”. This creates the close-ended
question: “Do I like it?”
Read aloud the other examples are shown in Table 1.24.
Table 1.24: Close-ended Questions

Sentence Close-ended questions after adding helping verbs

They talk on the phone every day. Do they talk on the phone every day?

You share your lunch with your Could you share your lunch with your friends?
friends.

Please Note: The helping verb changes based on the

subject, but the main verb remains unchanged. For
example, in the sentences and the questions below, the
main verb (cook) remains unchanged, but the auxiliary
verb (do) changes based on the subject. Read aloud the
other examples are shown here in Table 1.25.

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 Table 1.25: Close-ended Questions with Helping Verbs

Sentence Close-ended Questions after adding helping verbs

I cook dinner. Do I cook dinner?

She can cook dinner. Can she cook dinner?

They cook dinner. Do they cook dinner?

Framing close-ended questions

In some cases, we exchange the positions of the
subject and the verb to create a close-ended question.
We can follow a similar method for sentences that
already have auxiliary verbs. Read aloud the other
examples given in Table 1.26.
Table 1.26: Close-ended Questions (Subject/Verb exchanged)

Sentence Close-ended questions after exchanging positions of

the subject and the verb
He is there. Is he there?
They were cleaning their room. Were they cleaning their room?

You can help me. Can you help me?

Framing open-ended questions: Using question

words
Some questions are called open-ended because their
answers are not limited or closed. They have to be
answered with more information than just a “yes” or
a “no”. We can form open-ended questions by using
question words, such as What, Why, Who, How, When
and Where. Read aloud the other examples are shown
here in Table 1.27. Notice how these questions CANNOT
be answered with a “yes” or a “no”.
Table 1.27: Open-ended Questions with Question Words

Open-ended questions Answer sentence

What did you do? I went to the park.
Why did you go there? I went to meet my friend.
How did you go? I cycled.

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 noteS

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.

Activity 1
Pair-work: Framing open-ended and closed-ended questions
Materials required
Notebook, pen
Procedure
• Form pairs o students. Each pair writes ve open-ended
and ve closed-ended questions along with the answers
for all 10 questions.
• When all pairs have completed the activity, one volunteer
pair reads out their questions and answers to the whole
class.
• The class gives its feedback on whether the questions are
framed correctly or not.

Activity 2
Group-practice: Framing questions
Materials required
Notebook, pen
Procedure
• Form groups of four students each.
• Write a conversation between four people, with at least six
questions (including closed- and open-ended questions).
Act it out aloud.
• One group volunteers to act it in front of the class. The
other students say if the questions were framed correctly.

Check Your Progress

A. Multiple choice questions
Read the questions carefully and circle the letter (a),
(b), (c) or (d) that best answers the question.
1. What are close-ended questions?
(a) Questions that can have any answer
(b) Questions that do not have answers
(c) Questions with yes/no answers
(d) Questions that have many answers

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 2. Which of these are open-ended questions? noteS
(a) Where do you live?
(b) Are you hungry?
(c) How do you feel?
(d) Did you meet him?
3. Which of these are question words?
(a) What
(b) Want
(c) Which
(d) How
4. Which of these is the correct way to convert the sentence
“You are studying” into a question?
(a) You are studying?
(b) Studying you are?
(c) Are you studying?
(d) Studying are you?

B. Short answer questions

Make a note o ve questions your riends asked you.
How many were open-ended questions? Make a list o ve
close-ended questions you asked other people in one day.

What Have You Learnt?

After completing this session, you will be able to
• ask simple questions to solve your doubts.
• identify close-ended and open-ended questions.
• use the correct question words to ask open-ended and
close-ended questions.

gloSSary
Auxiliary verbs: verbs used along with a main verb to convey
additional inormation, such as time and mood. There are three main
auxiliary verbs ‘Be, Do and Have’
Coherent: making sense, related to the main topic
Communication: sharing o inormation between two or more
people to reach a common understanding
Concise: using simple words and saying only what is needed, not
extra
Concrete: using exact words and acts
Courteous: showing respect, polite, riendly
Exclamation: a sudden cry or remark expressing surprise, emotion,
or pain

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 noteS Instead: as an alternative, another option
Modal Verbs: these are other auxiliary verbs, such as ‘Can, May
and Should’
Modify: make partial or minor changes to something
Paralanguage: the other parts o spoken language (besides words)
tone, rate, loudness, etc.
Posture: the position o the body when standing, sitting or working
Precise words: exact, most suitable words
Similar: looking same in appearance, character, or quantity, but
not identical
Specic words: special, correct name
Studio: a place where flms are made or produced
Title: a name that describes someone’s position or job

further readIngS
Session 1: Introduction to Communication
• https://bit.ly/2yrCswn
• https://bit.ly/2GPRn8A
Session 4: Writing Skills 1 – Parts Of Speech
• http://www.thepunctuationguide.com/top-ten.html
• https://bit.ly/2ImnVUS
Session 5: Writing Skills2 – Sentences
• https://bit.ly/2EepS38
Session 6: Pronunciation Basics
• https://bit.ly/1HkctUu
Session 7: Greetings and Introductions
• https://www.thoughtco.com/greeting-people-in-
english-1212039
• https://reallifeglobal.com/23-different-ways-greet-
someone-english/
Session 8: Talking About Self
• https://bit.ly/2H3UjML
Session 9: Asking QuestionsI
• http://www.englishlearnsite.com/grammar/wh-questions/
• https://bit.ly/2IklgeA

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 Unit
2
Self-Management
Skills

IntroductIon
Self-management, which is also referred to as ‘self-
control’ or ‘self-regulation’, is the ability to regulate
one’s emotions, thoughts, and behaviour effectively
in different situations. This includes motivating
oneself, and setting and working towards personal and
academic goals. Students with strong self-management
skills are able to do different activities effectively,
including managing their timelines, focusing on their
tasks, cooperating with others in school and at home
and perform better in their studies. It helps in future
studies, work and life.

SeSSIon 1: IntroductIon to Self-management

After writing an exam, have you ever felt that you should
have studied more? Do you think that you could manage
your hobbies, interests, and studies better if you could
manage your time well?
Self-management involves understanding yourself,
understanding what your interests and abilities are,

Unit 2.indd 55 23-08-2018 17:04:01

 having a positive attitude and grooming
yoursel in order to develop sel-condence
(See Figure 2.1).
Self-management can also help in:
• developing good habits
• overcoming bad habits
• reaching your goals
• overcoming challenges and diculties
Being able to manage yourself helps you
to avoid stress and provides opportunities to
get involved in fun activities.
Figure 2.1: Who Am I? Self-management skills include the
following:
Self-awareness Self-control
Knowing yourself Ability to control
as an individual – your behaviour,
your values, likes, discipline, etc.
dislikes, strengths
and weaknesses

Fig. 2.2: Self-awareness Fig. 2.3: Self-control

Sel-confdence Problem solving
Believing in Understanding
yourself that you a problem and
can do any task nding a solution
that is given to you using step-by-step
and not scared of method
taking risks
Fig. 2.4: Sel-confdence Fig. 2.5: Problem Solving
Sel-motivation Personal hygiene
Doing tasks on and grooming
your own without Keeping oneself
any external clean, healthy and
motivation smart

Fig. 2.7: Hygiene and

Fig. 2.6: Self-motivation grooming
Positive thinking Team work
Expressing Working together
certainty or with people to
armation even in accomplish shared
tough situations goals.

Fig. 2.8: Positive Thinking Fig. 2.9: Teamwork

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 Time Goal setting
management Planning concrete
Achieving tasks on goals to be
time and according accomplished
the plan within a set
timeframe.

Fig. 2.10: Time management Fig. 2.11: Goal setting

The practical activities will be facilitated by the teacher and

necessary feedback will be provided by the teachers to the
students.

Activity 1
Self-management skills
Materials required
Student textbooks, pen
Procedure
Read the following paragraph. Write in class. One volunteer can
read what he/she wrote and other students can discuss.
“Manish got admission to a new school. His clothes were not
clean, shoes were not polished and laces were not tied. He did
not smile at anyone and looked sad. He did not look condent.
What are the qualities of self-management that you think are
missing in Manish?”

Activity 2
How self-aware are you?
Materials required
Student textbooks, pen
Procedure
• Form pairs of students who are friends or know each other
well.
• The students to rate each other on the scale of ‘Good’,
‘OK’ or ‘Bad’, on self-management skills given in the table
below.

My name My riend’s name

………………… ……………………
Self-management skill My rating of My friend’s rating
my ability of my ability

Self-management SkillS 57

Unit 2.indd 57 23-08-2018 17:04:03

 noteS
Condent (Sel-
condence)

Positive and Cheerful

(Positive Thinking)

Neat and Clean

(Personal Hygiene and
Grooming)

On-time (Punctuality)

• Rate your partner on the same rating scale and skills.

• Compare what you thought of yourself and what your
partner thought of you. If it is the same, than it means
that you are aware of your skills. If the ratings are
different, you can discuss why the partner thought
about you differently.

Check Your Progress

A. Multiple choice questions
Read the questions careully and circle the letter (a),
(b), (c) or (d) that best answers the question.
1. Which of the following is not a self-management skill?
(a) Problem solving
(b) Bargaining
(c) Understanding self
(d) Condence building
2. Grooming is a term associated with
(a) time management
(b) problem solving
(c) neat and clean appearance
(d) self-management

B. Short answer questions

1. Write a short note on the actors infuencing sel-

management.
2. List any 05 self-management skills.
3. Draw an outline o your right hand and label each nger
with dierent actors that infuence you in managing
yourself.

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 What have you learnt?
Ater completing this session, you will be able to
• describe self-management in your own words.
• describe the importance of self-management.
• list the various self-management skills.

SeSSIon 2: Strength and

WeakneSS analySIS
Have you ever wondered why
you get good marks in one
subject and not so good in
another subject? Knowing
what you do well or not so well,
will help you in converting your
weaknesses into strengths and
strengths into an exceptional
performance. The strength and
weakness analysis helps you
in this process. Strength and Figure 2.12: Knowing Yourself
weakness analysis begins with
knowing yoursel rst.
Examples o strength
Knowing yoursel
• I am good at
It means understanding who you are, what you like, understanding other
what you do not like, what are your beliefs, what are peoples emotion.
your opinions, what is your background, what you do • I am condent in
dealing with strangers
well and what you do not do well? It is important to while keeping myself
know who you are, because only then can you measure safe from any harm.
your strengths and weaknesses (See Figure 2.12). • I help my parents in
household chores.
Strength and weakness analysis • I play cricket very well.
Examples o weakness
Being ‘self-aware’ or understanding ‘Who am I?’ means
• I am unable to resist
looking outside our usual characteristics, such as our junk food when my
name, qualications, and the relationship we have with friends suggest.
others. It actually means knowing our inner strengths, • I would like to
hidden talents, skills and even weaknesses. Let us look learn more about
computers.
at what could be our strengths and weaknesses.

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 Strengths are Weaknesses, also known
what we do well as 'areas of improvement'
and are good at. are what we do not do
Everyone has well and are not good
some strengths. at. Everyone has some
weaknesses too.

Fig. 2.13: Strength and Weakness

Based on that By improving

By understanding
inormation, we can we will
ourselves we can
• plan what and how • eel condent
• know what we can
we can improve about ourselves
and cannot do
ourselves

Identifying strengths
• Take time off to think about what you
do well
• Think of anything that you are always
good at
• Think about what others appreciate
about you

Identifying weaknesses
• Point out the areas where you struggle
and what you nd dicult to do
• Look at the feedback you receive from
others
Fig. 2.14: Identiying Strength and
Weaknesses
• Be open to feedback and accept your
weaknesses without feeling small about
it. Look at it as an area of improvement.

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 Here are ew questions that can help you nd your
strengths and weaknesses (Figure 2.15).

• How am I different from others? • Where do I worry and struggle?

• What do I do better than others? • Where, how and why do others
perform better than me?
• What do other people admire in me?
• What advice for improvement
• What makes me stand out? do I often receive from others?

Figure 2.15: Finding Strength and Weakness

Dierence between interests and abilities

Interests are the things that we enjoy doing. Interests
may include:
• Activities you like to do at school and in your free
time that make you happy.
• Activities you are curious about or would do even
if no one asked you to do it.
• Activities you want to learn or would like to do in
the future.
Ability, on the other hand, is an acquired or natural
capacity that enables an individual to perform a
particular job or task with considerable prociency.
Sometimes interests may not match abilities. In those
cases, you can either improve your abilities or follow
some other path. For example, you may like cricket
(interest), but you may not be able to play due to the
necessary power or skill (ability) required to play the
game. In that case, it is not necessary to try to become
a cricketer!

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.

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Unit 2.indd 61 23-08-2018 17:04:07

 noteS After watching the initial video in the e-learning lesson, write
down the points that you will use from the video to understand
your own strengths and weaknesses.

Activity 1
Aim in life
Materials required
Pen/pencil, notepad or sheets of paper
Procedure
• Form pairs of students. Make a list of tasks/activities you
can do well.
• Write your main aim in life.
• Share your notes with your partner and discuss your
personal characteristics.
• Fill in the table given below

List what you believe as a person

by starting the sentences with
‘I am’ (I am a sensitive person).
List all you can do well by
starting the sentences with
‘I can’ (I can identify safety
aspects and seek support when
witnessing or experiencing
violence and abuse).
List what you plan to do by
starting the sentences with ‘I
will’ (I will train myself in yoga).
State your aim in life. Start
the sentence with ‘My aim
is’ (My aim is to become an
accomplished sportsperson).

Activity 2
Interests and abilities
Materials required
Student textbooks, pen, worksheets
Procedure
Each student has to complete two worksheets, each containing
a list of statements. First worksheet is for interests and the
second is for abilities. Each student has to be real and honest
when marking the statements in the two worksheets if he/she
is not real and honest, they will get incorrect results about their
own interests and abilities.

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 WorkSheet 1: What are my IntereStS? noteS

S.No. Yes No

Group 1: Interests
1. I enjoy working with a group of people.
2. I love to make new friends.
3. I feel comfortable around new people.
4. I like listening to people who have thoughts
different than mine.
5. I like to report the problems in my locality
to the Municipality/Panchayat.
6. I like responding to people enthusiastically.
7. I like organising events.
8. I want to resolve conficts between people.

S.No. Yes No

Group 2: Interests
1. I like working with tools.
2. I enjoy making things with my own hands.
3. I like to move around a lot.
4. I like to use gestures and non-verbal cues
when I communicate.
5. I like to learn by doing.

6. I like playing sports everyday.

7. I like assembling parts of instruments or
machine using instructions.

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 noteS S.No. Yes No

Group 3: Interests
1. I enjoy learning about numbers.
2. I like to do experiments at home.
3. I want my things to be organised.
4. I like to see a pattern or logic in things that
happen around me.
5. I like to save out of my pocket money.
6. I enjoy collecting coins/stamps.
7. I like to make and follow a plan.

S.No. Yes No

Group 4: Interests
1. I like giving directions to people.
2. I want to learn new concepts and express
my ideas visually.
3. I enjoy creating new product designs.
4. I prefer pictures over text in a magazine.
5. I enjoy drawing.
6. I like solving jigsaw/visual puzzles.
7. I like redecorating the room for fun.
8. I enjoy working with different colours.

WorkSheet 1: What are my abIlItIeS?

S.No. Yes No

Group 1: Abilities
1. I can resolve problems between friends.

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 2. People seek my advice. noteS
3. I am good at organising events.
4. People call me a good listener.
5. I make new friends easily.
6. I can work with a group of people.

S.No. Yes No

Group 2: Abilities
1. I am good at athletics/sports.
2. I am physically active.
3. I learn better by doing.
4. I have a sense of balance and coordination.
5. I can assemble parts of an instrument or
machine by following instructions.
6. I work well with tools.

7. I use a lot of gestures and non-verbal cues

to communicate.
8. I can make things using my hands.
9. I move around a lot.

S.No. Yes No

Group 3: Abilities
1. I plan my activities for the day.
2. I keep my things in an order.
3. I see logic in things that happen around
me.
4. I save some percentage of my pocket money.
5. I conduct a variety of experiments at home.
6. I can quickly calculate the total of a list.
7. I follow a step-by-step approach to solve
problems.

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 noteS S. No. Yes No

Group 4: Abilities
1. I am good at solving jigsaw/visual puzzles.
2. I can give clear and precise directions.
3. I draw well.
4. I look at pictures in the magazine than
reading the text.
5. I learn concepts and express my ideas
visually.
6. I can arrange a room for various occasions.
7. I can make models.

Check Your Progress

Fill in the table given below which can help you to prepare
an action plan to overcome your weakness. Identify and
list the activities that you would like to undertake to
improve upon your weaknesses and continue to build your
strengths.

Strengths Weaknesses Action plan to overcome

your weaknesses
For example, For example, Improve on computer skills
I can speak I do not by attending extra classes
many understand after school.
languages computers

What have you learnt?

Ater completing this session, you will be able to
• list your own strengths and weaknesses.
• list your interests.
• list your abilities.

SeSSIon 3: Self-confIdence
Sel-condence is a sense o trusting own’s abilities
and self. If you are an intelligent, hardworking and

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 talented person, but lack condence, and avoid taking
initiative, then it may be dicult or others to recognise
your talent. Sel-condence can be developed through
changes in attitude and practice.

Niraj had diculty Shalini, was

in speaking English. preparing or her nal
He, therefore, board exams. She
avoided talking to feared that she will
his classmates. He not get good marks
believed that he in English because
can learn English of her poor memory.
by joining English This made her
speaking classes and nervous before the
in few days he was exam and she actually
able to speak english got poor marks in the
fuently. exam.

Figure 2.16: Examples o confdence and lack o confdence

Sel-condence is a quality we build when we believe in

our strength to succeed in anything we do in life. People
who are condent believe that they can do anything given
to them in any situation.

Qualities o sel-confdent people

Sel-belie Hard Work Positive Attitude Commitment

Thomas Edison Dipa Karmakar, Positive attitude Mahatma Gandhi,
made thousands of despite having a fat is nothing but the leader of Indian
prototypes of the foot at the age of six focusing on the Independence
incandescent light worked hard to be- positives even in the Movement, was
bulb, before he come the rst Indi- time of adversity. highly committed
could nally invent an female gymnast For example, the to the cause of
the bulb. Inspite ever to compete in situation of losing making India free
of struggling with the Olympics. a game can be from the British
repeated failures, perceived as losing Raj. He employed
his resilience and something or as non-violent civil
belief in self gave an opportunity to disobedience to get
the world one of review the game India independence.
the most amazing strategies and
product, i.e., bulb. improve to win in
the future.

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 Building sel-confdence
The three steps to building sel-condence are as ollows:

Figure 2.17: Building Confdence

Given below are some factors that decrease self-

condence.
(a) When we think we cannot do a particular work.
(b) When we keep thinking of our past mistakes and
feel bad about it, instead of learning from them.
(c) When we expect to be successul at the rst
attempt itself and do not try again.
(d) When we are surrounded by people who have
a negative attitude, which is refected in their
speech.

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
Ater watching the initial video ‘Becoming Sel-condent’ in the

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 e-learning lesson. Discuss how Ranjith developed condence
noteS
before his interview day.

Activity 1
Role-Play: Building sel-condence
Materials required
Pen/pencil, notepad or sheets of paper
Procedure
• Form groups of four students in each group. Choose from
one of the below given situations. List the steps you would
take to handle the situation condently.
• One group volunteers to present in front of the class.
• Discuss and ensure that the three steps above are followed.
Choose rom one o the below given situations.
• You have to deliver a speech on health, hygiene and
cleanliness. As this is the rst time you may be doing this,
how will you build your condence?
• Two o your classmates oten get into ght and damage
school tables. As you are the class representative, you
need to talk to them to make them realise their mistake
and learn how to improve upon them. What qualities and
abilities do you need to do this?
• You have to a model o the school with your team in ve
days. How will you build condence in your team?

Activity 2
Building condence through positive words
Materials required
Pen/pencil, notepad or sheets of paper
Procedure
Make a list of feel-good sentences that you will say to
yourself every day when you wake up in the morning and
before you go to bed. For example, you can think of
(a) something that you are really proud of,
(b) a compliment you have received from someone that
day or the previous day,
(c) a learning that you had ater refecting upon your
failure.

Activity 3
Practice activity: Sel refection on becoming more condent and
goal driven

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 noteS Materials required
Pen/Pencil, note pad or sheets of paper
Procedure
Write down three qualities about yourself, your goals in life
and your plan to achieve them.

My qualities My goals My plans

For example, I have For example, I For example, I will
the ability to run want to become start my day by
100 metres race. a nationally exercising and eating
recognised a balanced diet. I will
sportsperson. regularly run in a
stadium under the
guidance of coach.

Check Your Progress

A. Multiple choice questions
Read the questions careully and circle the letter (a),
(b), (c) or (d) that best answers the question.
1. What steps should one take to build condence?
(a) Set goals in life
(b) Appreciate oneself for all the achievements
(c) Always think positively
(d) Talk to people who are condent
2. Which o the ollowing is a quality o a sel-condent
person?
(a) Patient
(b) Compassionate
(c) Committed
(d) Passionate

B. Short answer question

1. What are the actors that aect sel-condence?

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 What have you learnt?
Ater completing this session, you will be able to
• describe the meaning o sel-condence.
• list the qualities o sel-condent people.
• identify ways in which you can build your self-
condence.
• list actors that infuence sel-condence.

SeSSIon 4: PoStIve thInkIng

What would happen if ants, one of the smallest creatures
of nature, thought that they are so small that they
cannot do anything? They would probably be extinct by
now. But ants have never considered being small as a
weakness, instead they work really hard to get through
each day. An ant can lift up to 20 times its own body
weight. A positive attitude to life can help us succeed like
ants. Similarly, if an individual has a positive attitude
towards life and its challenges, he/she can overcome
them and grow positively in life and work. Figure 2.18: Positive Thinking

Positive thinking and its importance

Examples o negative
A person’s attitude can be considered either ‘positive’ or thinking
‘negative’. Positive thinking requires a person to look at • I did not get enough
the good in things, observe, understand and patiently marks to choose the
work towards improving them rather than worrying Science stream. My
and/or looking for the bad in things. life is ruined.
• My team lost the
Positive thinking leads to good results for you like match because of me.
• overcoming challenges,
Examples o positive
• making you do well or making you an energetic thinking
individual, • I did not get enough
• helping you get better at work, and marks to choose
the Science stream,
• making you and people around you happy. but that’s not the
end of my life. I can
How to keep your thinking positive? consider options in
other streams.
There are few simple steps to cultivate a positive • My team lost the
attitude in life. Let us understand this with the help of match today, but we
the abbreviation ‘SMILE’. can see how we can
do better next time.

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 Figure 2.19: SMILE model

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic, write down what went wrong in the video?

Activity 1
Story telling:
Procedure
• Form a circle around the teacher.
• Discuss a story about
• Positive attitude
• How does the story connect to positive attitude? What role
does attitude play in our lives? If you would have been in
similar situations what would have been your attitude/
approach towards the situation? What kind of approach
will help you come out of this situation?

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 Activity 2 noteS
Follow the Class rules
Materials required
Pen/pencil, notepad or sheets of paper
Procedure
• Form groups of three students.
• Each group prepares a role-play on the situation given
below. Two people in each group act out the situation and
the third member observe and makes notes on questions,
such as what went well in terms of dealing with the
situation positively? What could have been better?
• A volunteer group presents in front of the whole class
which would be followed by discussion.
Situation
You are the monitor of your class. Some of your classmates do
not follow the class rules. You have to talk to them and ask
them to follow the rules.

Activity 3
Using positive words:
Materials required
Pen/pencil, notepad or sheets of paper
Procedure
• Use same groups as above. Look at the below statements
and make them positive by using positive words/thinking,
such as ‘I can’ instead of ‘I cannot’
(a) I cannot give speech in school assembly.
(b) I made a lot of errors in my computer work.
(c) I did not like the school project.
• Once written in notebook, discuss within your group.

Activity 4
Sel-refection on how you will ollow positive attitude practices
Materials required
Pen/pencil
Procedure
• Make a list of things you will do from today to start thinking
positively in your daily life.

Start your day in a positive way

Make time to relax
Imagine the best in any situation
Learn to take criticism in a healthy way
Express gratitude

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 noteS Activity 5
Home activity: Helping others/working for the community
Social work makes you feel good and happy and helps you to
be positive. Think of a situation that you see every day in your
neighbourhood
• Dirty streets or
• A hungry cow or
• A big hole on the road
Go home and do something to help in that situation. Write what
you did in your notebook and submit it to your teacher in the
next period for review.

Check Your Progress

A. Multiple choice questions
Read the questions careully and circle the letter (a),
(b), (c) or (d) that best answers the question.
1. What is the best way to start our day positively?
(a) Think about all that can go wrong.
(b) Think about the dicult test you will ace during
the day.
(c) Think about all your accomplishment so far and
feel good about it.
(d) Think about the trac on the road and eel stressed.
2. Rahul gets feedback on his project work from his class
teacher. Which of these options demonstrates positive
attitude in this situation?
(a) Rahul ignores the feedback.
(b) Rahul takes the feedback but does not use it.
(c) Rahul tells others that the teacher is wrong.
(d) Rahul learns from the feedback and makes his
project work better.
3. What can you do to get rid of negative thoughts or
feelings?
(a) Meditate to calm down and feel positive.
(b) Ignore them and move on in life.
(c) Act based on the negative thoughts or feelings.
(d) Talk to a friend and share all your negative feelings.‘

What have you learnt?

Ater completing this session, you will be able to
• dene positive attitude.
• list the benets o having a positive attitude.
• identify ways in which you can develop a positive
attitude.

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 SeSSIon 5: PerSonal hygIene
It is the habit or practice of keeping ourselves clean.
Cleanliness helps us to maintain our health and
well-being. Being healthy allows you to be regular at
school, college or work.

Rashmi is a beautician and takes special care Prashant is a receptionist at a four-star hotel.
that she does not have a bad breath, because He makes sure his clothes are always clean
she works closely with customers. with no sweat or food stains.
Figure 2.20: Examples of Personal Hygiene

Personal hygiene is important because, it helps us

• stay healthy.
• create a good image of ourselves.
• avoid feeling ashamed in public due to our bad
breadth, body odour, etc.

Three steps to personal hygiene

CARE WASH AVOID

• Keep your hair free of • Wash your hands • Blow your nose/cough
dandruff frequently into a handkerchief to
• Rub oil/cream to take • Take bath every day avoid spreading germs
care of your skin • Wash your clothes • Keep your feet dry and
• Brush your teeth daily regularly change your socks every
day
• Change your toothbrush • Wash your hair at least
as soon as it deshapes every second day
• Cut your nails every week • Wash your feet often

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 Essential steps o hand washing

Wet hands with water Apply enough soap to cover all Rub hands palm
hand surfaces to palm

Right palm over left dorsum Palm to palm with ngers Back o ngers to opposing
and vice versa interlaced palms with ngers interlocked

Rotational rubbing of left Rub inner surface Rub inner surface

thumb clasped in right palm of palms using the thumb
and vice versa

Rinse hands thoroughly Use towel to dry Your hands are

with water now clean.

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities given ahead.

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 Initial thinking activity noteS
After watching the initial video ‘Importance of Personal Hygiene’
in the e-learning lesson, write down your advice to a restaurant
staff on CARE, WASH and AVOID.

Activity 1
Using personal hygiene steps
Materials required
Pen/pencil, notepad or sheets of paper
Procedure
• Form groups of three. Each group prepares a role-play on
any one of the following situations.
• Within each group, two members act out the situation and
the third member observes and makes notes on what went
well, what could have been better and what parts of CARE,
WASH and AVOID were displayed in the role-play.
Situations
(a) One of your classmates often gets left out from
activities and games in school. He/she has body
odour (bad smell) issues, so other classmates avoid
including him/her in classroom activities and
games. You have decided to help by talking to him/
her about personal hygiene and grooming.
(b) You have recently gone through the lesson
on personal hygiene and sanitation and have
understood its importance. You have a neighbour
who often throws garbage in public areas and you
decide to teach him/her about the importance of
health, hygiene and sanitation.
(c) You are the class monitor. One of your classmates is
very sick and sometimes ends up spreading the germs
in the class. You have to talk to your classmate about
his/her personal hygiene and cleanliness practices.

Activity 2
Personal Hygiene Practices
Materials required
Pen/pencil, writing/notepad
Procedure
• Answer the statements with a ‘Yes’ or a ‘No’. If your
answer is ‘Yes’, you are already following personal hygiene
standards. If your answer is ‘No’, then you have to start
following the personal hygiene standard immediately.
• Write your plan to improve for all the ‘No’ answers in the
space provided.

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 noteS Statements Yes/No My plan or
improvement
I wash my hands with soap every
time I use the toilet.
I do not bite my nails. They are
always clean and clipped.
I cover my mouth every time I cough
or sneeze in public places.
I regularly take bath to avoid body
odour.
I do not have dandruff or dirt in my hair.
I never wear dirty clothes.
My feet are smooth and not dry.
My hair is clean, non-greasy/not oily
and it smells fresh all the time.

Check Your Progress

A. Multiple choice questions
Read the questions careully and circle the letter (a),
(b), (c) or (d) that best answers the question.
1. Do you think people living in hill stations can skip
taking a bath for many days?
(a) No, irrespective of the climate, one should take a
bath regularly.
(b) Yes, not taking bath for many days is acceptable for
people staying in cold climate.
(c) Yes, if they wipe themselves with a wet cloth, then it
is ne.
(d) None of the above
2. Radha wants to grow her hair and she applies a lot
of hair oil. She does not wash her hair for days and
sometimes it smells bad too. What would be your
suggestion to her?
(a) She can leave the oil in her hair, after all it helps
her hair to grow.
(b) She can leave it on at night and wash her hair every
day before leaving home.
(c) She should not apply the oil at all.
(d) She can apply the oil and pour a little water on her
hair before leaving home to reduce the smell.

B. Short answer question

1. List three things you will do for personal grooming in

each of CARE, WASH and AVOID to keep clean.

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 What have you learnt?
Ater completing this session, you will be able to
• list the benets o maintaining personal hygiene.
• list the habits you need to avoid to maintain a good hygiene.
• demonstrate the techniques to wash your hands
effectively.

SeSSIon 6: groomIng
Examples o good
Grooming and its Importance dressing and grooming
Dressing is the action of putting on clothes. Grooming • Clean clothes
is the process of making yourself look neat, tidy and • Clean ace, short hair
for boys and neatly
smart. The way you dress, and groom can either send tied hair for girls
the message that you are condent, smart and sincere • Minimum or no
or possess opposite qualities. fashy things in your
Dressing and grooming are important because they dress to school
help us
• look smart
• eel condent about ourselves
• make a good impression of ourselves
Guidelines or dressing and grooming

• Clothes should be • Hair should be • Face looks clean if

clean, neat, and washed regularly to you shave regularly
ironed keep clean • Moustache should
• Shoes should be • Simple hair styles be neatly trimmed
clean and polished and well combed • Teeth should be kept
• Change socks hair gives a clean, without any
CLOTHES

everyday and always smart look stains

FACE
HAIR

wear clean socks • Brush the teeth

• Keep accessories like twice a day to
belts, jewellery, etc., maintain dental
simple hygiene
• In certain jobs • Avoid eating Paan or
display of bodily chewing betle.
tatoos and piercing
is not accepted

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 noteS

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video ‘A dressing disaster’ in the e-learning
lesson for this topic, write down what went wrong in the video.

Activity 1
Role-play: Using dressing and grooming standards
Materials required
Pen/pencil, notepad or sheets of paper
Procedure
• Form groups of three.
• Each group prepares a role-play on any one of the following
situations. Within each group, two members act out the
situation and the third member observes and makes notes
on what went well, what could be better and the dressing
and grooming displayed in the role-play.
Situations
(a) You have to participate in an interschool debate
competition. Discuss with your friend what all will
you do to create a good rst impression.
(b) You have noticed that your classmate does not wear
appropriate clothes to school. You have to educate
him about the dressing and grooming standards.

Activity 2
Sel-refection on dressing and grooming well
Materials required
Pen/pencil, notebook
Procedure
• Answer the statements with a ‘Yes’ or a ‘No’. If your answer
is ‘Yes’, you are already following the desired norms of
grooming. If your answer is ‘No’, then you have to start
working on the various aspects of personal grooming.

Statements Yes/No My plan or

improvement
Wear clothes that t you
Make sure your clothes are neat and
ironed
Hair is clean and always combed

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 Teeth are always clean and brushed noteS
every day
Wear shoes that are clean and
polished

• Write your plan to improve for the ‘No’ answers in space

provided.

Check Your Progress

A. Multiple choice questions

Read the questions careully and circle the letter (a),
(b), (c) or (d) that best answers the question.
1. Dressing and grooming are important because they
help us to look_____________________.
(a) smart
(b) untidy
(c) shabby
(d) All of the above
2. The following image is an example of _________________
shirt.
(a) informal
(b) formal
(c) Both of the above
(d) None of the above
3. The following image is an example of _________________
T-shirt.
(a) informal
(b) formal
(c) Both of the above
(d) None of the above

What have you learnt?

Ater completing this session, you will be able to
• list the benets o personal grooming.

gloSSary
Ability: a special skill or talent that a person has
Attitude: a way of thinking or feeling about something
Beautician: a person whose job is to give people beauty treatment
Compassion: feeling the other person’s pain

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 noteS Compliment: a polite way o saying something good about someone
Express: to show
Goal Setting: a way o fnding out what we want to achieve in lie
Gratitude: being grateul towards something or someone
Grooming: the things that you do to make your appearance clean
and neat
Guidelines: a general rule, principle or piece o advice
Imagine: orming a picture o or about something in your mind
Impression: an idea, a eeling or an opinion about something or
someone
Presentable: clean, smart and decent enough to be seen in public
Qualities: a distinctive attribute or characteristic possessed by
someone or something
Receptionist: a person who is employed to receive and help the
guests in a hotel

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 Unit
3 Information and
Communication
Technolog y Skills

IntroductIon
ICT stands for Information and Communication
Technology. It includes a diverse set of technological
tools and resources used to communicate, create,
disseminate, store, and manage information. ICT
includes computers, the Internet, broadcasting
technologies (radio and television) and telephony.
In digital technology, translation of information is
into binary format (zero or one) where each bit is a
representative of two distinct amplitudes, whereas
in analog technology, information is translated into
electric pulses o varying amplitude. UNESCO denes
informatics as the science dealing with the design,
realisation, evaluation, use, and maintenance of
information processing systems, including hardware,
software, organisational and human aspects, and the
industrial, commercial, governmental and political
implications of these.
People use technology every day at home and at
workplace. ICT tools enable anytime, anywhere access
to information and resources. The various ICT tools that
are used include computers we use at work, smartphones

Unit 3.indd 83 23-08-2018 16:20:35

 through which we talk, Internet for getting
information, communicating with others
through e-mail and social networks,
watching movies and TV shows, etc. For
example, to nd a job you may have to
search the Internet or job openings, create
a resume on a computer, use e-mail to
send the resume, send messages through
your phone to communicate appear for
telephonic interview and get your offer
Figure 3.1: ICT technology
letter through e-mail.
ICT skills help us to communicate, run
our business and stay connected with our family and
friends. Hence, every person needs to acquire ICT skills
and build them to stay updated with the latest software
and applications (apps).

SeSSIon 1: IntroductIon to Ict

Information can be recorded or stored in many ways. It
can be hand-written on paper, typed using a typewriter
or a computer and so on. When information is stored
and recorded on electronic devices, it takes on a ‘digital’
form. ICT devices are tablet, smartphones and laptops’
as shown in Figure 3.1. As a student you should be
able to identify and understand the functions of

Figure 3.2: ICT Devices

the main components of a typical information and/

or communication system as well as the functions

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 of various computer peripherals. It will help you to noteS
effectively utilise the knowledge and skills of ICT. The
basic ICT skills that you need are
• knowing how to operate computers; and
• knowing how to browse the Internet for collecting,
storing and disseminating information.

ICT at Workplace
ICT has become part of our workplace in all sectors of
economy, right from carrying out money transactions
through the online banking system to development of
textbooks or research papers in educational institutions.
At workplace, we use different computer software
and applications to complete tasks like making
documents, calculations, tables, graphs, etc. We
can also use applications to do every day work, like
buying things, booking train or bus tickets, Internet
banking and making online payments. Modern ICT
employs a variety of media forms, which includes
text, graphics, animation, audio and video, etc. It
also involves creating, curating, managing images
and documents; gathering and processing data and
presenting them; working with audio and video tools
to create media rich communications, etc. Therefore,
employees are expected to possess a sound knowledge
of all these to work independently on various software
and computers.

ICT at Home
These days most of the people uses television for
entertainment and phones for calling up other people.
New devices, such as smartphones with an Internet
connection are now being used to stay connected
with family and friends on a regular basis through
social media networks, such as Facebook, Instagram
and Twitter. We use computers and mobile phones
for talking to each other, sending and receiving
information, watching videos and news, listening to
music and playing games. You can visit the following
sites and know about the ICT activities which are
being carried out in various sectors.

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Unit 3.indd 85 23-08-2018 16:20:36

 Sector ICT used for Website
Agriculture Various activities related to research, http://dare.nic.in/ https://bit.
development and training in agriculture ly/2H3DJfU
and allied elds
Retail Training programmes in the retail sector http://rasci.in/
Beauty and Training programmes in beauty and http://www.bwssc.in/
Wellness wellness sector
Banking Training programmes in banking, http://www.bfsissc.com/
and Finance nancial services and insurance sector
Apparel Training programmes in Apparel sector http://sscamh.com/indexHome.php
Logistics Training programmes in Logistics sector http://lsc-india.com/
Health Care Training programmes in Health Care http://www.healthcare-ssc.in
sector

The above-mentioned sites are suggestive. You may

visit various other sites related to the sectors for
more information about the activities being organised
in the sector and understand the benets o ICT
in searching, collecting and using information for
different purposes.

These activities will be run under guidance and with feedback

from vocational teacher.

Activity 1
Past, present and future use of ICT
Materials required
Diagrams or models of the basic computer components, actual
samples or illustrations of peripheral devices, chart sheets
sketch pens and pencils
Procedure
• Form groups o ve students each
• Each group will divide the chart paper into three columns.
• Each group will choose one topic related to the past present
and future use of ICT

Activity 2
Application of ICT
Materials required
Poster and newspapers cutting, pens, etc.

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 Procedure noteS
• Form groups of three students
• Discuss the role and importance of ICT in personal life and
in workplace.
• List at least ve points in each area.
• Prepare a poster depicting ve ways each in which ICT is
modifying:
(a) personal life
(b) workplace
• Make a mention of an activity using ICT (e.g., train
reservations), the technology (e.g., online ticket booking
through railway website), how ICT has affected the activity
(e.g., getting train tickets sitting at home) and how the
activity was conducted before the technology (e.g., queuing
at railway stations)
• You can use newspaper cuttings, or other material that
you can get from outside.

Check Your Progress

A. State whether the following statements are True or False

1. The full form of ICT is Information Commuting

Technology.
2. Live sports and news can only be shown using ICT.

B. Short answer questions

1. Give any two uses of ICT at home.

2. What are the emerging skills in ICT?
3. What are the key skills one should possess to use ICT?

What have you learnt?

After completing this session, you will be able to
• identify the importance of information and
communication technology.
• list the various tools that are being used for ICT.
• demonstrate the knowledge of application of ICT in our
daily life

SeSSIon 2: Ict toolS: SmartphoneS and

tabletS — I
Smartphones and tablets are becoming more and more
important as most people carry them around and

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 use them in daily activities like sending e-mails and
messages, sharing pictures, etc. Without these, most
people cannot work with others. The spreading of an
idea, or of news occurring somewhere in the world is
now possible through social sites on the internet. As
long as one person is able to connect to the internet and
express their view about a situation or simply about
an idea, then the information that individual will want
to share, will get out into the world. Smartphones are
now being used to stay connected with social media and
exchange information.

Smartphones
Mobile phones are ICT tools for talking to people but
smartphones are more advanced. With a simple mobile
phone you can only make phone calls and receive calls.
With a smartphone (Figure 3.3), you can make calls
and do things that you normally do using a computer,
such as browsing the web, sending e-mails, making
video calls, playing games, listening to music, watching
movies and much more.
Smartphones are also called mobile phones as you
can use them anywhere — at home, in oce or on the
Figure 3.3: A smartphone
road (Figure 3.4). They do not need a telephone line.
They use wireless (mobile) networks to make calls and to
connect to the Internet. Some of the popular operating
systems for smartphones are Android OS, Apple iOS
and Windows Mobile.

Tablets
For some activities, such as reading a book for a
longtime, the screen of a mobile may be too small. For
such activities, we can use a tablet (Figure 3.4).
A tablet is a mini computer with input, output
and processing functions that are all combined
into one ‘touchscreen’, where you can do various
tasks just by touching its screen. It is bigger
than a smartphone and you can perform all the
functions that one can perform on a computer or
Figure 3.4: A tablet
a smartphone.

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 TV and Radio
TV and radio are being used as an ICT tool since a long
time. Radio is used to broadcast audio while TV is used
to broadcast audio-visual information to many people.
Radio and TV are used for both entertainment and to
learn new things. You can hear news, songs, stories,
speeches, cricket commentary, etc., on radio, while TV
is used for watching movies, news, weather forecast,
songs, cartoons and educational lectures.

Applications or apps
How does a smartphone perform so many functions? It
does so with the help of software applications (Apps). On
the screen of a Smartphone or Tablet, you see a lot of
small pictures (or ‘icons’). If you touch these, they start
programs or functions required for watching movies,
playing games, using camera, etc.
Apps are software programs (a set of instructions, or
a set of modules or procedures, that allow for a certain
Figure 3.5: App. Stores
type of computer operation) that perform different
functions. Some of the apps are already present on the
phone or tablet. These are called “default” apps. Besides,
there are hundreds of other apps that can be purchased
and downloaded or downloaded free of cost from online
stores. There are several online stores, including Google
Play Store for Android and Apple App Store for Apple
(Figure 3.5).

Commonly found applications

Some of the default apps installed on all smartphones/
mobiles are given in Table 3.1.
Table 3.1: Some of the default Apps installed on smartphones and
simple mobile phones
Phone: This app is used to
Camera: Connects to the camera
make calls. It also stores the
in the phone and takes photos and
names and phone numbers of
videos.
people you know.

Mail: An e-mail app to send and

Calendar: Shows a calendar
receive e-mails using your E-mail
and you can also enter
account in Gmail, Yahoo, Outlook,
appointments, reminders, etc.
etc.

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 Photos: This helps you store
Clock: This shows the time and
all your photos and video and
also sets alarm, timers, etc.
arrange them into albums.

Maps: This app helps you nd

directions to where you want Messages: This is for sending and
to go. It uses GPS (Global receiving SMS messages.
Positioning System)

Web Browser: This allows you

Music: This allows you to play and
to open a browser to search
listen to songs and music.
and visit different websites.

Google Play store: This is the

Apple Store: As Android
Google store from where you
smartphones have a Google
can get apps like Facebook,
Playstore, similarly, Apple devices
WhatsApp, etc. Some apps
have an Apple store where you can
are free while some are paid
download and use various apps.
ones.

Difference between a smartphone and a tablet are

given in Table 3.2.
Table 3.2: Smartphone vs. Tablet

Smartphone Tablet
Main usage As a phone but with some additional As a wireless portable personal
features, such as camera. The computer with a touchscreen
majority o smartphones run on interface which makes it more
Apple iOS or Google Android but useful than the notebook computer.
others use Windows Phone or Some tablets use Android OS, others
BlackBerry OS. useApple iOS or Windows OS.
Screen size Screen size is smaller Has a bigger screen
Photos and Watching a movie or making changes Watching videos and making
videos to a picture is dicult changes to a photo is better and
easier due to bigger screen size
Battery life You need to charge phones more often Usually have a longer battery life
Storage Comes with different storage Usually have higher storage
capacities, but phones with high capacity, i.e., they can store more
storage are costly pics, videos and Apps

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 noteS

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.

Activity
Getting started with mobile devices
Materials required
Pen/pencil, notebook, smartphone, tablet
Procedure
• Form groups depending on the number of smartphones and
Tablet available. For example, if you have 2 smartphones
and 3 tablet, form 5 groups.
• The group studies the basic features of smartphone or
a tablet. Note down the names of the Apps or icons you
see in the smartphone/tablet. Compare the differences
between tablet and smartphones.

Check Your Progress

A. Short answer questions

1. Identify the following symbols and write the name in

the blank space.

a.

b.

c.

d.

e.

f.

2. Write any two differences between a smartphone and a

tablet.

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 What have you learnt?
After completing this session, you will be able to
• demonstrate the knowledge of the uses of ICT tools,
such as smartphones and tablet.
• differentiate between smartphones and tablets.

SeSSIon 3: Ict toolS: SmartphoneS and

tabletS — II
To operate your smartphone, you need to know about
basic controls and functions and their uses.
Mobile Device Layout
Some of the basic controls you see on mobile device are
as follows: (Figure 3.6):
• Power button: This is used to start and
shut down a mobile device.
• Screen: A screen on which we perform
unctions by touching with our ngers.
• Back button: You use the Back Button
to go back to the previous screen in an
application.
• Microphone: This is present at the bottom
of the mobile and we speak into the
microphone when we talk to someone.
• Menu button: This is used to show the
Figure 3.6: Basic Controls of options available in a particular app. This
a Mobile may not be present in all mobile devices.

• Home button: This brings you back to the

Home Screen from wherever you are in your
mobile, whether you are on another page or
using an App.
• Earpiece: This helps you to listen to voice calls.
• Volume button: This helps you to increase or
reduce the sound of your mobile.

Basic features of a mobile device

Some of the basic features present in all mobile devices
are as given in Table 3.3.

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 Table 3.3: Basic Features of a Mobile Device
Bluetooth: This is a short-range wireless technology which helps you connect
with other devices that are within 30 feet of where you are. Once connected, you
can send messages and songs.
Chargeable Battery: This is a portable power pack which can be recharged. It
allows you to use the device anywhere.
Wi-Fi: This is a wireless network technology that helps you connect to the local
area network. This is used to connect to the Internet and work with e-mails,
social media and anything to do which requires internet.
Touch Screen: The output display of a mobile device is a touch screen. This
helps you to run apps and type anything into the mobile by simply touching
dierent areas o the screen with your nger.

Camera: Smartphones and Tablet have a front and back camera to capture
pictures and videos.

Clock: Every mobile device has a clock which can be set according to the time
in your country.

Cellular network connectivity: This provides the network through which you
can make calls.

Global Positioning System: It is a navigation (direction nding) system that

helps you to navigate, nd direction and maps to specic locations.

Home screen of a mobile device

The home screen is the rst (start) screen o a mobile
device (Figure 3.7). There are three main parts of the
home screen.
Basic gestures used
Gestures are used to interact
with the touchscreen of your
mobile device. For example,
instead of clicking a mouse to
open an App, you tap on the
touchscreen. Some of these
gestures’ as shown in Figure 3.8
are as follows:
• Tap: Touch the screen
with your nger, once, to
click.
Figure 3.7: Home Screen of a Mobile

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 • Tap and hold: This is similar to right-clicking
your mouse.
• Drag: To tap, hold and move your nger across
the screen.
• Swipe: To slide nger to the right, let, up or down
of the screen like turning a page.
• Double tap: To tap twice quickly─this is to
zoom out (increase the size of) of something. For
example, to make a word appear bigger.
• Pinch: To bring thumb and nger together on the
screen─to zoom in (reduce the size). For example,
Figure 3.8: Basic gestures to make a picture appear smaller.

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.

Activity
Getting familiar with a mobile device
Materials required
Pen, notebook, smartphone, tablet
Procedure
• Form groups’ depending on the number of mobile devices
available. For example, if you have 3 smartphones and
2 Tablet, form 5 groups.
• Each member starts the device and notes down the names
of icons in the status bar and the dock. One group of
volunteers shall come in front of the class and read aloud
what they have noted.
• The class then discusses the various features of the icons.

Check Your Progress

A. Multiple choice questions

1. What is a short-range wireless communication

technology called?
(a) Wi-Fi
(b) Internet
(c) Bluetooth
(d) PS

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 2. Which part of the home screen is visible on all pages?
(a) Status bar
(b) Main icon area
(c) Dock
(d) Clock
3. What does GPS stand for?
(a) Global Positioning System
(b) Global Payment System
(c) Global Program System
(d) Global Pointing System

What have you learnt?

After completing this session, you will be able to
• identify various parts of a mobile device and list their
functions.
• list the important features of a mobile device.

SeSSIon 4: partS of a computer and

perIpheralS
Parts of a computer
A computer system is a programmable machine
designed to store and retrieve information and perform
arithmetic and logical operations to produce meaningful
results in desired format. It consists of three main
units: Input Unit, Central Processing
Unit (CPU) and Output Unit. Different
computers have different ways in which
the input, processing and output units
are connected. In desktop computers,
as shown in Figure 3.9, all three
units are separate devices. It has: (i)
a keyboard, which is the input unit,
(ii) a box with the Central Processing
Unit, which is the processing unit and
(iii) a monitor, which is the output
unit. Input unit helps the user to enter
raw data and instructions into the
computer system, central processing
Figure 3.9: Desktop Computer
unit performs the required operations

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 as per given instructions and the output unit produces
meaningful results in the desired format for the
user. The CPU is further divided into three parts:
(i) control unit (CU), (ii) arithmetic and logic unit (ALU),
and (iii) memory unit (MU). Control unit acts as a
receptionist and a manager of a company. It receives
each and every instruction from user and coordinates
between different parts to perform various operations.
Arithmetic and logic unit acts as an accountant of a
company, which performs all the mathematical and
logical calculations and the memory unit acts as a
temporary store of a company, where small amount
of data is stored while other operations are being
performed.
In a laptop, all three units, input, processing and
output are combined into one device. Input and output
devices are also called ‘peripherals’. These are plugged
into the computer using connection ports.

Input devices
An input device is used to enter information into the
computer. A keyboard, as shown in Figure 3.10, is
an input device used to enter letters, numbers and
Figure 3.10: Keyboard
control functions. Microphone is an input device that is
connected to the computer to record sound. A web camera
is a device used to record videos. Many computers come
with built-in microphones and webcams. Another input
device is a scanner that copies physical documents and
stores them in a computer in digital (computer-readable)
ormat. For example, i you ll an admission orm or a
college, you can scan it and then e-mail it to the college
instead of sending the actual form by post.

Output devices
Output devices bring information from the computer
to the user. If you want to calculate the percentage
marks, you input all your marks using a keyboard, the
computer calculates using the formula and you see the
results on a monitor screen. This monitor, as shown in
Figure 3.11, is the output device on which the computer
Figure 3.11: Monitor
displays the output information. In the same way, a

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 printer is an output device which gives us the hard copy
of the information processed by the computer. If you
want to hear the song you have recorded, you can use
speakers to play them. Just like input devices, output
devices can also be either separate or built-into the
computer.
The commonly used peripheral devices are given in
Table 3.4.

Table 3.4: Common Peripheral Devices

Keyboard: It is used Mouse: We use it to Microphone: It Projector: It is used

to provide input to the go to different parts is used to record to project images or
computer on what to do, of the screen on the voice on the video from computer
which could be in the monitor. computer, and on a screen.
form of typed letters, communicate.
numbers, and symbols.

Monitor: It displays all Speakers: It plays Scanner: It is a Printer: It helps to

the visual output that back all the sound- device that scans/ print out the visual
CPU produces after based output. captures a paper output on the paper,
processing the input. image, document as displayed on the
and converts it monitor.
to digital le on
computer.

Other peripheral devices and their functions

In large retail stores, a peripheral device commonly
found is the barcode reader or barcode scanner. It is
used for recording the items purchased in order to
create the receipt/bill. In oces and homes, we use a
peripheral device known as scanner, and it is used to
convert the information on a paper document into a
digital information document. Figure 3.12: Barcode scanning

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 Central Processing Unit
The Central Processing Unit (CPU) of the computer
as shown in Figure 3.13, is like our brain. How does
our brain work? Our eyes see (input) a mathematical
problem and sends the details to the brain. The brain
thinks (processes) and gets the result while the hand
writes it on paper (output). In a similar way, the CPU
also processes information received from the keyboard
and gives the output to the monitor or the printer. Just
as our brain can understand arithmetic and logical
Figure 3.13: Central information, the CPU can also solve mathematical and
Processing Unit
logical problems.
There are 3 main parts of the CPU.
• Control unit: It acts like a receiver and a manager
of a company. It receives inputs from user and
controls different parts to do the operations
required.
• Processing unit: It acts as an accountant of a
company and performs all the mathematical and
logical calculations.
• Memory unit: It acts as the storage room of a
company, where data is stored temporarily (RAM)
as well as for a long time (ROM).

Understanding RAM and ROM

Let us take the example of a kitchen to understand
the meaning of RAM and ROM. If you are a cook, what
would you keep on the kitchen counter? And what
would you store away in the kitchen shelves? Well,
all the things you need immediately and regularly will
be on the counter. And things that you do not access
often will be in the shelves. Random Access Memory
(RAM) is like the kitchen counter to a computer that
is switched on, and Read Only Memory (ROM) is like
the storage shelf. Flash memory is usually an external
device which is a mix of both RAM and ROM. Some
key differences between various storage devices are
given in Table 3.5.

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 Table 3.5: Types of Memory Storage Devices
RAM ROM Flash Memory

• When you are • Permanently stores • Can permanently store

doing tasks on your information information
computer, you use
RAM

• Temporarily stores • Information is stored • Information is not lost when

information when computer is off computer is switched off
• Information is lost • Information cannot be • Information can be changed
when computer is changed easily on easily. It is mainly used
switched off • It is mainly used when in removable storage devices
• Information can be starting the computer. (like USB), and its usage is
changed easily. based on user’s needs.

Motherboard
Motherboard, also referred to as a system board, is the
main circuit board inside a computer. It connects input,
processing and output devices.
Some other important parts of a computer system
are storage devices, ports and connections.

Storage devices
In order to transer les rom one computer to another
one, you need smaller storage devices which you can
carry easily from one place to another. These storage
devices are used to store digital information. The
commonly used storage devices are USB fash drive,
hard disk, CD, DVD, etc., as shown in Figure 3.14. They

Compact Disc USB Flash Drive DVD External Hard Disk

Figure 3.14: Storage Devices

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 mainly differ in their storage capacity (how much data
they can store).
You may have heard of a computer with data storage
capacity of 500 MB or 2GB. What does that mean?
Data is stored in the form of bits and bytes. Bit (Binary
Digit, represented by 0 or 1) is the smallest storage unit.
Eight bits combined together form a byte, which in turn
represents a character (numerals/letters/symbols).
• 8 bits make a byte and 1024 bytes make a kilobyte
(KB).
• 1024 KB make 1 megabyte (MB)
• 1024 megabyte make 1 gigabyte (GB)
• 1024 gigabyte make 1 terabyte (TB)
Very simply, more the number of bytes, larger and more
number o les can be stored.

Ports and connections

How do you think we connect our keyboard or mouse to
the CPU? We do it with the help of wires. Where do you
think the wires go in the CPU? The slots or channels
into which we connect the mouse/keyboard/external
hard disk wires are called ports. Thus, ports help us
connect input, output and storage devices in a computer
system.
There are several types of ports that you can use to
connect a computer to an external devices and networks.
These are:
• Universal serial bus or the USB port (as shown in
Figure 3.15) which connects peripheral devices,
Figure 3.15: USB Port such as a mouse or a keyboard or a printer to a
computer using the cable.
• Display port (as shown in Figure 3.16) which
connects the monitor, or any display unit, to
the computer using the cable. These can be of
Figure 3.16: RGB Display port different types, like Video Graphics Array (VGA)
(Left) and HDMI port (Right)
and High Denition Multimedia Interace (HDMI),
depending on the requirement.
• Audio ports (as shown in Figure 3.17) help to
connect microphone, speakers, and headphones
Figure 3.17: Audio Ports
to a computer system. Often, the speaker and

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 headphone port is called the line out port, i.e., it
is meant for sound output.
• Ethernet port (as shown in Figure 3.18) is used for
connecting the system to high speed Internet cable. Figure 3.18: Ethernet Port

• Power port (as shown in Figure 3.19) is used for

connecting the computer system to the power
supply.
Figure 3.19: Power Port

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video write why do you think it is
important to know the different parts of a computer?

Activity 1
Knowing your computer
Materials required
Pen/pencil, notebook
Procedure
• Form groups of 5 students each group.
• List the basic input output devices you need in a computer.
• Draw a diagram of a computer system showing all the
devices connected to it. Label the diagram and mention
the uses of the various devices.
• One volunteer from the group presents the illustration to
the class and explains it to the students.

Activity 2
Connecting devices to a computer
Materials required
Pen/pencil, notebook, computer
Procedure
• Form groups of 5 students in each group.
• Each member of the group connects one of the parts of the
computer, such as printer, monitor, keyboard, mouse and
the speakers to the central processing unit.
• Fit the cables into the correct ports as explained and check
if each device is working properly.

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 noteS Check Your Progress
A. Multiple choice questions

1. Which of the following units make up the CPU? Choose

and tick all the correct options.
(a) Processing Unit
(b) Input Unit
(c) Memory Unit
(d) Control Unit
(e) Output Unit
2. Which of the following are names of ports in a computer?
Choose and tick all the correct options.
(a) HDMI
(b) Input
(c) VGA
(d) USB
(e) Ethernet
3. There is a talent contest in your town. For participating
in the audition, you have to send a recording of a song.
What would you connect to your computer to record
your song?
(a) Keyboard
(b) Microphone
(c) Scanner
(d) Mouse

B. Short answer questions

Write the purpose of the I/O devices
Input/Output device Purpose
Mic/microphone
Scanner
Camera
Barcode Reader
Printer
Speaker

What have you learnt?

After completing this session, you will be able to
• identify the basic parts of a computer.
• list the use of input and output devices.
• list the functions of the CPU.
• differentiate between RAM and ROM.
• identify the different ports and connections on a
computer.

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 SeSSIon 5: baSIc computer
operatIonS
Computer hardware and
software
A computer system consists of two
main parts—the hardware and the
software. The physical parts that
we can see and touch are called the
hardware. It is the machinery of a Figure 3.20: Hardware and Software
computer. These are the keyboard,
monitor, CPU, etc. The software that we cannot see
makes the hardware work the way we want. For example,
as shown in Figure 3.20, the monitor is a physical
device or the hardware. When we start a program, it is
displayed on the monitor. This is done by the software
which displays things on monitor. Hardware would not
be of any use without the software.
The most important software in any computer is the
Operating System (OS). This is the software that starts

Figure 3.21: Ubuntu Desktop

working as soon as we switch on a computer. It displays

the desktop on the monitor. Some of the most commonly
used operating systems for laptops and desktop are
Ubuntu (as shown in Figure 3.21), Microsoft Windows
and Mac OS.
Mobile devices also have operating system that
helps them perform their functions. Some of the mobile

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 operating systems are Apple iOS and Google Android
(as shown in Figure 3.22).
All the computer applications, such as browsers,
games, Oce tools, etc., are also sotware programs
that perform a particular function.

Starting a computer
What is the rst thing you do ater you wake up in
Figure 3.22: Mobile Android OS the morning? What if your father tells you to do your
homework immediately? Can you do it? Maybe, but
normally you would do some daily activities and get ready
before you start working? Similarly when a computer
is switched on, it performs some basic processes/
functions, before it is ready to take instructions from
the user.
To start a computer, press the Power button on
the CPU. This will start the Windows operating system
and display the Windows desktop on the monitor.

Basic functions performed when a computer

starts
Just as we go about with our morning routine, without
Figure 3.23: Starting a Computer
anyone telling us what to do, a computer automatically
runs a basic program called BIOS (Basic Input/Output
System) as soon as it is switched on or the power button
is pushed on.
The BIOS rst does a sel-test. I the sel-test
shows that the system is ne, the BIOS will load the
Operating System. This means that
the computer’s operating system, for
example Ubuntu, is now ready to take
inputs from the user.
Login and logout
When multiple people use the same
computer, each person has his/her
own les and applications. To make
sure nobody else sees your work, you
have login-IDs and passwords. A login
Figure 3.24: Sign-in in Windows and password is like a key to the lock
which allows you to use the computer.

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 When you login to the computer with your login-ID
and password (as shown in Figures 3.24 and 3.25), the
computer knows that you are an authorised person and
allows you to work on the applications in the computer.
Once you nish working, you must log out or sign out
so that no one else can see your work.

Shutting down a computer

You can shut down the computer in Ubuntu by clicking Figure 3.25: Sign-in in
Ubuntu
“Systems” at the top right and then click on Shut Down
as shown in Figure 3.25. When you click Shut down,
the Operating System will close all the applications and
turn off the computer.

Using the keyboard

A keyboard is an input
device used to type text,
numbers and commands
into the computer, as
shown in Figure 3.26.

Function keys
Keys labelled from F1 to
F12 are function keys.
You use them to perform Figure 3.26: Parts of a Keyboard

specic unctions. Their

functions differ from program to program. The function
of the F1 key in most programs is to get help on that
program. Some keyboards may have fewer function
keys.

Control keys
Keys, such as Control (CTRL), SHIFT, SPACEBAR,
ALT, CAPS LOCK, and TAB, are special control keys
that perform special functions depending on when and
where they are used.

Enter key
The label on this key can be either ENTER or RETURN,
depending on the brand of computer that you are using.
You use the ENTER or the RETURN key to move the

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 cursor to the beginning of a new line. In some programs,
it is used to send commands and to conrm a task on
a computer.

Punctuation keys
It includes keys for punctuation marks, such as colon
(:), semicolon (;), question mark (?), single quotation
marks (‘ ’), and double quotation marks (“ ”).

Navigation keys
Keys, such as the arrow keys, HOME, END, PAGE UP,
and PAGE DOWN are navigation keys. These are used
to move up and down, right and left in a document. The
HOME and END keys move the cursor to the left/right
end of a line of text, respectively. The PAGE UP and
PAGE DOWN keys are used to move one page up and
one page down, respectively.

Command keys
Keys, such as INSERT (INS), DELETE (DEL), and
BACKSPACE are command keys. When the INSERT key
is turned ON, it helps you overwrite characters to the
right of the cursor. The DELETE key and the BACKSPACE
key are used to remove typed text, characters, and
other objects on the right and let side o the cursor,
respectively.

Windows key
Pressing this key opens the Start menu.

Using a mouse
A mouse, as shown in Figure 3.27 is a small device that
you can use to move, select, and open items on your
computer screen. Let us see some of the functions that
can be performed using a mouse. Different application
will behave differently to the mouse actions. Here we use
the File Explorer to see the effect of the mouse action.
Figure 3.27: Mouse
Roll over/hover
Some actions can be done by simply rolling over or
hovering over an item. When you bring the mouse

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 over a le in File Explorer, it will show
the details o that le as shown in
Figure 3.28.

Point and click

As you move the mouse on your desk, a
pointer moves correspondingly on your
screen. The mouse allows you to select
an item on the screen. When you click a Figure 3.28: Roll Over
particular le, it gets selected as shown
in Figure 3.29.

Drag and drop

To move an item, you need to click it,
and then holding the mouse button
down, move the item to a new location.
After you move the item to the new
location, you release the mouse button.
Figure 3.29: Point and Click
This is called drag and drop. When you
drag a le in File Explorer, you can pick
it up from the present location and drop
it in a new location where you release
the mouse as shown in Figure 3.30.

Double-click
It means to quickly click the left mouse
button twice. When we double-click the
le icon, it will open the le. Figure 3.30: Drag and Drop

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video write what do you think happens
when you start a computer and how do you enter data using a
keyboard and mouse?

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 noteS Activity 1
Use of computer
Materials required
Pen/pencil, notebook, computer
Procedure
1. Form groups depending on the number of computers
available.
2. One student starts the computer and logs in. Another
student identies the keys on the keyboard. Another
student then performs all the functions of the mouse,
such as hover, click, double-click, etc.
3. After the students have performed all the activities, they
will shut down the computer. Other students watch and
give feedback on what was done right and which tasks
can be improved.

Activity 2
Using the keyboard
Material required
Computer
Procedure
• Form groups depending on the
number of computers available.
• Open a text editor in Ubuntu
by typing ‘editor’ in the search
bar and then selecting the
Text Editor. You can also open
Notepad in Windows by typing
Notepad on the Windows Search Figure 3.31: Typing
bar and then selecting Notepad
from the search result.
• Each student types the following letters on the text editor.
Position your hands on the keyboard, as given in the
Figure 3.31 and type the given letters and words. After one
student is done, the next student practices the same until.
All student should get a chance.
Letters in the home: rowasd; lkjhj; asdg; lkjhj;
Letters in the top row: qwerty poiuy trewq yuiop
Letters in the bottom: rowzxcvb nm,./bvcxz.,mn
• Now, each student types ve words using the keyboard.
For example, add, all, ask, sad, gas, dad, lad, had, hall,
fall, row, tow, top, out, pot, rot, wire, tire, type, write, cab,
nab, man, can, van, ban. All students in the group should
get a chance to practice.

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 Check Your Progress
A. Multiple choice questions

1. Which of the following functions are performed using a

mouse. Choose and tick all the correct options.
(a) Turn on computer
(b) Typing
(c) Right click
(d) Drag and Drop an Icon
2. What is the term used when you press and hold the left
mouse key and move the mouse around?
(a) Highlighting
(b) Dragging
(c) Selecting
(d) Moving
3. Rearrange the steps for starting a computer in the
correct sequence.
(a) Desktop appears after login ( )
(b) Login screen appears ( )
(c) Power on Self-Test (POST) starts ( )
(d) Operating system starts ( )
(e) Welcome screen appears ( )

B. Short answer questions

1. Describe the functions of at least 5 types of keys.

2. Describe the functions of a mouse.

What Have You Learnt?

After completing this session, you will be able to
• start and shut down a computer.
• identify the various keys on a keyboard and their
associated functions.
• use a mouse.
• type simple words.

SeSSIon 6: performIng baSIc fIle operatIonS

Need to perorm basic fle operations
In any school (or oce), each teacher has a separate
cabinet, as shown in Figure 3.32 where they keep the
les o dierent students/classes on separate shelves.
Similarly, information on a computer is stored in Figure 3.32: File Cabinet

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 electronic les, which can be put into separate olders.
It is easier to manage the electronic les as they can be
simply copied, moved, renamed or even deleted.

Files and folders

All information stored in a computer is kept in fles.
Dierent types o les store dierent types o inormation.
Each le is given a fle name and has a fle name
extension that identies the le type. (The le name and
le name extension are separated by a period or a ‘dot’.)
For example, a document (e.g., with the name Neha)
created using Notepad (a type of computer application
to create simple text les) will have the extension .txt.
There are other types like .doc, .xls, etc. An image le
usually has an extension .jpg, while a sound le usually
has .mp3. A folder is a location where a group o les
can be stored.

Creating a le (using a text editor in Ubuntu)

When a student, Neha, joins a class, the teacher creates
a le on the computer to store Neha’s inormation, such
as name, address, phone number, etc. Let us create a
new le using a text editor in Ubuntu.
• To open a text editor, type ‘editor’ in the search
dialog box. Then double-click the text editor
option as shown in Figure 3.33 and 3.34. This
will open a blank document. In Windows, you can
open Notepad and type in the text.

Figure 3.33: Opening Text Editor Figure 3.34: Text Editor

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 • Here you can add text, such
as ‘Neha Tiwari, Shakti Nagar,
New Delhi. M: 7856453451’
• To save the le click Save.
In the Save As dialog box,
browse to the Desktop folder,
type the name as ‘Neha’
and click Save as shown in
Figure 3.35.

Figure 3.35: Saving a File

The teacher will facilitate these activities by showing you the

e-learning module for this lesson viahttp://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic why do you think it’s important to know how les are
stored in a computer?

Activity 1
Create a le
Materials required
Pen/pencil, notebook, computer
Procedure
• Form groups, depending on the number of computers
available. Each member o the group creates a le. Others
can watch and give feedback on what was done correctly
and what can be improved.
• Open a text editor in Ubuntu or Notepad in Windows.
• Type details, such as name, class, address, parent’s name,
etc., for a student
• Save the le on the desktop.
Each student studies the shortcut given below:

CTRL+z undo CTRL+c copy

CTRL+y redo CTRL+v paste
CTRL+a select all CTRL+p print
CTRL+x cut CTRL+s save
The rst group asks the other groups a questions (e.g., what
does CRTL+Z do? or what is the shortcut for Copy).

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 Check Your Progress
A. Multiple choice questions

1. Which one of the following shortcut key is used to paste

a le? Tick mark the correct answer.
(a) Ctrl + C
(b) Ctrl + P
(c) Ctrl + V
(d) Ctrl + X
2. Which o the ollowing is a valid le extension or
Notepad le? Tick mark the correct answer.
(a) .jpg
(b) .doc
(c) .text
(d) .txt
3. Which key do you use to copy something? Tick mark
the correct answer.
(a) Ctrl+X
(b) Ctrl+C
(c) Ctrl+Z
(d) Ctrl+T

What Have You Learnt?

After completing this session, you will be able to
• demonstrate the knowledge o the computer les and
folders.
• open a new le in a text editor, type in the details and
save the le.

SeSSIon 7: communIcatIon and networkIng

— baSIcS of Internet
The Internet is a huge network of computers around the
world. Using the Internet you can get any information
that is stored in a web page on the World Wide Web.
You can do all this by connecting your computer to the
Internet.
If your computer is connected to the Internet, you
say that your computer is online. With the help of the
Figure 3.36: the Internet
Internet, you can gather a lot of knowledge which is
available on it. The knowledge is stored in a big library/
storehouse, called the World Wide Web (WWW) or the
Web. It is a collection of different websites that you can
view if you are connected to the Internet. You can also

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 use these websites to buy something, watch movies,
read books, learn new skills, educate yoursel, nd the
best colleges to study further, etc.

Uses of the Internet

There is no limit to what you can do online, but some of
the most common uses are given in Table 3.6.
Table 3.6: Common uses of Internet
Search information: You can Shopping: You can buy and sell
get the latest information about products, such as books and
anything that is uploaded on electronic goods over the Internet.
the web, whether it is result, You can also pay for these products
news about an earthquake, a via digital modes of payments,
cricket match or the election such as wallets, plastic cardsor
details. through e-banking.
Entertainment: You can listen Online booking: You can book
to music, play games, watch movie tickets, hotels, bus/train/
movies or share pictures. plane tickets, etc., online.

E-mail and chatting: You can Online learning: There are a

talk or send messages to people number of courses available
all around the world quickly online─some are ree while others
and easily. The messages you are not. You can do a course on
send over the Internet can a topic you like or want to know
reach any part o world in just more about.
a few seconds. For example,
Gmail and Outlook.
Social networking: You can Online banking: You can do
share your interests, knowledge banking operations, like checking
and stories with your family details of your bank account
and friends around the world. or transferring money from one
For example, Facebook and account to another through mobile
Twitter. banking/NEFT/RTGS.

Connecting to the Internet

As shown in Figure 3.37, to connect to the Internet, you
need:
(a) A device, such as a computer, laptop or mobile.
(b) A connection device, i.e., a modem.
An Internet Service Provider (ISP)─i.e., the telephone
company which provides the Internet connectivity using
the phone lines or a wireless network.

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 Figure 3.37: Connecting to the Internet

Types of connections
(a) Wired connections: When our
computer is connected to the
Internet using a wire, it is called
a wired connection (as shown in
Figure 3.38). We use Ethernet
cables (cables used for connecting
to the Internet) to connect to the
modem which connects to the ISP
using a phone line.
Figure 3.38: Wired connection
(b) Wireless connection: You can
also connect your computer to the
Internet using wireless technology
as shown in Figure 3.38A. Laptops
need a wireless Internet card to
connect to a modem with using any
cables.

Bandwidth
Bandwidth is the amount of data that
can be transmitted over a network in a
Figure 3.38A: Wireless connection
certain amount of time. To understand
bandwidth, Let us take the example of a pipe, the amount
o water fowing through a pipe depends on its thickness.
Similarly, the amount of data that your network can
receive or send depends on its bandwidth. In case of
digital devices, the bandwidth is usually expressed in
bits per second (bps) or bytes per second and in case

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 of analog devices, the bandwidth is expressed in cycles
per second, or Hertz (Hz).
Data transfer speed over the networks (including the
internet) is calculated in terms of bits per second.
1 Kbps (kilo bits per second) = 1000 bits per second
1 Mbps (mega bits per second) = 1000 kilo bits per second
1 Gbps (giga bits per second) = 1,000 mega bits per
second

Internet browser
To see the information on the various websites, you
need an Internet Browser. An Internet Browser is an
application or a software program on your computer
or laptop which helps you visit the various websites.
Some examples of browsers are Google Chrome, Mozilla
Firefox and Internet Explorer. Figure 3.39: Some Internet
Browsers
(a) Searching for information: Do the steps below to
search for information on the Internet.
Open an Internet browser, as shown in Figure 3.40.
• Type the topic, on which you want information, in
the search box and hit the Enter key.

Figure 3.40: Internet Explorer Figure 3.41: Firefox in Ubuntu

• The search results having the required

information will be displayed.
• In Ubuntu, click Firefox icon as shown in Figure
3.41 to open Firefox Mozilla browser and search
for information.

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 noteS

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic, write down why do you think the rst person did not have
enough inormation about available jobs.

Activity 1
Uses of the Internet
Materials required
Pen/pencil, notebook
Procedure
• Form groups depending on the number of computers
available.
• Discuss the various uses of the Internet. Every member
gives one use and what he/she would do using an Internet
connection. Rest of the group should give feedback on
whether it is correct and not. One group volunteers and
presents to class. Students give feedback.

Check Your Progress

A. Multiple choice questions

1. To connect to the Internet, the computer has to be

connected to the ____________________________.
(a) Internet Society
(b) Internet Architecture
(c) Internet Service Provider
(d) Large Area Network

2. What is the Internet?

(a) Phone connections
(b) Collection of computer networks
(c) Network o computers in an oce
(d) None of the above

B. Short answer question

1. Write a short note on the uses of internet.

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 What have you learnt?

After completing this session, you will be able to

• search information on the Internet.
• identify the various uses of Internet.

SeSSIon 8: communIcatIon and networkIng —

Internet browSIng
World Wide Web
The World Wide Web (WWW) or simply the Web is a
huge collection of information as shown symbolically
in Figure 3.42. It is a vast network of linked hypertext
les, stored on computers throughout the world, that
can provide a computer user with information on a
huge variety of subjects. Thus, it serves as a platform
through which users can use or share information.
It is made up of Figure 3.42: Symbolic
• A web page Representation of World Wide
Web (WWW)
• A web browser
• A system to transfer information between the web
browser and the web pages

Web page
A web page is a document present on a computer that
is connected to the Internet. There are hundreds of web
pages. Each web page has a unique address/location
like the address of a house. We can use the address to Figure 3.43: Web
see a particular web page. For example, the address of Address

NCERT is http://ncert.nic.in as shown in Figure 3.43.

To view a web page you need a web browser on your
computer.

Web browser
A web browser (commonly referred to as a browser) is a
software application for using and sharing information
on the World Wide Web.

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 Mozilla Firefox Google Chrome Internet Explorer Apple Safari Opera

Figure 3.44: Web browsers

The most popular web browsers

that are used today are shown in
Figure 3.44.
If you want to see a web page that
gives information on plants, you type
that address in the web browser in the
address bar as shown in Figure 3.45.
Then the web page on plants will be
Figure 3.45: Web browser displayed in the browser.
(a) Hyperlinks: Very often, there are hyperlinks
(highlighted and underlined words) present on web
pages. If you click a hyperlink, it will take you to another
part on the same page or to a
different page.
(b) Important parts of a
web browser (as shown in
Figure 3.46):
(i) Address bar
(Alt+d): You can type the
address/URL of a web page
in this box and press Enter.
Figure 3.46: Parts of a Browser The browser will display the
page linked to that URL.
(ii) Tabbed browsing (Ctrl+T): Tabbed browsing
allows a user to view multiple pages in the same
window. So if you want to compare two types of
plants, for example, trees and shrubs, you can
open the two in two different tabs.
(iii) Back and forward buttons (Alt+Left or right arrow
keys): These buttons allow you to go back to the
last page viewed, or go forward to the next page
viewed. For example, in the previous example, if
you click ‘Back’ arrow on the ‘Flowers’ page it will
take you back to the ‘Table of Content’.

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 (iv) Refresh button (F5):
Sometimes, you do not
see the complete page
correctly. You can reload
the page by clicking the
Refresh button.
(v) Steps to browse a
web page: Open a
web browser, such as
Internet Explorer or
Google Chrome. To
search for information,
Figure 3.47: Searching for Information
follow the given steps:
• Type http://google.co.in in the address bar
• Type ‘best hill station in India’ in the Google
search bar
• Press Enter
• Scroll the screen and click on the link for the
page you want to see.

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic, write why do you think the second person told her friend
that she neither needs books or someone else to get information
about anything?

Activity

Web browsing
Materials required
Pen/pencil, notebook, computer with an Internet connection
Procedure
1. Form groups depending on the number of computers
available.
2. One member does the steps while the other watches and
give feedback on what was done correctly and what can
be improved.

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 noteS Do the following
• You are planning to go to your relative’s place who lives in
another city.
• Use Internet (IRCTC, etc.) nd out which trains are going
there, their timings and ticket fare.
• Find out about two cities you want to visit and places you
can visit in these cities.
• Use Internet (IRCTC) to nd out which trains connect
these two cities, their timings and ticket fare.

Check Your Progress

A. Multiple choice questions

1. What do I need to get information from the World Wide

Web?
(a) Computer
(b) Browser
(c) Internet Connection
(d) All of the above
2. Which of the following is a web browser?
(a) Internet
(b) Chrome
(c) Windows
(d) None of the above

B. Short answer questions

1. List the steps to search for information using a web

browser.

What Have You Learnt?

After completing this session, you will be able to
• use a web browser to search for information on the
Internet.

SeSSIon 9: communIcatIon and networkIng —

IntroductIon to e-maIl
Electronic mail or e-mail is a quick way of sending
messages to people using the Internet. Electronic mail
is a message sent over the Internet from one person
to another. It consists of lines of text and images.The
invention o e-mail has infuenced our lives and they
have become a popular means of communication.

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 How does the e-mail work?
Files containing videos, documents, spreadsheets,
etc., can be sent along with the e-mail as attachments.
E-mail is fast and easy to use and it can be sent to
multiple people at the same time.
Let us compare the way a postal mail and an e-mail
is sent as shown in Table 3.7.

Table 3.7: Comparing Postal mail vs. e-mail

Postal Mail e-mail
Postal mail address is a street,
city, etc., of a geographical location
Address

while an e-mail address is a digital

location on a mail computer [email protected]
where you can send or receive an
electronic message.

Postal mail is written with paper

Written on

and pen.
An e-mail is written on a computer
or mobile device.

Postal mail is sent by bus, air, train

while an e-mail travels in a digital
Sent via

format over an Internet connection.

Postal mail is brought by the

Received in

postman and dropped into the

letterbox outside our house.
E-mail comes into the Inbox of the
receiver’s e-mail account.

E-mail ID or Address
The general format of an e-mail address is local_
part@domain. An example of an e-mail address is
[email protected].
• An e-mail address is made up of two parts
separated by the @ symbol. The part before the @

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 noteS symbol is created by the user and is usually the
name of the person, for example, ashokrastogi_1.
This is different for every user. One might need to
add numbers or any other prex or sux in case
someone else has already taken that mail address
beore him. One person can only have a specic
e-mail address.
• The part after the ‘@’ symbol is the domain name
of e-mail service provider, i.e., the company that
provides the e-mail service. Here gmail.com is the
domain name of Google. For example, Gmail by
Google, Outlook.com by Microsoft and yahoo.co.in
by Yahoo!

Advantages of e-mail
E-mails can be sent to multiple users along with the
attachments. They are fast as they reach anyone
around the world immediately, free as most services do
not charge money and it is environment friendly, as no
paper is used.

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for
this topic where the boy he is going to send a post card, what
suggestion did his friend give?

Activity 1

Advantages of using e-mail

Materials required
Pen/pencil, notebook
Procedure
• Form groups of 5 students each.
• Discuss how writing e-mail is better than sending a letter
through postal mail. Every student says whether he/she
prefers to send an e-mail or post a letter and why.

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 Check Your Progress noteS
A. State whether the following statements are True or False

1. Email cannot be sent to more than one person at a time.

2. Email is an electronic message sent over the Internet or
a computer network.
3. Pictures, videos, audio les, and spreadsheet les
cannot be attached with an e-mail.

What have you learnt?

After completing this session, you will be able to
• differentiate between postal mail and electronic mail.
• write an e-mail message.
• list the benets o an e-mail account.

SeSSIon 10:communIcatIon and networkIng —

creatIng an e-maIl account
Creating an e-mail account
To set up an e-mail account, there are a number of
popular providers to consider
(a) Gmail (run by Google)
(b) Outlook mail (run by Microsoft)
(c) Yahoo mail (run by Yahoo)

Figure 3.48: Email service providers

Here we will learn how to create an e-mail account
using Gmail. All e-mail hosting sites will have similar
procedures.

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 Steps to open an e-mail account on Gmail
1. Go to www.gmail.com and click “Create 2. The sign up form will appear. You will
an account”. need to ll your name, username,
password and other details in a sign-
up form. A password should be at least
8 characters long and contain letters,
numbers and special characters (e.g.,
$%#). This will make it more secure.

3. Fill in other details as your phone 4. Google welcome page will appear. Click
number, country, etc. Review the Terms on the ‘Continue to Gmail’. This will
of Service and Privacy Policy, click the display your Gmail account page.
check box, and then click Next step.

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this
topic why, do you think the person could not send an e-mail?

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 Activity
noteS
Creating an e-mail account
Materials required
Pen/pencil, notebook, computer with Internet connection
Procedure
• Form groups, depending on the number of computers
available.
• Each student takes turns to:
(a) create an e-mail account using gmail.com (or any
other free service). NOTE: make careful note of your
e-mail address and password.
(b) sign out and sign in the e-mail account. Do not
share password with others.

Check Your Progress

1. Multiple choice questions

1. Here are the steps to sign in to your Gmail account.

(i) Type username (ii) Go to www.gmail.com
(iii) Click Sign in (iv) Type password
Choose the option with the correct order.
(a) i > ii > iv > iii
(b) ii > i > iii > iv
(c) ii> i > iv > iii
(d) ii > iii > i > iv
2. Which one of the following statements is false?
(a) You need to create an account before you can send
an e-mail.
(b) You should sign out of your account when you are
not using the computer.
(c) You do not need an Internet connection to use your
Gmail account.
(d) You must not share your password with others.
3. Which of the following is an e-mail service?
(a) WhatsApp
(b) WeChat
(c) Gmail
(d) Facebook

Short answer questions

1. What characters should the password have in e-mail

address, to make it more secure?

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 What have you learnt?
After completing this session, you will be able to
• create an e-mail account.
• sign in and sign out an e-mail account.

SeSSIon 11: communIcatIon and networkIng —

wrItIng an e-maIl
Gmail is a free e-mail application. Let us learn how to
use it.
1. To write a new e-mail, connect to the
Internet and open Gmail.
2. Type ‘gmail.com’ in the address bar of
Internet Explorer.
3. To start using Gmail, you need to sign in.
Type your e-mail ID and password in the
given areas and click on the Sign in button
as shown in Figure 3.49
4. Click on the COMPOSE button on the
Gmail home page.
This will open a New Message window. Let us
Figure 3.49: Sign in page understand this with an example. Mohan Padra
wants to send Diwali greetings to his sister, his
wife and daughter. He wants do this by writing an
e-mail using the Gmail account he just created.
In the To: section he types the e-mail ID of his
sister, i.e., [email protected]
• In the Cc: section he types the e-mail
IDs of his wife, [email protected] and
her daughter [email protected]. In this
way he is able to send the same message
Figure 3.50: Compose email to all three at once instead of writing it
three times.

• In the Subject: section, he writes ‘Happy Diwali’

which is the main topic of the e-mail message.
• He starts the main body of the message with
a greeting “Hello everyone”. This can change
depending on whom you are writing the mail to.
Then he writes the complete message. He ends

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 the e-mail message with “best wishes” and his
name (Mohan).
• When he click the Send button, the e-mail will
reach the recipients.
Follow the given steps to write an e-mail
1. In the To section, write the e-mail-id of the
person you are sending the mail to.

2. In the Cc section, write the e-mail-ids of all the

people to whom you want to send copies of the
message.

3. In the Subject, write the topic of the mail. For

example, Happy Diwali.

4. In the main body, type the message you want

to send. This will include the salutation in the
beginning, main message in the middle and
signature at the end.
5. After you type the message, click Send.

The mail will be sent to all the people whose e-mail

addresses you have given in the To and Cc sections.

Figure 3.51: Attach a fle

Attaching a fle to an e-mail

An attachment is a type o le such as a photo or
document that you can send along with your e-mail.
To add an attachment you need to click on the Attach
button.
• The Attach button often has a paperclip as its
symbol
• When you click on the Attach button it opens up
a new window

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 • The window shows you les and olders on your
computer
• Find and then click on the le you want to attach
and press OK
• The le will now show as an attachment in your
e-mail
• The name o the le will be shown next to a paper
clip symbol

Managing Folders
There are different folders that could help you manage
and organise your e-mails.
• The Inbox holds e-mails that people have sent
to you
• The Sent folder holds e-mails that you have sent
to people
• The Drafts folder holds all the e-mail you have
started writing, but not yet sent
• The Junk/Spam folder holds e-mails that may
not be useful
Figure 3.52: Folders
• The Trash can or folder holds e-mails that you
no longer need and have deleted. To delete an
e-mail, you select an e-mail and then click on the
Delete button for it to be moved from inbox to
trash folder (see Figure 3.52).

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for
this topic what do you think is the rst thing you will do ater
creating your e-mail account.

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 Activity 1
noteS
Writing an e-mail
Materials required
Pen/pencil, notebook, computer with an Internet connection
Procedure
• Form groups, depending on the number of computers
available.
• Each student writes an e-mail to two of the other group
members using their newly created e-mail address wishing
them for a future festival. Other members watch and guide
the student.

Check Your Progress

A. Multiple choice questions

1. What do you type in the “To” eld?

(a) The topic of the e-mail
(b) The main message of the e-mail
(c) Email address of the person to whom you want to
send a copy of the e-mail
(d) Email address of the person you are sending the
mail to
2. You want to send an e-mail message to your friend
Sushil. In which order will you perform the given steps
to write and send an e-mail to him?
(i) Type Sushil’s e-mail address, subject and message
(ii) Click on the Compose button (iii) Click Send (iv) Open
your e-mail account.
(a) (iv)>(ii)>(i)>(iii)
(b) (iv)>(i)>(ii)>(iii)
(c) (iv)>(i)>(iii)>(ii)
(d) (iii)>(i)>(ii)>(iv)

B. Fill in the blanks

1. In “To:” section _________________ is typed for sending a

message through e-mail.
2. The Attach button in e-mail often has a ______________
as its symbol.
3. In the ____________________ section of the e-mail, the
topic of the mail is written.
4. After typing the message in the main body of the e-mail,
you need to click on __________ button to send the
e-mail.

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 What have you learnt?
After completing this session, you will be able to
• identify the various elements of the e-mail message.
• compose and send an e-mail message.
• attach les in an e-mail.

SeSSIon 12:communIcatIon and networkIng —

receIvIng and replyIng to e-maIlS
Receiving an e-mail
Imagine your friend sends you an
e-mail. The e-mail will appear in
your Inbox. It shows the name of the
sender, subject and a title o the main
message. It will remain bold till you
open it.
1. Click on the mail to open it.
2. Once you have read the e-mail,
you can reply, forward or delete
the mail.
3. If the invitation was sent to many
people, you get another option,
i.e., Reply to All. When you
click this, the reply will be sent
to all the people who received a
copy of this mail.

Replying to an e-mail
To reply to this e-mail:
1. Click on the Reply option at the
bottom. This will open a space
where you can write your reply.
The e-mail address of the person
to whom this e-mail will be sent
is already present at the top.
2. Type your reply and click Send.
Figure 3.53: Reply to an email

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 Forwarding an e-mail
You can also forward this e-mail to your
parents to inform them about the invitation.
1. When you click on “Forward”, a
space is displayed with the old
message copied to it.
2. You can give the e-mail address of Figure 3.54: Forward an email
the person(s) you want to forward to and write
anything extra you want to add.
3. Then click on the
“Send” button.

Deleting an e-mail
You can delete the mail by
clicking on the delete icon.
This will remove the e-mail
from your inbox and move it Figure 3.55: Delete an email
to the “Trash” folder. It will
remain there for a few days before it is removed from
the system.

The teacher will facilitate these activities by showing you the

e-learning module for this lesson via http://www.psscive.ac.in/
Employability_Skills.html. The module will include videos and
e-content for the above topics as well as detailed instructions for
some activities below.

Activity 1
Receiving and replying to an e-mail
Materials required
Pen/pencil, notebook, computer with an Internet connection
Procedure
• Form groups depending on the number of computers
available.
• The teacher sends an e-mail to a student in each group
informing them about a group dance competition.

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 noteS All details about the date, time, venue, etc., is described
in the mail.
• The leader reads the e-mail and then forwards it to all his
group members to inform them about the details of the
dance competition. The leader discusses with the group
whether they want to take part or not and then sends a
reply to the teacher.

Check Your Progress

A. State whether the following statements are True or False.

1. By choosing the “Reply” option, the e-mail address of the

sender o the original message will appear in the “To” eld.
2. Email is an electronic message transmitted over the
Internet or computer network from one user to another.
3. You can forward the e-mail by clicking on the delete
icon.

What have you learnt?

After completing this session, you will be able to
• identify a new mail in your inbox.
• reply or forward an e-mail.
• delete an e-mail.

gloSSary
Applications/Apps: software programs on a mobile device which
perorm specifc tasks
Attachment: adding a fle to an e-mail
Barcode: a machine-readable code in the form of numbers and a
pattern of parallel lines of varying widths, printed on a commodity
and used especially for stock control
Bytes: a group of binary digits or bits (usually eight) operated on as
a unit, a byte is considered as a unit of memory size
Digital: the information that is stored on a computer is said to be in
a digital form
Drag: pull an icon or something on the screen with a mouse
E-Commerce: it is a process of buying and selling goods online
Email: a way of sending messages over the Internet
Ethernet: a system for connecting a number of computer systems
to form a local area network

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 File: a document on a computer. There are dierent types o fles noteS
Folder: a location on the computer. It may contain many fles or
sub-folders
Gestures: the actions you do with your fngers to interact with a
touch screen
ICT: it is an abbreviation of Information and Communication
Technology
Internet Browser: it is a software which helps you search for
information online
Internet: a number of computers connected together to provide
information
Junk: the location for storing unwanted e-mail as determined by a
spam flter
Messaging: sending text, audio and video messages over an
Internet connection
Motherboard: a printed circuit board containing the principal
components of a computer or other device, with connectors for other
boards to be slotted into
Navigation: the action of moving around a website, the Internet, etc.
Operating/operate: control the functioning of (a machine, process,
or system)
Peripheral: a device that you are able to attach to and use with a
computer, though it does not form an integral part of it
Port: a socket in a computer network into which a device can be
plugged
Privacy: the state of being free from public attention
Reply to all: an option present when we want to reply to all the
recepients, if we choose Reply to all, the reply will be sent to all the
people the mail was sent to or received from
Scanner: a device that scans documents and converts them into
digital data
Smartphone: a mobile device that is used to make calls, connect to
the Internet and run applications that do a variety of functions
Tablet: a mobile device like a smartphone but with a bigger size
Web Browser: a software used to browse information on WWW
using Internet
Web Page: it displays information in the form of text, graphics,
audio or video
Wi-Fi: a wireless connection to the Internet
World Wide Web (WWW): it is a collection of information located on
computers around the world

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 noteS further readIngS
Session 1: Introduction to ICT
• https://bit.ly/2pYKPKF
Session 2: ICT Tools – Smartphones and Tables – 1
• https://bit.ly/2zolM6d
Session 3: ICT Tools – Smartphones and Tables – 2
• https://bit.ly/2vvtqdN
Session 4: Parts of a computer and peripherals
• https://bit.ly/2w3GL0J
Session 5: Basic Computer Operations
• https://bit.ly/2EbIl0o
Session 6: Perorming basic le operations
• https://bit.ly/2oPHluK
Session 7: Communications and Networking – Basics of Internet
• https://bit.ly/2vkoUS4
Session 8: Communications and Networking – Internet Browsing
• https://bit.ly/2vikTix
Session 9: Communications and Networking – Introduction to Email
• https://bit.ly/2GpsNfm
• https://bit.ly/1C4PJDi
Session 10: Communications and Networking – Creating an
Email Account
• https://bit.ly/2GpsNfm
• https://bit.ly/2vwslCD
• https://bit.ly/1C4PJDi
Session 11: Communications and Networking – Writing an Email
• https://bit.ly/2xGttUQ
Session 12: Communications and Networking–Receiving and
Replying to Email
• https://bit.ly/2wWjrln

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 Unit
4
Entrepreneurship
Skills

IntroductIon
Business is an economic activity which is related with
continuous and regular production and distribution
of goods and services for satisfying human wants.
Businesses can be or-prot entities or nonprot
organisations. Businesses cater to the needs of the
society. But sometimes we nd that there is a gap
between what is needed and is available. This gap can
be used as an opportunity by some people who are
ready to take risk and ll the gap by providing necessary
products and services. Such people are entrepreneurs.
An entrepreneur is a person who is self-employed,
is willing to take a calculated risk and brings in a new
idea to start a business. It is, however, important to
understand that all self-employed persons are not
entrepreneurs, for example, a shopkeeper cannot be
called an entrepreneur unless he/she introduces a new
method or idea in the business.

SeSSIon 1: What IS entrepreneurShIp?

Does your mother ask you to buy things from the market
near your house? Do you buy things for yourself from

Unit 4.indd 135 23-08-2018 16:59:24

 shops near your house? Maybe you have bought milk,
vegetables, fruits, books and pencil from a shop, ice-
cream, etc., which of those shops you buy these items
from? Visit the market and make a list of things you
buy from the market and categorise them as food items,
vegetables, fruits, stationery, confectionery, etc.

What are the things you What shops do you buy Does the seller work for self
buy? from? or for someone else?
Food items: Dal, rice, spices Kirana shop Yes, for self
Readymade clothes Big store in a mall No — the sales person is an
employee of a chain

Did you notice that while some people are the owners
of businesses, others are employed and get a salary/
wage? The owners are self-employed while the employees
are wage earners (work for others and get a salary).
New ideas with which an entrepreneur adds value to
a business can be of many kinds, including new kinds
of products — like adding varieties, new services like
home delivery or credit services, new marketing ideas,
new cost reduction ideas and many more.

Entrepreneurship
The process of developing a business plan, launching and
running a business using innovation to meet customer
needs and to make a prot is entrepreneurship.

Enterprise
An enterprise is a project or undertaking that is bold
and ullls a need o the society which no one has ever
addressed.
Let us read the story of Sowmya. Her story will help
us understand a little more about entrepreneurship.

The Story of Sowmya, the Entrepreneur

Sowmya grew up in a village in Karnataka. Her parents
came to Bangalore in search of a better job. While
growing up, Sowmya saw her parents working very
hard. Her father started working in a small shop which

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 sold clothes and her mother started working as a cook
in someone’s house.
Sowmya wanted to support her family. She
was now going to college and wanted to start
making money. When she turned 18, Sowmya
thought “What can I do, which will help me
make more money and where people will keep
buying from me again and again?” (Need)
She noticed that the girls in her college cared
about their health and did not want to eat
chips and other unhealthy food (Recognising
opportunity). She started making healthy
snacks and sold them to her friends in college (Idea
and start of a business).
Her friends loved it, because not only was snack
healthy, it was also very tasty. She then started selling
her tasty-healthy snacks to people in her area.
As the demand for her snacks increased, Sowmya
asked her parents and friends to give her some money
to buy a small machine which would help her in making
more snacks. She started making 5 times the snacks. She
started giving a small commission to her friends to sell these
snacks in their own societies (Growing the business).
After 2 years, Sowmya now sells her snacks in every
small shop.
She continued studying while doing the business and
was able to pay her college fees from her own earning!

How do you think Sowmya identifed an

opportunity?
______________________________________________________
______________________________________________________
______________________________________________________
Opportunities are everywhere. You need to look for
them/spot them. Do you have any ideas/have you seen
any opportunity in your surrounding that you too can
use to start a business? Write your idea below.
__________________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

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 noteS

The teacher will facilitate these activities and give additional

feedback as needed.

Activity 1
Guess the entrepreneur
Materials required
Notebook, pen
Procedure
Form teams of 5 students each. So, if there are 30 students
in class, there would be 6 teams of 5 students in each team
and select a leader who will be responsible for running it. Each
member in the group will do the following:
• Make a list of all people you see while coming to school
and what they are doing.
• Make 2 lists — one of people working for themselves and
one of people who work for others.
• Make a list of different kinds of businesses around you.
• Now think of all the items that you cannot buy in your
neighbourhood and people have to go far to buy them.
• Do you see this as a possible opportunity for a good
business idea?
• How will you innovatively ll this gap?
• Members of the group discuss their ideas within the group.

Check Your Progress

A. Multiple choice questions
Read the questions carefully and circle the letter (a),
(b), (c) or (d) that best answers the question.
1. Business is a (an) _____________________ activity.
(a) social
(b) economic
(c) hazardous
(d) selling
2. What is the aim of entrepreneurship?
(a) Earn a prot
(b) Solve customers’ need innovatively
(c) Both of the above
(d) None of the above

B. Short answer question

1. List three businesses seen around you. Share details of
what the business does, and how they run it ?

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 C. Read the following statement and write “Yes” or “No” as noteS
to whether the person is an entrepreneur or not.

Statement Yes/No

1. Ravi made tea or his riends in the oce.

Everyone liked the tea very much and told him
that he is very good at making tea.
2. Savita, a house wife, needs extra money for her
kids’ tuition. She notices that in the afternoon,
the children coming out of a nearby college
look tired and hungry. She makes refreshing
Neembu Pani and samosas and sells them to
the students.
3. Rahul loves dogs. He plays with dogs of his
friends’ family. One day when they were going
out-of-station, they asked Rahul to take care of
their dog. Rahul thought that this was a good
idea, “taking care of dogs when the owner is
traveling”. He started his own company which
is like a “hotel for dogs”. When the dog-owners
travel, they leave their dogs at this hotel and
pay the company money for each day they take
care of the dog. Is Rahul an entrepreneur?
4. Monica noticed that her neighbours used to
face a problem. They had to leave their young
baby behind when they went for work. Monica
started going to this house in the evening to
take care of the baby for them. Her neighbours
were very happy and used to give her chocolates
for doing that.

What have you learnt?

After completing this session, you will be able to
• demonstrate the knowledge of entrepreneurship.
• identify the characteristics of an entrepreneur.

SeSSIon 2: role of entrepreneurShIp

If you were an entrepreneur, how do you think you
will help your country? Countries which encourage
entrepreneurship have grown fast. It is, therefore,
important to broadly dene the role and benets
of entrepreneurship.

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 Economic Development —
Money in Circulation
As entrepreneurs create value by
making available better and cheaper
products and services for customers,
the economy grows. As entrepreneurs
grow their business, investors put
money into their businesses and
expect good returns. As more and
more entrepreneurs create business
opportunities, the economy grows.

Social Development — Creation

of Jobs
A business started by an entrepreneur
is usually a very small business in the
beginning. If it becomes successful
and grows, the entrepreneur expands
the business.
As the business grows, it needs
more work to be done and so creates
more jobs. Good quality jobs lead to
more people earning money and having
a good life.

Improved Standard of Living —

More things available to live a
comfortable life
When entrepreneurs sell products like
a tractor, a mobile phone or a mobile
service, it helps people live a more
comfortable life. For example, a small
village did not have good quality soap
because of which the villagers used
to fall sick. An entrepreneur started
going to the city collected antibacterial
soap from the city and sold it to the villages the people
started using the soap for handwashing, is a result of
which these uses less incidences of people falling sick.

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 Optimal Use of Resources noteS
There are various natural resources present around
us renewable and non-renewable. Entrepreneurs keep
working to nd the most optimal ways o using the
resources to reduce costs and increase their prots.

More Benefts at Lower Prices Products and

Services at Competitive Prices
As entrepreneurs compete in the market, prices of
products come down. For example, a phone which
used to cost at least Rs. 20,000 when phones were rst
launched can now be bought even for Rs 4,000.

The teacher will facilitate these activities and give additional

feedback as needed.

Activity
A world without Entrepreneurs
Materials required
None
Procedure
• Form groups of 45 students in each group.
• Each group thinks about which entrepreneurs benet or
help us the most.
• Now imagine that this entrepreneur, and his business
does not exist. How will my life get affected?
• Each group shares with the class, their example of which
entrepreneur helps them the most and what will happen if
she/he was not there.
• One volunteer student writes down the examples given by
each group on the board.
• The class discusses the importance of entrepreneurs.

Check Your Progress

A. Short answer question
Answer the following questions in your own words.
1. Gulab lives in a small village in Rajasthan. She noticed
that all the women in her village were good at making

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 noteS paintings and handicraft product. She collected money
and started a business. Gulab would help the women
to get material from cities and support them in making
latest designs. She would then arrange for these
paintings and handicraft products to be sold in big
cities. How do you think Gulab, is helping her society
as an entrepreneur?
2. Give examples of three entrepreneurs you know who
live around you. Write how they are helping your city?

What Have You Learnt?

After completing this session, you will be able to
• explain the importance of entrepreneur and its role in
country’s and society’s growth.

GloSSary
Confdence: quality of believing in oneself and not having fear of
what will happen or what others would say
Experimental: someone who likes to try new things and learn from
it to get better
Grit: a person’s quality of not giving up and keep trying
Hybrid business: hybrid business is a mix of product and service
business
Patience: a person’s quality of not getting angry or emotional during
stressful time and staying calm
Positivity: a person’s quality of seeing the good in every situation
and person
Product business: a business where a seller and buyer exchange
a thing, which can be seen and touched, is called a product based
business
Service business: a business where a seller a helps the buyer
to fnish some work, which cannot be seen or stored or example
plumbing, teaching, hair dressing, etc., are is called as service based
businesses

SeSSIon 3: QualItIeS of a SucceSSful

entrepreneur
In the last chapter, we learnt how entrepreneurship is
different from wage employment. We also learnt different
features of entrepreneurship. In this session, we will
learn about qualities of a successful entrepreneur.

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