Functional Course - Allied - 26BENA1
SREE SEVUGAN ANNAMALAI COLLEGE
(Affiliated to Alagappa University, Karaikudi)
DEVAKOTTAI – 630 302, Sivaganga District, Tamil Nadu
STUDY MATERIAL
FUNCTIONAL COURSE
A Course Book on Grammar, Communication and Soft Skills
Non-Mandatory Allied (NMA) • Course Code: 26BENA1
I Year • Semester I • 4 Credits • 60 Hours
With lesson-wise MCQs, 2-mark, 5-mark and essay questions & answers
Prepared by
DEPARTMENT OF ENGLISH
Sree Sevugan Annamalai College, Devakottai
Academic Year 2026 – 2027
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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FUNCTIONAL COURSE
A Course Book on Grammar, Communication and Soft Skills
For the students of I Year (Semester I)
Alagappa University CBCS Pattern — Course Code 26BENA1
Compiled and Edited by
The Faculty, Department of English
SREE SEVUGAN ANNAMALAI COLLEGE
DEVAKOTTAI – 630 302
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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Functional Course — A Course Book on Grammar, Communication and Soft Skills
Revised Edition : July 2026
Medium : English
Prepared by : Department of English, Sree Sevugan Annamalai College, Devakottai – 630 302
Based on : Alagappa University CBCS Syllabus (Course Code 26BENA1)
Examination : Official Alagappa Pattern — Internal 40 Marks (2 Hours) + External 60 Marks (3 Hours)
This study material is prepared purely for the academic use of the students of Sree Sevugan Annamalai College,
Devakottai, and is meant for private circulation only. It is not for sale.
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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PREFACE
Language is not merely a subject to be studied; it is a skill to be lived. The Functional Course rests
on the conviction that every learner, whatever the discipline, deserves the confidence to speak,
write and present in English in real-life situations.
This revised edition has been prepared lesson by lesson. Each lesson of every unit is presented as
a complete essay — an introduction, six titled sections and a conclusion — so that it may serve
directly as the model answer to the essay question of that lesson. Every lesson then carries its own
question bank: fifteen multiple-choice questions with answers, ten two-mark questions answered
in one or two sentences, and three five-mark questions answered in full paragraphs.
From this academic year, Alagappa University follows the new examination pattern: Internal 40
marks and External 60 marks. Two model question papers are appended, set strictly in the official
formats prescribed for all UG and PG programmes of the affiliated colleges — the Internal paper
(2 hours, 40 marks: Section A 6×1 multiple choice, Section B 4×4 either/or within 400 words,
Section C 3×6 either/or within 750 words) and the External paper (3 hours, 60 marks: Section A
10×1 multiple choice, Section B 5×4 either/or within 500 words, Section C 5×6 either/or within
1000 words) — so that students may practise exactly what they will face.
We record our sincere thanks to the Management, the Principal and our colleagues for their
constant encouragement. Suggestions from teachers and students for the improvement of this
material are always welcome.
Devakottai
July 2026
— Department of English
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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THE COURSE AT A GLANCE
Title of the Course Functional Course
Category NMA (Non-Mandatory Allied)
Course Code 26BENA1
Year / Semester I Year / Semester I
Credits 4
Hours per Week Lecture 3 + Tutorial 1 = 4
Examination Internal 40 Marks (2 Hrs) + External 60 Marks (3 Hrs) = 100
Objectives
▪ Motivate self-learning with the basics of grammar.
▪ Make students communicate in English.
▪ Enable them to manage communication tasks (based on situational teaching).
▪ Promote both speaking and writing skills.
▪ Improve learners' structural competence and enable them to become effective users of the
language in real-life situations.
Course Outcomes — The student will be able to:
CO1: Distinguish among structural patterns. (K2)
CO2: Particulate English sounds with reasonable acceptability. (K3)
CO3: Manage stress and intonation patterns. (K3)
CO4: Get trained in inter-personal communication. (K3)
CO5: Undertake self study of communication by referring web sources. (K5)
How each lesson is arranged: (1) the lesson essay with introduction, six titled sections and conclusion —
which is itself the model answer to the essay question; (2) fifteen multiple-choice questions with answers;
(3) ten two-mark questions with brief answers; (4) three five-mark questions with paragraph answers.
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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CONTENTS
Preface
The Course at a Glance
UNIT I: Parts of Speech (14 Hours)
Lesson 1: The Noun
Lesson 2: The Adjectives
Lesson 3: The Adverbs
Lesson 4: Sentence Pattern
UNIT II: Basic Communicative Skills (12 Hours)
Lesson 1: Asking for Advice
Lesson 2: Expressing Gratitude
Lesson 3: Congratulating
UNIT III: Academic Communicative Skills (12 Hours)
Lesson 1: Presentation Skills
Lesson 2: Telephone Skills
UNIT IV: Skills for Preparation for Interview (10 Hours)
Lesson 1: Interview Skills
Lesson 2: Frequently Asked Questions in Interviews
UNIT V: Soft Skills for Life and Career (12 Hours)
Lesson 1: Personality Development
Lesson 2: Group Discussion
Model Internal Question Paper (40 Marks — Official Pattern)
Model External Question Paper (60 Marks — Official Pattern)
Recommended Texts
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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UNIT I
Parts of Speech
(14 Hours)
Lessons in this Unit
Lesson 1: The Noun
Lesson 2: The Adjectives
Lesson 3: The Adverbs
Lesson 4: Sentence Pattern
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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UNIT I — Lesson 1: The Noun
Essay Question: What is a noun? Explain the kinds of nouns and their functions in a
sentence with suitable examples.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
Words are the bricks of language, and among them the noun is the corner-stone. Every
conversation names somebody or something — a person, a place, an object, a feeling or an idea —
and the word that does this naming is the noun. Since the subject and the object of most sentences
are nouns, a learner who understands nouns has already understood the frame of the English
sentence. This lesson explains the definition, the kinds and the functions of nouns with examples
drawn from daily life.
1. Definition and Importance
A noun is the name of a person, place, animal, thing, quality, action or idea. Examples: Kamban,
Devakottai, elephant, table, honesty, laughter. Grammarians call the noun a 'naming word'
because it labels everything that exists in the world of our experience — the visible and the
invisible alike. Without nouns we could not tell who did what, or where, and language would
collapse into vagueness.
2. Proper and Common Nouns
A proper noun is the special name of a particular person, place or thing, and it always begins with
a capital letter: Bharathiyar, Chennai, the Vaigai, January. A common noun, on the other hand, is
a name shared by every member of a class: poet, city, river, month. Thus 'Chennai' is one particular
city (proper), while 'city' can refer to any city on earth (common). Proper nouns individualise;
common nouns generalise.
3. Collective and Material Nouns
A collective noun names a group of persons or things taken together as one whole: a team of
players, a bunch of keys, a herd of cattle, a committee, an army. Though the group contains many
members, the collective noun usually takes a singular verb when the group acts as one body: 'The
committee has approved the plan.' A material noun names the matter or substance of which things
are made: gold, cotton, rice, water, sand. Material nouns are normally uncountable and are not
used with 'a' or 'an'.
4. Abstract Nouns
An abstract noun names a quality, a state or an action that we can feel or think about but cannot
touch or see: kindness, bravery, childhood, poverty, laughter, freedom. Abstract nouns are often
formed from adjectives (kind → kindness), from verbs (grow → growth) and from common nouns
(child → childhood). They allow language to rise from the world of objects to the world of ideas,
which is why poetry and philosophy depend so heavily on them.
5. Countable and Uncountable Nouns
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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Countable nouns name things that can be counted and therefore have singular and plural forms:
pen → pens, child → children, box → boxes. Uncountable nouns name substances or ideas that
cannot be counted: milk, information, furniture, advice, news. Uncountable nouns take a singular
verb and refuse the article 'a/an': we say 'a piece of advice', not 'an advice'. Some nouns look plural
but act singular — 'The news is good'; others are used only in the plural — scissors, trousers,
spectacles, thanks.
6. Functions of the Noun in a Sentence
The noun is the busiest worker in the sentence. It can act as the subject ('Ravi plays football'), as
the object of a verb ('I met Ravi'), as the object of a preposition ('I gave the book to Ravi'), as a
complement ('My brother is a doctor') and in the possessive form ('This is Ravi's cycle'). Because
it can fill so many positions, recognising the noun's role is the first step in analysing any sentence
pattern.
Conclusion
To sum up, the noun is the naming backbone of English. Its five main kinds — proper, common,
collective, material and abstract — cover every person, object, group, substance and idea we may
wish to mention, while the countable–uncountable distinction guides our use of articles and verbs.
A learner who can identify a noun's kind and its function in a sentence has laid a firm foundation
for grammar, and the remaining parts of speech will be understood far more easily upon that
foundation.
Multiple Choice Questions (15)
1. A noun is the name of a person, place, thing, quality or idea. Which word below is a noun?
(a) quickly (b) honesty (c) beautiful (d) run
Answer: (b) honesty
2. 'The Vaigai flows through Madurai.' — 'Vaigai' is a ______ noun.
(a) common (b) collective (c) proper (d) abstract
Answer: (c) proper
3. Which of the following is a common noun?
(a) Chennai (b) city (c) Kamban (d) January
Answer: (b) city
4. 'A herd of cattle' — the collective noun is ______.
(a) cattle (b) of (c) herd (d) a
Answer: (c) herd
5. Which is a material noun?
(a) cotton (b) team (c) bravery (d) teacher
Answer: (a) cotton
6. 'Kindness' is an example of ______ noun.
(a) proper (b) material (c) collective (d) abstract
Answer: (d) abstract
7. The abstract noun formed from 'child' is ______.
(a) children (b) childhood (c) childish (d) childlike
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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Answer: (b) childhood
8. Which noun is uncountable?
(a) pen (b) furniture (c) box (d) chair
Answer: (b) furniture
9. Choose the correct sentence.
(a) The news are good. (b) The news is good. (c) News are good. (d) The news were good.
Answer: (b) The news is good.
10. Which noun is used only in the plural?
(a) scissors (b) book (c) milk (d) team
Answer: (a) scissors
11. 'The committee ______ approved the plan.'
(a) have (b) has (c) are (d) were
Answer: (b) has
12. In 'I met Ravi', the noun 'Ravi' functions as the ______.
(a) subject (b) complement (c) object of the verb (d) adjunct
Answer: (c) object of the verb
13. In 'My brother is a doctor', the noun 'doctor' is a ______.
(a) subject (b) complement (c) direct object (d) possessive
Answer: (b) complement
14. We say 'a ______ of advice'.
(a) slice (b) loaf (c) piece (d) sheet
Answer: (c) piece
15. The plural of 'child' is ______.
(a) childs (b) childes (c) children (d) childrens
Answer: (c) children
Two-Mark Questions and Answers (10)
Q1. Define a noun with two examples.
Ans: A noun is the name of a person, place, thing, quality or idea. Examples: Devakottai
(place), honesty (quality).
Q2. What is a proper noun?
Ans: A proper noun is the special name of a particular person, place or thing and always
begins with a capital letter, e.g., Bharathiyar, Chennai.
Q3. What is a common noun? Give an example.
Ans: A common noun is a name shared by all persons or things of the same class, e.g., boy,
city, river.
Q4. Define collective noun with an example.
Ans: A collective noun names a group of persons or things taken as one whole, e.g., a team of
players, a bunch of keys.
Q5. What is a material noun?
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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Ans: A material noun names the substance or matter of which things are made, e.g., gold,
cotton, rice; it is normally uncountable.
Q6. What is an abstract noun? How is it formed?
Ans: An abstract noun names a quality, state or action that cannot be touched, e.g., kindness,
growth; it is often formed from adjectives, verbs or common nouns.
Q7. Distinguish countable and uncountable nouns.
Ans: Countable nouns can be counted and have plurals (pen/pens), while uncountable nouns
cannot be counted and take a singular verb (milk, information).
Q8. Give two nouns that look plural but take a singular verb.
Ans: News and mathematics — e.g., 'The news is good'; 'Mathematics is my favourite subject.'
Q9. Give two nouns used only in the plural.
Ans: Scissors and trousers (also spectacles and thanks) are always used in the plural form.
Q10. Mention any three functions of a noun in a sentence.
Ans: A noun can act as the subject (Ravi plays), the object (I met Ravi) and the complement
(My brother is a doctor).
Five-Mark Questions and Answers (3)
Q1. Explain the five kinds of nouns with examples.
Ans: Nouns are classified into five main kinds. A proper noun is the particular name of a
person or place and begins with a capital letter, as in Kamban and Chennai. A common noun
is shared by every member of a class, such as poet or city. A collective noun names a group
taken as a single whole — a team, a committee, a herd of cattle — and usually takes a singular
verb. A material noun names a substance like gold, cotton or water, which cannot be counted.
Finally, an abstract noun names a quality, state or action that the mind grasps but the hand
cannot touch, such as honesty, childhood and laughter. Together these five kinds enable the
noun to name everything in human experience, from solid objects to invisible ideas.
Q2. Write a paragraph on countable and uncountable nouns.
Ans: Countable nouns name things that exist as separate units and can therefore be counted:
one pen, two pens; one child, three children. They take both singular and plural verbs and
freely accept the articles 'a' and 'an'. Uncountable nouns, by contrast, name masses, materials
and ideas that cannot be split into units — milk, rice, furniture, information, advice — and
they always take a singular verb. English never says 'an advice' or 'two furnitures'; instead it
uses partitive phrases such as 'a piece of advice' or 'an item of furniture'. Certain nouns
complicate the picture: news and physics look plural but behave as singular, while scissors
and trousers exist only in the plural. Mastering this distinction saves the learner from some of
the commonest errors in Indian English.
Q3. Describe the functions of the noun in a sentence with examples.
Ans: The noun performs almost every duty a sentence can offer. As subject it names the doer
or the topic: 'Ravi plays football.' As object of a verb it receives the action: 'I met Ravi.' After a
preposition it becomes the object of the preposition: 'I gave the book to Ravi.' As a complement
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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it completes the sense of verbs like 'be', 'become' and 'seem': 'My brother is a doctor.' In the
possessive form it shows ownership: 'This is Ravi's cycle.' Because the same word can occupy
so many positions, identifying what a noun is doing — rather than merely what it is — is the
real key to understanding sentence structure, and it prepares the learner directly for the study
of sentence patterns.
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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UNIT I — Lesson 2: The Adjectives
Essay Question: What is an adjective? Explain the kinds of adjectives and the degrees of
comparison with suitable examples.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
If nouns are the bricks of language, adjectives are the paint and polish. An adjective is a word that
describes or adds meaning to a noun or pronoun, telling us what kind, how many, how much or
which one. 'Sita is a clever girl' says far more than 'Sita is a girl', and that extra information is the
gift of the adjective. This lesson surveys the chief kinds of adjectives and the three degrees of
comparison through which they measure quality.
1. Definition and Role
An adjective qualifies a noun or a pronoun by answering questions such as 'what kind?', 'how
many?', 'how much?' and 'which one?'. In 'the tall building', 'tall' tells the kind of building; in 'five
books', 'five' tells the number. Adjectives usually stand before the noun (attributive position) or
after verbs like 'be' and 'seem' (predicative position): 'The mango is sweet.' They make description
precise and expression vivid.
2. Adjectives of Quality and Quantity
Adjectives of quality show the kind or character of a person or thing: an honest man, a brave
soldier, a sweet mango, a tall tower. They answer the question 'of what kind?'. Adjectives of
quantity show how much of a thing is meant: some rice, little water, enough time, the whole day.
They answer 'how much?' and are used with uncountable nouns, which is why we say 'much
water' but 'many bottles'.
3. Adjectives of Number
Adjectives of number, or numeral adjectives, show how many persons or things are meant, or in
what order they stand: five books, many students, several times, the first rank, each boy, every
citizen. Definite numerals state exact numbers (one, two, first, second), while indefinite numerals
state quantity vaguely (some, many, few, several, all). They answer the question 'how many?' and
are used with countable nouns.
4. Demonstrative and Distributive Adjectives
Demonstrative adjectives point out which person or thing is meant: this pen, that house, these
boys, those hills. 'This' and 'these' point to what is near; 'that' and 'those' to what is far. Distributive
adjectives refer to the members of a group one at a time: each student received a certificate; every
seat was taken; either road leads to the temple; neither answer is correct. Both classes answer the
question 'which?'.
5. Interrogative and Possessive Adjectives
Interrogative adjectives are question words used along with nouns: 'Which road shall we take?',
'Whose bag is this?', 'What colour do you like?'. They differ from interrogative pronouns because
a noun immediately follows them. Possessive adjectives show ownership and always precede a
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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noun: my college, our village, your book, his pen, her ring, its tail, their farm. They must not be
confused with possessive pronouns like 'mine' and 'yours', which stand alone.
6. Degrees of Comparison
Adjectives change form to express comparison in three degrees. The positive degree states a
simple quality: 'Kavya is tall.' The comparative compares two: 'Kavya is taller than Meena.' The
superlative compares more than two: 'Kavya is the tallest girl in the class.' Short words add -er/-
est (tall, taller, tallest); words ending in -y change to -ier/-iest (happy, happier, happiest); longer
words take more/most (beautiful, more beautiful, most beautiful); and a few are irregular and
must be memorised: good–better–best, bad–worse–worst, little–less–least, much/many–more–
most, far–farther–farthest.
Conclusion
In conclusion, the adjective is the describing word that turns bare statements into pictures. Its
kinds — quality, quantity, number, demonstrative, distributive, interrogative and possessive —
supply every shade of description a noun may need, while the three degrees of comparison allow
us to measure and rank qualities. A learner who commands the adjective writes with colour and
speaks with precision; a learner who also commands its comparison writes without the common
errors that mar everyday English.
Multiple Choice Questions (15)
1. An adjective adds meaning to a ______.
(a) verb (b) noun or pronoun (c) adverb (d) preposition
Answer: (b) noun or pronoun
2. 'Sita is a clever girl.' The adjective is ______.
(a) Sita (b) girl (c) clever (d) is
Answer: (c) clever
3. 'An honest man' — 'honest' is an adjective of ______.
(a) number (b) quantity (c) quality (d) demonstrative
Answer: (c) quality
4. Which is an adjective of quantity?
(a) five (b) some (c) this (d) which
Answer: (b) some
5. 'The first rank' — 'first' is an adjective of ______.
(a) quality (b) quantity (c) number (d) possession
Answer: (c) number
6. '______ pen is better than that one.'
(a) These (b) Those (c) This (d) Them
Answer: (c) This
7. '______ bag is this?' — choose the interrogative adjective.
(a) Who (b) Whose (c) Whom (d) Where
Answer: (b) Whose
8. Which of these is a possessive adjective?
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(a) mine (b) my (c) me (d) I
Answer: (b) my
9. The comparative degree of 'happy' is ______.
(a) happyer (b) more happy (c) happier (d) happiest
Answer: (c) happier
10. The superlative degree of 'good' is ______.
(a) gooder (b) better (c) goodest (d) best
Answer: (d) best
11. 'Kavya is taller ______ Meena.'
(a) then (b) than (c) to (d) from
Answer: (b) than
12. The three degrees of comparison are positive, comparative and ______.
(a) superior (b) supreme (c) superlative (d) definitive
Answer: (c) superlative
13. The comparative of 'bad' is ______.
(a) badder (b) worse (c) worst (d) more bad
Answer: (b) worse
14. 'Beautiful' forms its superlative as ______.
(a) beautifullest (b) most beautiful (c) more beautiful (d) beautifuller
Answer: (b) most beautiful
15. '______ student received a certificate.' (one at a time)
(a) Each (b) Much (c) This (d) More
Answer: (a) Each
Two-Mark Questions and Answers (10)
Q1. What is an adjective? Give an example.
Ans: An adjective is a word that describes or adds meaning to a noun or pronoun, e.g., 'Sita is
a clever girl' — 'clever' describes 'girl'.
Q2. What is an adjective of quality?
Ans: It shows the kind or character of a person or thing and answers 'of what kind?', e.g.,
honest man, sweet mango.
Q3. What is an adjective of quantity? Give two examples.
Ans: It shows how much of a thing is meant, e.g., some rice, little water, enough time.
Q4. What are numeral adjectives?
Ans: Adjectives of number show how many or in what order — five books, many students,
first rank — and answer 'how many?'.
Q5. What are demonstrative adjectives?
Ans: They point out which person or thing is meant: this, that, these, those — e.g., 'this pen',
'those hills'.
Q6. Give two examples of distributive adjectives in sentences.
Ans: 'Each student received a certificate.' 'Every seat was taken.'
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Q7. How do interrogative adjectives differ from interrogative pronouns?
Ans: An interrogative adjective is always followed by a noun ('Which road…?'), while an
interrogative pronoun stands alone ('Which do you want?').
Q8. List the possessive adjectives.
Ans: My, our, your, his, her, its and their — they show possession and always precede a noun.
Q9. Name the three degrees of comparison with one set of examples.
Ans: Positive (tall), comparative (taller) and superlative (tallest).
Q10. Write the comparative and superlative of: good, little, far.
Ans: Good–better–best; little–less–least; far–farther–farthest.
Five-Mark Questions and Answers (3)
Q1. Explain any five kinds of adjectives with examples.
Ans: Adjectives fall into several well-marked classes. Adjectives of quality describe kind or
character: an honest man, a brave soldier. Adjectives of quantity state how much: some rice,
enough time, little water. Adjectives of number state how many or in what order: five books,
several attempts, the first rank. Demonstrative adjectives point out particular things: this pen,
that house, these boys, those hills. Possessive adjectives show ownership: my college, their
village, her ring. To these may be added interrogative adjectives, which question with a noun
('Which road shall we take?'), and distributive adjectives, which take members singly ('each
boy', 'every citizen'). Recognising the class of an adjective helps the learner to place it correctly
and to answer examination questions on identification with confidence.
Q2. Explain the degrees of comparison with rules of formation.
Ans: English measures quality through three degrees. The positive degree simply states the
quality: 'Arun is tall.' The comparative degree compares two persons or things and is followed
by 'than': 'Arun is taller than Bala.' The superlative degree, used with 'the', compares one
member with all the rest of its group: 'Arun is the tallest boy in the class.' Formation follows
clear rules: one-syllable adjectives add -er and -est (tall, taller, tallest); adjectives ending in -y
change y to i before the endings (happy, happier, happiest); adjectives of three or more
syllables take 'more' and 'most' (beautiful, more beautiful, most beautiful); and irregular
adjectives change their form entirely — good, better, best; bad, worse, worst; much/many,
more, most; little, less, least; far, farther, farthest. Care must be taken never to double the
comparison, as in the incorrect 'more taller'.
Q3. Write a paragraph on the position and common errors in the use of adjectives.
Ans: An adjective normally stands immediately before the noun it qualifies — 'a sweet mango',
'an old temple' — a position grammar calls attributive. It may also follow linking verbs such
as be, seem, look and become — 'The mango is sweet', 'The sky looks cloudy' — the predicative
position. Several errors haunt learners here. First, the comparative must not be doubled: say
'taller', never 'more taller'. Second, 'than' follows the comparative, not 'then': 'wiser than me'.
Third, uncountable nouns take 'much' and 'little', while countables take 'many' and 'few':
'much water' but 'many bottles'. Fourth, superlatives require 'the': 'the best answer'. Finally,
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possessive adjectives must precede a noun; 'mine college' is wrong, 'my college' is right.
Attention to these small points gives writing an unmistakable neatness.
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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UNIT I — Lesson 3: The Adverbs
Essay Question: What is an adverb? Explain the kinds of adverbs and their formation and
position in sentences with examples.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
If the adjective decorates the noun, the adverb decorates almost everything else. An adverb is a
word that adds meaning to a verb, an adjective or another adverb, telling how, when, where, how
often or to what extent something happens. In 'He speaks clearly', the single word 'clearly'
transforms a bare fact into a judgement of manner. This lesson classifies the adverbs, shows how
they are formed, and fixes their proper positions in the sentence.
1. Definition and Scope
An adverb modifies a verb ('She sang sweetly'), an adjective ('The tea is very hot') or another
adverb ('He ran quite fast'). It answers the questions how? when? where? how often? and to what
extent?. Because it can attach itself to so many words, the adverb is the most mobile part of speech
in English, and its position often changes the emphasis of a sentence.
2. Adverbs of Manner
Adverbs of manner tell how an action is performed: slowly, bravely, well, loudly, clearly. 'The
soldier fought bravely'; 'She writes neatly.' Most of them are formed by adding -ly to adjectives,
and they usually stand after the verb or after the object. They are the commonest adverbs in
descriptive writing, and examiners most often ask learners to identify them.
3. Adverbs of Time and Place
Adverbs of time answer 'when?': now, then, yesterday, soon, already, late — 'He arrived late'; 'I
have already finished.' Adverbs of place answer 'where?': here, there, everywhere, outside, above
— 'Please wait here'; 'The children played outside.' Adverbs of time generally come at the very
beginning or very end of a sentence, while adverbs of place follow the verb or the object.
4. Adverbs of Frequency
Adverbs of frequency answer 'how often?': always, often, usually, sometimes, rarely, never. Their
position is fixed and frequently tested: they come before an ordinary verb but after the verb 'be'.
Thus, 'He always comes on time' but 'He is always punctual'. Misplacing these adverbs — 'He
comes always on time' — is one of the most familiar Indian-English errors, and mastering the rule
instantly improves fluency.
5. Adverbs of Degree and Interrogative Adverbs
Adverbs of degree answer 'to what extent?': very, too, quite, almost, fully, enough — 'The tea is
too hot'; 'I am fully satisfied.' Note that 'too' carries a negative sense of excess, while 'very' is
neutral. Interrogative adverbs ask questions about time, place, manner and reason: 'Why are you
late?', 'When did he come?', 'Where do you live?', 'How did you solve it?'. They always begin the
question and are followed by the auxiliary verb.
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6. Formation and Position of Adverbs
Most adverbs of manner are formed by adding -ly to adjectives: quick → quickly, careful →
carefully, happy → happily. A few words keep the same form as adjective and adverb — fast,
hard, late, early — so 'He works hard' is correct while 'hardly' means 'almost not' and changes the
meaning entirely. As for position, the general order at the end of a sentence is manner–place–time:
'She sang sweetly in the temple yesterday.' Above all, an adjective must never do an adverb's
work: say 'He writes neatly', not 'He writes neat'.
Conclusion
To conclude, the adverb is the answering word of English: it answers how, when, where, how
often and how much. Its six chief kinds — manner, time, place, frequency, degree and
interrogative — cover every circumstance of an action, and its rules of formation and position
protect the learner from the commonest spoken errors. When nouns name, adjectives describe and
adverbs situate, the sentence becomes complete, accurate and alive.
Multiple Choice Questions (15)
1. An adverb modifies a verb, an adjective or ______.
(a) a noun (b) another adverb (c) a preposition (d) an article
Answer: (b) another adverb
2. 'She sang sweetly.' — 'sweetly' is an adverb of ______.
(a) time (b) place (c) manner (d) degree
Answer: (c) manner
3. 'He arrived late.' — 'late' is an adverb of ______.
(a) time (b) manner (c) place (d) frequency
Answer: (a) time
4. 'Please wait here.' — 'here' is an adverb of ______.
(a) degree (b) place (c) time (d) manner
Answer: (b) place
5. Which is an adverb of frequency?
(a) quite (b) always (c) here (d) slowly
Answer: (b) always
6. 'The tea is ______ hot to drink.' (excess)
(a) very (b) too (c) much (d) so
Answer: (b) too
7. Choose the correct sentence.
(a) He always is punctual. (b) He is always punctual. (c) Always he is punctual. (d) He is
punctual always.
Answer: (b) He is always punctual.
8. The adverb form of 'happy' is ______.
(a) happyly (b) happily (c) happiely (d) happilly
Answer: (b) happily
9. Which word is both adjective and adverb without change?
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(a) quick (b) slow (c) fast (d) neat
Answer: (c) fast
10. 'Hardly' means ______.
(a) with effort (b) almost not (c) strongly (d) roughly
Answer: (b) almost not
11. '______ are you late?' — choose the interrogative adverb.
(a) What (b) Which (c) Why (d) Whose
Answer: (c) Why
12. 'I have ______ finished my work.'
(a) already (b) yet (c) still (d) ago
Answer: (a) already
13. Choose the correct sentence.
(a) He writes neat. (b) He writes neatly. (c) He neat writes. (d) He writes in neat.
Answer: (b) He writes neatly.
14. 'Quite', 'almost' and 'fully' are adverbs of ______.
(a) manner (b) degree (c) place (d) time
Answer: (b) degree
15. End-position order of adverbs is ______.
(a) time–place–manner (b) place–manner–time (c) manner–place–time (d) manner–time–place
Answer: (c) manner–place–time
Two-Mark Questions and Answers (10)
Q1. What is an adverb? Give an example.
Ans: An adverb is a word that adds meaning to a verb, an adjective or another adverb, e.g.,
'He speaks clearly' — 'clearly' modifies 'speaks'.
Q2. What questions does an adverb answer?
Ans: It answers how, when, where, how often and to what extent an action happens.
Q3. What is an adverb of manner? Give two examples.
Ans: It tells how an action is done: slowly, bravely — e.g., 'The soldier fought bravely.'
Q4. Give two adverbs of time in sentences.
Ans: 'He arrived late.' 'I have already finished my work.'
Q5. What is an adverb of frequency? Give examples.
Ans: It tells how often an action happens: always, often, sometimes, never — 'I always get up
early.'
Q6. State the position rule of adverbs of frequency.
Ans: They come before an ordinary verb but after the verb 'be': 'He always comes on time'; 'He
is always punctual.'
Q7. What is the difference between 'very' and 'too'?
Ans: 'Very' simply strengthens ('very hot'), while 'too' means excess beyond what is proper
('too hot to drink').
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Q8. How are adverbs of manner usually formed?
Ans: By adding -ly to adjectives: quick → quickly, careful → carefully, happy → happily.
Q9. What is special about 'fast' and 'hard'?
Ans: They keep the same form as adjective and adverb ('a fast train' / 'runs fast'); note that
'hardly' means 'almost not'.
Q10. Name the interrogative adverbs.
Ans: Why, when, where and how — e.g., 'Why are you late?'
Five-Mark Questions and Answers (3)
Q1. Explain the kinds of adverbs with examples.
Ans: Adverbs are classified by the question they answer. Adverbs of manner answer 'how?'
— 'She sang sweetly'; 'He fought bravely.' Adverbs of time answer 'when?' — 'He arrived late';
'I met him yesterday.' Adverbs of place answer 'where?' — 'Please wait here'; 'The children
played outside.' Adverbs of frequency answer 'how often?' — 'I always get up early'; 'She never
tells lies.' Adverbs of degree answer 'to what extent?' — 'The tea is too hot'; 'I am fully satisfied.'
Finally, interrogative adverbs ask questions — 'Why are you late?', 'Where do you live?'. These
six classes together locate an action in manner, time, space, habit and intensity, and identifying
them is a standard examination task.
Q2. Write a paragraph on the formation of adverbs.
Ans: The largest family of adverbs, those of manner, is formed by adding -ly to the
corresponding adjective: quick becomes quickly, careful becomes carefully, and beautiful
becomes beautifully. Adjectives ending in -y change the y to i first, so happy gives happily
and easy gives easily. A small but important group of words serves as both adjective and
adverb without any change: fast, hard, late and early — 'a fast train' and 'he runs fast' are
equally correct. The learner must beware of false forms: 'hardly' is not the adverb of 'hard' but
a separate word meaning 'almost not', and 'lately' means 'recently', not 'late'. Not every -ly
word is an adverb either — friendly, lovely and lonely are adjectives. Knowing these
formations prevents both spelling mistakes and comic misunderstandings.
Q3. Discuss the position of adverbs in a sentence.
Ans: Position gives the adverb its power, and English fixes it by clear habits. Adverbs of
manner usually follow the verb or its object: 'She writes neatly'; 'He finished the work quickly.'
Adverbs of place come after the verb — 'Please wait here' — and adverbs of time prefer the
very beginning or the very end of the sentence: 'Yesterday we watched a film'; 'He will come
soon.' When several adverbs gather at the end, the accepted order is manner, then place, then
time: 'She sang sweetly in the temple yesterday.' Adverbs of frequency have the strictest rule
of all: before an ordinary verb but after 'be' — 'He always comes on time', yet 'He is always
punctual.' Finally, an adjective must never usurp the adverb's seat: 'He writes neat' is wrong;
'He writes neatly' is right. Observing these positions makes speech sound natural and writing
sound polished.
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UNIT I — Lesson 4: Sentence Pattern
Essay Question: What are the elements of a sentence? Explain the basic sentence patterns
of English with suitable examples.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
Every English sentence, however long or short, is built out of a handful of elements arranged in
fixed orders called sentence patterns. Just as a mason arranges bricks by a plan, a speaker arranges
Subject, Verb, Object, Complement and Adjunct by a pattern. Once the learner recognises these
patterns, the grammar of the sentence ceases to be a mystery and becomes a map. This lesson
identifies the five elements and works through the basic patterns one by one.
1. The Five Elements of a Sentence
Grammar analyses the sentence into five elements. The Subject (S) is the doer or the topic — ask
'who or what?' before the verb. The Verb (V) expresses the action or state. The Object (O) receives
the action — ask 'whom or what?' after the verb. The Complement (C) completes the meaning of
the verb and refers back to the subject or the object. The Adjunct (A) is an adverb or adverbial
phrase of time, place or manner which can usually be removed without wrecking the sentence.
Every pattern is simply a combination of these five letters.
2. The SV and SVC Patterns
The simplest pattern is S V, where the verb is complete in itself: 'Birds fly'; 'The baby is sleeping.'
When the verb is a linking verb like be, become, seem or look, it needs a complement to complete
its sense, giving the S V C pattern: 'My father is a farmer'; 'The sky looks cloudy'; 'The milk turned
sour.' Here 'farmer', 'cloudy' and 'sour' are subject complements — remove them and the sentences
collapse into nonsense.
3. The SVO Pattern
The commonest pattern in English is S V O, in which a transitive verb passes its action to an object:
'Priya reads novels'; 'We love our college'; 'The peon rang the bell.' The test is to ask 'whom or
what?' after the verb — reads what? novels. Since English has few case-endings, this fixed subject–
verb–object order is what tells the listener who did what to whom, and disturbing it changes the
meaning entirely.
4. The SVIODO Pattern
Some verbs — give, send, tell, teach, show, buy — take two objects: the indirect object (IO), usually
a person, and the direct object (DO), usually a thing. The pattern is S V IO DO: 'The teacher gave
the students homework'; 'My friend sent me a gift.' The indirect object always precedes the direct
object; if the order is reversed, a preposition must appear: 'The teacher gave homework to the
students.' Recognising the two objects is a favourite examination exercise.
5. The SVOC Pattern
In the S V O C pattern, the verb takes an object and then a complement that describes or renames
that object: 'The class elected Arun leader'; 'They painted the gate green'; 'They named the baby
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Tamilselvi.' Here 'leader', 'green' and 'Tamilselvi' are object complements — they refer to the
object, not to the subject. The test is to place 'to be' between object and complement: 'They elected
Arun (to be) leader' still makes sense.
6. Patterns with Adjuncts: SVA, SVOA and ASVO
Adjuncts add circumstances of time, place and manner. In S V A the adjunct is essential to the
verb: 'The train arrived late'; 'My uncle lives in Madurai.' In S V O A the adjunct follows the object:
'She kept the keys in the drawer'; 'He finished the work quickly.' The adjunct may also move to
the front for emphasis, giving A S V O: 'Yesterday we watched a film.' Because adjuncts are
mobile, learners should first find S, V, O and C, and then label whatever states time, place or
manner as A.
Conclusion
In short, the whole architecture of the English sentence rests on five elements — Subject, Verb,
Object, Complement and Adjunct — combined into a small set of patterns: SV, SVC, SVO,
SVIODO, SVOC, SVA, SVOA and ASVO. To identify a pattern, find the verb first, then ask the
standard questions for subject, object and complement, and label the remaining circumstances as
adjuncts. Practice with these patterns trains the learner not merely to parse sentences in the
examination hall but to build correct sentences of his or her own — which is the true aim of the
Functional Course.
Multiple Choice Questions (15)
1. The five elements of a sentence are S, V, O, C and ______.
(a) N (b) A (c) P (d) D
Answer: (b) A (Adjunct)
2. 'Birds fly.' — the pattern is ______.
(a) SVO (b) SVC (c) SV (d) SVA
Answer: (c) SV
3. 'My father is a farmer.' — the pattern is ______.
(a) SVO (b) SVC (c) SVA (d) SVOC
Answer: (b) SVC
4. 'Priya reads novels.' — the pattern is ______.
(a) SVC (b) SVO (c) SVA (d) SV
Answer: (b) SVO
5. 'The teacher gave the students homework.' — the pattern is ______.
(a) SVOC (b) SVOA (c) SVIODO (d) SVC
Answer: (c) SVIODO
6. In the above sentence, 'the students' is the ______.
(a) direct object (b) indirect object (c) complement (d) adjunct
Answer: (b) indirect object
7. 'They painted the gate green.' — 'green' is the ______.
(a) subject complement (b) object complement (c) adjunct (d) direct object
Answer: (b) object complement
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8. 'The train arrived late.' — the pattern is ______.
(a) SVC (b) SVO (c) SVA (d) SVOA
Answer: (c) SVA
9. 'She kept the keys in the drawer.' — the pattern is ______.
(a) SVOA (b) SVOC (c) SVIODO (d) SVC
Answer: (a) SVOA
10. 'Yesterday we watched a film.' — the pattern is ______.
(a) SVOA (b) ASVO (c) SVA (d) AVSO
Answer: (b) ASVO
11. The element that receives the action of the verb is the ______.
(a) subject (b) complement (c) object (d) adjunct
Answer: (c) object
12. To find the subject we ask ______ before the verb.
(a) whom or what (b) who or what (c) when (d) how
Answer: (b) who or what
13. 'The milk turned sour.' — 'sour' is a ______.
(a) direct object (b) subject complement (c) object complement (d) adjunct
Answer: (b) subject complement
14. Which verb usually takes two objects?
(a) sleep (b) give (c) laugh (d) arrive
Answer: (b) give
15. 'My uncle lives in Madurai.' — 'in Madurai' is the ______.
(a) object (b) complement (c) adjunct (d) subject
Answer: (c) adjunct
Two-Mark Questions and Answers (10)
Q1. Name the five elements of a sentence.
Ans: Subject (S), Verb (V), Object (O), Complement (C) and Adjunct (A).
Q2. How do you find the subject and the object of a sentence?
Ans: Ask 'who or what?' before the verb for the subject, and 'whom or what?' after the verb
for the object.
Q3. What is a complement?
Ans: A complement is a word that completes the meaning of the verb, referring to the subject
(subject complement) or to the object (object complement).
Q4. What is an adjunct? Give an example.
Ans: An adjunct is an adverb or adverbial phrase of time, place or manner that can usually be
removed, e.g., 'The train arrived late' — 'late' is the adjunct.
Q5. Give one example each of the SV and SVC patterns.
Ans: SV: 'Birds fly.' SVC: 'My father is a farmer.'
Q6. Write the pattern of: 'We love our college.'
Ans: S V O — Subject (We), Verb (love), Object (our college).
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Q7. Write the pattern of: 'My friend sent me a gift.'
Ans: S V IO DO — 'me' is the indirect object and 'a gift' is the direct object.
Q8. Write the pattern of: 'The class elected Arun leader.'
Ans: S V O C — 'Arun' is the object and 'leader' is the object complement.
Q9. Distinguish subject complement and object complement.
Ans: A subject complement refers back to the subject ('The milk turned sour'), while an object
complement describes the object ('They painted the gate green').
Q10. Write the pattern of: 'He finished the work quickly.'
Ans: S V O A — Subject (He), Verb (finished), Object (the work), Adjunct (quickly).
Five-Mark Questions and Answers (3)
Q1. Explain the elements of a sentence with examples.
Ans: Every sentence is analysed into five elements. The subject names the doer or the topic
and is found by asking 'who or what?' before the verb: in 'Ravi plays football', Ravi is the
subject. The verb expresses the action or state — plays. The object receives the action and
answers 'whom or what?' after the verb — football. The complement completes the meaning
of linking verbs such as be, become and look, as in 'My father is a farmer', where 'farmer' refers
back to the subject; in 'They painted the gate green', 'green' is an object complement describing
the gate. The adjunct supplies circumstances of time, place or manner — 'yesterday', 'in
Madurai', 'quickly' — and can usually be removed without destroying the sentence. Mastery
of these five labels makes every pattern instantly readable.
Q2. Explain the SVO, SVIODO and SVOC patterns with two examples each.
Ans: Three object-bearing patterns dominate English. In S V O a transitive verb passes its
action to a single object: 'Priya reads novels'; 'The peon rang the bell.' In S V IO DO, verbs of
giving and telling take two objects — first the indirect object, usually a person, then the direct
object, usually a thing: 'The teacher gave the students homework'; 'My friend sent me a gift.' If
the direct object comes first, a preposition must follow: 'gave homework to the students.' In S
V O C the verb takes an object and then an object complement that renames or describes it:
'The class elected Arun leader'; 'They named the baby Tamilselvi.' The test for the complement
is to insert 'to be' between object and complement — if the sentence still makes sense, the
pattern is SVOC. These three patterns cover the bulk of everyday assertive sentences.
Q3. Write a paragraph on the patterns involving adjuncts (SVA, SVOA, ASVO).
Ans: Adjuncts of time, place and manner create three further patterns. In S V A the adjunct
completes a verb that would otherwise sound incomplete: 'The train arrived late'; 'My uncle
lives in Madurai' — remove 'in Madurai' and 'lives' hangs in the air. In S V O A the adjunct
follows the object: 'She kept the keys in the drawer'; 'He finished the work quickly.' When
several adjuncts occur, the usual order is manner, place, time. For emphasis the adjunct may
also be moved to the head of the sentence, producing A S V O: 'Yesterday we watched a film';
'In the morning the farmers water the fields.' Because adjuncts are the most movable of the
elements, the safest method is to identify S, V, O and C first, and then to label all remaining
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words of circumstance as adjuncts. This simple procedure solves any pattern-identification
question in the examination.
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UNIT II
Basic Communicative Skills
(12 Hours)
Lessons in this Unit
Lesson 1: Asking for Advice
Lesson 2: Expressing Gratitude
Lesson 3: Congratulating
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UNIT II — Lesson 1: Asking for Advice
Essay Question: Discuss the importance of asking for advice and explain the expressions
used for asking, giving and responding to advice with a model dialogue.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
No one is wise enough to live entirely by his own light. From choosing a course to choosing a
career, every person meets moments when another's experience can save time, money and
heartbreak. The ability to ask for advice politely — and to give and receive it gracefully — is
therefore one of the first communicative skills a learner must master. This lesson presents the
language of advice: its importance, its formal and informal expressions, and its use in real
conversation.
1. The Importance of Seeking Advice
Seeking advice is not a confession of weakness but a sign of maturity. Students seek advice about
examinations and higher studies; employees about careers; families about health and finance. A
well-framed request for advice wins the goodwill of the listener, opens a genuine dialogue and
often brings solutions that solitary worrying could never find. Moreover, the very act of asking
politely builds relationships, because people feel honoured when their opinion is valued.
2. Formal Expressions for Asking Advice
When speaking to teachers, officers, elders or strangers, polite and indirect forms are expected.
The most useful formal expressions are: 'Could you give me some advice on…?', 'What would
you advise me to do?', 'I'd like your opinion on…', 'Would it be a good idea to…?' and 'May I ask
your suggestion regarding…?'. These forms use modal verbs like could, would and may, which
soften the request and show respect for the listener's position and time.
3. Informal Expressions for Asking Advice
Among friends and family the language relaxes. We say: 'What should I do?', 'What do you
think?', 'Do you think I should join the course?', 'Any ideas?' and 'If you were me, what would
you do?'. The last expression is especially useful because it invites the listener to step into the
speaker's shoes. Informal need not mean impolite; the tone remains warm and the question
remains clear.
4. Expressions for Giving Advice
Advice must guide without commanding. English therefore offers a ladder of gentleness: 'You
should…' and 'You ought to…' for firm advice; 'If I were you, I would…' for friendly counsel;
'Why don't you…?' and 'It might be a good idea to…' for mild suggestion; and 'I suggest that
you…' for formal recommendation. Harsh imperatives like 'Do this!' are avoided, because advice
forced upon a person is rarely followed.
5. Accepting and Declining Advice
A conversation about advice ends well only when the response is gracious. To accept, we say:
'That sounds like a good idea', 'Thank you, I'll try that' or 'That's very helpful.' To decline politely,
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we soften the refusal: 'Thanks, but I'm not sure that would work for me' or 'I see your point, but
I'd like to think it over.' Even rejected advice deserves thanks, for the adviser gave time and
concern.
6. Advice in Practice: A Model Dialogue
The expressions come alive in conversation. Kumar asks his teacher: 'Madam, could you give me
some advice on improving my spoken English?' The teacher replies: 'Certainly. If I were you, I
would read an English newspaper aloud for fifteen minutes every day.' Kumar continues: 'Should
I also watch English news channels?' — 'Yes, you ought to. And why don't you join the English
Literary Club?' Kumar closes gratefully: 'That sounds like a good idea. Thank you very much,
madam.' In five exchanges the dialogue displays asking, giving and accepting advice in their
natural order.
Conclusion
In conclusion, asking for advice is a life-skill dressed in language. The formal forms with could,
would and may show respect to superiors; the informal forms keep friendship easy; the giving
forms — should, ought to, if I were you, why don't you — guide without wounding; and the
responses of acceptance or polite refusal complete the circle of courtesy. A learner who can move
through this circle smoothly will find doors of help opening throughout college life and career.
Multiple Choice Questions (15)
1. Asking for advice is a sign of ______.
(a) weakness (b) maturity (c) fear (d) laziness
Answer: (b) maturity
2. Which is a formal expression for asking advice?
(a) What should I do? (b) Any ideas? (c) Could you give me some advice on…? (d) Tell me now.
Answer: (c) Could you give me some advice on…?
3. 'If you were me, what would you do?' is a/an ______ expression.
(a) formal (b) informal (c) rude (d) written
Answer: (b) informal
4. Which modal verbs soften a request for advice?
(a) must and shall (b) could, would, may (c) do and did (d) is and are
Answer: (b) could, would, may
5. 'You ______ consult a doctor at once.' (firm advice)
(a) may (b) should (c) can (d) might
Answer: (b) should
6. '______ I were you, I would apply for the scholarship.'
(a) When (b) Since (c) If (d) Though
Answer: (c) If
7. 'Why don't you join the Literary Club?' expresses ______.
(a) an order (b) a suggestion (c) a warning (d) a complaint
Answer: (b) a suggestion
8. Which expression formally introduces a recommendation?
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(a) I suggest that you… (b) Do it! (c) Listen to me. (d) You must obey.
Answer: (a) I suggest that you…
9. A polite way to accept advice is ______.
(a) Whatever. (b) That sounds like a good idea. (c) I know better. (d) Stop it.
Answer: (b) That sounds like a good idea.
10. A polite way to decline advice is ______.
(a) Nonsense! (b) Thanks, but I'm not sure that would work for me. (c) Never! (d) Mind your
business.
Answer: (b) Thanks, but I'm not sure that would work for me.
11. Advice should guide without ______.
(a) commanding (b) helping (c) caring (d) listening
Answer: (a) commanding
12. 'Would it be a good idea to take the morning batch?' is used with ______.
(a) close friends only (b) teachers and elders (c) children (d) nobody
Answer: (b) teachers and elders
13. 'You ought ______ practise daily.'
(a) to (b) for (c) of (d) in
Answer: (a) to
14. Even rejected advice deserves ______.
(a) anger (b) silence (c) thanks (d) argument
Answer: (c) thanks
15. In the model dialogue, Kumar seeks advice on ______.
(a) cricket (b) improving spoken English (c) cooking (d) travelling
Answer: (b) improving spoken English
Two-Mark Questions and Answers (10)
Q1. Why is asking for advice important?
Ans: It brings the benefit of others' experience, saves time and mistakes, and builds goodwill,
since people feel honoured when their opinion is valued.
Q2. Write two formal expressions for asking advice.
Ans: 'Could you give me some advice on…?' and 'What would you advise me to do?'
Q3. Write two informal expressions for asking advice.
Ans: 'What should I do?' and 'If you were me, what would you do?'
Q4. Which modal verbs make a request for advice polite?
Ans: Could, would and may — as in 'Could you…?', 'Would it be a good idea to…?' and 'May
I ask your suggestion…?'
Q5. Write two expressions for giving firm advice.
Ans: 'You should revise daily' and 'You ought to consult your professor.'
Q6. Write two expressions for giving mild suggestions.
Ans: 'Why don't you join the club?' and 'It might be a good idea to start early.'
Q7. How do you accept advice politely?
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Ans: 'That sounds like a good idea — thank you, I'll try that.'
Q8. How do you decline advice politely?
Ans: 'Thanks for the suggestion, but I'm not sure that would work for me.'
Q9. Why should imperatives like 'Do this!' be avoided in advice?
Ans: Because advice forced upon a person sounds like a command and is rarely accepted;
polite forms guide without wounding.
Q10. Frame one sentence asking a teacher's advice about higher studies.
Ans: 'Madam, could you give me some advice on choosing a postgraduate course?'
Five-Mark Questions and Answers (3)
Q1. Explain the formal and informal expressions used for asking advice.
Ans: The choice of expression depends on the listener. Before teachers, officers and elders,
English prefers indirect questions built on softening modals: 'Could you give me some advice
on improving my English?', 'What would you advise me to do?', 'I'd like your opinion on this
matter', 'Would it be a good idea to apply now?'. These forms acknowledge the listener's
seniority and leave him free to answer at leisure. Among friends and family the same need
speaks more simply: 'What should I do?', 'What do you think?', 'Do you think I should take
the job?', 'Any ideas?', and the ever-useful 'If you were me, what would you do?'. Both registers
are equally correct in their own place; the skill lies in matching the form to the relationship, so
that respect is shown where it is due and warmth where it is natural.
Q2. Describe the ladder of expressions used for giving advice.
Ans: Good advice is offered on a ladder of gentleness, and the speaker climbs to the rung the
situation demands. At the firm end stand 'You should…' and 'You ought to…', suitable when
the course of action is clear and urgent: 'You should see a doctor at once.' The friendly middle
rung is 'If I were you, I would…', which advises by imagining oneself in the other's place.
Milder still are the suggestion forms 'Why don't you…?' and 'It might be a good idea to…',
which merely open a possibility. For formal or written contexts, 'I suggest that you…' and 'I
would recommend…' carry a professional tone. What every rung avoids is the bare imperative
— 'Do this!' — because advice that commands provokes resistance, while advice that respects
freedom persuades.
Q3. Write a short dialogue in which a student asks a teacher for advice about preparing for
examinations.
Ans: Student: 'Good morning, sir. Could you give me some advice on preparing for the
semester examination?' Teacher: 'Good morning. Certainly. If I were you, I would prepare a
time-table first and revise one unit every day.' Student: 'Should I study late into the night, sir?'
Teacher: 'No, you ought to sleep well; a fresh mind remembers better. Why don't you practise
the previous years' question papers as well?' Student: 'That sounds like a good idea, sir. Should
I also write the answers, or is reading enough?' Teacher: 'Writing is essential. It might be a
good idea to write at least the two-mark answers daily.' Student: 'Thank you very much, sir.
Your advice is really helpful, and I will follow it from today.' — The dialogue moves naturally
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from request through firm advice and suggestion to grateful acceptance, using all the standard
expressions of the lesson.
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UNIT II — Lesson 2: Expressing Gratitude
Essay Question: Discuss the importance of expressing gratitude and explain the formal
and informal expressions of thanks, the responses to them, and gratitude in written form.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
Gratitude is the memory of the heart. Every day, people help us in ways large and small — a
teacher lends a book, a stranger shows the way, a friend stays up to explain a lesson — and the
least we owe them is a well-spoken 'thank you'. Expressing gratitude gracefully is a mark of good
breeding and a builder of relationships, and English offers a rich store of expressions for it. This
lesson studies why gratitude matters, how it is spoken formally and informally, how thanks are
answered, and how gratitude is put into writing.
1. The Importance of Gratitude
Gratitude keeps the machinery of society oiled. A word of thanks tells the helper that the help
was noticed and valued, and it encourages further kindness — to us and to others. Psychologists
add that grateful people are happier and less stressed, while ungrateful ones slowly lose their
friends. In professional life, a timely 'thank you' after an interview, a favour or a purchase creates
the goodwill on which careers and businesses are built.
2. Formal Expressions of Thanks
In formal situations — with teachers, officials, elders or in official letters — gratitude wears its
best dress: 'Thank you very much for…', 'I am extremely grateful to you for…', 'I really appreciate
your help', 'I can't thank you enough', 'It was very kind of you to…' and 'I am much obliged to
you.' The structure usually names the favour: 'Thank you very much for lending me your book',
so that the thanks sound specific and sincere rather than mechanical.
3. Informal Expressions of Thanks
Among friends, thanks travel light: 'Thanks a lot!', 'Thanks a million!', 'You're a great help', 'You're
a life-saver!' and 'I owe you one.' These forms carry warmth rather than ceremony. Even here,
sincerity matters more than vocabulary — a 'thanks, da!' spoken with a genuine smile can mean
more than a paragraph of hollow compliments.
4. Responding to Thanks
When we are thanked, modesty answers. The standard responses are: 'You're welcome', 'Not at
all', 'Don't mention it', 'It's my pleasure', 'No problem' and 'I'm glad I could help.' The response
completes the exchange gracefully; silence after a 'thank you' sounds cold, while boasting — 'Yes,
I did a lot for you' — destroys the charm of the favour. In service situations, 'It's my pleasure' has
become the professional standard.
5. Gratitude in Writing: The Thank-You Note
Written gratitude lasts longer than the spoken word. A thank-you note has a simple shape: a
salutation, a sentence naming the kindness, a sentence on what it meant to the writer, and a warm
close. Model: 'Dear Uncle, Thank you very much for the wonderful dictionary you sent me on my
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birthday. It was very kind of you to remember my love for words, and I shall use it every day in
my studies. With gratitude and love, Yours affectionately, Anitha.' The same pattern serves for
thank-you e-mails after interviews and official favours.
6. Gratitude in Practice: A Model Dialogue
A short dialogue shows the expressions at work. Devi: 'Sir, thank you very much for lending me
your book before the examination.' Librarian: 'You're welcome, Devi. Did it help you?' Devi:
'Immensely, sir. I really appreciate your timely help; I can't thank you enough.' Librarian: 'Don't
mention it. Helping students is my pleasure.' In four turns, formal thanks, specific mention of the
favour, and modest response all find their place — a complete miniature of courteous English.
Conclusion
To conclude, gratitude is both a feeling and a skill. The feeling is universal, but the skill lies in
choosing the right expression — formal fullness for elders and officials, breezy warmth for friends,
modest grace in reply, and the enduring shape of the thank-you note in writing. The learner who
thanks well is remembered well; and in examinations as in life, the expressions of this lesson — 'I
am extremely grateful', 'It was very kind of you', 'It's my pleasure' — are small keys that open
large doors.
Multiple Choice Questions (15)
1. Gratitude is called the memory of the ______.
(a) mind (b) heart (c) brain (d) soul
Answer: (b) heart
2. Which is a formal expression of thanks?
(a) Thanks a million! (b) I am extremely grateful to you for your help. (c) You're a life-saver! (d)
I owe you one.
Answer: (b) I am extremely grateful to you for your help.
3. Which is an informal expression of thanks?
(a) I am much obliged to you. (b) I really appreciate your help. (c) Thanks a lot! (d) It was very
kind of you.
Answer: (c) Thanks a lot!
4. 'I can't thank you ______.'
(a) more (b) enough (c) much (d) too
Answer: (b) enough
5. 'It was very ______ of you to help me.'
(a) kindly (b) kind (c) kindness (d) kinder
Answer: (b) kind
6. A standard response to 'Thank you' is ______.
(a) Yes. (b) You're welcome. (c) Okay. (d) Fine.
Answer: (b) You're welcome.
7. 'It's my ______' is the professional response in service situations.
(a) duty (b) work (c) pleasure (d) burden
Answer: (c) pleasure
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8. Which response to thanks is impolite?
(a) Not at all. (b) Don't mention it. (c) Yes, I did a lot for you. (d) I'm glad I could help.
Answer: (c) Yes, I did a lot for you.
9. Good thanks should ______ the favour received.
(a) hide (b) name (c) forget (d) exaggerate
Answer: (b) name
10. 'I owe you ______' is an informal way of thanking.
(a) one (b) two (c) all (d) some
Answer: (a) one
11. A thank-you note ends with a ______.
(a) question (b) warning (c) warm close (d) demand
Answer: (c) warm close
12. After an interview, it is good manners to send a ______.
(a) complaint (b) thank-you e-mail (c) reminder (d) bill
Answer: (b) thank-you e-mail
13. 'I am much ______ to you' is a formal expression.
(a) obliged (b) oblige (c) obligation (d) obliging
Answer: (a) obliged
14. Grateful people are found to be ______.
(a) unhappy (b) happier and less stressed (c) lazy (d) proud
Answer: (b) happier and less stressed
15. In the model dialogue, the librarian responds: 'Don't ______ it.'
(a) say (b) tell (c) mention (d) speak
Answer: (c) mention
Two-Mark Questions and Answers (10)
Q1. Why is expressing gratitude important?
Ans: It shows the helper that the help was valued, encourages further kindness, and builds
goodwill in personal and professional life.
Q2. Write two formal expressions of gratitude.
Ans: 'I am extremely grateful to you for your help' and 'I really appreciate your kindness.'
Q3. Write two informal expressions of gratitude.
Ans: 'Thanks a million!' and 'You're a life-saver!'
Q4. How should thanks be made specific?
Ans: By naming the favour: 'Thank you very much for lending me your book before the
examination.'
Q5. Write three responses to 'Thank you'.
Ans: 'You're welcome', 'Not at all' and 'It's my pleasure.'
Q6. Why is silence a poor response to thanks?
Ans: Silence sounds cold and leaves the exchange incomplete; a modest reply like 'Don't
mention it' completes it gracefully.
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Q7. What is a thank-you note?
Ans: A short written expression of gratitude that names the kindness, states what it meant,
and closes warmly.
Q8. Mention the four parts of a thank-you note.
Ans: Salutation, a sentence naming the kindness, a sentence on its value to the writer, and a
warm closing with signature.
Q9. When is a thank-you e-mail professionally expected?
Ans: After an interview, after receiving a favour or hospitality, and after any official help —
sent promptly, within a day or two.
Q10. Frame one sentence thanking a friend for lending notes.
Ans: 'Thanks a lot for lending me your notes — you're a great help!'
Five-Mark Questions and Answers (3)
Q1. Explain the formal and informal expressions of gratitude with examples.
Ans: Gratitude changes its dress with the occasion. Formal thanks, offered to teachers, officials
and elders or used in letters, are full and specific: 'Thank you very much for your guidance', 'I
am extremely grateful to you for your timely help', 'I really appreciate your kindness', 'I can't
thank you enough', 'It was very kind of you to spare your time', and the old-fashioned but
dignified 'I am much obliged to you.' Naming the favour keeps the thanks sincere rather than
mechanical. Informal thanks among friends travel lighter: 'Thanks a lot!', 'Thanks a million!',
'You're a great help', 'You're a life-saver!', 'I owe you one.' The registers differ in ceremony, not
in sincerity; the communicative skill is to match the fullness of the formal style to formal
relationships and the easy warmth of the informal style to friendship.
Q2. How should one respond to expressions of thanks? Explain with examples.
Ans: A 'thank you' is a gift, and it must be received as gracefully as it was given. The standard
responses are brief and modest: 'You're welcome', 'Not at all', 'Don't mention it', 'No problem',
'I'm glad I could help', and in professional service, 'It's my pleasure.' Each of these quietly says
that the help was willingly given and that no debt remains. Two errors spoil the exchange. The
first is silence, which sounds cold and leaves the thanker awkward. The second is boastfulness
— 'Yes, I took a lot of trouble for you' — which converts a kindness into a claim and
embarrasses everyone. The perfect response, like the perfect favour, draws no attention to
itself; it simply closes the circle of courtesy and leaves both parties warmer than before.
Q3. Write a model thank-you note and explain its structure.
Ans: Model: 'Dear Uncle, Thank you very much for the wonderful dictionary you sent me on
my birthday. It was very kind of you to remember my love for words, and I shall use it every
day in my studies. With gratitude and love, Yours affectionately, Anitha.' The structure is
simple and reusable. It opens with a salutation suited to the relationship ('Dear Uncle'). The
first sentence thanks and names the exact kindness — the dictionary — so that the note feels
personal. The second sentence tells what the gift means to the writer and how it will be used,
which doubles the pleasure of the giver. The close ('With gratitude and love') and the
subscription ('Yours affectionately') seal the warmth. The same four-part frame — salutation,
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specific thanks, personal value, warm close — serves equally for thank-you e-mails after
interviews, favours and official help.
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UNIT II — Lesson 3: Congratulating
Essay Question: Discuss the importance of congratulating others and explain the spoken
and written expressions of congratulation, the occasions for them, and the ways of
responding, with models.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
Joy shared is joy doubled. When a friend wins a prize, a cousin gets a job or a neighbour's daughter
tops the university, the right word at the right moment turns our goodwill into their happiness.
Congratulating is thus a social art: it requires the correct expressions, a warm tone and honest
delight in another's success. This lesson examines why congratulation matters, on what occasions
it is offered, how it is spoken and written, and how it is received.
1. The Importance of Congratulating
A congratulation is a small ceremony of friendship. It tells the achiever that the achievement is
seen and celebrated, strengthens the bond between persons, and spreads positive feeling through
families, classrooms and offices. Withholding congratulation, on the other hand, is quickly noticed
and quietly resented. In professional life, congratulating colleagues on promotions and successes
builds the team spirit on which every institution runs.
2. Occasions for Congratulation
The occasions are as varied as life itself: success in examinations and competitions, winning prizes
and medals, getting a job or a promotion, marriage and the birth of a child, opening a new shop
or house, publishing a book, and festival achievements of every kind. Each occasion has its natural
register — exuberant among friends ('You topped the class? Fantastic!'), dignified in formal
messages ('Please accept my hearty congratulations on your well-deserved promotion').
3. Spoken Expressions of Congratulation
The spoken store is rich: 'Congratulations!', 'Congratulations on your success!', 'Well done!', 'I'm
so happy for you', 'You deserve it', 'Hats off to you!', 'Keep it up!', 'Bravo!' and 'May you achieve
many more successes.' Note that the word is always plural — 'Congratulations', never
'Congratulation' — and it takes the preposition 'on': 'Congratulations on your first rank.'
4. Formal and Written Congratulation
In letters, e-mails and official messages, congratulation grows more stately: 'Please accept my
hearty congratulations on…', 'I was delighted to hear about your success in…', 'I wish you
continued success in your future endeavours', 'Your achievement makes all of us proud.' A
written congratulation typically names the achievement, praises the effort behind it, and ends
with a wish for the future — three sentences that can be adapted to any occasion.
5. Responding to Congratulations
Success must wear modesty. The gracious responses are: 'Thank you so much', 'Thanks, that's very
kind of you', 'I couldn't have done it without your support and blessings', and 'Your wishes mean
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a lot to me.' Crediting teachers, parents and friends turns personal triumph into shared happiness.
Boasting — 'Yes, I knew I would win' — sours the moment; gratitude sweetens it.
6. Congratulation in Practice: Dialogue and Message
Dialogue: Arun: 'Congratulations, Bala! I heard you got the first rank in the university
examination.' Bala: 'Thank you so much, Arun.' Arun: 'Well done! You really deserve it; your hard
work has paid off.' Bala: 'That's very kind of you. I couldn't have done it without my teachers'
guidance.' Arun: 'Keep it up! I wish you many more successes.' Model message: 'Dear Priya,
Hearty congratulations on winning the Best Outgoing Student award! Your dedication has always
inspired us. May this achievement be the first of many. With best wishes, Kala.' Both models show
the full cycle — congratulation, praise, modest response and good wishes.
Conclusion
In sum, congratulating is generosity in words. Its occasions run from examination halls to
wedding halls; its spoken forms — 'Congratulations!', 'Well done!', 'You deserve it!' — carry
instant warmth; its written forms add dignity and permanence; and its responses turn triumph
into gratitude. The learner who congratulates readily and responds modestly practises, in
miniature, the whole ethics of good communication: attention to others, sincerity of feeling and
grace of expression.
Multiple Choice Questions (15)
1. 'Joy shared is joy ______.'
(a) halved (b) doubled (c) lost (d) delayed
Answer: (b) doubled
2. The correct form is ______.
(a) Congratulation! (b) Congratulations! (c) Congratulating! (d) Congratulate!
Answer: (b) Congratulations!
3. 'Congratulations ______ your success!'
(a) for (b) at (c) on (d) in
Answer: (c) on
4. Which is a spoken expression of congratulation?
(a) Well done! (b) How are you? (c) Never mind. (d) Take care.
Answer: (a) Well done!
5. 'Hats ______ to you!'
(a) up (b) off (c) on (d) down
Answer: (b) off
6. Which expression suits a formal written congratulation?
(a) Super, machan! (b) Please accept my hearty congratulations on your promotion. (c) Cool! (d)
Nice one!
Answer: (b) Please accept my hearty congratulations on your promotion.
7. A written congratulation typically names the achievement, praises the effort, and ends with ______.
(a) a complaint (b) a wish for the future (c) a question (d) an apology
Answer: (b) a wish for the future
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8. A gracious response to congratulation is ______.
(a) Yes, I knew I would win. (b) Thank you so much. (c) Obviously! (d) It was easy.
Answer: (b) Thank you so much.
9. 'I couldn't have done it ______ your support.'
(a) with (b) without (c) within (d) besides
Answer: (b) without
10. Which occasion calls for congratulation?
(a) losing a match (b) getting a promotion (c) falling ill (d) missing a bus
Answer: (b) getting a promotion
11. 'Keep it ______!' encourages continued success.
(a) on (b) off (c) up (d) out
Answer: (c) up
12. Boasting in response to congratulation ______ the moment.
(a) sweetens (b) sours (c) lengthens (d) shares
Answer: (b) sours
13. 'I wish you continued success in your future ______.'
(a) endeavours (b) troubles (c) failures (d) holidays
Answer: (a) endeavours
14. In the model dialogue, Bala credits his success to ______.
(a) luck (b) his teachers' guidance (c) money (d) chance
Answer: (b) his teachers' guidance
15. Congratulating colleagues at work builds ______.
(a) jealousy (b) team spirit (c) rivalry (d) distance
Answer: (b) team spirit
Two-Mark Questions and Answers (10)
Q1. Why is congratulating others important?
Ans: It shows that another's achievement is seen and celebrated, strengthens relationships,
and spreads positive feeling in families, classes and offices.
Q2. Mention any four occasions for congratulation.
Ans: Success in examinations, winning a prize, getting a job or promotion, and marriage or
the birth of a child.
Q3. Write three spoken expressions of congratulation.
Ans: 'Congratulations on your success!', 'Well done — you deserve it!' and 'Keep it up!'
Q4. What preposition follows 'Congratulations'? Give an example.
Ans: The preposition 'on': 'Congratulations on your first rank.'
Q5. Write two formal written expressions of congratulation.
Ans: 'Please accept my hearty congratulations on your promotion' and 'I wish you continued
success in your future endeavours.'
Q6. What are the three parts of a written congratulation?
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Ans: Naming the achievement, praising the effort behind it, and ending with a wish for the
future.
Q7. How should one respond to congratulations?
Ans: With modest gratitude: 'Thank you so much; I couldn't have done it without your support
and blessings.'
Q8. Why should boasting be avoided while receiving congratulations?
Ans: Boasting turns a shared joy into self-praise and sours the goodwill of the person
congratulating.
Q9. Frame a one-line congratulation to a friend selected for the state team.
Ans: 'Hearty congratulations on your selection to the state cricket team — you truly deserve
it!'
Q10. Frame a suitable reply to that congratulation.
Ans: 'Thank you so much; your constant encouragement made this possible.'
Five-Mark Questions and Answers (3)
Q1. Explain the spoken expressions of congratulation and their use.
Ans: Spoken congratulation must be quick, warm and correct. The core word is always plural
— 'Congratulations!' — and it takes the preposition 'on': 'Congratulations on your success in
the NET examination.' Around this core cluster the supporting expressions: 'Well done!'
salutes effort; 'You deserve it!' affirms justice; 'I'm so happy for you' shares the joy; 'Hats off to
you!' expresses admiration; 'Keep it up!' and 'May you achieve many more successes' point to
the future. The tone matters as much as the words: a congratulation delivered with a smile, a
handshake and honest delight multiplies its worth, while the same words muttered without
feeling fall flat. Among close friends the register may turn exuberant — 'Fantastic! You topped
the class!' — but the sincerity underneath must remain the same.
Q2. Describe the form of a written congratulation with a model.
Ans: A written congratulation follows a compact three-part form. First it names the
achievement precisely, so the message feels personal and informed: 'Hearty congratulations
on winning the Best Outgoing Student award!' Next it praises the effort or quality behind the
success, converting a mere event into a tribute: 'Your dedication and discipline have always
inspired us.' Finally it looks forward with a wish: 'May this achievement be the first of many.'
Wrapped in a salutation and a warm close — 'Dear Priya… With best wishes, Kala' — these
three sentences make a complete model that suits cards, letters and e-mails alike. For formal
contexts the same frame stiffens slightly: 'Please accept my hearty congratulations on your
well-deserved promotion. Your commitment to the institution is an example to us all. I wish
you continued success in your future endeavours.'
Q3. Write a dialogue of congratulation between two friends and comment on it.
Ans: Arun: 'Congratulations, Bala! I heard you got the first rank in the university examination.'
Bala: 'Thank you so much, Arun.' Arun: 'Well done! You really deserve it — your hard work
has paid off.' Bala: 'That's very kind of you. I couldn't have done it without my teachers'
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guidance and my parents' support.' Arun: 'Keep it up! I wish you many more successes.' Bala:
'Thanks, Arun. Your wishes mean a lot to me.' The dialogue is a complete cycle of courteous
English. Arun opens with the standard plural form and the preposition 'on' implied, praises
the effort ('Well done'), affirms desert ('You deserve it') and closes with a forward-looking wish
('Keep it up'). Bala's responses model the receiver's part: prompt thanks, modest crediting of
teachers and parents, and warm acknowledgement of the wishes. Between them, the friends
display every expression the examination may ask for.
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UNIT III
Academic Communicative Skills
(12 Hours)
Lessons in this Unit
Lesson 1: Presentation Skills
Lesson 2: Telephone Skills
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UNIT III — Lesson 1: Presentation Skills
Essay Question: What is a presentation? Explain the stages of preparation, the structure of
a presentation, the role of body language and visual aids, and the common errors to be
avoided.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
Sooner or later, every student must stand before an audience — for a class seminar, a project viva
or a job briefing — and speak with order and confidence. That structured act of speaking is a
presentation: the planned delivery of ideas to an audience within a fixed time, usually with the
help of visual aids. Presentation skill is not a gift reserved for the few; it is a craft with clear stages
and rules, and this lesson lays them out from the first plan to the final question.
1. The Four Ps of a Good Presentation
The whole craft is summarised in four Ps. Plan: know your audience, your purpose and your time
limit, and collect and select your matter accordingly. Prepare: arrange the ideas in logical order,
design slides or charts, and write brief cue cards rather than a full script. Practise: rehearse aloud,
time yourself, and perform before a mirror or friends until the flow is natural. Perform: on the
day, deliver with confidence, eye contact and natural gestures. A presenter who honours the first
three Ps has already half-succeeded at the fourth.
2. The Introduction
The opening minute decides the audience's attention. A good introduction greets the audience,
introduces the speaker, states the topic and previews the outline: 'Good morning everyone. I am
Kavitha of I B.A. English. Today I am going to talk about water conservation, and my talk has
three parts — the problem, the causes and the remedies.' An arresting first sentence — a question,
a striking fact or a short anecdote — hooks the listeners, while the outline gives them a map of the
journey ahead.
3. The Body and Signposting
The body carries two to four main points in logical order, each supported by examples, facts or
visuals. Since listeners cannot turn back pages as readers can, the presenter must guide them with
signposting words: 'firstly', 'secondly', 'moreover', 'on the other hand', 'for example', 'as a result',
'let us now turn to…'. These verbal signboards mark where one point ends and the next begins,
and keep even a wandering listener on the road of the argument.
4. The Conclusion and Question Time
A presentation must land, not crash. The conclusion summarises the main points, delivers one
strong closing sentence, and thanks the audience: 'To sum up, water conservation begins at
home… Thank you for your kind attention.' Question time follows: listen to the full question,
thank the questioner, and answer briefly and honestly. If the answer is unknown, honesty wins
respect: 'That is a good question; I will find out and get back to you.' Bluffing before an audience
is always discovered.
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5. Body Language, Voice and Visual Aids
The body speaks along with the tongue. Stand straight, distribute eye contact to every corner of
the room, use open-palm gestures, and never read continuously from the slides. The voice must
be clear and varied — changing pitch and pace, pausing after important points, and avoiding
fillers like 'um' and 'you know'. Visual aids obey their own commandments: one idea per slide,
large readable fonts, more keywords and pictures than sentences, and never turning one's back to
the audience while explaining a slide.
6. Common Errors to Avoid
The familiar failures of student presentations are easily listed and easily cured. Memorising wordfor-
word produces a mechanical recital that collapses at the first slip; speak from points instead.
Exceeding the time limit steals the next speaker's minutes and the audience's patience. Mumbling,
speaking to the screen, and overcrowded slides all break the bond with the audience. Abrupt
endings — 'That's all' — waste the power of the conclusion. Awareness of these errors, plus honest
rehearsal, removes nearly all of them.
Conclusion
In conclusion, a presentation is architecture in speech: planned in the four Ps, built in three parts
— introduction, signposted body and summarising conclusion — and finished with confident
body language, a living voice and disciplined visual aids. Its errors are common but curable, and
its skill grows with every rehearsal and every appearance. For the college student, presentation
skill converts knowledge into visible competence; for the future employee, it is often the very
stage on which careers are noticed and made.
Multiple Choice Questions (15)
1. A presentation is the ______ delivery of ideas to an audience.
(a) accidental (b) planned (c) silent (d) written
Answer: (b) planned
2. The Four Ps of presentation are Plan, Prepare, Practise and ______.
(a) Print (b) Perform (c) Pause (d) Publish
Answer: (b) Perform
3. In the Plan stage, the presenter must know the audience, the purpose and the ______.
(a) time limit (b) seating (c) weather (d) menu
Answer: (a) time limit
4. Instead of a full script, a presenter should use ______.
(a) a novel (b) cue cards (c) a dictionary (d) nothing
Answer: (b) cue cards
5. A good introduction greets, introduces the speaker, states the topic and gives the ______.
(a) bibliography (b) outline (c) conclusion (d) appendix
Answer: (b) outline
6. 'Firstly', 'moreover' and 'on the other hand' are called ______ words.
(a) filler (b) signposting (c) slang (d) borrowed
Answer: (b) signposting
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7. The body of a presentation should carry ______ main points.
(a) ten to twelve (b) two to four (c) one only (d) unlimited
Answer: (b) two to four
8. The conclusion should summarise, give a strong close and ______ the audience.
(a) question (b) thank (c) test (d) dismiss
Answer: (b) thank
9. If you do not know the answer to a question, you should ______.
(a) bluff (b) keep silent (c) admit honestly and promise to find out (d) change the topic
Answer: (c) admit honestly and promise to find out
10. Eye contact should be ______.
(a) fixed on one person (b) on the floor (c) distributed to all corners (d) avoided
Answer: (c) distributed to all corners
11. 'Um' and 'you know' are examples of ______.
(a) signposts (b) fillers (c) idioms (d) proverbs
Answer: (b) fillers
12. A good slide contains ______.
(a) full paragraphs (b) one idea with keywords (c) tiny fonts (d) ten ideas
Answer: (b) one idea with keywords
13. While explaining a slide, never ______.
(a) face the audience (b) turn your back to the audience (c) point to the slide (d) pause
Answer: (b) turn your back to the audience
14. Memorising a presentation word-for-word leads to ______.
(a) natural delivery (b) mechanical recital that collapses at a slip (c) better timing (d) applause
Answer: (b) mechanical recital that collapses at a slip
15. Exceeding the time limit shows lack of ______.
(a) knowledge (b) preparation and rehearsal (c) voice (d) slides
Answer: (b) preparation and rehearsal
Two-Mark Questions and Answers (10)
Q1. What is a presentation?
Ans: A presentation is the planned delivery of ideas to an audience within a fixed time, usually
supported by visual aids.
Q2. What are the Four Ps of presentation?
Ans: Plan, Prepare, Practise and Perform — the four stages of building and delivering an
effective presentation.
Q3. What does the Plan stage involve?
Ans: Knowing the audience, the purpose and the time limit, and collecting and selecting the
matter accordingly.
Q4. What should a good introduction contain?
Ans: A greeting, self-introduction, statement of the topic and a brief outline of the talk.
Q5. What is signposting? Give two examples.
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Ans: Signposting is the use of guiding words that show the direction of the talk, e.g., 'firstly',
'moreover', 'to sum up'.
Q6. How should a presentation be concluded?
Ans: By summarising the main points, giving one strong closing sentence, and thanking the
audience.
Q7. How should a presenter handle an unknown question?
Ans: Honestly: 'That is a good question; I will find out and get back to you' — never by
bluffing.
Q8. State any three rules for good slides.
Ans: One idea per slide, large readable fonts, and more keywords and pictures than full
sentences.
Q9. Mention three body-language rules for a presenter.
Ans: Stand straight, distribute eye contact to all corners, and use open-palm gestures without
reading from slides.
Q10. List any four common errors in presentations.
Ans: Word-for-word memorising, exceeding the time limit, speaking to the screen, and
overcrowded slides.
Five-Mark Questions and Answers (3)
Q1. Explain the Four Ps of presentation.
Ans: The craft of presentation is compressed into four Ps. Plan comes first: the presenter
studies the audience, fixes the purpose — to inform, persuade or demonstrate — notes the
time limit, and gathers matter accordingly, for a talk to first-year students differs from one to
a panel of examiners. Prepare follows: the ideas are arranged in a logical order, slides and
charts are designed, and brief cue cards are written in place of a full script, so that the speaker
talks to the audience rather than reads at them. Practise is the stage most often skipped and
most richly rewarded: rehearsing aloud, timing the talk, and performing before a mirror or
friends turn hesitation into flow. Perform crowns the work: on the day, the presenter delivers
with upright posture, moving eye contact, natural gestures and a varied voice. The four stages
form a chain, and the strength of the last link is simply the sum of the first three.
Q2. Describe the structure of a good presentation.
Ans: A good presentation has the classical three-part structure. The introduction wins
attention in the first minute: the speaker greets the audience, gives his or her name and class,
states the topic, and previews the outline — 'my talk has three parts' — often opening with a
question, a striking fact or a brief anecdote as a hook. The body then develops two to four main
points in logical order, each supported by examples, statistics or visuals, and stitched together
with signposting words such as 'firstly', 'moreover', 'on the other hand' and 'let us now turn
to', which act as verbal signboards for listeners who cannot turn back pages. The conclusion
summarises the main points, delivers one memorable closing sentence, and thanks the
audience; question time follows, where the presenter listens fully, thanks the questioner and
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answers briefly and honestly. Introduction promises, body performs, conclusion reminds —
that is the whole architecture.
Q3. Write a paragraph on body language and visual aids in presentation.
Ans: In a presentation the body and the slides speak alongside the voice, and both must be
disciplined. The presenter stands straight without stiffness, plants the feet comfortably, and
lets the hands make open-palm gestures instead of gripping the podium or hiding in pockets.
Eye contact travels to every corner of the room, gathering the whole audience into the talk; the
gaze must never sink to the floor or lock onto the screen. The voice varies its pitch and pace,
pauses after important points, and banishes fillers like 'um' and 'you know'. Visual aids serve
the speaker, not the reverse: each slide carries one idea in large readable type, with more
keywords and pictures than sentences, and the presenter explains it while still facing the
audience — turning one's back to read a slide breaks the living link with the listeners. When
body, voice and visuals thus work in harmony, even modest content shines; when they
quarrel, even brilliant content fails.
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UNIT III — Lesson 2: Telephone Skills
Essay Question: Discuss the importance of telephone skills and explain telephone
etiquette, the procedures for answering and making calls, taking messages, and the useful
phrases, with a model conversation.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
The telephone is the most used and least taught instrument of communication. Over the phone,
the listener cannot see our face; the voice must carry the smile, the respect and the meaning all by
itself. A clumsy call loses admissions, orders and goodwill, while a courteous one builds the
reputation of a person and an institution alike. This lesson teaches the etiquette of the telephone,
the standard procedures of answering, calling and message-taking, and the stock phrases that
make every call smooth.
1. The Importance of Telephone Skills
For a college, the office telephone is the front door; for a job-seeker, the telephonic interview is
often the first gate; for a business, every call is a customer kept or lost. Because the telephone strips
away facial expression and gesture, everything depends on voice, words and manner. Telephone
skill is therefore counted among the basic employability skills, and it is tested silently every time
we lift the receiver.
2. Answering a Call
Answer within three rings — promptness itself is politeness. Greet and identify yourself at once:
'Good morning, Department of English, Moorthi speaking. How may I help you?' Identification
saves the caller from guessing and the call from confusion. Keep a pen and pad beside the phone,
listen without interrupting, and let your tone say that the call is welcome. Smile while you speak:
the smile is genuinely audible in the voice.
3. Making a Call
A good caller prepares before dialling: the points to be discussed are jotted down, and documents
likely to be needed are kept at hand. The call opens with greeting, self-identification and purpose:
'Good morning. This is Raja from SSA College. May I speak to the Controller of Examinations,
please?' Calls are made at reasonable hours, kept as brief as courtesy allows, and closed with
thanks. If a wrong number is dialled, the apology is immediate: 'I'm sorry, I seem to have dialled
the wrong number.'
4. Taking and Leaving Messages
When the wanted person is absent, the call becomes a message. The taker says: 'I'm afraid he is in
a meeting. May I take a message?' and records five essentials: the caller's name (spelt if necessary
— 'Could you spell your name, please?'), the contact number, the purpose, the time of the call,
and the person for whom the message is meant. The details are read back for confirmation: 'Let
me confirm — Ms Meena, 98421 12345, regarding admission.' A message accurately taken and
promptly delivered is the hallmark of a dependable office.
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5. Telephone Etiquette: Do's and Don'ts
The do's: speak clearly and a little slower than in face-to-face talk; use courteous formulas —
please, thank you, I'm afraid, may I; ask before putting a caller on hold — 'Could you hold the
line, please?'; and let the caller hang up first. The don'ts: never eat, chew or carry on side
conversations during a call; avoid slang and over-familiarity with strangers; do not shout, and do
not slam the receiver. On mobile phones, add: keep the phone silent in classes, libraries and
meetings, and avoid speaker-phone in public places.
6. Useful Phrases and a Model Conversation
The working phrases deserve memorising: 'Could you hold the line, please?' — 'Just a moment,
I'll connect you.' — 'May I take a message?' — 'Sorry, could you repeat that?' — 'Thank you for
calling. Have a nice day.' Model: Receptionist: 'Good morning, Sree Sevugan Annamalai College.
How may I help you?' Caller: 'Good morning. This is Meena, a parent. May I speak to the Head
of the Department of English, please?' Receptionist: 'Could you hold the line for a moment, please?
… I'm afraid he is taking a class now. May I take a message?' Caller: 'Yes, please ask him to call
me back regarding my daughter's admission; my number is 98421 12345.' Receptionist: 'Let me
confirm — Ms Meena, 98421 12345, regarding admission. I will pass on the message.' Caller:
'Thank you very much.' Receptionist: 'You're welcome. Thank you for calling. Have a nice day.'
Conclusion
To conclude, the telephone tests our courtesy with our eyes closed. Answering within three rings
with greeting and identification, preparing before we dial, taking messages with the five essentials
and reading them back, observing the do's and don'ts of etiquette, and commanding the stock
phrases — these habits together make a speaker whom any office would trust with its front line.
Like all the skills of this course, telephone skill is built not by reading but by rehearsal; every
practice call in the classroom is an investment in the career beyond it.
Multiple Choice Questions (15)
1. A call should be answered within ______ rings.
(a) ten (b) three (c) seven (d) one
Answer: (b) three
2. The correct way to answer an office call is ______.
(a) 'Hello, who is this?' (b) 'Good morning, Department of English, Moorthi speaking.' (c) 'Yes?'
(d) 'Speak!'
Answer: (b) 'Good morning, Department of English, Moorthi speaking.'
3. Why should you smile while speaking on the phone?
(a) It is seen (b) It is heard in the voice (c) It is compulsory (d) It wastes time
Answer: (b) It is heard in the voice
4. Before making an official call, one should ______.
(a) sleep (b) jot down the points to be discussed (c) eat (d) switch off lights
Answer: (b) jot down the points to be discussed
5. 'May I speak to the Controller of Examinations, ______?'
(a) now (b) please (c) fast (d) surely
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Answer: (b) please
6. To ask a caller to wait, we say ______.
(a) 'Wait!' (b) 'Could you hold the line, please?' (c) 'Stop talking.' (d) 'Don't go.'
Answer: (b) 'Could you hold the line, please?'
7. When the wanted person is absent, the polite offer is ______.
(a) 'Call later.' (b) 'May I take a message?' (c) 'He is busy, bye.' (d) 'Try tomorrow.'
Answer: (b) 'May I take a message?'
8. A telephone message must record the name, number, purpose, time and ______.
(a) age of the caller (b) the person for whom it is meant (c) address proof (d) caste
Answer: (b) the person for whom it is meant
9. 'Could you ______ your name, please?'
(a) shout (b) spell (c) sing (d) hide
Answer: (b) spell
10. Reading back the message to the caller is called ______.
(a) repetition (b) confirmation (c) recitation (d) translation
Answer: (b) confirmation
11. Who should hang up first?
(a) the receiver (b) the caller (c) both together (d) the operator
Answer: (b) the caller
12. If you dial a wrong number, you should ______.
(a) cut the call silently (b) scold (c) apologise politely (d) redial at once
Answer: (c) apologise politely
13. Which of these is a telephone don't?
(a) speaking clearly (b) chewing while speaking (c) using 'please' (d) keeping a pen ready
Answer: (b) chewing while speaking
14. 'Sorry, could you ______ that?' (to hear again)
(a) return (b) repeat (c) reply (d) remind
Answer: (b) repeat
15. A polite closing of an official call is ______.
(a) 'Over.' (b) 'Thank you for calling. Have a nice day.' (c) 'Cut it.' (d) 'Done.'
Answer: (b) 'Thank you for calling. Have a nice day.'
Two-Mark Questions and Answers (10)
Q1. Why are telephone skills important?
Ans: Because the listener cannot see the speaker, everything depends on voice, words and
manner; a courteous call builds goodwill while a clumsy one loses it.
Q2. How should an official telephone call be answered?
Ans: Within three rings, with greeting and identification: 'Good morning, Department of
English, (name) speaking. How may I help you?'
Q3. Why should one smile while telephoning?
Ans: A smile changes the tone of the voice and is genuinely heard by the listener, making the
call sound warm and welcoming.
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Q4. What preparation should precede an official call?
Ans: Jotting down the points to be discussed and keeping the necessary documents and a pen
and pad at hand.
Q5. How should a caller open an official call?
Ans: With greeting, self-identification and purpose: 'Good morning. This is Raja from SSA
College. May I speak to the Controller of Examinations, please?'
Q6. What five details must a telephone message contain?
Ans: The caller's name, contact number, purpose of the call, time of the call, and the person for
whom the message is meant.
Q7. What is confirmation in message-taking?
Ans: Reading the recorded details back to the caller — 'Let me confirm: Ms Meena, 98421
12345, regarding admission' — to ensure accuracy.
Q8. How do you politely ask a caller to wait?
Ans: 'Could you hold the line, please?' or 'Just a moment, please, I'll connect you.'
Q9. What should you do on dialling a wrong number?
Ans: Apologise politely — 'I'm sorry, I seem to have dialled the wrong number' — and end
the call courteously.
Q10. State any three telephone don'ts.
Ans: Do not eat or chew while speaking, do not use slang with strangers, and do not slam the
receiver or shout.
Five-Mark Questions and Answers (3)
Q1. Explain the etiquette of answering and making telephone calls.
Ans: Telephone etiquette begins before a word is spoken. An incoming call is answered within
three rings, for promptness itself is politeness; the greeting and identification follow at once
— 'Good morning, Department of English, Moorthi speaking. How may I help you?' — so that
the caller knows immediately where the call has landed. A pen and pad wait beside the phone,
the voice smiles audibly, and the speaker listens without interrupting. Making a call demands
equal discipline: the points are jotted down beforehand, documents are kept at hand, and the
call opens with greeting, self-identification and purpose — 'This is Raja from SSA College; may
I speak to the Controller of Examinations, please?' Calls are placed at reasonable hours and
kept courteously brief; the closing thanks the other side, and the caller is allowed to hang up
first. A wrong number receives an instant apology. These small habits, practised until
automatic, mark the difference between an amateur and a professional on the line.
Q2. Describe the procedure for taking a telephone message.
Ans: When the wanted person is unavailable, the answerer converts the call into an accurate
message. The offer is made politely — 'I'm afraid he is in a meeting; may I take a message?' —
and five essentials are then recorded: the caller's name, spelt out where there is any doubt
('Could you spell your name, please?'); the contact number; the purpose of the call in a phrase;
the time of the call; and the person for whom the message is meant. The details are
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immediately read back for confirmation — 'Let me confirm: Ms Meena, 98421 12345, regarding
admission' — because a message half-heard is worse than no message at all. Finally the slip is
delivered promptly to the person concerned, or placed where it cannot be missed. An office
that takes messages in this manner earns a reputation for dependability with every call it
receives.
Q3. Write a model telephone conversation between a caller and a college receptionist.
Ans: Receptionist: 'Good morning, Sree Sevugan Annamalai College. How may I help you?'
Caller: 'Good morning. This is Meena, a parent. May I speak to the Head of the Department of
English, please?' Receptionist: 'Could you hold the line for a moment, please? … I'm afraid he
is taking a class now. May I take a message?' Caller: 'Yes, please. Kindly ask him to call me
back regarding my daughter's admission. My number is 98421 12345.' Receptionist: 'Could you
spell your name, please?' Caller: 'M-E-E-N-A.' Receptionist: 'Let me confirm — Ms Meena,
98421 12345, regarding admission. I will pass on the message as soon as his class is over.'
Caller: 'Thank you very much.' Receptionist: 'You're welcome. Thank you for calling. Have a
nice day.' — The conversation displays every element of the lesson: prompt identified
answering, polite holding, the message offer, spelling and the five essentials, confirmation by
read-back, and the courteous close.
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UNIT IV
Skills for Preparation for Interview
(10 Hours)
Lessons in this Unit
Lesson 1: Interview Skills
Lesson 2: Frequently Asked Questions in Interviews
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UNIT IV — Lesson 1: Interview Skills
Essay Question: What is an interview? Explain the types of interviews and the preparation
and conduct required before, during and after an interview.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
An interview is a formal conversation with a purpose: an employer, across a table or a screen,
measures a candidate's knowledge, skill, personality and fitness for a position. For most students,
the interview is the narrow gate between education and employment, and fear of it is common
only because preparation for it is rare. This lesson removes that fear by method: it defines the
interview, classifies its types, and lays down what a candidate must do before, during and after
the meeting.
1. Meaning and Purpose of an Interview
The word 'interview' means literally 'a seeing between' — a mutual viewing. The employer views
the candidate's qualifications, communication, confidence and character; the candidate views the
organisation, the role and the prospects. Marks and certificates appear on paper, but
temperament, clarity of speech, honesty and presence of mind appear only in person; the
interview exists to reveal precisely these. Understanding this purpose changes preparation: the
candidate prepares not to recite the resume but to display the person behind it.
2. Types of Interviews
Interviews wear many forms. The face-to-face interview sets one candidate before one
interviewer. The panel interview seats several interviewers — subject expert, HR manager,
psychologist — before one candidate. The telephonic interview screens candidates by voice alone,
and the video or online interview does so by webcam, demanding attention to lighting,
background and connectivity. The group interview observes several candidates together, while
the stress interview deliberately applies pressure — rapid questions, interruptions, provocative
remarks — to test composure. Knowing the type expected allows tailored preparation.
3. Preparation Before the Interview
Victory is prepared in advance. The candidate researches the organisation — its history, products
or services and recent news — and reads the job notification closely, matching personal skills to
its demands. Certificates, resume copies and identity proof go into a neat folder. Answers to
common questions are drafted and rehearsed in mock interviews with friends. Dress is planned:
formal, clean and well-ironed clothes in sober colours, polished footwear, neat hair and minimal
accessories. Finally, the venue and route are confirmed, and the candidate plans to arrive at least
fifteen minutes early, for a breathless late arrival loses the battle before it begins.
4. Conduct During the Interview
The interview begins at the door. The candidate knocks, seeks permission, greets the panel —
'Good morning, sirs and madams' — and sits only when invited. Posture stays upright, eye contact
stays comfortable, and the hands rest calmly without fidgeting. Each question is heard to its end;
a second's pause before answering shows thought, not slowness. Answers are honest, brief and
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supported by examples from studies, projects, NSS or NCC service or part-time work. An
unknown answer is admitted gracefully — 'I'm sorry, I am not sure of that, but I am eager to learn'
— for bluffing is always detected. The candidate never criticises a previous institution and never
argues with the panel; the close is a courteous 'Thank you for this opportunity.'
5. Dress Code and Body Language
The panel reads the candidate before he speaks. Formal dress — light shirt and dark trousers for
men, saree or churidar in sober colours for women — signals seriousness; loud colours, heavy
jewellery and strong perfume distract. Body language then continues the message: a firm (not
crushing) handshake where offered, a straight but relaxed seat, hands visible and still, feet
planted, no watch-checking and no phone. Nervous habits — clicking pens, shaking legs, touching
the face — are rehearsed away in mock interviews before they can appear in the real one.
6. After the Interview
The interview ends; the learning does not. The candidate reviews the performance the same day,
noting the questions that went well and those that stumbled, and writes down every unfamiliar
question for future preparation. Where an e-mail address was shared, a brief thank-you note is
sent within a day, thanking the panel for their time and restating interest in the post. Whether the
result is selection or rejection, the review converts every interview into training for the next, and
persistence built on such review is what finally opens the gate.
Conclusion
In sum, the interview is not an interrogation but a structured act of mutual discovery, and it
rewards method over luck. Knowing the types prepares the format; research, documents,
rehearsal and dress prepare the substance; courtesy, honesty and calm body language carry the
performance; and review with a thank-you note completes the cycle. The candidate who treats the
interview as a skill to be practised — through mock interviews in the classroom today — will face
the real panel tomorrow not with fear but with familiarity.
Multiple Choice Questions (15)
1. An interview is a formal conversation with a ______.
(a) friend (b) purpose (c) crowd (d) script
Answer: (b) purpose
2. The word 'interview' literally means ______.
(a) a test (b) a seeing between (c) a debate (d) an oath
Answer: (b) a seeing between
3. An interview with several interviewers and one candidate is a ______ interview.
(a) group (b) panel (c) stress (d) exit
Answer: (b) panel
4. An interview that deliberately applies pressure is a ______ interview.
(a) friendly (b) stress (c) telephonic (d) walk-in
Answer: (b) stress
5. A video interview specially demands attention to ______.
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(a) shoes (b) lighting, background and connectivity (c) perfume (d) handshake
Answer: (b) lighting, background and connectivity
6. Before an interview, a candidate must research the ______.
(a) organisation (b) panel's families (c) canteen (d) weather
Answer: (a) organisation
7. A candidate should reach the venue at least ______ minutes early.
(a) five (b) fifteen (c) sixty (d) two
Answer: (b) fifteen
8. The right dress for an interview is ______.
(a) loud and fashionable (b) formal, clean and sober (c) casual (d) sportswear
Answer: (b) formal, clean and sober
9. A candidate should sit ______.
(a) immediately on entering (b) only when invited (c) on the table (d) anywhere
Answer: (b) only when invited
10. Before answering, a short pause shows ______.
(a) slowness (b) thought (c) fear (d) rudeness
Answer: (b) thought
11. If a candidate does not know an answer, he should ______.
(a) bluff (b) admit it politely and show eagerness to learn (c) stay silent (d) argue
Answer: (b) admit it politely and show eagerness to learn
12. Answers become convincing when supported by ______.
(a) examples from one's studies and activities (b) long stories (c) jokes (d) complaints
Answer: (a) examples from one's studies and activities
13. A candidate must never ______ a previous institution.
(a) mention (b) thank (c) criticise (d) name
Answer: (c) criticise
14. The courteous close of an interview is ______.
(a) 'Bye.' (b) 'Thank you for this opportunity.' (c) 'When is lunch?' (d) 'Select me.'
Answer: (b) 'Thank you for this opportunity.'
15. After the interview, where an address is shared, the candidate should send a ______.
(a) gift (b) reminder every hour (c) brief thank-you e-mail (d) complaint
Answer: (c) brief thank-you e-mail
Two-Mark Questions and Answers (10)
Q1. What is an interview?
Ans: An interview is a formal, purposeful conversation in which an employer assesses a
candidate's knowledge, skills, personality and suitability for a position.
Q2. Why is the interview called a mutual viewing?
Ans: Because the employer evaluates the candidate while the candidate also evaluates the
organisation, the role and the prospects.
Q3. Mention any four types of interviews.
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Ans: Face-to-face, panel, telephonic and video/online interviews (also group and stress
interviews).
Q4. What is a stress interview?
Ans: An interview in which pressure — rapid questions, interruptions or provocative remarks
— is deliberately applied to test the candidate's composure.
Q5. What research should precede an interview?
Ans: Study of the organisation's history, products or services and recent news, and a close
reading of the job notification.
Q6. What documents should a candidate carry?
Ans: Certificates, copies of the resume and identity proof, arranged in a neat folder.
Q7. Describe the ideal interview dress.
Ans: Formal, clean, well-ironed clothes in sober colours, polished footwear, neat hair and
minimal accessories.
Q8. How should a candidate handle an unknown question?
Ans: By admitting it politely — 'I'm sorry, I am not sure of that, but I am eager to learn' —
instead of bluffing.
Q9. State any three body-language rules for an interview.
Ans: Sit upright without fidgeting, keep comfortable eye contact, and keep hands calm and
visible.
Q10. What should a candidate do after an interview?
Ans: Review the performance, note difficult questions for future preparation, and send a brief
thank-you e-mail where an address was shared.
Five-Mark Questions and Answers (3)
Q1. Explain the types of interviews.
Ans: Interviews take several standard forms, and each demands its own readiness. The faceto-
face interview places one candidate before one interviewer and turns on personal rapport.
The panel interview multiplies the examiners — typically a subject expert, an HR
representative and a senior officer — so the candidate must distribute eye contact and address
the whole table, not only the questioner. The telephonic interview removes the face altogether:
voice clarity, pace and telephone etiquette carry the entire impression. The video or online
interview restores the face through a webcam and adds technical duties — good lighting, a
tidy background, a stable connection and looking into the camera. The group interview
observes several candidates together, often in discussion, to compare them directly. Finally,
the stress interview applies deliberate pressure through rapid or provocative questioning to
test composure; the candidate who recognises the device stays calm and courteous, and
thereby passes it.
Q2. Describe the preparation required before an interview.
Ans: Interview success is largely decided before the interview day. The candidate first
researches the organisation — its history, its products or services, its recent achievements —
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because informed answers flatter no one and impress everyone. The job notification is read
line by line, and the candidate's own skills are matched to its requirements. A neat folder is
packed with certificates, resume copies and identity proof. Model answers to the common
questions are drafted in the candidate's own words and polished in mock interviews with
friends or teachers, which also rehearse away nervous habits. Dress is planned in advance:
formal, clean, well-ironed clothes of sober colour, polished footwear, neat hair, minimal
accessories. The venue and route are confirmed and the journey timed for arrival at least
fifteen minutes early. A candidate so prepared walks in with the quiet confidence that no lastminute
cramming can imitate.
Q3. Explain the conduct expected of a candidate during an interview.
Ans: From the doorway onward, everything communicates. The candidate knocks, asks 'May
I come in?', greets the panel and takes the seat only when invited. Posture remains upright but
easy; eye contact is steady without staring; the hands rest still. Every question is heard to its
very end, a brief pause dignifies the answer, and the answer itself is honest, relevant and brief,
strengthened by concrete examples from studies, projects or NSS, NCC and part-time
experience. Ignorance is admitted with grace — 'I am not sure of that, but I am eager to learn'
— for the panel forgives a gap in knowledge sooner than a bluff. The candidate never criticises
a previous institution or teacher, never interrupts, and never argues, even under provocation,
since courtesy under pressure is exactly what many questions are testing. The interview closes
as it opened, with courtesy: 'Thank you for this opportunity' — a final sentence that leaves the
room warmer than silence would.
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UNIT IV — Lesson 2: Frequently Asked Questions in Interviews
Essay Question: Explain the frequently asked questions in interviews and discuss, with
model answers, the strategy for answering them effectively.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
Interview boards differ in industry and mood, but their opening questions are astonishingly
uniform: tell me about yourself, your strengths, your weakness, why you, where in five years.
These frequently asked questions (FAQs) are not traps but invitations — each offers the candidate
a prepared stage on which to present himself at his best. The wise candidate therefore drafts,
personalises and rehearses answers to them in advance. This lesson examines the major FAQs one
by one, with model answers and the strategy behind each.
1. 'Tell me about yourself' — the Opening Gate
Almost every interview opens here, and the answer sets the tone for all that follows. The strategy
is a one-minute portrait in four strokes: name and place, education, strengths and activities, and
career goal. Model: 'Good morning. I am Saranya from Devakottai. I completed my schooling at
the Government Higher Secondary School and I am now pursuing my degree at Sree Sevugan
Annamalai College. My strengths are discipline and a willingness to learn; I was an active NSS
volunteer and I enjoy reading and public speaking. My goal is to build a career where I can grow
along with the organisation.' The answer avoids family details, marks lists and life history; it is a
headline, not a biography.
2. Strengths — Claim and Prove
'What are your strengths?' invites self-praise, and the danger is emptiness. The strategy is claim
plus proof: name two or three strengths and attach a concrete example to at least one. Model: 'I
am hard-working and dependable; once I take up a task, I complete it on time. As class
representative, I coordinated our department seminar successfully. I am also a quick learner and
adapt easily to new situations.' The example transforms an adjective into evidence, and evidence
is what panels remember.
3. Weakness — Honesty with Repair
'What is your weakness?' tests self-awareness and honesty. Denying all weakness sounds
arrogant; confessing a fatal one sounds unfit. The strategy is a real but harmless weakness plus
the repair under way. Model: 'Earlier, I used to hesitate to speak before large gatherings. I have
been overcoming it by participating in class seminars and club activities, and I can now present
with much more confidence.' The panel hears not a defect but a person who examines and
improves himself — exactly the employee every organisation wants.
4. 'Why should we select you?' and the Five-Year Question
'Why should we select you?' asks for a summary of fitness. Model: 'I have the qualifications you
require, and with them I bring sincerity, punctuality and a positive attitude. As a fresher I am
ready to be moulded to your work culture and to give my complete commitment.' 'Where do you
see yourself in five years?' probes ambition and stability. Model: 'In five years I see myself as a
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skilled and responsible member of this organisation, having grown from this role into greater
responsibility through consistent performance and continuous learning.' Both answers tie the
candidate's future to the organisation's — the linkage panels most like to hear.
5. Company Knowledge and the Salary Question
'What do you know about our organisation?' rewards the research done before the interview: the
candidate mentions two or three real facts — founding, field of leadership, a recent achievement
— and adds, 'I would be proud to be part of such a team.' 'What is your expected salary?' is best
deflected with grace by a fresher: 'Learning and growth matter more to me than the pay packet; I
am sure the organisation will offer a fair salary as per industry standards.' The answer signals
flexibility without surrendering self-respect.
6. 'Do you have any questions for us?' — Closing Strongly
The final FAQ reverses the table, and 'No, sir' wastes it. Asking one intelligent question displays
interest and initiative. Models: 'Could you tell me about the training given to new employees?' or
'What would a typical working day look like in this role?' Questions about leave, holidays and
salary are avoided at this stage. With the question asked and answered, the candidate closes with
thanks — 'Thank you for this opportunity' — and leaves the strongest of last impressions.
Conclusion
To conclude, the frequently asked questions are the most predictable and therefore the most
preparable part of any interview. Each has a strategy: the one-minute portrait for the opener; claim
with proof for strengths; honesty with repair for weakness; fitness and linkage for selection and
the five-year question; researched facts and graceful deflection for company and salary; and one
intelligent question at the close. Model answers are scaffolding, not scripts — every candidate
must rebuild them in his or her own words and rehearse until they sound spontaneous. Prepared
thus, the candidate meets the panel's most searching questions with the calm of familiarity.
Multiple Choice Questions (15)
1. FAQs in interviews are best treated as ______.
(a) traps (b) invitations to present oneself (c) insults (d) formalities
Answer: (b) invitations to present oneself
2. 'Tell me about yourself' should be answered in about ______.
(a) ten minutes (b) one minute (c) one word (d) half an hour
Answer: (b) one minute
3. The four strokes of the self-introduction are name and place, education, strengths and activities, and
______.
(a) family property (b) career goal (c) hobbies of friends (d) salary
Answer: (b) career goal
4. In 'Tell me about yourself', one should avoid ______.
(a) education (b) strengths (c) detailed family history and marks lists (d) career goal
Answer: (c) detailed family history and marks lists
5. The strategy for the strengths question is ______.
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(a) claim plus proof (b) denial (c) silence (d) exaggeration
Answer: (a) claim plus proof
6. An example attached to a strength turns an adjective into ______.
(a) a story (b) evidence (c) a joke (d) a boast
Answer: (b) evidence
7. The strategy for the weakness question is a harmless weakness plus ______.
(a) an excuse (b) the repair under way (c) a denial (d) blame on others
Answer: (b) the repair under way
8. Saying 'I have no weakness' sounds ______.
(a) confident (b) arrogant (c) honest (d) humble
Answer: (b) arrogant
9. 'Why should we select you?' asks for a summary of ______.
(a) fitness for the post (b) hobbies (c) friends (d) travels
Answer: (a) fitness for the post
10. The five-year question probes ambition and ______.
(a) salary (b) stability (c) family (d) height
Answer: (b) stability
11. The company-knowledge question rewards ______.
(a) guessing (b) prior research (c) flattery (d) silence
Answer: (b) prior research
12. A fresher should answer the salary question by ______.
(a) demanding a high figure (b) graceful deflection to industry standards (c) refusing to answer
(d) walking out
Answer: (b) graceful deflection to industry standards
13. 'Do you have any questions for us?' is best answered with ______.
(a) 'No, sir.' (b) one intelligent question (c) five questions about leave (d) a salary demand
Answer: (b) one intelligent question
14. A suitable closing question is ______.
(a) 'How many holidays will I get?' (b) 'Could you tell me about the training given to new
employees?' (c) 'When is lunch?' (d) 'What is your salary?'
Answer: (b) 'Could you tell me about the training given to new employees?'
15. Model answers must be ______.
(a) memorised word-for-word (b) rebuilt in one's own words and rehearsed (c) copied from
friends (d) read from paper
Answer: (b) rebuilt in one's own words and rehearsed
Two-Mark Questions and Answers (10)
Q1. Why are FAQs the most preparable part of an interview?
Ans: Because they recur in almost every interview, answers can be drafted, personalised and
rehearsed well in advance.
Q2. What four points should 'Tell me about yourself' cover?
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Ans: Name and place, education, strengths and activities, and career goal — all within about
a minute.
Q3. What should be avoided in the self-introduction?
Ans: Detailed family history, mark lists and long life stories; the answer should be a headline,
not a biography.
Q4. State the strategy for answering the strengths question.
Ans: Claim plus proof: name two or three strengths and support at least one with a concrete
example.
Q5. State the strategy for the weakness question.
Ans: Mention a real but harmless weakness and describe the steps already being taken to
overcome it.
Q6. Give a model answer to 'Why should we select you?'
Ans: 'I have the qualifications you require, and with them sincerity, punctuality and a positive
attitude; as a fresher I am ready to be moulded to your work culture.'
Q7. How should the five-year question be answered?
Ans: By tying personal growth to the organisation: 'I see myself as a skilled, responsible
member of this organisation, grown into greater responsibility.'
Q8. How should a fresher answer the expected-salary question?
Ans: 'Learning and growth matter more to me than the pay packet; I am sure the organisation
will offer a fair salary as per industry standards.'
Q9. Why should the candidate ask a question at the end?
Ans: One intelligent question — about training or a typical working day — shows genuine
interest and initiative and closes the interview strongly.
Q10. Why are model answers called scaffolding, not scripts?
Ans: Because each candidate must rebuild them in his or her own words and rehearse them
until they sound natural and spontaneous.
Five-Mark Questions and Answers (3)
Q1. Write model answers to 'Tell me about yourself' and 'What are your strengths?'
Ans: To the opener: 'Good morning. I am Saranya from Devakottai. I completed my schooling
at the Government Higher Secondary School and I am now pursuing my degree at Sree
Sevugan Annamalai College. My strengths are discipline and a willingness to learn; I was an
active NSS volunteer, and I enjoy reading and public speaking. My goal is to build a career
where I can grow along with the organisation.' The answer is a one-minute portrait — name
and place, education, strengths with activities, and goal — free of family details and mark lists.
To the strengths question: 'I am hard-working and dependable; once I take up a task, I
complete it on time. As class representative, I coordinated our department seminar
successfully. I am also a quick learner and adapt easily to new situations.' Here the strategy of
claim plus proof operates: the seminar example converts the adjectives into evidence, which
is what a panel remembers and trusts.
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Q2. How should the weakness question and the selection question be handled? Give model
answers.
Ans: The weakness question tests self-awareness, and the winning strategy is honesty with
repair. Model: 'Earlier, I used to hesitate to speak before large gatherings. I have been
overcoming it by participating in class seminars and club activities, and I can now present
with much more confidence.' The weakness is real but harmless, and the repair shows a person
who examines and improves himself; total denial would sound arrogant and a fatal confession
would disqualify. The selection question — 'Why should we select you?' — asks for a summary
of fitness. Model: 'I have the basic qualifications you require, and along with them I bring
sincerity, punctuality and a positive attitude. I may be a fresher, but that also means I am ready
to be moulded to your work culture and to give my complete commitment.' The answer
converts even inexperience into an asset — freshness and mouldability — and ties the
candidate's promise directly to the organisation's need.
Q3. Explain, with models, the handling of the company, salary and closing questions.
Ans: Three later questions decide the final impression. 'What do you know about our
organisation?' rewards homework: the candidate states two or three researched facts —
founding year, field of leadership, a recent achievement — and closes with, 'I would be proud
to be part of such a team'; vague flattery here betrays laziness. 'What is your expected salary?'
is a test of maturity for freshers, best met by graceful deflection: 'Learning and growth matter
more to me than the pay packet; I am sure the organisation will offer a fair salary as per
industry standards' — flexible without being servile. Finally, 'Do you have any questions for
us?' must never receive a bare 'No, sir.' One intelligent question — 'Could you tell me about
the training given to new employees?' or 'What would a typical working day look like in this
role?' — displays interest and initiative, while questions about leave and holidays are saved
for after selection. A closing 'Thank you for this opportunity' seals the interview with courtesy.
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UNIT V
Soft Skills for Life and Career
(12 Hours)
Lessons in this Unit
Lesson 1: Personality Development
Lesson 2: Group Discussion
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UNIT V — Lesson 1: Personality Development
Essay Question: What is personality? Explain the components of personality development
— self-awareness, attitude, confidence, goal setting, time management, communication
and values — in detail.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
Marks open the door of opportunity, but personality carries us through it. Personality is the sum
total of a person's appearance, attitudes, abilities, habits, values and behaviour — the whole
impression a person makes and the whole equipment with which he faces life. Contrary to
popular belief, personality is not fixed at birth; it is a garden that can be cultivated by conscious
effort. This lesson surveys the chief components of personality development and the practical
methods by which each is grown.
1. Meaning of Personality
The word 'personality' comes from the Latin 'persona', the mask worn by Roman actors; but true
personality is the face behind every mask — the stable pattern of how a person thinks, feels and
acts. It includes the outer self (appearance, dress, manners, speech) and the inner self (attitude,
character, emotions, values). Employers, teachers and society respond to the whole pattern, which
is why development must address both the outer and the inner person, and why a course on
communication rightly ends with it.
2. Self-Awareness and SWOT Analysis
Development begins with a mirror. SWOT analysis is the systematic study of one's Strengths
(what I do well — punctuality, memory, languages), Weaknesses (what holds me back —
hesitation, temper, poor planning), Opportunities (what the environment offers — courses,
competitions, mentors) and Threats (what may obstruct — distractions, bad company, financial
limits). Written honestly in four boxes, the SWOT chart converts vague self-feeling into a working
map: strengths are to be built upon, weaknesses repaired, opportunities seized and threats
guarded against.
3. Positive Attitude and Self-Confidence
Attitude is the angle at which we meet the world. A positive attitude sees problems as challenges,
replaces 'I can't' with 'I will try', and refuses the twin poisons of constant complaining and constant
comparing. Upon such attitude grows self-confidence, which is not noise but quiet readiness; it is
built by preparation, by practice, and by the memory of small successes deliberately attempted
and won. Even the body teaches the mind: an upright posture and a genuine smile measurably
lift one's own courage as well as others' response.
4. Goal Setting and Time Management
A developed personality moves by aim, not by accident. Goals are set by the SMART rule —
Specific, Measurable, Achievable, Realistic and Time-bound: not 'I will improve English' but 'I will
learn ten new words a day and finish this grammar book by December.' Written goals are
reviewed weekly. Time, the raw material of every goal, is managed by prioritising tasks as urgent
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and important, by preparing a daily to-do list, by refusing procrastination ('do it now'), and by
caging the greatest modern thief of hours — the mobile phone — within fixed limits.
5. Communication, Etiquette and Emotional Intelligence
Personality meets the world chiefly through words and manners. Courteous formulas — please,
thank you, sorry, excuse me — cost nothing and buy goodwill everywhere; active listening
honours the speaker; punctuality honours everyone's time. Deeper than manners lies emotional
intelligence: the capacity to recognise one's own emotions, to control anger and anxiety, to
empathise with others' feelings, and to receive criticism calmly and use it. Studies repeatedly find
that emotional intelligence predicts success at work even better than raw intellect.
6. Grooming, Health and Character Values
The outer person is groomed: neat, occasion-appropriate dress, personal hygiene, trimmed hair
and polished footwear announce self-respect before a word is spoken. The engine beneath is
health: regular exercise, adequate sleep and balanced food keep energy and mood steady. And
the foundation under everything is character: honesty that keeps promises, humility that keeps
learning, gratitude that keeps relationships, and social responsibility that keeps the individual
useful to family, institution and nation. Skills may win admiration, but values alone win trust —
and trust is the final measure of personality.
Conclusion
In conclusion, personality development is the deliberate cultivation of the whole person: selfawareness
through SWOT, positive attitude and quiet confidence, SMART goals guarded by
managed time, courteous and emotionally intelligent communication, disciplined grooming and
health, and character values as the bedrock. None of these components demands genius; all of
them demand daily practice. The student who begins this cultivation in the first year of college
will graduate carrying not only a degree but a self that any interview panel, workplace and
community will welcome.
Multiple Choice Questions (15)
1. Personality is the sum total of a person's appearance, attitudes, abilities, habits, values and ______.
(a) marks (b) behaviour (c) wealth (d) height
Answer: (b) behaviour
2. The word 'personality' comes from the Latin word ______.
(a) persona (b) personal (c) person (d) parsona
Answer: (a) persona
3. Personality is ______.
(a) fixed at birth (b) developable by conscious effort (c) purely luck (d) only appearance
Answer: (b) developable by conscious effort
4. SWOT stands for Strengths, Weaknesses, Opportunities and ______.
(a) Talents (b) Threats (c) Thoughts (d) Targets
Answer: (b) Threats
5. In SWOT, hesitation and poor planning are examples of ______.
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(a) strengths (b) opportunities (c) weaknesses (d) threats
Answer: (c) weaknesses
6. A positive attitude replaces 'I can't' with ______.
(a) 'I won't' (b) 'I will try' (c) 'Why me?' (d) 'Later'
Answer: (b) 'I will try'
7. Self-confidence is built by preparation, practice and ______.
(a) boasting (b) memory of small successes (c) luck (d) shortcuts
Answer: (b) memory of small successes
8. SMART goals are Specific, Measurable, Achievable, Realistic and ______.
(a) Tough (b) Time-bound (c) Total (d) Typical
Answer: (b) Time-bound
9. 'I will learn ten new words a day till December' is ______.
(a) a vague wish (b) a SMART goal (c) a threat (d) a slogan
Answer: (b) a SMART goal
10. Time management prioritises tasks as urgent and ______.
(a) easy (b) important (c) pleasant (d) cheap
Answer: (b) important
11. The greatest modern thief of a student's hours is ______.
(a) the library (b) the mobile phone (c) the playground (d) sleep
Answer: (b) the mobile phone
12. Recognising and controlling one's emotions is called ______.
(a) intelligence quotient (b) emotional intelligence (c) memory power (d) attitude
Answer: (b) emotional intelligence
13. 'Please', 'thank you' and 'sorry' are examples of ______.
(a) slang (b) courteous formulas (c) idioms (d) commands
Answer: (b) courteous formulas
14. Neat dress and personal hygiene are part of ______.
(a) grooming (b) goal setting (c) SWOT (d) time management
Answer: (a) grooming
15. Skills win admiration, but ______ alone win trust.
(a) marks (b) values (c) clothes (d) friends
Answer: (b) values
Two-Mark Questions and Answers (10)
Q1. Define personality.
Ans: Personality is the sum total of a person's appearance, attitudes, abilities, habits, values
and behaviour, which can be developed by conscious effort.
Q2. What is the origin of the word 'personality'?
Ans: It comes from the Latin 'persona', the mask worn by Roman actors; true personality is the
stable self behind every mask.
Q3. What is SWOT analysis?
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Ans: A self-assessment of one's Strengths, Weaknesses, Opportunities and Threats, written in
four boxes as the first step of development.
Q4. Give one example each of a strength and a threat in SWOT.
Ans: Strength: punctuality or fluency in languages; Threat: distractions or bad company that
may obstruct progress.
Q5. What is a positive attitude?
Ans: The habit of seeing problems as challenges and replacing 'I can't' with 'I will try', while
avoiding constant complaining and comparing.
Q6. How is self-confidence built?
Ans: Through preparation, repeated practice and the memory of small successes deliberately
attempted and won.
Q7. Expand SMART goals with an example.
Ans: Specific, Measurable, Achievable, Realistic, Time-bound — e.g., 'I will learn ten new
words a day and finish this grammar book by December.'
Q8. State any three techniques of time management.
Ans: Prioritising urgent and important tasks, keeping a daily to-do list, and limiting mobilephone
use to fixed times.
Q9. What is emotional intelligence?
Ans: The capacity to recognise and control one's own emotions, empathise with others, and
receive criticism calmly.
Q10. Why are character values the foundation of personality?
Ans: Because honesty, humility, gratitude and responsibility win trust, and trust is the final
measure by which society judges a person.
Five-Mark Questions and Answers (3)
Q1. Explain SWOT analysis as the first step of personality development.
Ans: Personality development begins with honest self-knowledge, and SWOT analysis
supplies its method. The student draws four boxes. Under Strengths go the abilities that
already work — punctuality, a good memory, fluency in Tamil and English, skill in drawing
or sport. Under Weaknesses go the habits that hold one back — hesitation before audiences,
quick temper, poor planning, late rising. Opportunities lists what the environment offers —
certificate courses, competitions, library resources, supportive teachers and mentors. Threats
names what may obstruct — mobile distractions, bad company, financial constraints, health
issues. The chart is useful only if it is truthful and only if it leads to action: each strength
receives a plan for use, each weakness a plan for repair, each opportunity a date for seizure
and each threat a guard. Reviewed every few months, the SWOT chart becomes a private map
of growth on which every later component — goals, time, confidence — is plotted.
Q2. Discuss goal setting and time management in personality development.
Ans: A developed personality moves by aim, and aims are engineered by the SMART rule:
goals must be Specific, Measurable, Achievable, Realistic and Time-bound. 'I will improve my
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English' is a wish; 'I will learn ten new words a day and complete this grammar book by
December' is a goal, for it can be checked, achieved and dated. Goals are written down — the
writing itself strengthens commitment — and reviewed weekly. Time is the raw material of
every goal, and its management follows four disciplines: prioritise tasks by urgency and
importance so that first things come first; prepare a daily to-do list the previous night; attack
procrastination with the rule 'do it now'; and cage the mobile phone, the greatest modern thief
of student hours, within fixed daily limits. A student who guards two extra productive hours
a day gains, in one academic year, more than seven hundred hours — the difference, very
often, between an ordinary and an outstanding result.
Q3. Write a paragraph on communication, etiquette and emotional intelligence as
components of personality.
Ans: The world meets our personality chiefly through our words, manners and emotional
bearing. Courteous formulas — please, thank you, sorry, excuse me — cost nothing yet
purchase goodwill in every transaction, while active listening, which attends fully instead of
waiting to speak, honours every speaker and deepens every relationship. Punctuality is
etiquette extended to time: it tells others that their hours are valued. Beneath these outward
manners works emotional intelligence — the capacity to recognise one's own anger, fear or
envy before it acts, to control it, to empathise with what others feel, and to accept criticism
calmly enough to profit from it. Modern workplace studies repeatedly find that this emotional
competence predicts success even better than raw intellect, because organisations run on
cooperation, and cooperation runs on managed emotion. The student who trains tongue,
manner and temper together therefore develops not three small skills but one large
personality.
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UNIT V — Lesson 2: Group Discussion
Essay Question: What is a Group Discussion? Explain its purpose, the skills it evaluates,
the do's and don'ts, and the useful phrases, with sample topics for practice.
(The lesson below — introduction, six sections and conclusion — is the model essay answer.)
Introduction
When a selection board wishes to see how a candidate behaves among equals — not before
examiners — it sets a Group Discussion. A GD is a structured conversation in which eight to
twelve members exchange views on a given topic within a fixed time, usually ten to twenty
minutes, while evaluators observe silently. It has become a standard gate in campus placements
and competitive selections precisely because it reveals what no written test can: how a person
thinks aloud, listens, leads and cooperates. This lesson explains the GD's purpose, the qualities it
measures, its rules of conduct and its working language.
1. Meaning and Purpose of a GD
A Group Discussion is neither a debate to be won nor a quarrel to be survived; it is a cooperative
examination of a topic. There are no fixed sides: a member may agree, disagree or qualify, and the
group's collective goal is a richer understanding, often gathered into a brief conclusion. Selectors
use the GD to compare many candidates simultaneously in a situation that no one can fully script
— which is exactly why rehearsed speeches fail and genuine skill shows.
2. Skills Evaluated in a GD
The observers' sheets carry a fixed list of qualities. Communication skill: clarity, fluency and
audibility. Knowledge: command of the subject and the quality of arguments. Reasoning: logic,
relevance and the ability to analyse. Leadership: initiating, guiding the flow, involving others and
steering the group back when it wanders. Team spirit: building on others' points, cooperation and
courtesy under disagreement. Listening: attention to every speaker, shown by references to their
points. Body language: posture, gestures and eye contact with the group. Time sense: brief, welltimed
contributions rather than one long monopoly.
3. The Do's of a GD
First, listen before speaking, and take quick notes of points as they occur. Initiate the discussion if
— and only if — you have solid content, for the opener is noticed but a hollow opening is
punished. Speak clearly, briefly and to the point, supporting every view with a fact or an example.
Address the whole group, using inclusive words like 'friends', and distribute eye contact. Agree
and disagree with courtesy; bring the group back when it strays — 'Friends, we are moving away
from the topic' — and draw in silent members: 'Let us also hear what Priya thinks.' If the chance
arises, summarise at the end; the summariser often leaves the strongest final impression.
4. The Don'ts of a GD
The disqualifying behaviours are equally clear. Do not shout, interrupt rudely, or turn
disagreement into personal attack — aggression is read as inability to work in a team. Do not
dominate the floor with endless speech, and equally, do not remain silent throughout, for the
evaluators can score only what they hear. Do not merely repeat others' points in new words, do
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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not use slang, and do not address the evaluators or look at them while speaking — the discussion
belongs to the group. Above all, do not bluff facts and do not lose your temper when opposed;
composure under contradiction is precisely what is being tested.
5. Useful Phrases for a GD
A working phrase-bank keeps the tongue ready. Initiating: 'Good morning, friends. Today's topic
is…; let me begin by…'. Giving opinion: 'In my view…', 'I strongly feel that…'. Agreeing: 'I agree
with my friend's point…', 'That is a valid observation…'. Disagreeing politely: 'I see your point;
however…', 'I beg to differ, because…'. Adding: 'I would like to add that…'. Bringing back:
'Friends, we are drifting from the topic; let us focus on…'. Involving others: 'Let us also hear what
our friend thinks.' Concluding: 'To sum up, most of us feel that…'. Practising these until they come
unbidden frees the mind to attend to matter rather than words.
6. Preparation and Sample Topics
GD ability is built by reading and rehearsal. Daily newspaper reading stocks the mind with facts
and balanced views; weekly practice GDs in class supply the arena. Useful sample topics: Is social
media a boon or a bane? — Should mobile phones be allowed in colleges? — Online learning
versus classroom learning — The role of youth in nation building — Does advertising influence
our buying habits? — Artificial Intelligence: friend or foe of employment? For each practice, two
observers should report on every participant, and roles should rotate, so that each student
experiences initiating, supporting, opposing and summarising in turn.
Conclusion
To conclude, the Group Discussion is a fifteen-minute portrait of a person among equals: it
measures speech and knowledge, but equally listening, leadership, courtesy and composure. Its
rules are learnable — listen first, speak briefly with substance, involve everyone, disagree without
wounding, summarise if you can — and its language can be stocked in advance from the phrasebank.
What cannot be faked in a GD is habit; and habit is exactly what regular classroom practice
builds. The student who has discussed thoughtfully every week of the semester will find the
placement GD not an ordeal but a familiar exercise.
Multiple Choice Questions (15)
1. A GD usually has ______ members.
(a) two to three (b) eight to twelve (c) twenty to thirty (d) fifty
Answer: (b) eight to twelve
2. The usual duration of a GD is ______.
(a) 1–2 minutes (b) 10–20 minutes (c) 2 hours (d) one day
Answer: (b) 10–20 minutes
3. A GD is best described as ______.
(a) a quarrel (b) a cooperative examination of a topic (c) a speech contest (d) an interrogation
Answer: (b) a cooperative examination of a topic
4. In a GD, rehearsed speeches ______.
(a) always win (b) fail, because the situation cannot be scripted (c) are compulsory (d) are read
aloud
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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Answer: (b) fail, because the situation cannot be scripted
5. Which quality is NOT evaluated in a GD?
(a) listening (b) team spirit (c) handwriting (d) reasoning
Answer: (c) handwriting
6. Guiding the flow and involving others shows ______.
(a) leadership (b) fear (c) silence (d) rudeness
Answer: (a) leadership
7. One should initiate a GD only when one has ______.
(a) a loud voice (b) solid content (c) a smart dress (d) the evaluator's eye
Answer: (b) solid content
8. While speaking in a GD, one should look at ______.
(a) the evaluators (b) the ceiling (c) the whole group (d) one friend
Answer: (c) the whole group
9. 'Friends, we are moving away from the topic' is used for ______.
(a) concluding (b) bringing the group back (c) initiating (d) opposing
Answer: (b) bringing the group back
10. Encouraging a silent member shows ______.
(a) weakness (b) team spirit (c) wasting time (d) dominance
Answer: (b) team spirit
11. Which is a GD don't?
(a) taking notes (b) shouting and interrupting rudely (c) giving examples (d) summarising
Answer: (b) shouting and interrupting rudely
12. Remaining silent throughout a GD means ______.
(a) high marks (b) the evaluators have nothing to score (c) leadership (d) victory
Answer: (b) the evaluators have nothing to score
13. A polite way to disagree is ______.
(a) 'You are wrong!' (b) 'I see your point; however…' (c) 'Nonsense!' (d) 'Keep quiet!'
Answer: (b) 'I see your point; however…'
14. 'To sum up, most of us feel that…' is used for ______.
(a) initiating (b) opposing (c) concluding (d) interrupting
Answer: (c) concluding
15. The best daily preparation for GDs is ______.
(a) watching films (b) newspaper reading (c) sleeping early (d) memorising speeches
Answer: (b) newspaper reading
Two-Mark Questions and Answers (10)
Q1. What is a Group Discussion?
Ans: A GD is a structured conversation in which eight to twelve members exchange views on
a given topic within 10–20 minutes, observed by evaluators.
Q2. Why do selectors conduct GDs?
Ans: To compare many candidates at once in an unscripted situation that reveals thinking,
listening, leadership and teamwork, which written tests cannot show.
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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Q3. List any four skills evaluated in a GD.
Ans: Communication skill, subject knowledge, reasoning, leadership (also team spirit,
listening, body language and time sense).
Q4. When should a candidate initiate a GD?
Ans: Only when he or she has solid content, because the opener is noticed but a hollow
opening is penalised.
Q5. How does one show team spirit in a GD?
Ans: By building on others' points, encouraging silent members, and disagreeing with
courtesy.
Q6. State any three don'ts of a GD.
Ans: Do not shout or interrupt rudely, do not remain silent throughout, and do not look at the
evaluators while speaking.
Q7. Write two phrases for expressing opinion in a GD.
Ans: 'In my view…' and 'I strongly feel that…'.
Q8. Write two phrases for polite disagreement.
Ans: 'I see your point; however…' and 'I beg to differ, because…'.
Q9. Which phrase brings a wandering group back to the topic?
Ans: 'Friends, we are moving away from the topic; let us focus on the main issue.'
Q10. Suggest any three GD practice topics.
Ans: 'Is social media a boon or a bane?', 'Online learning vs classroom learning', and 'AI —
friend or foe of employment?'
Five-Mark Questions and Answers (3)
Q1. Explain the skills evaluated in a Group Discussion.
Ans: The evaluators of a GD watch for a fixed constellation of qualities. Communication skill
covers clarity, fluency and audibility — can the candidate be understood without strain?
Knowledge measures command of the subject: facts, examples and balanced awareness of both
sides. Reasoning tests logic and relevance — whether arguments connect and stay on the topic.
Leadership appears in initiating the discussion, guiding its flow, involving quieter members
and steering the group back from digressions. Team spirit shows in building on others' points
and disagreeing without wounding; listening shows when a speaker refers accurately to what
earlier speakers said. Body language — upright posture, open gestures, eye contact distributed
to the whole group — communicates confidence, and time sense rewards brief, well-timed
contributions over one long monopoly. Since no single quality can compensate for the absence
of the others, the successful candidate aims at balance: substance in the matter, courtesy in the
manner and economy in the minutes.
Q2. Discuss the do's and don'ts of a Group Discussion.
Ans: The do's begin with the ear: listen carefully and note points before speaking. Initiate only
with solid content, for the opener earns attention that a hollow opening squanders. Speak
clearly, briefly and to the point, anchoring each opinion in a fact or example. Address the entire
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
Page 75
group with inclusive words like 'friends', distribute eye contact, agree and disagree with
courtesy, pull the group back when it drifts, draw in silent members, and, where possible,
summarise at the end — the summariser often leaves the strongest impression. The don'ts
mirror them: no shouting, rude interruption or personal attack, for aggression reads as
unfitness for teamwork; no monopolising the floor, and equally no total silence, since
evaluators can score only what they hear; no mechanical repetition of others' points, no slang,
no glancing at the evaluators, no bluffing of facts and no loss of temper under opposition. A
candidate who observes these two lists converts the GD from an ordeal into an opportunity.
Q3. Write a paragraph on the useful phrases and preparation methods for GDs.
Ans: A phrase-bank keeps the tongue ready so that the mind can attend to matter. The
discussion opens with 'Good morning, friends; today's topic is…, and let me begin by…'.
Opinions enter with 'In my view…' or 'I strongly feel that…'; agreement with 'That is a valid
observation'; polite disagreement with 'I see your point; however…' or 'I beg to differ,
because…'; additions with 'I would like to add that…'. When the group strays, 'Friends, we
are drifting from the topic' restores it; when a member is silent, 'Let us also hear what our
friend thinks' includes her; and 'To sum up, most of us feel that…' closes the discussion with
credit to the summariser. Preparation feeds these phrases with substance: daily newspaper
reading stocks facts and balanced views, and weekly practice GDs in class — on topics like
social media, online learning or AI and employment, with rotating roles and student observers
— turn technique into habit. By the placement season, the practised student discusses by reflex
what others attempt by anxiety.
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
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MODEL INTERNAL QUESTION PAPER
Internal Question Paper Pattern — All UG & PG
Subject with code: Functional Course — 26BENA1
Date & Session: ____________________
Time: 2 hours
Marks: 40 Marks
S. No Questions Marks CO* K
level**
Section A
Choose the correct answer
6X1=6
Marks K1 / K2
1. 'Honesty is the best policy.' — 'Honesty' is a/an ______ noun. 1 CO1 K1
A. proper B. abstract C. material D. collective
2. The comparative degree of 'happy' is ______. 1 CO1 K1
A. happyer B. more happy C. happier D. happiest
3. 'He is always punctual.' — 'always' is an adverb of ______. 1 CO1 K1
A. manner B. degree C. frequency D. place
4. 'My father is a farmer.' — the sentence pattern is ______. 1 CO1 K2
A. SVO B. SVC C. SVA D. SVIODO
5. '______ I were you, I would join the Literary Club.' 1 CO4 K2
A. When B. If C. Since D. Though
6. The Four Ps of presentation are Plan, Prepare, Practise and
______. 1 CO4 K1
A. Print B. Perform C. Pause D. Publish
Section B
Answer All the questions not exceeding 400 words each
4X4=16
Marks K3 / K4 /
K5 / K6
7. a) Explain the functions of the noun in a sentence with examples.
(OR)
4 CO1 K3
b) Distinguish countable and uncountable nouns with examples.
8. a) Explain any five kinds of adjectives with examples.
(OR)
4 CO1 K3
b) Write a note on the position of adverbs in a sentence.
9. a)
Write the formal and informal expressions used for asking
advice.
(OR)
4 CO4 K3
b) Write a model thank-you note and explain its parts.
10. a) Explain the Four Ps of a good presentation.
(OR)
4 CO4 K4
b) State the do's and don'ts of telephone etiquette.
Section C
Answer All the questions not exceeding 750 words each
3X6=18
Marks K3 / K4 /
K5 / K6
11. a) Explain the kinds of nouns with suitable examples. 6 CO1 K4
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
Page 77
(OR)
b) Explain the degrees of comparison with rules of formation and
examples.
12. a) Explain the basic sentence patterns of English with examples.
(OR)
6 CO1 K4
b) What is an adverb? Explain the kinds of adverbs with examples.
13. a)
Discuss the expressions used for expressing gratitude and
congratulating, with model dialogues.
(OR)
6 CO4 K5
b) Describe the structure of a good presentation with useful
phrases.
* CO – Course Outcome ** K level – Knowledge Level (Bloom's Taxonomy)
(Model paper covering Units I – III; for each internal test, questions are set from the portions covered.)
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
Page 78
MODEL EXTERNAL QUESTION PAPER
ALAGAPPA UNIVERSITY
AFFILIATED COLLEGES
External Question Paper Pattern — All UG & PG
Subject with code: Functional Course — 26BENA1
Date & Session: ____________________
Time: 3 hours
Marks: 60 Marks
S. No Questions Marks CO* K
level**
Section A
Choose the correct answer
10X1=10
Marks K1 & K2
1. 'The jury gave its verdict.' — 'jury' is a ______ noun. 1 CO1 K1
A. proper B. abstract C. collective D. material
2. The superlative degree of 'good' is ______. 1 CO1 K1
A. better B. goodest C. best D. more good
3. 'She sang sweetly.' — 'sweetly' is an adverb of ______. 1 CO1 K1
A. time B. manner C. place D. frequency
4. 'The teacher gave the students homework.' — the pattern is
______. 1 CO1 K2
A. SVOC B. SVIODO C. SVOA D. SVC
5. 'Why don't you join the club?' expresses ______. 1 CO4 K2
A. an order B. a suggestion C. a warning D. a
complaint
6. A polite response to 'Thank you' is ______. 1 CO4 K1
A. Yes. B. You're welcome. C. Okay. D. Fine.
7. 'Congratulations ______ your success!' 1 CO4 K1
A. for B. at C. on D. in
8. An official call should be answered within ______ rings. 1 CO4 K1
A. three B. ten C. seven D. one
9. An interview that deliberately applies pressure is a ______
interview. 1 CO4 K2
A. panel B. stress C. group D. exit
10. SMART goals are Specific, Measurable, Achievable, Realistic and
______. 1 CO5 K1
A. Tough B. Time-bound C. Total D. Typical
Section B
Answer All the questions not exceeding 500 words each
5X4=20
Marks K3 / K4 /
K5 / K6
11. a) Explain the kinds of nouns with examples.
(OR)
4 CO1 K3
b) Explain the degrees of comparison with rules and examples.
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
Page 79
12. a)
Write a dialogue in which a student asks a teacher's advice about
examinations.
(OR)
4 CO4 K3
b) Write a model thank-you note and a model congratulation
message.
13. a) Describe the structure of a good presentation.
(OR)
4 CO4 K4
b) Explain the procedure for taking a telephone message with an
example.
14. a) Describe the preparation required before an interview.
(OR)
4 CO4 K4
b) Write model answers to 'Tell me about yourself' and 'What are
your strengths?'
15. a)
Explain SWOT analysis as the first step of personality
development.
(OR)
4 CO5 K5
b) Discuss the do's and don'ts of a Group Discussion.
Section C
Answer All the questions not exceeding 1000 words each
5X6=30
Marks K3 / K4 /
K5 / K6
11. a)
Explain the basic sentence patterns of English with two
examples for each.
(OR)
6 CO1 K4
b) What is an adverb? Explain the kinds, formation and position of
adverbs with examples.
12. a)
Discuss the expressions used for asking, giving and responding
to advice, with a model dialogue.
(OR)
6 CO4 K5
b) Discuss the importance and expressions of gratitude and
congratulation, with model dialogues and messages.
13. a)
'A presentation is architecture in speech.' — Explain the Four Ps,
the structure, body language and visual aids of a good
presentation.
(OR)
6 CO4 K5
b)
Discuss the importance of telephone skills and explain telephone
etiquette, answering and making calls, and message-taking, with
a model conversation.
14. a)
Explain the frequently asked questions in interviews with model
answers and the strategy behind each.
(OR)
6 CO4 K6
b) What is an interview? Explain its types and the conduct
expected before, during and after an interview.
15. a)
What is personality? Discuss the components of personality
development in detail.
(OR)
6 CO5 K6
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
Page 80
b)
What is a Group Discussion? Explain its purpose, the skills
evaluated, the do's and don'ts and the useful phrases, with
sample topics.
* CO – Course Outcome ** K level – Knowledge Level (Bloom's Taxonomy)
Sree Sevugan Annamalai College, Devakottai • Functional Course (26BENA1) • Department of English
Page 81
RECOMMENDED TEXTS
▪ Mary Jeyanthi, J. Focus: A Course Book on Language and Communication Skills. Ed.,
Harrows Publications, Chennai.
▪ Krishnasamy, N. Modern English Grammar and Usage.
▪ Surendran & Dhamija. Spoken English. Ed. (Tata McGraw–Hill).
Prepared by the Department of English, Sree Sevugan Annamalai College, Devakottai — for private circulation among students
only.
Enjoying these notes? If you'd prefer a bound physical study book shipped directly to you, reach out to us at moorthisukumar@gmail.com
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