Unit 1

Communication
Skills

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

SESSION 1: INTRODUCTION TO COMMUNICATION

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

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

I on
n
f
Where o
are you r
going? m
a
t
Receiving
i
2 EMPLOYABILITY SKILLS – CLASS X
 Asking for Information m going
home.
I
Giving
a Information
Figure 1.1: Communication Process

COMMUNICATION SKILLS 3
 • Express feelings: Talking about your feelings
is a healthy way to express them. For example,
sharing your excitement about doing well in your
exams or sharing your feelings with your parents
and friends.

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

Figure 1.2: Elements of Communication

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

4 EMPLOYABILITY SKILLS – CLASS X

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

Factor How the factor can become a barrier

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

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

COMMUNICATION SKILLS 5
 Figure 1.3: 7Cs of Effective Communication

There are different methods of communication, which

include non-verbal, verbal and visual.

The teacher will facilitate these activities by showing you the

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

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

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

6 EMPLOYABILITY SKILLS – CLASS X

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

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

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

Check Your Progress

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

1. What is the purpose of communication?

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

COMMUNICATION SKILLS 7
 B. Match the columns NOTES
Column A: Column B: Examples
Communication
Barriers
1. Language A. Trying to read a book when
somebody else is watching TV in
the same room.
2. Emotional B. In some cultures, wearing shoes
and walking inside the kitchen is
considered rude and disrespectful.
3. Environmental C. Talking in Hindi when others
know only Tamil.
4. Cultural D. Parent is not talking to the child.

C. Short answer question

Write down the seven factors affecting perspectives in communication.
Give an example of the following:
Clear communication
Complete communication

What have you learnt?

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

SESSION 2: VERBAL COMMUNICATION

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

8 EMPLOYABILITY SKILLS – CLASS X

 Table 1.2: Verbal Communication

Type of Verbal Examples

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

Talking on a phone: This is for personal

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

Written Writing letters, notes, email, etc.

Communication:
Communication which
involves written or
typed words.

SMS (Short Message Service): These can

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

Can be used to send messages to a person

or to a group using email to share news,
thoughts, documents and files (including
photos, videos, music, etc.).

Books and newspapers.

COMMUNICATION SKILLS 9
Advantages of verbal communication
Verbal communication is easy and quick. You can say
what you want and get a quick response. It is an easier
form of communication when you have to exchange
ideas. You keep changing your communication as per
the other person’s reply.

Disadvantages of verbal communication

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

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

The teacher will facilitate these activities by showing you the

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

10 EMPLOYABILITY SKILLS – CLASS X

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

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

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

Check Your Progress

A. Multiple choice questions

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

1. Choose the correct example of oral communication.

(a) Reports
(b) Newspapers

COMMUNICATION SKILLS 11
 (c) Face-to-face conversation
(d) Notes
2. When we communicate verbally, we should use .
(a) difficult words
(b) simple words
(c) confusing words
(d) abbreviations
3. Why do we send emails?
(a) To reach on time
(b) To share documents and files
(c) To talk to each other
(d) To meet each other

B. Short answer question

1. Write down the different types of verbal communication.

Give an example for each type.

What have you learnt?

After completing this session, you will be able to

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

SESSION 3: NON-VERBAL COMMUNICATION

Non-verbal communication
is the message we send
to others without using EXPRESSIONS

any words as shown in

PARA-
Figure 1.4. We send LANGUAGE
POSTURE

signals and messages to

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

correct body language, like

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

12 EMPLOYABILITY SKILLS – CLASS X

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

Words
(Verbal)

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

Figure 1.5: Methods of Communication

Table 1.4: Types of Non-verbal Communication

Non-Verbal Communication — Exchanging information without words

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

Expressions • Smiling to show happiness

• Making a sad face when
you are upset

Non-verbal communication makes our message

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

COMMUNICATION SKILLS 13
 Using the right gestures and postures helps us to be
professional at work. If verbal messages are blocked by
noise or distance, etc., we can use hand movements to
exchange our message. Placing a finger on the lips to
indicate the need for silence and nodding the head up
and saying ‘ yes’.
We communicate non-verbally in many ways. Let
us learn about some of these (see Table 1.5).

Table 1.5: Types of Non-verbal Communication

How to make use of non-verbal

Type What it implies
communication effectively?

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

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

Postures are positions of • Keep your upper body relaxed

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

Gestures describe • Avoid pointing at people with

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

14 EMPLOYABILITY SKILLS – CLASS X

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

Space The space between • Maintain proper space,

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

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

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

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

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

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

COMMUNICATION SKILLS 15
easy to understand and remains same across different
places. Table 1.6 shows some common types of visual
communication.
Table 1.6: Examples of Visual Communication

Visual Communication: Exchanging Information through Images

Traffic symbol which Traffic Lights—Red for
communicates not to Stop; Yellow for Wait and
blow horn Green for Go

Sign for ladies and gents toilet Sign showing railway

crossing

Sign for flammable substances Sign for slippery surface

Sign used to pause a video or Sign which communicates

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

The teacher will facilitate these activities by showing you the

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

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

16 EMPLOYABILITY SKILLS – CLASS X

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

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

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

Check Your Progress

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

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

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

COMMUNICATION SKILLS 17
 (c) Confidence NOTES
(d) Intelligence
3. Which of these is not an appropriate non-verbal
communication at work?
(a) Putting arm around a coworker’s shoulder
(b) Shaking hands firmly
(c) Looking at the speaker with a smile
(d) Standing with an upright posture
4. When you are preparing for a presentation, you should
.
(a) focus on the objectives of the presentation
(b) practice your speech in front of a mirror or friend
(c) do rehearsals to time your presentation of slides
(d) All of the above

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

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

C. Short answer questions

1. Give examples of any four common signs used for

visual communication.

What Have You Learnt?

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

18 EMPLOYABILITY SKILLS – CLASS X

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

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

Table 1.7: Capitalisation Rules

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

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

COMMUNICATION SKILLS 19
Punctuation
It is a set of marks, such as the full stop and the
comma, which help us separate parts of a sentence and
explain its meaning. Like uppercase letters,
punctuation is also a very important part of sentences
and has some rules. Some common punctuation marks
and their use have been given in Table 1.8.
Table 1.8: Punctuation Marks

Punctuation Sign Use Examples

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

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

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

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

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

Basic parts of speech

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

20 EMPLOYABILITY SKILLS – CLASS X

 Figure 1.6: Parts of Speech

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

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

COMMUNICATION SKILLS 21
pronouns, adjectives, verbs and adverbs, as shown in
Figure 1.6. Let us read more about them in Table 1.9.
Table 1.9: Parts of Speech
Example
Parts of Speech What they do Example sentences
words
Noun Nouns are words that In the sentence, ‘Reema wrote Dog
refer to a person, place, a letter.’ Both Reema and letter Table
thing or idea. These are are nouns. India
‘naming words.’ Sanjay
Pronoun A pronoun is a word In the second sentence, I
used in place of a noun “Reema wrote a letter. They
She is tired.” ‘She’ is used He
in place of the noun Reema, You
it is a pronoun.
Adjectives Adjectives are words In the sentence “Reema Small
that describe other wrote a long letter.” Long is Blue
words an adjective that describes Sharp
the noun ‘letter’. Loud
Verbs Verbs are words that In the sentence: “Reema wrote Run
show action a letter.” Wrote is the verb. Eat
It tells what action Reema did.Think
Sit
Adverbs Adverbs are words that In the sentence “Reema quickly Easily
add meaning to verbs, wrote a letter.” Quickly is an Always
adjectives, or other adverb. It tells us how Reema Inside
adverbs. They answer did the action (writing). Before
the questions — How?
How often? When? And
Where?

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

22 EMPLOYABILITY SKILLS – CLASS X

 Supporting parts of speech types

Figure 1.7: Supporting Parts of Speech

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

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

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

COMMUNICATION SKILLS 23
Interjections These words express strong Wow!
emotions, such as happiness, Oh!
surprise, anger or pain. They Oh no!
have
an exclamation mark at the end. Thanks!
Help!

The teacher will facilitate these activities by showing you the

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

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

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

24 EMPLOYABILITY SKILLS – CLASS X

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

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

Check Your Progress

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

COMMUNICATION SKILLS 25
 B. Fill in the blanks NOTES
Fill correct nouns and verbs from the box to fill in the blanks given below.

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

drinking, barking
a. The is
.

b. The is
.

c. The is
.

d. The are
.

e. Raju is
.

f. The is
.

C. Short answer questions

1. Identify the conjunctions and prepositions (Remember, conjunctions join two sentences while prepositions help answer t

Under, And, In, At, Or, Up

Conjunction Preposition

26 EMPLOYABILITY SKILLS – CLASS X

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

SESSION 5: WRITING SKILLS: SENTENCES

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

Figure 1.8: Parts of a Sentence

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

Sentence Subject Verb Object

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

COMMUNICATION SKILLS 27
Types of objects
The object in a sentence can be either direct or
indirect. Direct objects are the ones directly ‘acted on’
by the action word (verb). If the verb is ‘reads’ and we
ask “What does Divya read?” The answer is ‘book’
which is the direct object. A direct object answers the
question ‘what?’.
An indirect object answers questions, such as ‘to
whom’ and ‘for whom’. For example, in the sentence
“Abdul gave a gift to his mother.” The verb is ‘gave’.
and there are two objects here — ‘gift’ and ‘mother’.
What did Abdul give? The gift. To whom did Abdul
give the gift? To his mother. Here, ‘gift’ is the direct object
and ‘his mother’ is the indirect object. Some sentences
only have direct objects while some have both direct
and indirect objects.
Read a loud the examples given in Table 1.12 and
practice finding the direct and indirect objects.

Table 1.12: Direct and Indirect Objects

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

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

28 EMPLOYABILITY SKILLS – CLASS X

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

Active Voice Passive Voice

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

Types of sentences (according to their

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

Figure 1.11: Examples of types of Sentences

COMMUNICATION SKILLS 29
Each of these sentences has a different purpose. Also,
notice how each sentence in Figure 1.12 ends.

Figure 1.12: Different types of Sentences

Read the examples in Figure 1.12 to practice the different

types of sentences.
Table 1.14: Types of Sentences

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

30 EMPLOYABILITY SKILLS – CLASS X

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

I go to Government Higher Secondary School, Balachadi.

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

The teacher will facilitate these activities by showing you the

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

Activity 1
Making sentences

Materials required
Notebook, pen

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

COMMUNICATION SKILLS 31
 • Use different colours to mark the different parts of each NOTES
sentence (Subject, Verb, Object).
• One volunteer shows their list to the class, who correct
if needed.

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

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

Check You Process

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

32 EMPLOYABILITY SKILLS – CLASS X

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

B. Short answer questions

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

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

What Have You Learnt?

After completing this session, you will be able to

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

SESSION 6: PRONUNCIATION BASICS

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

COMMUNICATION SKILLS 33
yourself in a clear and confident manner. It will also
NOTES
help others to understand your words easily.

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

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

34 EMPLOYABILITY SKILLS – CLASS X

 cat, apple and back ऐ कै ट, एेपल, बैक

COMMUNICATION SKILLS 35
 car, fast and park आ कार, फासट, पाक्क

call, ball and saw आॅ कॉल, बॉल, सॉव्

Pay attention to the sound of each word while listening,

you will be able to pronounce it clearly.

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

Table 1.16: Different Sounds in English

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

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

Some more examples are given in Table 1.17. Say these

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

36 EMPLOYABILITY SKILLS – CLASS X

 Table 1.17: Examples of Different Sounds

Vowel Sounds

long ‘ee’ sound short ‘i’ sound short ‘u’ sound long ‘oo’ sound
Sleep सललीप Slip िसलप Book बक
ु Boot बट
ु
Keep कीप Dip िनयर Put पटु Group ग्परू
Feel फील Fill िफल Foot फु ट Two टरू
Combination vowel (diphthong’) sounds

‘ea’ sound ‘oa’ sound ‘ou’ sound

‘ae’ sound
Near िनयर Late लेट Boat बोट Mouth माउथ
Deer िडयर Cake
के क Loan लोन Cow काउ
Hear हलीयर Game गेम Most मोसट Cloud कलाउड
Consonant sounds
‘p प’ sound ‘tट’ sound ‘k क’ sound ‘lल’ sound
Pen पेन Train ट्ेन Book बक
ु Look लकु
Report िरपोट्क Story सटोरली Cold कोलड Place पलेस
Stop सटोप Put पटु Music मयिसक School सकरू ल

The teacher will facilitate these activities by showing

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

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

COMMUNICATION SKILLS 37
 NOTES Activity 2
Pronouncing words
Materials required
Notebook, pen
Procedure
• Form pairs of students. Your teacher will give you a list
of words.
• Practice saying these words aloud with your partner, who
says if it is correct or not.
• A volunteer reads out two words for the whole class who
will give feedback on the correctness of the pronunciation.

Check Your Progress

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

What Have You Learnt?

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

SESSION 7: GREETINGS AND INTRODUCTIONS

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

38 EMPLOYABILITY SKILLS – CLASS X

 Introduction.

COMMUNICATION SKILLS 39
Greetings
There are many ways to greet a person. The greeting and
reply to a greeting at work is different from the greeting
and reply given to a friend. Similarly, there are many
ways to say goodbye when you depart.
The greetings change depending upon who we are
talking to and even according to the time of the day.
Greetings help us start a conversation nicely as shown
in Figure 1.14.

Types of greetings
Figure 1.14: Greetings and
There are two ways of greeting as shown in Figure 1.15. Introductions
Say the greetings below a loud.
Formal greetings are used if you do not know the
person. It is used to greet senior, elderly people or people
with whom we have formal relations like teachers or
customers. This is used more often in schools, colleges
and offices.

Figure 1.15: Formal and Informal Greetings

Say a loud the formal greetings and replies given in

Table 1.18.
Table 1.18: Formal Greetings

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

40 EMPLOYABILITY SKILLS – CLASS X

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

Greeting Reply

Hey! Hello or Hi!

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

Hi! Good to meet you.

We can also greet people according to the time of the

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

Table 1.20: Greetings According to Time

Time Greeting

From early morning to 11.59 am Good morning

12 pm to about 5 pm (afternoon Good afternoon

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

Introducing yourself and others

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

Figure 1.16: Introducing Yourself

COMMUNICATION SKILLS 41
We can introduce someone to others by telling their
name, what they do, how we know them, or even by
describing something interesting about them. One
example is shown here in Figure 1.17.

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

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

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

42 EMPLOYABILITY SKILLS – CLASS X

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

Check Your Progress

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

B. Short answer questions

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

yourself.

COMMUNICATION SKILLS 43
What Have You Learnt?

After completing this session, you will be able to

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

SESSION 8: TALKING ABOUT SELF

You may need to talk about yourself on many occasions
especially when you meet new people. You may also
need to fill forms with information about yourself. In this
session you will learn how to describe (or ‘introduce’)
yourself and write about yourself.

Talking about yourself

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

44 EMPLOYABILITY SKILLS – CLASS X

 Table 1.21: Talking About Yourself

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

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

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

COMMUNICATION SKILLS 45
Example
NOTES
Harish Sethi was born on 5 December 1999. He lives in
Agra, in a house named Sukh Nivas. His house number
is 13 in Raja Nagar. His postal code is 282001. Harish
filled a form asking for personal information like this.
First Name Harish
Last Name Sethi
Date of Birth 5 December 1999 (or 05-12-1999)
Address Sukh Nivas, No. 13, Raja Nagar, Agra
Pin Code 282001

The teacher will facilitate these activities by showing you the

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

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

Activity 2
Talk about yourself
Materials required
Notebook, pen

46 EMPLOYABILITY SKILLS – CLASS X

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

Check Your Progress

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

COMMUNICATION SKILLS 47
What Have You Learnt?

After completing this session, you will be able to

• answer questions that others ask about you.
• talk about your likes and dislikes with your friends.
• fill out a form with some basic personal details.

SESSION 9: ASKING QUESTIONS I

Are you sometimes scared
of asking too many
questions as shown in
Figure 1.19. What happens
if you do not ask questions
at the right time? Why do
we need to ask questions?
In this session you will
learn about the importance
of asking questions and
how to get information
by asking the correct
Figure 1.19: Asking Questions
questions.
Need for asking questions
A question is a request for information as shown in
Figure 1.20. It could be any type of information, such
as an answer to a question in the textbook, information
about a person or a place or about how to do a task.

Figure 1.20: Example of Asking Questions

48 EMPLOYABILITY SKILLS – CLASS X

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

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

5W+1H Method for Asking Questions

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

The teacher will facilitate these activities by showing you the

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

COMMUNICATION SKILLS 49
 Activity 1 NOTES
Framing questions
Materials required
Notebook, pen
Procedure
• Form groups of four students in each group.
• Tell the students about a situation. Use the 5W+1H
method to make a list of questions that should be asked
to get complete information.
• One volunteer group reads out the list to the class. The
rest of the students give feedback if these were right
questions.
Activity 2
Framing questions
Materials required
Notebook, pen
Procedure
• Form pairs of students.
• Your teacher will tell you about a situation for which you
have to make plans.
• Make a list of questions you will ask. Also, think and
write why you need to ask that question. (What is the
purpose of the question?).
• Read out your list to your partner and discuss if each
other’s questions were right.

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

50 EMPLOYABILITY SKILLS – CLASS X

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

Check Your Progress

A. Multiple choice questions

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

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

COMMUNICATION SKILLS 51
B. Short answer questions
1. Re-arrange the words to form questions.

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

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

What Have You Learnt?

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

SESSION 10: ASKING QUESTIONS II

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

There are two basic types of questions: close-ended and

open-ended.

52 EMPLOYABILITY SKILLS – CLASS X

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

Framing (or forming) questions

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

Sentence Close-ended questions after adding helping verbs

They talk on the phone every day. Do they talk on the phone every day?
You share your lunch with your Could you share your lunch with your friends?
friends.

Please Note: The helping verb changes based on the

subject, but the main verb remains unchanged. For
example, in the sentences and the questions below, the
main verb (cook) remains unchanged, but the auxiliary
verb (do) changes based on the subject. Read aloud the
other examples are shown here in Table 1.25.
COMMUNICATION SKILLS 53
 Table 1.25: Close-ended Questions with Helping Verbs

Sentence Close-ended Questions after adding helping verbs

I cook dinner. Do I cook dinner?

She can cook dinner. Can she cook dinner?

They cook dinner. Do they cook dinner?

Framing close-ended questions

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

Sentence Close-ended questions after exchanging positions of

the subject and the verb
He is there. Is he there?
They were cleaning their room. Were they cleaning their room?
You can help me. Can you help me?

Framing open-ended questions: Using question

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

Open-ended questions Answer sentence

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

54 EMPLOYABILITY SKILLS – CLASS X

 NOTES

The teacher will facilitate these activities by showing you the

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

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

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

Check Your Progress

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

COMMUNICATION SKILLS 55
 2. Which of these are open-ended questions? NOTES
(a) Where do you live?
(b) Are you hungry?
(c) How do you feel?
(d) Did you meet him?
3. Which of these are question words?
(a) What
(b) Want
(c) Which
(d) How
4. Which of these is the correct way to convert the sentence
“You are studying” into a question?
(a) You are studying?
(b) Studying you are?
(c) Are you studying?
(d) Studying are you?

B. Short answer questions

Make a note of five questions your friends asked you.
How many were open-ended questions? Make a list of five
close-ended questions you asked other people in one day.

What Have You Learnt?

After completing this session, you will be able to

• ask simple questions to solve your doubts.
• identify close-ended and open-ended questions.
• use the correct question words to ask open-ended and
close-ended questions.

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

56 EMPLOYABILITY SKILLS – CLASS X

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

FURTHER READINGS
Session 1: Introduction to Communication
• https://bit.ly/2yrCswn
• https://bit.ly/2GPRn8A
Session 4: Writing Skills 1 – Parts Of Speech
• http://www.thepunctuationguide.com/top-ten.html
• https://bit.ly/2ImnVUS
Session 5: Writing Skills2 – Sentences
• https://bit.ly/2EepS38
Session 6: Pronunciation Basics
• https://bit.ly/1HkctUu
Session 7: Greetings and Introductions
• h t t p s : / / w w w . t h o u g h t c o . c o m / g r e e t i n g - pe o ple - in-
english-1212039
• https://reallifeglobal.com/23-different-ways-greet-
someone-english/
Session 8: Talking About Self
• https://bit.ly/2H3UjML
Session 9: Asking QuestionsI
• http://www.englishlearnsite.com/grammar/wh-questions/
• https://bit.ly/2IklgeA

COMMUNICATION SKILLS 57