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Edition- 2016 ISBN- ISBN- 978-81-92717-364 Photo Typeset Multi Graphics Printed at R.K. Graphics
Preface A book cannot have a foreword unless it has some words with its readers. readers. This book has a lot to share with the students of Technical Education who take examination for Communicative English. With the spread of literacy and education, Communicative English has got a grip over the whole word. It plays a significant role today in all our activities. The employers expect that the employee must understand, speak, read and write correct English. However, India with a large population fails to serve the purpose. The simple reason is that English, being a foreign language, is not comprehended by many. In order to learn the skills about how to communicate in English the learner must adhere to certain rules. First he must understand the language. Reading the passages in English and answering the questions based on the given passage can increase his knowledge. Secondly he must know the basic rules of grammar which would help him write correct English. Next he should enhance his potentiality by writing short paragraphs on various topics. Finally he should know the format of writing applications, letters, reports, tender notices and advertisements. A diploma holder in Technical Education must be well-versed in oral communication too. This would make it easy for him to communicate with the staff or the seniors in the workplace. He must know the basic rules of grammar. This would facilitate various assignments like maintaining office records,writing official letters and technical reports or drawing up tender notices. Keeping an eye to all the issues discussed here this book offers a sound and brief knowledge about the above-mentioned topics. It has been divided into two sections. The first one deals with different subjects like Grammar, Composition and Comprehension, while section II has the various Skills of Communication and Practice papers with answers provided for the support of the students. The contents are strictly according to the syllabus and the exercises have been furnished with solutions for the convenience of the students. This book also consists of the question bank in Hindi. The author is Mr. B. Tiwary. Tiwary. He has done full justice to the subject and has helped the students to minimise the problems they face while solving the questions in Hindi.
—Kajri Guha
Syllabus Communication Skill-I Theory Subject Code
01104 / 02204
No of Period in one session :
No. of Periods Per Week
Full Marks
:
100
L
T
P/S
ESE
:
50
02
0
0
TA
:
10
CT
:
20
Credit
2
English Unit
Topic
Hrs/We ek
Mark s
10
24
6
14
2
6
4
6
Unit -1 PART I: TEXT Vocabulary - Understanding meaning of new words from text Comprehension – Responding to the questions from text Identifying parts of speech Unit -2 PART II -APPLICATION OF GRAMMAR Verbs Tenses Do as directed (active /passive, Direct/indirect, affirmative/negative/ assertive, question tag, remove too, use of article, preposition, conjunctions, interjections, punctuation) Unit - 3 PA PART III - PARAGRAPH WRITING Definition – Types of paragraphs How to write a paragraph Unit – 4 PART IV - VOCABULARY BUILDING Word formation Technical jargon Use of synonyms /antonyms/Homonyms/paronyms One word substitution
fgUnh bdkbZ
iz dj.k
?ka Vs / lIrkg lIrkg
va d
3
5
[ka M -2
2
1
[ka M -3
2
5
2
5
3
4
[ka M -1 -1
O;qRifÙk ,oa u, ’kCnks ’kCnksa dk fuekZ.k] vusd ’kCnksa ds fy, ,d ’kCn] fons fons’kh Hkk"kk ds ’kCnksa dk fgUnh esa iz;ksx] ns’kt ,oa ,oa fons’kt ’kCn] lekukFkZd ’kCn] foijhrkFkZd ’kCn] ;q;qXe ’kCn] la{ksi.k okD; %& izdkj] :ikUrj.k] v’kq) okD;ksa dks ’kq) djuk fgUnh esa iz;qDr fojke& fpg~u ,oa mudk iz;ksx
1-
vuqPNsn ys[ku
2-
vifBr x|ka’k ,oa iz’uksÙkj
[ka M -4
23451
67-
dk;kZy;h i= izsl&lwpuk izsl&foKfIr izfrosnu O;koLkkf;d i= ys[ku ukSdjh ds fy, vkosnu&i= ck;ksMkVk
[ka M -5
2341
23456781
’kCn kCnks a dk lgh mPpkj.k ekS ekS f[kd [kd la iz s "k.k@ k.k@oD oDrwrw rk ‘kS‘kS y h dk fodk fodkl l leq leq fpe ‘kj ‘kjhfhfjd j d Hkk"k kk"kkk dk dk iziz ;ksx x laokn dkS’ky dk;Z Hkkj( (Assignments) ‘kCn kCn ,oa mudk mudk lkF lkFkZd iz ;ksx x dk;kZy;h ‘kCn okD;ksa dh dh v’ v’kqf);k¡ fojke fp fpg~ uks a dk iziz ;ks x laokn ys[ku & fLfLFkfr kfr dsds vuq vuqlkj l kj vuqPNsn ys[ku lekpkj i= i=] fjiksZ V ys [ku ‘kCnkoyh
Communication Skill-II Theory Subject Code
01201 / 02101
Unit
No of Period in one session :
No. of Periods Per Week
Full Marks
:
100
L
T
P/S
ESE
:
70
-
-
-
TA
:
10
02
-
-
CT
:
20
Topic
Credit
2
Hrs/Week
Marks
2
6
2
6
2
6
4
12
6
20
Unit -1 INTRODUCTION TO COMMUNICATION 1.1
Definition, communication cycle/ process
1.2
The elements of communication : sender- message – channel- Receiver –Feedback & Context.
1.3
Definition of communication process.
1.4
Stages in the process : defining the context, knowing the audience, designing the message, encoding, selecting proper channels, transmitting, receiving, decoding and giving feedback.
Unit -2 TYPES OF COMMUNICATION Formal- Informal, Verbal- Nonverbal, Vertical- horizontal- diagonal Unit - 3 PRINCIPALS OF EFFECTIVE COMMUNICATION 3.1
Definition of effective communication
3.2
Communication barriers & how to overcome them.
3.3
Developing effective messages: Thinking about purpose, knowing the audience, structuring the message, selecting proper channels, minimizing barriers & facilitating feedback.
Unit – 4 NON VERBAL- GRAPHIC COMMUNICATION 4.1
Non- verbal codes: A- Kinesecs, B- Proxemics, C – Haptics, D-Vocalics, E- Physical appearance. F –Chronemics, G –Artifacts Aspects of body language Interpreting visuals & illustrating with visuals like tables, charts & graphs.
Unit – 5 FORMAL WRITTEN SKILLS 5.1
Office Drafting: Circular, Notice and Memo.
5.2
Job Application with resume.
5.3
Business correspondence: Enquiry, Order letter, Complaint letter, and Adjustment letter.
5.4
Report writing: Accident report, fall in production, Progress / Investigative.
5.5
Defining & describing objects & giving Instructions.
fgUnh bdkbZ
iz dj.k
[ka M -1
23451
2-
1-
ifjHkk"kk
2-
laizs"k.k
4-
234234561
5
2
5
2
5
2
5
izH kko’kkyh& la ns’k dh rS ;kjh ,oa Lo:i QhMcSd
[ka M -4 1
2
vkS ipkfjd] vukS ipkfjd Hkkf"kdk ,oa xS j Hkkf"kd
[ka M -3
3
va d
Ifjp; ,oa izfØ;k laizs"k.k ds rRo &izs"kd&lans’k&pSuy&xzkgd QhMcSd ,oa lanHkZ laiz "s k.k iz fØ;k dh ifjHkk"kk laizs"k.k izfØ;k ds lksiku& lanHkZ Jksrk leqnk;] lnHkZ dk Lo:i] ek/;e dk p;u izL rq fr es a n`’ ;] pkVZ Vs cqy vkfn dk iz; ks x
[ka M -2 1
?ka Vs / lIrkg
rkS j rjhsd s ,oa vk/kkjHkwr f’k"Vkpkj ’kkjhfjd Hkk"kk }kjk la iz"s k.k Ekq[kkÑfr }kjk laizs "k.k Lkewf gd ifjppkZ ] fookn] oDr`r ’kS yh dk fodkl dk;Z Hkkj( (Assignments) laisz"k.k iz fØ;k ls la caf/kr Mk;xzk e laiz "s k.k ds iz dkj ,oa fLFkfr fo"k; ds vuq l kj dgkuh ys [ku ,oa vUkq P Ns n ys [ku rduhdh ,oa oS Kkfu d ’kCnkoyh cSa d ls la caf/kr ’kCnkoyh O;kolkf;d i=
Content Communication Skill-I English Unit -1 PART I: TEXT 1.1
Vocabulary - Understanding meaning of new words from text
1.2
Comprehension – Responding to the questions from text
1.3
Identifying parts of speech
Unit -2 PART II -APPLICATION OF GRAMMAR 2.1/2
15-28
29-78
Verbs & Tenses Do as directed (active /passive, Direct/indirect, affirmative/negative/assertive, question tag, remove too, use of article, preposition, conjunctions, interjections, punctuation)
Unit - 3 PART III - PARAGRAPH WRITING
79-86
Definition – Types of paragraphs How to write a paragraph Unit – 4 PART IV - VOCABULARY BUILDING Word formation Technical jargon Use of synonyms /antonyms/Homonyms/paronyms One word substitution
87-118
fgUnh [ka M -1
119-141
O;qRifÙk ,oa u, ’kCnksa dk fuekZ.k] vusd ’kCnksa ds fy, ,d ’kCn] fons’kh Hkk"kk ds ’kCnksa dk fgUnh esa iz;ksx] ns’kt ,oa fons’kt ’kCn] lekukFkZd ’kCn] foijhrkFkZd ’kCn] ;qXe ’kCn] la{ksi.k okD; %& izdkj] :ikUrj.k] v’kq) okD;ksa dks ’kq) djuk fgUnh esa iz;qDr fojke& fpg~u ,oa mudk iz;ksx [ka M -2
141
[ka M -3
142-148
12-
vuqPNsn ys[ku vifBr x|ka’k ,oa iz’uksÙkj
[ka M -4
23451
67-
148-151
dk;kZy;h i= izsl&lwpuk izsl&foKfIr izfrosnu O;koLkkf;d i= ys[ku ukSdjh ds fy, vkosnu&i= ck;ksMkVk
[ka M -5
2341
23456781
152-154
’kCnksa dk lgh mPpkj.k ekS f[kd laisz"k.k@oDrwr k ‘kSy h dk fodkl leq fpe ‘kjhfj d Hkk"kk dk iz ;ksx laokn dkS’ky dk;Z Hkkj( (Assignments) ‘kCn ,oa mudk lkFkZd iz ;ksx dk;kZy;h ‘kCn okD;ksa dh v’kqf);k¡ fojke fpg~ uks a dk iz ;ks x laokn ys[ku & fLFkfr ds vuql kj vuqPNsn ys[ku lekpkj i=] fjiksZ V ys [ku ‘kCnkoyh 155-180
Communication Skill-II English Unit -1 INTRODUCTION TO COMMUNICATION 1.1
Definition, communication cycle/ process
1.2
The elements of communication : sender- message – channel- Receiver –Feedback & Context.
1.3
Definition of communication process.
1.4
Stages in the process : defining the context, knowing the audience, designing the message, encoding, selecting proper channels, transmitting, receiving, decoding and giving feedback.
Unit -2 TYPES OF COMMUNICATION
183-188
189-191
Formal- Informal, Verbal- Nonverbal, Vertical- horizontal- diagonal Unit - 3 PRINCIPALS OF EFFECTIVE COMMUNICATION
192-197
3.1
Definition of effective communication
3.2
Communication barriers & how to overcome them.
3.3
Developing effective messages: Thinking about purpose, knowing the audience, structuring the message, selecting proper channels, minimizing barriers & facilitating feedback.
Unit – 4 NON VERBAL- GRAPHIC COMMUNICATION 4.1
198-203
Non- verbal codes: A- Kinesecs, B- Proxemics, C – Haptics, D-Vocalics, E- Physical appearance. F –Chronemics, G –Artifacts Aspects of body language Interpreting visuals & illustrating with visuals like tables, charts & graphs.
Unit – 5 FORMAL WRITTEN SKILLS
204-240
5.1
Office Drafting: Circular, Notice and Memo.
5.2
Job Application with resume.
5.3
Business correspondence: Enquiry, Order letter, Complaint letter, and Adjustment letter.
5.4
Report writing: Accident report, fall in production, Progress / Investigative.
5.5
Defining & describing objects & giving Instructions.
fgUnh [ka M -1
23451
241-243
Ikfjp; ,oa izfØ;k laizs"k.k ds rRo &izs"kd&lans’k&pSuy&xzkgd QhMcSd ,oa lanHkZ laiz "s k.k iz fØ;k dh ifjHkk"kk laizs"k.k izfØ;k ds lksiku& lanHkZ Jksrk leqnk;] lnHkZ dk Lo:i] ek/;e dk p;u izL rq fr es a n`’ ;] pkVZ Vs cqy vkfn dk iz; ks x
[ka M -2
21
243
vkS ipkfjd] vukS ipkfjd Hkkf"kdk ,oa xS j Hkkf"kd
[ka M -3
244-245
1-
ifjHkk"kk
2-
laizs"k.k izH kko’kkyh& la ns’k dh rS ;kjh ,oa Lo:i QhMcSd
43
[ka M -4
2341
234561
245-247
rkS j rjhsd s ,oa vk/kkjHkwr f’k"Vkpkj ’kkjhfjd Hkk"kk }kjk la iz"s k.k Ekq[kkÑfr }kjk laizs "k.k Lkewf gd ifjppkZ ] fookn] oDr`r ’kS yh dk fodkl dk;Z Hkkj( (Assignments) laisz"k.k iz fØ;k ls la caf/kr Mk;xzk e laiz "s k.k ds iz dkj ,oa fLFkfr fo"k; ds vuq l kj dgkuh ys [ku ,oa vUkq P Ns n ys [ku rduhdh ,oa oS Kkfu d ’kCnkoyh cSa d ls la caf/kr ’kCnkoyh O;kolkf;d i= 248-263
Group-I (English)
a t io n Co m m u n ic i l l - I S k g U n h ] d f [ E ng l is h a n
13
14
Communication Skill-I
Group-I (English)
15
Group-I
English
Unit-I Part-I (Text)
1.1 Vocabulary—Understanding meaning of new words from text What is Vocabulary? According to Oxford Advanced Learner's Dictionary of Cur rent English, Vocabulary means "all the words that a person knows or uses." In addition to this, the words that are used by the people while talking about a subject a re called Vocabulary too. It also refers to the words in a particular language. SOLVED QUESTIONS Q.1
Fluids can be elastic or non-elastic, but all types of fluids have the inclination to adhere to the sides of pipes. However, if the fluid adjacent to the side of the pipe is retarded, the fluid joining it next in the moving column, will surely feel to a certain extent "the effects of the contiguous retardation". This refers to one of the causes of friction. The other reason behind it can develop from fluids that have propensity to form eddies in their passage through tubes or other channels. Find out the words from the passage that mean the same as:
Q.2
(i)
Disposition
-
inclination
(ii)
Stick
-
adhere
(iii)
Adjoining
-
adjacent
(iv)
Delayed
-
retarded
(v)
Juxtaposed
-
contiguous
The steam engines are generally known as r otary engines. These types of engines are indebted to the power exerted by the elastic force of steam or any other kind of fluid. This force can
16
Communication Skill-I be carried from a central rotary axle in an improved mode of applying the power produced by the improved engine or any other engines. It is also transported to the paddle-shaft of steam boats and to the construction of the boilers by which such or other steam engines or steam apparatus can be worked. Find out the words from the passage that mean the same as:
Q.3
(i)
Thankful
-
indebted
(ii)
Utilized
-
exerted
(iii)
Revolving
-
rotary
(iv)
Communicated
-
transported
(v)
Appliance
-
apparatus
Gas Tungsten Arc Welding is a process of welding. It is mostly used to weld thin sections of stainless steel and non-ferrous metals such as magnesium, aluminum, and copper alloys. The process offers the operator much control over the weld. The other processes like gas metal arc welding and shielded metal arc welding do not provide stronger, higher quality welds than GTAW. However, GTAW is comparatively very complex .It cannot be easily mastered, and finally it is quite slower than most other welding techniques. Find out the words from the passage that mean the same as:
Q.4
(i)
Not connected with iron
- non-ferruous
(ii)
A metal that is formed by mixing two types of metal together - alloy
(iii)
Protected from danger
- shielded
(iv)
A joint made by welding
- weld
(v)
Complicated
- complex
Draftsman courses guide students to design and draw blueprints of buildings, machines and products in different dimensions. They mostly use computer programs designed to probe into the typical courses meant for this field. These courses include architectural, mechanical, electrical or civil drafting. The prominent concepts that can be found in these types of courses are drafting terminology, descriptive geometry, mechanical and technical drafting, architectural drafting, how to go through blueprints and how to work with CAD soft ware. Find out the words from the passage that mean the same as: (i)
A photographic print of a plan for a building or a machine - blueprint
(ii)
Angles
- dimensions
(iii)
Explore
- probe into
(iv)
Read
- go through
(v)
Detailed
- descriptive
Group-I (English) Q.5
17
The arrangement of magnets and coils converting electric energy to mechanical energy is known as motor. It is actually a machine that begets motion or imparts motion. The ultra sonic motors are the advance version of the motors. The first ultrasonic motor was invented in1980.Though Electromagnetism is a major factor behind electric motor technology, they have a few disadvantages. The ultrasonic motors are able to overcome those shortcomings. Find out the words from the passage that mean the same as: (i)
Transform
-
convert
(ii)
Produce
-
beget
(iii)
Contribute
-
impart
(iv)
Interpretation
-
version
(v)
Drawbacks
-
shortcoming
1.2 Comprehension—Responding to the questions from text Prescribed units from Communication in English for Technical Students (Orient Longman) Comprehension means the understanding of an unseen passage deeply. The following tips are there to help you out.
(1)
Read the passage carefully.
(2)
Find out the passage from where the questions have been asked.
(3)
Write the answers in your own words.
(4)
The answers must be grammatically correct.
(5)
There should not be any spelling mistake.
(6)
Your answers should be brief, clear and to the point.
(7)
The title (if you are asked to provide it) should be catchy. SOLVED PASSAGES
(i)
Uses of Mango Wastes
1.
Read the following passage carefully and answer the questions that follow: Mango has been commercially cultivated in the Indo-Burma-Malayan region of Southeast Asia for many years, although its cultivation has only spread to other parts of the world in relatively recent times. Among the different species Mangifera indica is cultivated most widely; its fruits are highly valued and play an important role in the diet of people living in tropical areas. Other species occur semi-wild in many parts of the tropics, and grow well wherever fairly humid conditions prevail, where temperatures do not fall too low, and where there is a long dry season.
18
Communication Skill-I Questions:
(a)
What do you mean by “commercially cultivated”?
(b)
Name the place where mango has been cultivated for many years.
(c)
Who consume Mangifera indica most?
(d)
What are the conditions required for growing mango?
Answers:
2.
(a)
“Commercially cultivated” means the fruits , vegetables or crops which are harvested for buying and selling.
(b)
Indo-Burma-Malayan region of Southeast Asia.
(c)
Those who live in tropical places consume Mangifera indica most.
(d)
The conditions required for growing mango are humidity, hot temperature and dry season.
Read the following passage and answer the questions that follow: Mango seed can be broadly divided into two parts—the hard upper shell or endocarp and the seed kernel. The endocarp contains some hemicelluloses which can be extracted with hot water and alkali. Chemical analysis of these extracts reveals the presence of xylose as the only sugar-containing component. This suggests that the endocarp may be used as a raw material for the production of xylan, which in turn can be converted into xylitol, an alternative sweetener which is 1.5 times sweeter than sucrose and particularly suitable for diets of diabetic people. Questions:
(a)
What is endocarp?
(b)
How can hemicelluloses be obtained from endocarp?
(c)
What is revealed by chemical analysis?
(d)
How can we use endocarp as raw material?
Answers:
(a)
Endocarp is the hard upper shell of a mango seed.
(b)
Hemicelluloses can be obtained from endocarp with the help of hot water and alkali.
(c)
Chemical analysis reveals that these extracts possess xylose, the only sugar containing element.
(d)
We can use endocarp as raw material to produce xylan. Xylan can be changed into xylitol which is sweeter than sucrose. It can be used in the diet for the diabetic people.
Group-I (English)
(ii)
Making Money in India
3.
Read the following passage and answer the questions that follow:
19
In the earliest times there was a direct barter of goods and services between individuals. Later, precious metals—gold and silver mainly— became the medium of exchange. In other words, the value of goods was expressed in terms of a certain weight of gold and silver. Thus pieces of these metals were exchanged, instead of direct exchange of goods .But there was no strict uniformity in shape, size or weight of these pieces of gold and silver. It was therefore possible to cheat. And so coins were issued by a king or honest trader, because they were of an assured quality and so were more reliable. Questions:
(a)
What do you mean by “barter of goods and services by individuals”?
(b)
What became the medium of exchange?
(c)
How was the value of goods expressed later?
(d)
Why were coins issued by a king?
Answers:
(a)
“Barter of goods and services” means exchanging goods and services between individuals as per need and availability. In ancient time, if somebody had wheat but needed rice, he exchanged it from the person who needed wheat but had rice.
(b)
Mainly gold and silver became the medium of exchange.
(c)
The value of goods was expressed with a piece of gold or silver which had a particular weight.
(d)
The piece of gold or silver might be less in weight for the goods purchased or the services rendered. There was a chance of cheating. So the coins were issued by a king.
(iii)
Radar : Its Operations and Benefits
4.
Read the following passage and answer the questions that follow: Radar ranges into space and detects objects in its path. A transmitter sends out signals by way of a directional antenna in a straight line at about 300 million meters/second, and when they strike an object in their path, they are reflected from this object. Part of the reflected energy then returns to the revolving antenna from which the pulses originally went out. Questions:
(a)
What does the radar do?
(b)
Why does the transmitter send out signals?
(c)
How does a transmitter send out signals?
20
Communication Skill-I (d)
From where do the pulses go out?
Answers:
5.
(a)
Radar roams into space and spots the objects in its way.
(b)
The transmitter sends out signals to detect the objects in its path.
(c)
A transmitter sends out signals with the help of a directional antenna. This continues to rotate at one to thirty times a minute.
(d)
The pulses go out from the revolving antenna.
Read the following passage and answer the questions that follow: In the system called Ground Control Approach (GCA), ground radar serves to control planes during “blind” landings at airports. By this method, the pilot uses instruments on his plane: he does not need to watch the runway. On the ground, two radar transmitters send signals to the plane. One sends a signal in line with the centre of the runway; the other sends a signal from the landing point, at an angle of approximately three degrees from the ground. On the plane a receiver picks up the signal .T he receiver is connected to an instrument which indicates whether the plane is in line with the centre of the runway. It also indicates whether the plane is on the correct slope. Questions:
(a)
What is “blind landing”?
(b)
How does the pilot manage to do this?
(c)
What do the two radar transmitters do?
(d)
What is the task of the instrument connected to the receiver?
Answers:
(a)
During blind landing the pilot does not have to keep a vigil on the runway. He can depend on the instruments on his plane.
(b)
The pilot manages to do this with the help of the GCA which includes the ground radars.
(c)
The two radar transmitters give directions to the plane by sending signals. One of the transmitters sends signal with the centre of the runway and the other one sends it from the landing point.
(d)
The task of the instrument is to denote the exact condition of the plane whether it is in line with the centre of the runway.
(iv)
Technology for Mankind
6.
Read the following passage and answer the questions that follow: When machines repeat their actions, day in and day out, they need a constant source of power. Therefore a great deal of human invention in the last 300 years has been directed to
Group-I (English)
21
taming the power hidden in nature, and to channeling it into steady sources of energy that can drive machines. Accordingly, inventions in the field of energy—all the way from the steam engine to the nuclear reactor have an important place in technological growth. (a)
Why do machines need a constant source of power?
(b)
Why did the human beings try to control Nature?
(c)
What is the consequence of channelizing it into steady sources of energy?
(d)
What are the factors leading to technological growth?
Answers:
(a)
Machines work continuously. In order to boost up their energy machines need a constant source of power.
(b)
Nature has immense power. The human beings tried to control it to rule over Nature and adapt to the existing surroundings for survival.
(c)
Channelizing the steady sources of energy has paved the way to new inventions.
(d)
New inventions are the factors leading to technological growth.
1.3 Identifying Parts of Speech A sentence is made with Words. Words can be divided into various kinds or categories. They are called Parts of Speech. It depends on their usage in a sentence. The following are the eight Parts of Speech used in a Sentence.
1)
1)
Noun
2)
Adjective
3)
Pronoun
4)
Verb
5)
Adverb
6)
Preposition
7)
Conjunction
8)
Interjection
Noun- It is the name of a person, place or a thing. However, the word thing refers to all those that can be seen, heard, touched, or smelt along with those words that can be thought of or felt and cannot be perceived by the senses. For example the following sentences have different kinds of noun in them. The words written in italics are called Noun.
a.
Salman Khan is an actor.
b.
Patna is situated on the bank of Ganges.
c.
The rose looks beautiful.
22
Communication Skill-I d.
The sun gives heat.
e.
His bravery won him honor.
f.
Gold is very expensive.
g.
The army marched towards the border.
There are five kinds of Noun:
2)
i.
Proper Noun
ii.
Common Noun
iii.
Collective Noun
iv.
Abstract Noun
v.
Material Noun
i.
A Proper Noun refers to a particular person, a place or a thing. In the abovewritten sentences, the words Salman Khan, Patna, Ganges, Rose and Sun are applied for particular person, place and things. So they are called Proper Noun.
ii.
A Common Noun refers to a class or kind. It is a name given in common to the same category of people or things. In the sentence "Salman Khan is an actor." "actor" is a common noun as it refers to a particular class of people.
iii.
A Collective noun is the name of a collection of persons or things taken as a whole. In the sentence "The army marched towards the border." army tells us about a collection of soldiers.
iv.
An Abstract noun relates to the name of a quality, action or state. However it is kept aside from the thing it belongs to. The words "Bravery" and "Honor" in the sentence "His bravery won him honor." are Abstract Nouns, showing action and quality. If we say, "His childhood was spent in misery., the words childhood and misery are abstract nouns denoting state.
v.
Material Noun points at the names of the materials. In the sentence "Gold is very expensive." The word "gold" is material noun. In the same way the things that can be weighed or measured are known a s material noun. Rice, wheat, sugar, milk, wood, marble are included in the category of Material Noun.
An Adjective denotes a word that is an addition to the meaning of a noun. If we look at the sentence "Karina Kapoor is a very glamorous actress." ,the word "glamorous" adds to the meaning of the noun "actress". Adjectives can be segregated into following classes: (i)
Adjectives of Quality refer to the qualities of a person or a thing. e.g. He is an intelligent boy. The Adjective intelligent answers the question "Of what kind of a boy he is?"
(ii)
Adjectives of Quantity denote the quantity of a thing.
Group-I (English)
23
e.g.
(iii)
i.
She had had enough exercise.
ii.
John showed much patience.
iii.
You must take great care of your health.
iv.
The boy has little energy.
v.
The old woman has lost all her wealth.
Adjectives of Number refer to the numbers. They answer the question: How Many.There are other kinds of numeral adjectives too. They are: a.
Definite Numeral Adjectives- They tell us about exact number such as One, Two, Three, First, Second, Third
b.
Indefinite Numeral Adjectives- They do not mean anything exact. e.g. all, many, no, few, several, any, certain ,some
c.
Distributive Numeral Adjectives- They refer to each one of a number. e.g. each, every, either, neither.
However, many a time, the same adjective can be classified as Adjectives of Number and Adjectives of Quantity. e.g. There are no books on the shelf. This is Adjective of Number. e.g.-She has no sense.-this is Adjective of Quantity (iv)
Demonstrative Adjectives are those that focus on the particular person or thing meant for.
e.g. this, these, that, those, such e.g. This man has stolen my watch. (v)
Possessive Adjectives denote something related to personal.
e.g. my, his, her, their, your, our (vi)
Interrogative Adjectives used to ask question.
e.g. what, which, whose (vii)
Emphasizing Adjectives are used to emphasize the noun. e.g. very ,own
e.g. This is the very word that should be used here. He has seen it with his own eyes. (viii)
Exclamatory Adjectives denote exclamation.
e.g. What an idea! What a piece of work is man! 3)
A Pronoun refers to a word that is used in lieu of Noun. e.g. My friend is not well. He is suffering from fever. There are following types of Pronouns:
24
Communication Skill-I (i)
Personal Pronouns denote the three persons i.e. First person, Second person and Third person I, we, our, me, us refer to First person. You, yours are assigned to Second person. He, she, they, it, his, her, him, them
go with Third person. (ii)
Reflexive Pronouns are assigned to the subjects which reflect the action done by the subjects.
e.g.
He hurt himself . She burnt herself .
(iii)
Emphatic Pronouns are used to create emphasis.
e.g
She herself met the stranger. You can do it yourself .
(iv)
Demonstrative Pronouns, Indefinite Pronouns and Distributive Pronouns are just like the Adjectives.
For example: This pen is yours. This can be attributed as Demonstrative Pronoun. (v)
However, Indefinite Pronouns are used to refer to the persons or things in general. e.g.
All are safe. Everybody condemned the matter. Somebody has stolen my book. Let each of them have one apple.
(vii)
Distributive Pronouns are meant for the persons or things one at a time.
e.g.
Each of the participants got a certificate. Either of these roads lead to airport.
(viii)
Relative Pronouns are used to combine the two simple sentences. Who, which, that, whose, whom are the words used as Relative Pronouns.
e.g.
The man who stole my book was arrested. The pen which was gifted by my father was lost. He that is down needs fear no fall. The boy whose father is a doctor has left the school. The girl whom I trusted had betrayed me.
4)
Verb-A Verb shares information with us about a person, place or a thing. It denotes an action too. e.g.
My father is an engineer.
Group-I (English)
25
My friend has learnt how to weld. Aluminum and iron are used in factories. A Verb can be Transitive and Intransitive. A Transitive Verb transfers the action from the subject to the object.
e.g.
He welded the broken pipe.
The verb "weld" denotes an action done by him that passes over to the pipe. An Intransitive Verb does not transfer the action from the subject to the object.
e.g.
He laughed loudly and went away.
The verbs "laughed and went" do not pass over the action to the object. There are Finite and Non-finite verbs too. When the verb is restricted by Person and Number, it is called Finite Verb. e.g. He designs a draft for the bridge. Here the verb "design"is added with "s" because the subject "He" is third person singular number. When the verbs are not restricted by Person and Number, they are called Non-Finite Verbs. e.g.
His friends weld broken iron-rods.
Here the verb "weld" is without "s" as the subject is Third person plural number. Finite Verbs change according to the number and person of the subject. Non-Finite Verbs are used as Infinitive i.e. verb added with "to"(to+ verb) e.g. He wanted to go.
Here, the verb "go" has been added with "to". It is Infinitive. And can be used as the subject or the object of a sentence. They are also used as Gerund and Participle. The Infinitive and Gerund can be used as subjects and objects of a sentence, but Participle is used as Adjective in a sentence. e.g.
Gerund-
Welding is a skill. He knows welding.
Participle- He met the boy running on the road.
There are Auxiliaries also that are known as helping verbs as they change the mood, tense, voice etc. of other verbs. 5)
Adverb- adds more information to the meaning of a Verb or an Adjective. e.g.
He walks slowly. My daughter is very active. The child pronounced the word quite correctly.
There are many types of Adverbs. They are:
26
Communication Skill-I Adverbs of Time-e.g. He came here before the sun set. He came late. I got the book from him lately/ already. He came here a year ago. The train will come soon. He walks daily. Formerly he was a teacher. Adverbs of Place-e.g. She followed me everywhere. Come here. I looked up. He is out . Is your mother within? Come in. The man went away. Walk backward . Adverbs of Frequency- e.g. He has not met me once/ twice/ often /seldom/ frequently. He has always done his best. Adverbs of Manner-e.g. He could see it clearly. He fought bravely. He left the room slowly/sadly. The poem is well written. I walked fast . Was it so? Adverbs of Reason- She was ill. Therefore she could not join. She was hence unable to enjoy the wedding. Adverbs of Degree-e.g. He was too weak. He was fully prepared. He is almost ready to face his father. He has done enough for his friend. The weather is very hot He worked hard . He is rather busy. She was so happy. Adverbs of Affirmation and Negation- e.g. surely she is wrong. He is certainly mistaken. He does not know me. Simple Adverbs - These are used as a complete sentence.
e.g.-
Did you go there. Yes. Have you completed your homework? No
Connecting Adverb- These are used to connect the sentences that come before.
e.g. 6)
Preposition- This word throws light on the relationship of a noun or pronoun to something else.
e.g. 7)
She had failed in the First Semester. However , she worked hard and passed the next.
I live in Patna. He was sitting under a tree. The boy is fond of cricket.
Conjunction- This is a word that is used to join two words and two sentences.
e.g.
Riya and Shreya are cousins. She ran fast, but missed the bus.
8)
Interjection- This word expresses sudden feelings.
e.g.
Hurrah! We have become the World Champion. Alas! I lost my air ticket.
Group-I (English)
27
SOLVED EXERCISE
Identify the Parts of Speech in the following sentences:
I. We love our child, Riya. (We-Pronoun, love-Verb, our-Personal Pronoun, child-Common Noun, Riya -Pr oper noun) II. She draws well .(She-Pronoun, draws-Verb, well-Adverb) III. We live in Patna.(We-Pronoun, live-Verb, in-Preposition, Patna-Proper Noun) IV. Patna has many good schools.(Patna-Proper Noun has-Verb ,many-Adjective of Quantity, good-Adjective of Quality, schools- Common noun) V. Riya goes to one of them.(Riya-Proper Noun, goes-Verb , to-Preposition ,one-Adjective of Quantity, of-Preposition, them-Personal Pronoun) VI. She wants to be an architect.(She-Pronoun, wants-verb, to-Preposition, be -Verb, architectCommon Noun) VII. Drawing would help her in that.(Drawing-Gerund, would- Auxiliary Verb, help- Finite Verb ,her-Personal Pronoun, in-Preposition, that-Demonstrative Adjective) VIII. Riya and her, best friend Priya ,are very studious.(Riya,Priya-Proper Noun, and-Conjunction, her-Personal Pronoun, best -Adjective of Quality, friend-Common Noun, studious-Adjective of Quality) IX. However,Riya can dance, but Priya cannot.(However- Connecting Adverb,Riya-Pr iyaProper Noun, can -Auxiliary Verb, dance-Finite Verb, not-Adverb of Negation) X. Ah, but they still are good friends. (Ah-Interjection, but-conjunction, They-Pronoun, stillAdverb of time, are- Auxiliary Verb, good- Adjective of Quality, friends-Common Noun)
EXERCISE - I
Identify the part of speech of each italicized word in the following sentences and mention its type:
Sealed tenders are invited from renowned dealers for the supply of best quality tools, machines and equipments. They must be submitted on the official form before November 2016.
EXERCISE - II
I. Ruma still lives in Delhi. II. Still waters run deep. III. The after effects of the medicine caused trouble. IV. She would visit Agra soon after her examination.
28
Communication Skill-I V. He is on the jury. VI. Please hurry up and move on.
VII. One of the wheels of his car has come off. VIII. My friend was only a yard off me. IX. The electric was off yesterday. X. He was given electric shock.
Group-I (English)
29
Unit-II Part-II (Application of Grammar)
2.1/2 Verbs and Tenses What is Tense? The term “Tense” has its origin in Latin. The Latin word Tempus means time. Thus “Tense” refers to time. Look at the following sentences: (i)
She is in Delhi this time. This sentence refers to the present time. The verb “is” in the sentence shows present tense.
(ii)
Last time she was in Kolkata. This sentence tells us about past action. The verb “was” in the sentence refers to past tense.
(iii)
Next time she will be in Chennai. This sentence gives us an idea about future time. The verb “will be” in the sentence denotes future tense.
Thus there are three basic “Tenses”: (a) Present Tense (b) Past Tense (c) Future Tense The tense of verbs indicates the time of action. It gives us the knowledgewhen the action materializes. All the three tenses have four subheads each:
30
Communication Skill-I
Writing about the Present Simple Present /Present Indefinite
Subject + Verb1 /Verb5 = V 1 + s or es The verb in this tense is used to show an action which takes place in the present time. (A)
Simple Present/The Present Indefinite tense is normally used to
(i)
expr ess universal tr uths e.g.
(ii)
express habits e.g.
(iii)
Here comes the V.C./See, how sweetly Rima sings!
express definite actions e.g.
(v)
She goes to temple daily. He takes exercise every morning.
express what is actually happening at the present moment e.g.
(iv)
The earth moves round the sun. Man is mortal.
She teaches in a school. They live in Dubai.
denote a subordinate clause added with “if” or “when” e.g.
When we reach there, we will call you. If she works hard, she can pass.
(vi)
denote a definite action in future e.g.
The classes start from the next month. He leaves for Chennai tomorrow.
(vii)
depict a past event vividly e.g.
The villain now comes out of his den and kills the hero’s father. Finally Chota Bhim solves all the problems.
(viii)
present dramatic narratives e.g. When the curtain rises, the hero enters with his father’s body and delivers a long speech.
(B)
The Simple Present Tense is usually added with the following Adverbs and Adverb Phrases: sometimes, often, always, frequently, generally, usually, normally, daily, every day, every week, every month, every year, every now and then, once a week, twice a week etc.
(C)
The Simple Present Tense is required with following Static verbs: taste, seem, contain, prefer, like, agree, smell, hear, want, desire, consider, notice, believe, imagine, recognize, understand, remember, belong to, consist of etc.
Technical English mostly deals with the Simple Present Tense. For example, the sentence “Cereals contain carbohydrate.” is in Simple Present Tense. In this tense the verb must agree with the subject.
Group-I (English)
31
Subject Verb Agreement When we write a sentence in Simple Present Tense, the verb has to agree with the subject in Number and Person. This is called subject-verb agreement. For example:
(i)
He writes a letter.
(ii)
She works hard.
(iii)
Jerry plays basket-ball.
All these three sentences have the subject in third person singular number. “ Third person singular number” means “he”, “she”, “John” “Jerry” or any person other than “I”, “you”, “they”, “we” or “subjects in plural number”. In the three sentences we have to add “s” or “es” with the finite verb. The verbs added with “es” or “s”are called V 4. What is a finite verb?
A finite verb shows a particular tense, person and number. It changes according to the subject, tense, person and number. On the other hand the finite verb is not added with “s”, “es” or anything if the subject is not singular but plural in number or it has first person and second person as subject. e.g. “they”, “boys”, “girls” ,“I”, “you”. For example the following sentences have no “s” or “es” with their verbs. (1)
I love my parents.
(2)
They like sweets.
(3)
We pray for his recovery.
(4)
You go to school every day.
(5)
The boys play cricket daily.
(6)
The girls sing a song.
(7)
The quartz vibrates at a frequency of 32,768Hz.
(8)
The parts of the mechanical watches wear out easily.
(9)
Animals seldom live more than 100 years.
(10)
A thermometer measures temperature in a human body.
(11)
Stainless steel prevents corrosion.
(12)
An increase in speed reduces fuel consumption.
(13)
Triticale contains more protein than wheat.
(14)
Recently India also produces vitamins and essential nutrients synthetically.
(15)
Scientists invent new gadgets every year.
(16)
A tiny battery supplies electrical impulses to a quartz resonator.
32
Communication Skill-I (17)
The father of these children works in Dubai.
(18)
The quality of theses fruits is not good.
(19)
The scholar and leader is dead.
(20)
Bread with butter is a wholesome food.
(21)
One of the students sings well.
(22)
Every man, woman and child was awarded five thousand rupees.
(23)
Many a man has failed to do his duty.
(24)
Each of the girls was given a prize.
(25)
Neither of these books is written by him.
(26)
The principal, with all his staff, was arrested.
(27)
Tea as well as coffee is exported from India.
(28)
Good news is always welcome.
(29)
The committee has elected its President.
(30)
The boy and the girl are friends.
(31)
Most of the students do not work hard.
(32)
A large number of factory workers have failed to report.
(33)
The lyricist and the director of that popular film are no more.
(34)
Twenty thousand rupees is a large sum of money.
(35)
Neither of the explanations is correct.
(36)
Neither the boy nor his sister is to blame.
(37)
The cost of all the metals has risen.
(38)
Many an attempt has been made to step into Mars.
(39)
All the teachers and students come to school punctually.
(40)
He is one of the greatest teachers that have ever lived.
EXERCISE - I
Fill in the blanks with “is” , “are” and other suitable forms of the verbs like temper, use, track, ignite and reduce:
1.
Your advice .......... always worth listening.
2.
Either John or Mary .......... going to accompany me.
3.
Physics .......... his favorite subject.
4.
The news .......... so good that it cannot be true.
5.
He and I .......... well.
Group-I (English) 6.
Neither of the boys .......... in the school premises.
7.
One of the girls .......... selected for singing.
8.
Each of the factory workers .......... allowed to leave.
9.
You and he .......... birds of the same feather.
10.
A hundred dollars .......... not a lot of money.
11.
The jury .......... divided in their opinions.
12.
The leader and his followers .......... dead.
13.
The long and short of the story .......... this.
14.
Neither the student nor his friends .......... hurt.
15.
Either Jerry or her friends .......... to blame.
16.
We .......... reinforced concrete in multi-storey buildings.
17.
People .......... steel to increase its hardness.
18.
Radar .......... the movements of airplanes and ships.
19.
Frequent lubrication .......... friction.
20.
A spark .......... the fuel.
33
ANSWER
1. is 9. are
2. is
3. is
4. is
10. is
11. are
12. are
17. temper
18. tracks
5. are 13. is
6. is
7. is
8. is
14. are
15. are
16. use
19. reduces
20. ignites
Negative Statements The negative sentences which are added with “not” in Simple Present Tense consist of Subject + Auxiliary Verb1 (do/does) + not. The verbs like “do” are added with “s” or “es” with third person singular number. e.g. (i) He does not sing. (ii) She does not cook. (iii) John does not work hard. (iv) They do not play cricket. (v) I do not dance. (vi) You do not like tea. (vii) We do not walk at all. (viii) They do not lift the box.
34
Communication Skill-I (ix) You are not his brother. (x) He is not my friend. (xi) Water does not flow up-hill. (xii) Wood does not burn when it is wet. (xiii) Ferrous metals do not contain lead. (xiv) Concentric circles do not share the same centre. (xv) The quartz resonator does not resonate in accuracy. (xvi) The mechanical watch sometimes does not vibrate at exactly the same frequency per second. (xvii) In some cars, the mechanic does not change the oil every 15,000km. (xviii) A thermometer does not measure changes in climate. (xix) Investigations about the cause of the gas explosion do not lead to new information. (xx) Small internal combustion engines do not need diesel oil. Negative statements are actually a follow-up of the other four types of sentences: I. Assertive: This makes a statement. II. Interrogative: This asks questions. III. Imperative: This expresses commands. IV. Exclamatory: This expresses strong feelings. I. Assertive sentences are of two types:
(i)
Affirmative
(ii)
Negative
Affirmative sentences can be changed into negative without changing their meanings. There are some tricks about how to change assertive sentences into negative without changing their meaning. Look at the following sentences. 1.
I love my friend.
— Assertive
2.
I am not without love for my friend.
— Negative
3.
He is doubtful about his performance.
— Assertive
4.
He is not sure about his performance.
— Negative
5.
The transmitter sends out signals.
— Assertive
6.
The transmitter does not fail to send out signals.
— Negative
7.
The boiler engineer prevents the pressure to exceed danger level.
— Assertive
8.
The boiler engineer does not allow the pressure to exceed the danger level. — Negative
Group-I (English)
35
9.
Ignition of fuel produces heat energy.
— Assertive
10.
Ignition of fuel does not consume heat energy.
— Negative
11.
Most of the students misunderstand the results of the experiment.
— Assertive
12.
Most of the students do not understand the results of the experiment.
— Negative
13.
The two metals are like each other.
— Assertive
14.
The two metals are not unlike each other.
— Negative
15.
Iron is stronger than aluminum.
— Assertive
16.
Aluminum is not so strong as iron.
— Negative
17.
Steel is the best metal of all the metals.
— Assertive
18.
No other metal is as good as steel.
— Negative
19.
A busy life is always better than anything.
— Assertive
20.
There is nothing better than a busy life.
— Negative
21.
You will find the Taj Mahal fairer than all other buildings in the whole world. — Assertive
22.
Nowhere in the world will you find a fairer building than the Taj mahal. — Negative
23.
I care very little what she says about me.
— Assertive
24.
I do not care a bit what she says about me.
— Negative
25.
My friend failed to notice me when she came in.
— Assertive
26.
My friend did not notice me when she came in.
— Negative
27.
As soon as a spark ignites the fuel, the engine starts.
— Assertive
28.
No sooner does the spark ignite the fuel than the engine starts.
— Negative
29.
Gold is supposed to be the softest metal in the world.
— Assertive
30.
No other metal in the world is supposed to be as soft as gold.
— Negative
EXERCISE - 2
Change the following affirmative sentences into negative statements:
1.
They are sometimes foolish.
2.
The two brothers are like each other.
3.
We found the road very bad.
4.
Where there is smoke , there is fire.
5.
We could have done everything with your help.
6.
Everybody will admit that he did his best.
36
Communication Skill-I
7.
I am very tired.
8.
Small internal combustion engines use petrol.
9.
The chairman accepted all our proposals.
10.
She is as cool as a cucumber.
ANSWER
1.
They are not always wise.
2.
The two brothers are not unlike each other.
3.
We did not find the road very good.
4.
There is no smoke without fire.
5.
We could not have done anything without your help.
6.
Nobody will deny that he did his best.
7.
I am not a bit tired.
8.
Small internal combustion engines do not use diesel.
9.
The chairman did not reject any of our proposals.
10.
A cucumber is not cooler than her.
Is/Are Verb-ed (is needed, are powered etc.) A transitive verb (a verb with an object in a sentence) has two voices:
1.
Active and
2.
Passive
A sentence in Active voice can be changed into Passive voice by taking the object in the Active voice and using it as the subject in the Passive voice . A.
Passive Voice in Simple Present Tense:
When a sentence in active voice is changed into passive voice, the subject is followed by an auxiliary verb and the finite verb is added with “ed”i.e., V3 (past perfect tense ). If the subject is singular the auxiliary verb is singular. If it is plural, the verb is also plural. However, in Simple present tense we use the simple present tense of the auxiliary. e.g. “is” “are” (i) They need the document for perusal.
— Active Voice
(ii) The document is needed for perusal.
— Passive Voice
(iii) They need the documents for perusal.
— Active Voice
(iv) The documents are required for perusal. (v) Man controls machines.
— Passive Voice — Active Voice
Group-I (English) (vi) Machines are controlled by man.
37
— Passive Voice
(vii) Tempering increases the hardness of steel.
— Active Voice
(viii) Steel is tempered to increase its hardness.
— Passive Voice
(ix) A long screw driver breaks open the windows. (x) The windows are broken open by a long screw driver. (xi) The manager writes letters. (xii) Letters are written by the manager.
— Active Voice — Passive Voice — Active Voice — Passive Voice
(xiii) They send the application to G.M.
— Active Voice
(xiv) The application is sent to the G.M.
— Passive Voice
(xv) Many exploit Nature. (xvi) Nature is exploited by many. (xvii) Drinking alcohol increases the risk of car diac arr est. (xviii) The risk of cardiac arrest is increased by drinking alcohol. (xix) Sedentary habits cause obesity. (xx) Obesity is caused by sedentary habits. EXERCISE - 3
Change the following sentences from Active Voice to Passive Voice:
1.
Radar tracks the movements of the airplanes and the ships.
2.
Smoking increases the risk of lung cancer.
3.
Painting the metals prevent corrosion.
4.
They check the newly minted coins before sending them to banks.
5.
The government prints paper money.
6.
We normally power small vehicles with petrol.
7.
To measure the changes in weather, you need a barometer.
8.
We make many machines and their equipments from metals.
9.
We call iron, steel and their different mixtures “ferrous metals”.
10.
We use this group of metals quite often.
ANSWER
1.
The movements of the airplanes and the ships are tracked by radar.
2.
The risk of lung cancer is increased by smoking.
3.
Corrosion is prevented by painting the metals.
— Active Voice — Passive Voice — Active Voice — Passive Voice — Active Voice — Passive Voice
38
Communication Skill-I
4.
The newly minted coins are checked before sending them to banks.
5.
Paper money is printed by government.
6.
Small vehicles are normally powered with petrol.
7.
A barometer is needed to measure the change in weather.
8.
Many machines and their equipments are made from metals.
9.
Iron, steel and their different mixtures are called “ferrous metals”.
10.
This group of metals is used quite often.
Writing about the Past Simple Past Tense/Past Indefinite (Verb-ed/Past Simple)
Subject + V 2 The Simple Past indicates an action completed in the past. Look at the following sentences: (a)
The machine stopped working yesterday.
(b)
The mechanic came late.
(c)
The water boiled.
(d)
The regulating valve controlled the flow.
(e)
The new machines increased the productivity.
(f)
The workers completed the test very soon.
(g)
They restored power after an hour.
(h)
The generator developed problems.
(i)
The engineer detected the fault.
(j)
The technicians repaired the leakage.
In order to change into negative statements use did not + V1. Check the following sentences: (a)
The machine did not stop working yesterday.
(b)
The mechanic did not come late.
(c)
The water did not boil.
(d)
The regulating valve did not control the flow.
(e)
The new machines did not increase the productivity.
(f)
The workers did not complete the test very soon.
(g)
They did not restore the power after an hour.
(h)
The generator did not develop problems.
Group-I (English) (i)
The engineer did not detect the fault.
(j)
The technicians did not repair the leakage.
39
A few more points to be noted about using past tense:
(a)
Mostly it is followed by adverbs or adverb phrases of past time .
e.g.
(i)
I left college last year.
(ii)
She slept well yesterday.
(b)
Sometimes it is used without an adverb of time.
e.g.
(i)
She learnt French in JNU, Delhi.
(ii)
I did not write letters.
(c)
It is also used with Adverbs of Frequency (never, usually, often, daily, generally etc.) to denote past habits.
e.g.
(i)
John always carried a laptop.
(ii)
We walked for two hours every day.
(iii)
They often visited the tourist places.
(iv)
You never invited me to your birthday party.
(d)
The past tense of “will”= “would” is used to denote some habit.
e.g.
(i)
He would never come on time.
(ii)
The boys would always obey their teachers.
(e)
The Simple Past is used with expressions like It is time/It is high time/It is about time.
e.g.
(i)
It is high time that you learnt your lessons.
(ii)
It is time that she attended her parents.
(f)
It expresses an action which was held in past but at present is complete.
e.g.
(i)
I lived in Kolkata for two years.
(ii)
They stayed in Delhi for one month.
(g)
The verb “were” is used with first person to denote some unfulfilled desire.
e.g.
(i)
I wish I were with my friend at the time of his father’s demise.
(ii)
I wish I were the Prime minister.
Was/Were VERB-ed (Past Simple Passive) Subject + was/were + V 3 When a sentence in active voice is changed into passive voice, the subject is followed by an auxiliary verb and the finite verb is added with V3 (Past Perfect Tense). If the subject is singular the auxiliary verb is singular. If it is plural, the verb is also plural. However, in Simple past tense we use the simple past tense of the auxiliary. e.g. “was”, “were”.
40
Communication Skill-I (i) They gave the boy the first prize for his best performance. — Active Voice in Simple Past (ii) The boy was given the first prize for his best performance. — Passive Voice in Simple Past (iii) All loved her for her polite behavior. (iv) She was loved by all for her polite behavior.
— Active Voice in Simple Past — Passive Voice in Simple Past
(v) They sent the criminals to jail.
— Active Voice in Simple Past
(vi) The criminals were sent to jail.
— Passive Voice in Simple Past
(vii) The seniors ragged the junior students. (viii) The junior students were ragged by the seniors. (ix) The thieves unlocked the door. (x) The door was unlocked by the thieves.
— Active Voice in Simple Past — Passive Voice in Simple Past — Active Voice in Simple Past — Passive Voice in Simple Past
(xi) We lost many precious lives.
— Active Voice in Simple Past
(xii) Many precious lives were lost.
— Passive Voice in Simple Past
(xiii) Flood rendered many people homeless.
— Active Voice in Simple Past
(xiv) Many people were rendered homeless by flood.
— Passive Voice in Simple Past
(xv) They rewarded the students for their hard work.
— Active Voice in Simple Past
(xvi) The students were rewarded for their hard work.
— Passive Voice in Simple Past
(xvii) They offered sweets to the children. (xviii) The children were offered sweets. (xix) The misbehavior of the students annoyed the V.C.
— Active Voice in Simple Past — Passive Voice in Simple Past — Active Voice in Simple Past
(xx) The V.C was annoyed by the misbehavior of the students. — Passive Voice in Simple Past (xxi) We used DDT to clean the floor.
— Active voice in Simple Past
(xxii) DDT was used to clean the floor.
— Passive Voice in Simple Past
(xxiii) He changed the gear. (xxiv) The gear was changed by him.
— Active Voice in Simple Past — Passive voice in Simple Past
(xxv) They launched the rocket last year.
— Active Voice in Simple Past
(xxvi) The rocket was launched last year.
— Passive Voice in Simple Past
(xxvii) They repaired the machine. (xxviii) The machine was repaired. (xxix) The flood trapped the villagers. (xxx) The villagers were trapped by the flood.
— Active Voice in Simple Past — Passive Voice in Simple Past — Active Voice in Simple Past — Passive Voice in Simple Past
Group-I (English)
41
Has /Have VERB-ed (Present Perfect) Subject + has/have + V 3 The Present Perfect Tense describes a complete action. It refers to an action that is over at the moment. “Has” is used with third person singular subject and “have” is used with first person, second person and third person plural subjects. “Has” and “have” a re followed by V3. Examples:
(a)
She has finished her homework.
(b)
The boys have worked hard.
(c)
I/We/You have watched the movie.
(1)
This tense shows an action beginning in the past and continuing till the present time.
e.g.
(a)
He has worked in this bank for five years.
(b)
I have lived in Varanasi for three years.
(2)
This tense refers to an action based on conditions.
e.g.
(a)
She will join us after she has attended her classes.
(b)
She cannot talk to her father until she has discussed the problem with her boyfriend.
(3)
This tells us about recently completed actions.
e.g.
(a)
She has recently joined the school.
(b)
He has just arrived at the station.
(4)
This is used mostly in the news papers to acquaint you with some incident and is followed by Simple Past Tense.
e.g.
(a)
Three killers have become a ter ror.
(b)
They killed the old couple and looted the valuables.
(5)
The adverbials like before, already, ever, never, yet , today, so far, this week, this month, this year, can be used with Present Perfect Tense.
e.g.
(a)
He has already completed his task.
(b)
I have been with him in Delhi this year.
(6)
We should never use Present Perfect Tense with adverbs of past time.
e.g.
We cannot write (a) She has gone to Delhi yesterday. (b) He has filled the form yesterday.
42
Communication Skill-I EXERCISE - 4
Fill in the suitable forms of Verb-ed (Simple Past) and Has/Have verb-ed (Present Perfect) in the following letter: Lifestyle (P) ltd. 63 Nehru Nagar Delhi-110567
Ref. No. : G234
Date : 25 September 2013
The Personnel Manager Debashree Furnishers (P) Ltd. 56, Louden street, Kolkata-700001 Dear Sir/Madam Sub. : Delay in delivery of Goods
We (1) ............ (order) five hundred bales of cotton furnishing- material three months ago. We regret to say that we (2) ........... (not receive) the material to date. Our business (3) ........... (suffer) a great loss on account of this. It (4) ........... (bring) disgrace to our goodwill. If you do not take any prompt action and do the needful,we (5) ........... (think) of cancelling the order. Yours faithfully Rajeev Ahuja Manager(Sales) ANSWER
(1) ordered
(2) have not received
(4) has brought
(5) have thought
(3)
suffered
Present Perfect Passive Subject + has/have + been + VERB-ed The Present Perfect Passive denotes an action which started at some time in the past and is still continuing. Sometimes it is also used for an action already completed. In order to emphasize the continuity of the action and make the effect still visible this tense is applied in Passive Voice. e.g.,
Group-I (English) (1)
This process of distillation has been recently analyzed.
(2)
The lubricant has not been able to improve the performance of the machine.
(3)
The flood victims have been eradicated.
(4)
Many roads and buildings have been damaged.
(5)
Emergency services have been started.
(6)
Many orphans have been sent to orphanage.
(7)
The temporary services have been withdrawn.
(8)
The beautiful town has been heavily damaged.
(9)
The production of this factory has been improved in spite of flood.
(10)
The food supplies have been geared up.
43
EXERCISE - 5
The following news paper report ,when completed by you, will contain Five Present Perfect Passives. Rewrite the report by supplying suitable verb forms given in the brackets. Criminal Activities on Top in U.P.
Crime rate in U.P. has increased by leaps and bounds. Three persons of the same family (1) ............ (murder) and one six year old boy (2) ............ (beat) to death by the teacher of a reputed school in Mirzapur. All the shops. (3) ............ (closed) in protest of the brutal activity. One of the causes of the murder (4) ............ (suppose) to be family dispute. Police has started investigation but the criminals are absconding. The father of the six year old has filed a case against the teacher .But the mother (5) ............ (send) to hospital due to tremendous shock. ANSWER
(1) have been murdered
(2) has been beaten
(4) has been supposed
(5) has been sent
(3) have been closed
Had VERB-ed + VERB-ed (Past Perfect + Past Simple) In order to describe two short-lived events that took place in the past, the first event is written in had VERB-ed (started), and the next is written in simple past i.e. VERB-ed. e.g., (1)
Cholera had already broken out before the doctors’ team arrived in the village.
(2)
The residents had escaped to safety shortly before the gas cylinder exploded.
(3)
Many people had died of T.B. before the scientists invented the medicine for it.
(4)
The students had left before the fire broke out.
(5)
The machine had stopped working before the mechanic arrived.
44
Communication Skill-I EXERCISE - 6
Fill in the blanks with suitable verb forms:
1.
The power ......... (go) out before ......... (reach) home.
2.
The circuit ......... (break) before the fuse ......... (blow) out.
3.
The liquid ......... (evaporate) before they ......... (boil) it.
4.
They ......... (do) the experiment before they ......... (leave).
5.
He ......... (talk) to the Manager before ......... (opt) for the job.
ANSWER
1.
The power had gone out before he reached home.
2.
The circuit had broken before the fuse blew out.
3.
The liquid had evaporated before they boiled it.
4.
They had done the experiment before they left.
5.
He had talked to the Manager before he opted for the job.
Was/Were VERB-ing and VERB-ed When a short-lived event interrupts a longer-lasting past event, the sentence pattern becomes like this—was/were VERB-ing and VERB-ed. e.g., (1)
The mechanic was repairing the washing machine when he got a phonecall.
(2)
As the plumber was trying to find out the leakage, the joint cracked.
(3)
Just as the boys were entering the college, the demonstration started.
(4)
They were travelling to Kolkata when the accident occurred.
(5)
When the pilot was landing, the airplane crashed.
EXERCISE - 6
Fill in the blanks with suitable forms of verbs in the bracket:
1.
The boy .......... (do) an experiment when the bell .......... (ring).
2.
The electrician .......... (repair) the cable when it .......... (start) raining.
3.
The workers .......... (climb) the ladder when the fire-brigade ........ (arrive).
4.
The chimney .......... (suffer) much wear and tear before it .......... (stop) working.
5.
The car .......... (speed) up on the wet road when it .......... (skid).
6.
The workers .......... (remove) the debris when the wall .......... (break) down.
Group-I (English)
45
7.
The carpenter .......... (sharpen) the saw when I .......... (go) to his shop.
8.
They .......... (divert) the traffic in the city, when the ralley .......... (start).
9.
As the rolling mill .......... (reduce) the size of the steel bars, the workers .......... (carry) them away.
10.
The carpenter .......... (need) a pane of glass, when he .......... (repairing) the broken window.
ANSWER
1.
was doing, rang
2.
was repairing, started
3.
were climbing, arrived
4.
was suffering, stopped
5.
was speeding, skidded
6.
were removing, broke
7.
was sharpening ,went
8.
were diverting, started
9.
reduced, were carrying
10.
needed, was repairing
Writing about the Future Shall/will VERB (Future) Subject + shall + will + V1
We use Simple Future Tense to indicate an action that is going to take place in future. e.g.,
(a)
I/We + shall + V1
(b)
He/She/They/The boys/The boy +will + V1 (i) I shall go to Delhi next month. (ii) We shall play cricket tomorrow. (iii) You will meet with your brother next year. (iv) He will come to me on Saturday. (v) They will see the doctor tomorrow.
(a)
“Shall” is used with First person i.e. “I”/ “we”
(b)
“Will” is used with Second and Third person i.e. “you”/ “he”/ “they”/
(c)
“Will” is used with First person to denote certainty and firm determination. e.g., I will go to Kolkata next month.
(d)
“Shall” is used with Second/Third person to express threat and warning. e.g., You shall not disclose the secret. He shall pay the bill.
In Technical English, future events are normally written to denote future actions:
46
Communication Skill-I (1)
We hope that the production will increase next year.
(2)
I assume that you will accept the post of junior engineer.
(3)
Nuclear power will become an asset for the country.
(4)
If the factory is not opened, the workers will experience a lot of problems.
(5)
Factory inspectors will try to improve the working conditions.
(6)
The roads with pot-holes will cause a lot of problems.
(7)
Lightning will create havoc with the buildings.
(8)
An office safe will keep the money and the documents safe.
(9)
The mechanics will disassemble each fan.
(10)
We will obtain power from nuclear sources.
EXERCISE - 1
Fill in the blanks with shall/will:
1.
Despite the natural calamity the industry ......... survive.
2.
The workers ......... call for a strike if they are not paid regularly.
3.
The coal mines ......... explode due to increase in temperature.
4.
Every polytechnic student ......... get scholarship from the State government.
5.
We ......... dispatch the goods in a few days.
6.
Metro rail ......... decrease the traffic-problems.
7.
Industrialization ......... curb the problem of unemployment.
8.
The factory owners ......... try to improve the conditions of the factories after the earthquake.
9.
I ......... assign the duty to Store manager.
10.
You ......... join by next month.
ANSWER
1. Will
2. Will
3. Will
4. Will
5. Shall
6. Will
7. Will
8. Will
9. Shall
10. Will
Shall/will be VERB-ed (Future Simple Passive) When we use Passive Voice in Simple Future Tense, it is called Simple Future Passive. The structure is as follows: Object + shall/will +be + V3 + by + subject.
Group-I (English) (i) I shall see her tomorrow. (ii) She + will + be + seen + by + me tomorrow. (iii) He will meet me next month. (iv) I + shall + be + met + by + him next month. (v) You will give me your book on Monday.
47
— Active Voice in Simple future — Passive Voice in Simple future — Active Voice in Simple future — Passive Voice in Simple future — Active Voice in Simple future
(vi) The book + will + be + given + to me + by you on Monday/I + shall + be + given + the book + by you on Monday. — Passive Voice in Simple future (vii) The workers will hold a meeting tomorrow.
— Active Voice in Simple future
(viii) A meeting + will + be + held + by + the workers tomorrow. — Passive Voice in Simple future (ix) The factory will reopen by the end of next month. — Active Voice in Simple futur e (x) The factory + will + be + reopened + by the end of next month. — Passive Voice in Simple Future EXERCISE - 2
Change the following sentences from Active Voice to passive Voice:
1.
Painting the metals will prevent corrosion.
2.
They will check the newly minted coins before sending them to banks.
3.
The government will print paper money.
4.
My friend will invite me to his place tomorrow.
5.
The workers will hold a rally.
6.
Increasing the length of the antenna will improve radio reception.
7.
He will write a book on Metallurgy.
8.
The factory–owners will pay heed to the demands of the workers.
9.
The carpenter will cut the planks of wood with an electric saw.
10.
They will follow the rules of the factory.
ANSWER
1.
Corrosion will be prevented by painting the metals.
2.
The newly minted coins will be checked before sending them to banks.
3.
Paper money will be printed by government.
4.
I will be invited to my friend’s place tomorrow.
5.
A rally will be held by the workers.
48
Communication Skill-I
6.
By increasing the length of antenna radio reception will be improved.
7.
A book on Metallurgy will be written by him.
8.
The demands of the workers will be paid heed by the factory owners.
9.
The planks of wood will be cut with an electric saw by the carpenter.
10.
The rules of the factory will be followed by them.
Auxiliaries Use of can could, will would, shall, should, may, might etc. I. Can is used :
(1)
(2)
(3)
to express power or ability (a)
He can lift the box.
(b)
Can you speak English? No, I can’t.
(c)
She can sing well.
(d)
He can work this machine.
to denote ability resulting into circumstances (a)
Can you go to Patna today?
(b)
Can you give me your book now?
To denote possibility (a)
(4)
The Times of India can be obtained everywhere in India now.
to express your r ight (a)
You are a member of this committee.
You can ask as many questions as you like about the planning. (5)
(6)
to seek permission (a)
Can I watch TV now?
(b)
Can I borrow your Mathematics book for a day or two?
As a substitute for continuous tense and with verbs like see, hear, smell (a)
I can see him running on the street.
(b)
He can hear her singing in the room.
(c)
She can smell something burning in the kitchen.
II. Could is used :
(a)
To denote past tense. e.g.
The box was so heavy that he could not lift it.
Group-I (English) (b)
To denote past tense in indirect speech. e.g.
(c)
To express possibility. e.g.
(d)
She could easily meet with an accident.
To ask questions politely. e.g.
(e)
He said that he could not meet her.
Could you lend me your pen, please?
To express past time. e.g.
He did everything he could to help her.
III. May is used :
(a)
To denote permission. e.g.
(b)
To express possibility. e.g.
(c)
She works hard so that she may pass the examination.
To ask questions. e.g.
(f)
You may reach the station in time if you hurry.
To express pur pose. e.g.
(e)
It may rain today.
To denote uncertainty. e.g.
(d)
May I come in?
May I ask you to listen to me?
To express wishes , hopes and fears. e.g.
May he live long! May his soul rest in peace! I hope you may win the contest.
(g)
To denote concession. e.g.
Whatever may be the case, we are sure to win.
IV. Might is used :
(a)
To denote past tense of “may”. e.g.
(b)
She told him that he might go home in the evening.
To denote uncertainty. e.g.
It might be far from your house. You should take the umbrella. It might rain any time.
(c)
To make requests.
49
50
Communication Skill-I e.g. (d)
To express pur pose. e.g.
(e)
You might make a little noise. He stepped aside so that she might board the train.
Sometimes to express annoyance. e.g.
Well, Sam, you might have worked hard.
V. Must is used :
(a)
To express strong moral obligation or compulsion. e.g.
You must not tell a lie.
He must keep his words. (b)
To express duty. e.g.
(c)
To express determination. e.g.
(d)
I must pass this examination this year.
To denote an inevitable result. e.g.
(e)
A citizen of a country must know his duties towards the nation.
Men are mortal. They must die one day.
To express certainty. e.g.
He must have reached Mumbai by this time.
VI. Ought to is used :
(a)
To express moral obligation. e.g.
(b)
To denote duties. e.g.
(c)
He ought to look after his old parents. We ought to help the poor.
To express desirability. e.g.
She ought to get better compensation.
Ought to is added with “have” and Past Participle (V3)
To indicate a past obligation that was not carried out. e.g.
You ought to have gone there. (but you did not). She ought to have met her husband. (but she did not).
Ought not to is added with “have” and a Past Participle (V3)
To indicate disapproval of something that was done in the past. e.g.
She ought not to have failed to bring the book. He ought not to have kept the watch with him.
VII. Shall is used in assertive sentences with First Person
Group-I (English) (a)
51
To inform about future action. e.g.
I shall go there tomorrow. We will meet him next month.
Shall is used in assertive sentences with Second person and Third person to denote (a)
A command. e.g.
(b)
You shall go home at once./She shall not meet you.
A promise. e.g.
He shall get a reward if he stands first in the class.
John shall win this case. (c)
Determination. e.g.
(d)
He shall say “Sorry” for what he has done.
Threat. e.g.
She shall regret this.
You shall be punished for this. (e)
Compulsion. e.g.
You shall pay a fine of Rs. 50.
Shall is used in Interrogative sentences to indicate (a)
Command to third person. e.g.
(b)
Simple future in the second person. e.g.
(c)
Shall she go?/Shall the courier wait? Shall you visit her in the hospital?
Permission, simple future. e.g.
Shall we leave now? Shall I open the door?
VIII. Will is used in assertive sentences in Simple Future with second and Third Person
(a)
To denote simple future. e.g.
He will arrive at 6 in the evening. You will call a cab at 7 in the morning.
Will is used with First person in the assertive sentences to denote (a)
Promise. e.g.
I will reconsider the matter and inform you. I will watch the movie you told me to.
(b)
Threat.
52
Communication Skill-I e.g.
I will punish you if you do not listen to me. I will dismiss you from the service.
(c)
Determination. e.g.
I will climb the stairs even if they are broken. I will do or die.
(d)
Wish. e.g.
I will visit you next Sunday.
Will is never used in the Interrogative Sentences with the First person. It is used with Second Person to denote intention or the willingness of the person. e.g.
Will you meet me tomorrow? Will you participate in the meeting tomorrow? Will is used to denote the most popular form of request.
e.g.
Will you close the door? Will you have some more tea? Will you be back by 8 p.m.?
IX. Should is the past tense of shall. It is mostly used in the indirect speech.
Direct — He said, “You shall meet me in the office tomorrow.” Indirect — He said that you should meet him in the office next day. Should is used
(a)
To denote obligation or duty. e.g.
We should obey our elders. He should keep his promise.
(b)
Should have is used to denote Duty in the Past Tense. e.g.
(c)
To ask for advice. e.g.
(d)
(f)
Do you think he should go there?
To give advice. e.g.
(e)
He should have returned the umbrella long ago.
He should not make fun of others.
To express possibility, doubts, condition. e.g.
If it rains, the shops should be closed.
e.g.
Should natural calamities occur, we have to be prepared to meet them.
To express purpose. e.g.
We bought thirty copies of the book so that every child should get one.
Group-I (English) (g)
53
After lest to express a negative purpose. e.g.
Take care of your health lest you should fall ill. She ran fast lest she should miss the bus.
(h)
In subordinate clauses to indicate determination, threats, promises or commands. e.g.
He promised his son that he should have a new dress.
The Principal has ordered that the sick child should be looked after well. X. Would is the Past Tense of will and is used in Indirect Speech.
Direct — He said, “I will go to Delhi tomorrow.” Indirect — He said that he would go to Delhi next day. Would is used:
(a)
To denote refusal. e.g.
The engine would not start. The machine would fail to work.
(b)
To express determination. e.g.
The manager would have his own way. You would not disclose the secret.
(c)
To express a wish. e.g.
Would you like to come to my place? He would like to meet you.
(d)
To denote past ha bit. e.g.
Every day he would walk in the morning. They would sit together for hours in the evening.
(e)
To express politely. e.g.
Would you please wait here until I come back? Would you mind not talking in the class room please?
(f)
To denote condition or uncertainty. e.g.
Had I met her, I would have narrated everything. He would not leave the place unless you order him.
(g)
To express willingness in the past. e.g.
I said that I would accompany her. He said that he would help her child.
XI. “Need” is a verb which is used only in the interrogative and negative sentences. It is not added with “s” with its subject in third person singular number. When an Infinitive is taken as its object, it is not added with “to”.
54
Communication Skill-I e.g.
(a)
She need not go to school today.
(b)
He need not discuss all the points.
(c)
She need not revise all the lessons.
(d)
He need not attend the meeting.
(e)
He need not apologize, need he?
(f)
Need he lend his book to her?
XII. “Used to” expresses an action done repeatedly in past. It is not used in the present tense. It also means “accustomed to”. e.g.
(a)
We used to sit in the garden and enjoy tea with our friends.
(b)
He used to play cricket before he joined the office.
(c)
There used to be a bus at 7 p.m.
(d)
My brother used to watch movies every Saturday.
(e)
She used to swim every day.
(f)
I am not used to hard manual labor.
(g)
He is not used to this kind of behavior.
(h)
They soon got used to living in India.
(i)
She is not used to this kind of climate.
(j)
We were not used to going to bed so early.
XIII. “Dare” is another verb which is mostly used in the negative and interrogative forms. It does not take “s” when the subject is in third person singular number. Look at the following examples to know more about it. Present tense :
(i)
How dare you contradict your boss?
(ii)
How dare you talk to me like this?
(iii)
I dare to declare that all your goods are stolen.
(iv)
I am surprised that he dares to make fun of his teachers.
(v)
He does not dare to refuse.
(vi)
He dare not oppose her.
(vii)
She dare not punish the child.
Past Tense :
(i)
She dared not to do such things again.
(ii)
They dared not to go out in such a windy night.
(iii)
We dared not to miss the train.
Group-I (English) (iv)
He dared not to laugh at her.
(v)
She dared not to displease her boss.
55
“Be” is used to indicate :
(a)
Continuous tenses : He is reading. I am singing.
(b)
Passive structure : The door was opened. The books were read.
It is followed by an Infinitive to indicate a plan or to denote a command. (a)
He is to meet me tomorrow.
(b)
They are to be married next year.
(c)
You are to visit the hospital every day.
(d)
Father says you are to go to school every day.
XIV. “Have” is used to indicate perfect tense. It is used with the infinitive (to) to denote compulsion.
(a)
She has worked hard.
(b)
He has read the story.
(c)
They have called the doctor.
(d)
He has to find a suitable match for his sister.
(e)
They have to meet my husband.
XV. “Do” is used :
(a)
To make the negative and interrogative of the Simple Present and Simple Past : e.g.
She does not sing./Does she sing? You do not dance./Do you dance? He did not go there./Did he go there?
(b)
To a void repetition. e.g.
Do you love her? Yes I do. She dances well. Yes, she does. He eats prawns and so do you. You got it, didn’t you?
(c)
To give emphasis e.g.
You do look sick. He told her to wait, but she did leave.
(d)
To make a request. e.g.
Do join me on my birthday.
56
Communication Skill-I EXERCISE - 3
Fill in the blanks with “can”, “could” “may”, “might”, “must” or ought to” as required:
1.
Corrosion ......... be prevented by painting metals.
2.
Iron ore ......... be reduced to pig iron by roasting.
3.
Oxidation of the metal ......... be prevented by means of nickel.
4.
The solution ......... be weakened by diluting it.
5.
......... God bless you all!
6.
You ......... work hard to succeed.
7.
She ......... take care of her ailing mother.
8.
He ......... see a doctor to get rid of his ailments.
9.
Who knows what ......... happen?
10.
Steel ......... be hardened by mixing catalysts.
11.
The circuit ......... be completed by battery.
12.
A magnet ......... be made by electrifying iron.
13.
The concrete ......... be further strengthened by mixing more cement.
14.
The number of factory-accidents ......... be reduced by using precautionary measures.
15.
......... I open the door?
16.
It ......... rain heavily.
17.
She ......... speak Spanish when she was barely twelve years old.
18.
......... you please lend me your class notes for a day?
19.
Members ......... not borrow from the library any more.
20.
If I ask her again, she ......... refuse.
21.
Till 2012, I ......... read without glasses.
22.
An accident ......... easily happen.
23.
He ......... have started for Delhi by this time.
24.
She ......... be mad to do this.
25.
She ......... not to have treated her child like that.
ANSWER
1. May
2. Can
3. Can
4. Can
5. May
6. Must
7. Ought to
8. Ought to
9. Might
10. Can
11. May/might
12. May
Group-I (English) 13. Can
14. Can
15. May/could
16. Might
17. Could
18. Could
19. Must
20. May
21. Could
22. Could
23. Could
24. Must
25. Ought EXERCISE - 4
Fill in the blanks with “shall”, “should”, “will”, or “would” as required:
1.
They ......... be happy to see you.
2.
You ......... have a holiday tomorrow. (promise)
3.
I ......... behave better next time. (promise)
4.
She ......... expose him. (thr ea t)
5.
He ......... listen to me. (determination)
6.
......... you sing at the concert tomorrow?
7.
He ......... control his temper.
8.
You ......... not give the child a sharp thing to play with.
9.
Take care lest you ......... fall.
10.
Is your mother willing that you ......... go to USA?
11.
The boy ......... not answer any question. (refusal)
12.
......... you mind waiting here till I return?
13.
The child ......... have his own way . (determination)
14.
She ......... like to see the Taj Mahal.
15.
After lunch the child ......... usually have a short nap.
ANSWER
1. Will
2. Shall
3. Will
4. Shall
5. Shall
6. Would
7. Must
8. Should
9. Should
10. Should
11. Would
13. Would
14. Would
15. Would
EXERCISE - 5
Fill in the blanks with “need”, “used to” or “dare” as required:
1.
She ......... not copy the whole page.
2.
Life is not so hard as it ......... be.
12. Would
57
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Communication Skill-I
3.
He ......... not learn all the lessons.
4.
She is not ......... a hot climate.
5.
He ......... not take such a foolish step.
6.
She ......... not go very fast.
7.
He ......... go swimming every day.
8.
How ......... you speak against your parents?
9.
She ......... not punish the child.
10.
......... she apologize to me?
ANSWER
1. Need
2. Used to
3. Need
4. Used to
5. Need
6. Dare
7. Used to
8. Dare
9. Need
10. Dare
EXERCISE - 6
Fill in the blanks with the forms of “be”, “have” or “do” as required:
1.
Jerry ......... singing a song.
2.
John ......... to be there by evening.
3.
She ......... not want to stay here.
4.
You ......... to live in Patna for two years.
5.
She ......... not written a letter for long.
6.
......... not make a noise.
7.
You ......... been offered a job.
8.
The door ......... closed.
9.
I ......... to open the box.
10.
They ......... married yesterday.
ANSWER
1. Is
2. Has
3. Does
4. Have
5. Has
6. Do
7. Have
8. Is
9. Have
10. Were
Group-I (English)
59
2.3 Direct and Indirect Speech Direct Speech refers to the words delivered by the speaker actually whereas Indirect Speech does not quote the exact words uttered by the speaker./
Direct- Rupa said, “ I am not well.” Indirect- Rupa said that she was not well. The structure of the sentence in Indirect Speech is changed. a.
The conjunction that has been added before the Indirect speech.
b.
The Pronoun “ I” is changed to “She”
c.
The Verb “am” is changed to “was”.
There are different rules for changing Direct speech into Indirect speech.
2.4 Assertive Sentence (Statement) There are two parts in a sentence that is in Direct Speech. The first part is before the inverted commas and the second part is within the inverted comma. e.g.
Ruma says/will say, “I was unwell.” Ruma says/will say-the 1 st part “I was unwell”.-the 2nd part
If the first part of the Assertive sentence is in the Simple Present tense or in Simple Future tense , but the second part of the sentence is in Simple Past, a.
the 1st part and the 2nd part should be joined with “that” in the Assertive Sentences.
b.
the Pronoun “I” in the 2nd part has to be changed into “she”.
c.
the Verb “was” will remain the same in the Indirect speech.
Indirect Speech-Ruma says /will say that she was unwell. e.g.
Ruma said , “I am unwell.”
If the first part of the Assertive sentence is in the simple past, but the second part of the sentence is in Simple Present, a.
the 1st part and the 2nd part should be joined with “that” in the Assertive Sentences.
b.
the Pronoun “I” in the 2nd part has to be changed into “she”.
c.
The Verb “am” is changed into Simple Past “was”.
Indirect Speech-Ruma said that she was unwell. e.g.
Ruma said , “I have been unwell”.
If the first part of the Assertive sentence is in the Simple past, but the second part of the sentence is in Present perfect, a.
the 1st part and the 2nd part should be joined with “that” in the Assertive Sentences.
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Communication Skill-I b.
the Pronoun “I” in the 2nd part has to be changed into “she”.
c.
The Verb “has been” will be changed into Past Perfect “had been”.
Indirect Speech-Ruma said that she had been unwell. e.g.
Ruma said, “I had been unwell.”
If the first part of the Assertive sentence is in the Simple past, but the second part of the sentence is in Past Perfect, a.
the 1st part and the 2nd part should be joined with “that” in the Assertive Sentences.
b.
the Pronoun “I” in the 2nd part has to be changed into “she”.
c.
The Verb “had been” will remain the same.
Indirect Speech-Ruma said that she had been unwell. e.g.
Ruma said to me, “I shall be absent tomorrow.”
If the first part of the Assertive sentence is in the Simple past, but the second part of the sentence is in Simple Future tense, a.
the 1st part and the 2nd part should be joined with “that” in the Assertive Sentences.
b.
“said to” is changed into “told”
c.
the Pronoun “I” in the 2nd part has to be changed into “she”.
d.
The Verb “shall be” is changed into “would be”.
e.
The word “tomorrow” is changed into next day.
Indirect Speech-Ruma told me that she would be absent next day.
2.5 Interrogative Sentence-Question-type sentences There are two types of interrogative sentences starting with interrogative words like what, when, who, where, which or how.e.g. When are you coming? Another type of interrogative sentences begin with do, did, has, have, had, is, are, was, were, can, could, shall, will, would e.g.Did you go to school yesterday? I.
e.g-
Ruma said to me, “Where are you going?” Indirect Speech- Ruma asked me where I was going When questions are reported
a.
the first part of the sentence in Indirect Speech is added with “asked’ instead of “said to”.
b.
“That” is not followed by the reporting verb.
c.
“You” becomes “I” means the subject is changed.
Group-I (English) d.
the Verb-”Are” is changed into “was” and shifted after the subject “I”.
II.
e.g.
61
Ruma said to me, “Did you watch the movie?” Indirect Speech- Ruma asked me if I had watched the movie.
When the question is not reported by interrogative word , a.
the first part of the sentence in Indirect Speech is added with “asked’ instead of “said to”.
b.
“if” or “whether” is followed by the reporting verb.
c.
“You” becomes “I” means the subject is changed.
d.
“Did” is changed into “had” that means past participle .
III.
e.g.
Ruma said to me, “Do you know my father?” Indirect Speech- Ruma asked me if I knew her father.
When the question is not reported by interrogative word, a.
the first part of the sentence in Indirect Speech is added with “asked’ instead of “said to”.
b.
“if” or “whether” is followed by the reporting verb.
c.
“You” becomes “I” means the subject is changed.
d.
“Do” is omitted and the simple past of the Finite verb “Know” is used.
e.
the pronoun “my” is changed into “her”.
2.6 Imperative Sentences-(Order & Request) Imperative sentences include Order-type sentences and Request –type sentences.e.g i.
Direct Speech-Ruma said to Rupa, “Leave me alone.” Indirect Speech-Ruma ordered Rupa to leave her alone.
ii.
Direct Speech-Ruma said to her mother, “Please leave me alone.” Indirect Speech-Ruma requested her mother to leave her alone.
i.
ii.
When a command is placed in the first sentence, a)
the Verb “said to” in the first part of the sentence is changed into “ordered”
b)
“to” is added in the middle before the verb in the second part.
c)
This means it changes into Infinitive .
d)
The pronoun “me” in the second part is changed into her.(Third person)
When a request is placed in the second sentence, e)
the Verb “said to” in the first part of the sentence is changed into “requested”
f)
“to” is added in the middle before the verb in the second part.
62
Communication Skill-I g)
This means it changes into Infinitive.
h)
The pronoun “me” in the second part is changed into her. (Third person)
2.7 Wishes & Exclamatory Sentences Exclamatory sentences express our feelings of joy and sorrow. e.g.
1.
Direct Speech-He said to me, “How clever you are!” Indirect Speech-He exclaimed that I was very clever.
2.
Direct Speech-Roma said , “ Alas! I am ruined.” Indirect Speech-Roma exclaimed sadly that she was ruined.
3.
Direct Speech-Ruma said, “Cheers! We have won the match.” Indirect Speech-Ruma exclaimed hilariously that they had won the match.
4.
Direct Speech-Ruma’s mother said, “ May God bless you!” Indirect Speech-Ruma’s mother wished that God might bless her.
When we express exclamations or wishes, a)
the verbs in the first part of the sentence in the Indirect Speech change into verbs of exclamation such as “exclaimed”.
b)
If the message is sad, the word “sa dly” should be added after exclaimed.
c)
If the second part of the sentence starts with “How “or “What” in the Direct Speech, they should be omitted in the Indirect speech.
d)
The word “that” should be added to join the two parts of the sentence.
e)
After “that” the subject should be written.
f)
The tense of the “verb” also has to be changed.
g)
The word “very “is also used in the second part of the sentence.
h)
The “verb” in the first part of the sentence is mostly changed into exclaimed, prayed, wished, cried etc.according to the mood of the sentence.
i)
If the second part of the sentence starts with “May”, mostly the verb “said” should be changed into “wished”.
j)
The words (e.g. alas, hurrah, bravo, cheers) showing exclamation are omitted.
EXERCISE - 1
(Assertive sentences) Change the following into Indirect Speech:
a.
Rohan says ,”The machine does not work.”
b.
Rohan will say, “The welding of the pipe was done.”
c.
Ruma said, “ My friend works very hard.”
Group-I (English) d.
Peter said to his friend, “Our Unit Test is going to be held next week.”
e.
Ruma said to her mother, “Papa left early.”
f.
Ruma said to her friend, “ I can do this sum.”
g.
Peter said to the teacher, “All the boys were making noise.”
h.
The teacher said to the boys, “All of you will be punished.”
i.
The priest said “Honesty is the best policy.”
j.
Ruma said , “The earth moves round the sun.”
63
ANSWER
a.
Rohan says that the machie does not work.
b.
Rohan will say that the welding of the pipe was done.
c.
Ruma said that her friend worked very hard.
d.
Peter told his friend that their Unit Test was going to be held next week
e.
Ruma informed/told her mother that Papa had left early.
f.
Ruma told her friend that she could do that sum.
g.
Peter told/informed the teacher that all the boys had been making noise.
h.
The teacher told the boys that all of them would be punished.
i.
The priest said that honesty is the best policy.*
j.
Ruma said that the earth moves round the sun.*
*
The last two sentences denote Universal truth. So the tense of the Verbs in the second parts of the sentences has not been changed. EXERCISE - 2
(Interrogative Sentence) Change the following into Indirect Speech:
a.
The teacher said to Ruma “ Where do you live?”
b.
Peter said to him, “What do you want ?”
c.
Ruma said to her Mother, “Why do you sulk?”
d.
Peter said to the teacher, “How can I solve the problems?”
e.
The draftsman said to the architect, “What can I do for you?”
f.
Ruma said to her brother, “Have you done your homework?”
g.
Peter said to Ruma, “Did you like the movie?”
h.
The landlord said to the tenant, “Can you pay the electric bill?”
i.
The mechanic said to the lady, “ Will you give me the key of the car ?”
j.
The teacher said to the boy, “Can you tell me the secret?”
64
Communication Skill-I
ANSWER
a.
The teacher asked Ruma where she lived.
b.
Peter asked him what he wanted.
c.
Ruma asked her mother why she sulked.
d.
Peter asked the teacher how he could solve the problems
e.
The draftsman asked the architect what he could do for him.
f.
Ruma asked her brother if he had done his homework.
g.
Peter asked Ruma if she had liked the movie.
h.
The landlord asked the tenant if he could pay the electric bill.
i.
The mechanic asked the lady if she would give him the key of the car.
j.
The teacher asked the boy if he could tell him the secret. EXERCISE - 3
(Imperative sentences) Change the following into Indirect Speech:
a.
“Sit down, children.” said the magician.
b.
The captain said to the soldiers, “Go ahead.”
c.
Peter said to the boy “ Weld the pipe properly.”
d.
Ruma said to his brother, “Please bring me a glass of water.”
e.
“Remove the cap of the gas –cylinder.”, said the chef.
f.
“Please boil the water at 100 degree centigrade.” ,said the chemistry teacher to the boys.
g.
“Use bleaching powder to clean the area.” said the man to the boys.
h.
Peter said to his friend, “Please hold the beaker straight.”
i.
Ruma said to the teacher, “ Please explain the chapter once more.”
j.
The teacher said to her, “Now listen carefully.”
ANSWER
a.
The magician asked the children to sit down.
b.
The captain ordered the soldiers to go ahead.
c.
Peter ordered the boy to weld the pipe properly.
d.
Ruma requested her brother to bring her a glass of water.
e.
The chef ordered to remove the cap of the gas-cylinder.
f.
The chemistry teacher requested the boys to boil the water at 100 degree centigrade.
Group-I (English) g.
The man advised the boys to use bleaching powder to clean the area .
h.
Peter requested his friend to hold the beaker straight.
i.
Ruma requested the teacher to explain the chapter once more.
j.
The teacher ordered her to listen carefully then.
65
EXERCISE - 4
(Exclamatory Sentence) Change the following into Indirect Speech:
a.
The teacher said “What a nice design you have made!”
b.
Ruma said “How sad it is!”
c.
“What a lovely rose it is!” the young girl said.
d.
The boy said, “What a beautiful kite it was!”
e.
The boys yelled, “Hurrah! We have won the match.”
f.
The old woman said to the girl, “May all your dreams come true!”
g.
The man said, “Alas! I am undone.”
h.
Peter said, “Oh! That’s a nuisance.”
i.
Ruma said, “How mean of him!”
j.
She said, “Wow! What a nice piece of necklace!
ANSWER
a.
The teacher exclaimed that you had made a very nice design.
b.
Ruma exclaimed that it was very sad.
c.
The young girl exclaimed that it was a very beautiful rose.
d.
The boy exclaimed that it had been a very beautiful kite.
e.
The boys yelled with excitement that they had won the match.
f.
The old woman blessed the girl and said that all her dreams might come true.
g.
The man exclaimed sadly that he was undone.
h.
Peter exclaimed angrily that it was a nuisance.
i.
Ruma expressed her contempt and said that it was very mean of him.
j.
She exclaimed that it was a very nice piece of necklace.
*Note- When changing a sentence from Direct to Indirect Speech, words that show closeness are converted into words showing distance.
This becomes that.
These becomes those.
Now becomes then.
Ago becomes before.
66
Communication Skill-I
Here becomes there.
Today becomes that day.
Yesterday becomes the day before.
Tomorrow becomes the next day.
Last night becomes the night before.
2.8 Use of Articles Articles are the Demonstrative and Possessive Adjectives. A, An and The are basically called Articles or Determiners. Articles are used for general as well as Particular purposes. A or An is known as Indefinite Article. This does not refer to any particular thing or person. The is called Definite Article. It points at some particular thing or person. An is used with words starting with vowels- a,e, i,o, u e.g.
An orange, an ass, an apple, an engine, an elephant, an umbrella
A is used with the words beginning with a consonant or vowels sounding like consonants.e.g.Yu,wa A man, a woman, a machine, a horse, A union, a useful book, a university, a unit ,a one –eyed man, a one rupee note A Common Noun that is in Singular number is mostly used with an article before it. e.g.
There is an apple on the table.
But when the Common noun in the singular number is used to denote the general class of a thing or a person, no article is used before it. e.g.
Books are expensive now a days. Some or Any is used as the plural of A or An.
e.g.
They have bought some fruits from the market. Is there any milk in the jug?
In these two sentences we are told about a limited account by using “Some and Any”.
Usage of “The”a)
The books that I bought were expensive. Here “the” refers to those books that had been bought by me.
b)
Ruma likes the sea ,but Peter likes the mountains. Here “the” denotes sea and mountain in general.
Group-I (English)
67
“The” is used to denote the whole class by a Singular Noun-e.g. The cow is a domestic animal.
“The”is used before: —
the names of- the river s ,oc eans, gulfs , sea s, mounta in ra nges,groups of islands.e.g.the Ganges, the Thames, the Persian Gulf,the Indian ocean,The Himalayas, the Andamans, the Alps etc.
—
the names of –newspaperse.g. The Times of India,The Hidu,The Tribuneetc.
—
the names of sacred books-the Ramayana, the Bible,the Quranetc. the names of directions—the east, the west, the south, the north etc. the names of races—the English, the French the Adjectives in Superlative degree—the best ,the most, the worst, the Adjective of quantity—the first, the second, the third the Adjective denoting the class in general—
The rich are privileged.(the rich men) The poor are exploited.(the poor men) There are a few common expressions .They are not added with any article. e.g.
a.
She met me at college.
b.
My father is in hospital.
c.
I go to school everyday
Articles are generally not used in “double expressions” such as: day after day, arm in arm, from top to bottom, with knife and fork, inch by inch, husband and wife etc. They are hardly used with the following.
1.
Abstract nouns-Honesty, health, wealth etc.
2.
Material Noun-Gold, silver, cotton, wood etc.
3.
Proper Nouns-Delhi, Madras, Kolkata, Patna,(names of the places) (names of the persons) Ashoka, Obama, Narendra Modi,Churchill (Names of mountains)-Mount Everest, Mount abu (Names of the days or months) Sunday, Monday, January, February etc.
EXERCISE - 5
Fill in the blanks with suitable Articles:
a)
—— mechanic in the shop welded — pipe.
b)
Yesterday I saw —one-eyed man.
c)
— -apple — day keeps —doctor away.
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Communication Skill-I
d)
Iron is — useful metal.
e)
December is —last month of —year.
f)
—Himalayas lies in — north.
g)
Ruma found —five rupee coin in the classroom and gave it to ——teacher.
h)
— Mahabharata is a sacred book of —Hindus.
i)
My friend is — European, but his wife is —Indian.
j)
—— weighing machine is not working.
ANSWER
a) the, the
b) a,
c) an, a, the
d) a
e) the, the
f) the,the
g) a, the
h) the,the
i) a, an
j) the
EXERCISE - 5
Omit articles wherever necessary—
a.
The wisdom is better than the richess.
b.
The honesty of the boy is praiseworthy.
c.
I learnt the French at a school.
d.
The German is a difficult language.
e.
He bought a welding machine.
ANSWER
a. the, the
c. the, a,
d. the
2.9 Preposition A preposition is used to control a noun or pronoun. A noun or pronoun is followed by it. It points out the relation of the noun or pronoun to the person or thing denoted in the sentence. It is “used before a noun or pronoun to show place, position, time or method.” A.
The same preposition can be used for different purposes.
e.g.
1.
He has been ill for a month. Here the preposition- for denotes time.
2. B.
The beggar asked for money.-Here the preposition- for refers to money.
If the object of the sentence is Relative Pronoun that , the preposition is used at the end of the sentence.
Group-I (English) e.g.
69
Here is the pen that you had been looking for. There are three types of Preposition:
1.
Simple Preposition-e. g. At,by,for,from,in,of,off,on,out,till,to ,up,with,through etc.
2.
Compound Preposition- e.g- About, above, across, along, among, around, before, beyond, inside, outside, within, without etc.
3.
Phrase Preposition-according to, along with, away from, by virtue of, in course of, in accordance with, in spite of,with an eye to
There are many words that can be used as Adverb and Preposition. Mostly Adverbs are not followed by nouns or pronouns. e.g.
Has your friend come in?
But, Prepositions are followed by the same. e.g.
Is Ruma in her room?
Words followed by the Preposition:
i.
Ruma agrees with me on that topic.
ii.
But Peter does not agree to my proposal.
iii.
Ruma acted upon my suggestions.
iv.
Peter is addicted to bad habits.
v.
He was ashamed of what he had done.
vi.
He is not afraid of death..
vii.
He is very fond of drawing.
viii.
Ruma had been very kind to her friends.
ix.
She prefers reading to singing.
x.
She must be careful about her health.
xi.
She must take care of her mother’s health too.
xii.
The teacher was angry with Peter for his misconduct.
xiii.
The old woman died of fever.
xiv.
She was proud of her health.
xv.
Peter begged for mercy from the teacher.
xvi.
But the teacher was displeased with him.
xvii.
Peter was born of rich parents.
xviii.
He takes delight in welding broken pipes.
xix.
My friend was busy with learning the techniques of welding.
xx.
I was astonished at his keen interest.
xxi.
I was wondered at his success.
70
Communication Skill-I xxii.
He invited me to dinner.
xxiii.
He was satisfied with my statement.
xxiv.
He was ignorant of facts.
xxv.
I prevented Peter from quarrelling with his friends.
xxvi.
His friends complained against him.
xxvii.
They complained to the Principal.
xxviii. Peter was grieved to hear that. xxix.
He decided to wait for an hour to meet his friends.
xxx.
It had been raining since morning, yet Peter stayed in the college.
*The words in italics are followed by the prepositions. EXERCISE - 6
Fill in the blanks with suitable prepositions:
i.
Please keep——mind the purpose —writing memos.
ii.
He was accused —theft.
iii.
He is not acquainted ——the facts.
iv.
The boy is senior —— you.
v.
He is good —Maths.
vi.
My pen is different —that.
vii.
Ruma is married —my brother.
viii.
She is pleased —my performance.
ix.
He should jot down the major points —ink.
x.
He deals –machinery.
xi.
The plane took—at 8O’clock in the morning.
xii.
She has been standing —the corridor ——morning.
xiii.
The train is late —an hour.
xiv.
Technology is the sum total—all the different techniques.
xv.
Man differs —animals.‘
xvi.
Radar tracks the movement——airplanes and ships.
xvii.
The movement will be tracked ——Radar.
xviii.
What has made man dominant —the earth?
xix.
He moves things ——.
xx.
Other animals must fit ——the environment that Nature provides them.
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ANSWER
i. in, of,
ii. of,
iii. with,
v. at,
vi. from,
vii. to,
x. in,
xi. off,
xii. in, since, xvi. of,
ix. in, xiii. for,
xiv. of,
xv. from,
xvii. by,
xviii. on,
xix. about,
iv. to, viii. with,
xx. into
2.10 Conjunction A Conjunction is used to join two sentences or two words. We must be careful to distinguish a Conjunction from Preposition, Relative Pronoun or Relative Adverbs because they also join the sentences. Look at the following Conjunctions: i.
e.g.-Peter and Ruma are good friends.
ii.
Peter is an architect, but Ruma is an electrical engineer.
iii.
Peter is posted at Ranchi and Ruma is working at BSEB Patna.
iv.
Peter must meet Ruma, or he will feel low.
Now study the following sentences with Conjunction, Preposition, Relative Adverb and Relative Pronoun : 1.
The mechanic has been trying to repair the washing machine since morning.
2.
It has been ten years since I have met my friend.
3.
She left India five years ago and I have not heard from her since.
4.
She was the girl who helped me a lot.
1- Since in the first sentence is used as Preposition. 2- Since in the second sentence is used as Conjunction. 3- Since in the third sentence is used as Relative Adverb. 4-Who in the fourth sentence is used as Relative Pronoun . There are basically three types of Conjunction: 1.
Co-ordinating Conjunctions
2.
Sub-ordinating Conjunctions
3.
Correlative Conjunctions
1-Coordinating Conjunctions join the sentences of equal rank. e.g.
My friend repaired the machine and it started working.
72
Communication Skill-I My friend repaired the machine, but it failed to work. My friend repaired the machine, still it did not work. The mostly used Co-ordiating conjunctions are: and,but,for,or,nor etc.
2.Subordinating Conjunctions join the sentences of unequal rank. Independently they do not make any sense. e.g.-
My friend repaired the machine because it was not working. My friend repaired the machine though he began late. My friend did not know why t he machine failed. My friend repaired the machine that was bought recently.
The mostly used Subordinating Conjunctions are: Because, after, though, although, if, whether, before, unless, as, when, where, while, otherwise, else Correlative Conjunctions are used in pairs: either——or, neither———nor, though—— yet, not only——but also, no sooner—than EXERCISE - 1
Fill in the blanks with suitable Conjunctions —— else, and, or, not only—but also, yet, no sooner—than, since, unless, when, lest, else i.
—— ——did he reach the station ——the train started moving.
ii.
— my friend was not there, I spoke to his mother.
iii.
He worked hard, ——was unable to secure good marks.
iv.
—— I met him, he was suffering from fever.
v.
I held his hand —— he should fall.
vi.
— you repair the machine, it will not work properly.
vii.
The boy can read ——write well.
viii.
Are you listening —playing with the ball?
ix.
Peter must work hard——he will fail.
x.
He was —— — charged of murder — — of kidnapping his friend’s son.
ANSWER
i. in,
ii. of,
iii. with,
iv. to,
i. no sooner, than,
ii. since,
iii. yet,
iv. when,
v. lest,
vi. unless,
vii. and,
ix. else,
x. not only, but also
viii. or,
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EXERCISE - 2
Join the sentences by using suitable Conjunction:
i.
My friend is rich. He is not happy.
ii.
He was ill. He sat down.
iii.
The sun set. The mechanic went home.
iv.
He ran fast .He missed the bus.
v.
The train was derailed. No casualties were reported.
vi.
Many soldiers fought for their country. Many died for their country.
vii.
The fire broke out. The apartment was evacuated.
viii.
Peter wishes it. It shall be done.
ix.
The woman fell down. She broke her leg.
x.
We went early to the movie. We could not get the tickets.
ANSWER
i.
My friend is rich , yet he is not happy.
ii.
As he was ill, he sat down.
iii.
When the sun set, the mechanic went home.
iv.
Though he ran fast, he missed the bus.
v.
The train was derailed, but no casualties were reported.
vi.
Not only many soldiers fought for their country, but they also died for their country.
vii.
As soon as the fire broke out, the apartment was evacuated.
viii.
Since Peter wishes it, it shall be done.
ix.
No sooner did the woman fall down, than she broke her leg.
x.
Though we went early to the movie, we could not get the tickets.
2.11 Interjection The words that express the sudden feelings or emotions are called Interjection. They can express joy, sorrow, surprise and approval. Interjections include words like Bravo, Hurrah, Alas, Wow, Ah etc.
Look at the following expressions: i.
Bravo! You have won the match.
ii.
Hurrah! We could achieve our goal.
iii.
Ah! Have your friends gone?
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Communication Skill-I iv.
Oh! I was so scared.
v.
Hush! Keep quiet.
vi.
Alas! He is no more.
EXERCISE - 2
Fill in the blanks with Interjections;
i.
—— !What have you done?
ii.
——! They have won the medal.
iii.
—! I am so grieved to hear this.
iv.
——! Don’t be so noisy.
v.
——! You have done well.
ANSWER
i. Oh,
ii. Hurrah,
iii. Ah,
iv. Hush,
v. Bravo
2.12 Punctuation What is Punctuation?
Punctuation refers to the right use of “stops”. The main stops include— (i)
Comma : It is used to separate two or more parts of speech coming together and to avoid the repetition of a verb. e.g.
Health, wealth and peace go together. Sam got a watch; Jerry, a mobile.
(ii)
Semi colon : It is used to separate the clauses. e.g.
(iii)
Colon : It represents a longer pause than the semicolon. e.g.
(iv)
As she loved me, I weep for her; as she was fortunate I rejoice at it. The three places are : Patna, Kolkata and Chennai.
Full stop : It represents the longest pause and is also used with abbreviations. e.g.
She likes apples. M.A.
(v)
Apostrophe : This is the mark (’) that shows that something belongs to somebody. This is Sam’s book. e.g.
(vi)
Inverted commas : These are used to denote the words of a speaker. e.g. He said, “I can give you my book.”
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(vii)
Note of exclamation : It is used after Interjections, Exclamatory sentences and phrases. e.g. Bravo! What a pleasant surpr ise!
(viii)
Note of interrogation : It is used to show direct question. e.g.
(ix)
Dash : It indicates the summary of what has gone before. e.g.
(x)
soft-hearted, mother-in-law.
Capital letters : It is used to begin a sentence and with Proper Nouns. e.g.
(xiii)
John (6 feet tall) is the tallest boy in the class.
Hyphen : It is used to form a compound from two or more other words. e.g.
(xii)
People were running, children were crying—it was chaos.
Brackets : It is used to separate extra information from the rest of a sentence. e.g.
(xi)
Has he gone to Delhi?
I like singing. January, John, Mary.
Italics : It is used to show emphasis. e.g.
You will love to do it—I won’t.
EXERCISE - 1
Punctuate the following:
Man has won his dominant position on this planet by his command of technology other animals have to take nature as they find her they must fit into the environment that she provides as best they can man alone changes the shape of his world doesnt he ANSWER
Man has won his dominant position on this planet by his command of technology. Other animals have to take Nature as they find her, they must fit into the environment that she provides as best they can. Man alone changes the shape of his world. Doesn’t he?
Transformation of Sentences: Remove too EXERCISE - 2
Remove “too” from the following sentences:
i.
The mechanic is too stupid to mend the pipe.
ii.
The book is too difficult to be read.
iii.
The woman speaks too fast to be understood.
iv.
We were too late to watch the first scene of the movie.
v.
The boy was too pr oud to beg.
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Communication Skill-I
vi.
The building was too high for the laborer to climb.
vii.
These apples are too ripe to be eaten.
viii.
The Principal is too clever not to see through his tricks.
ix.
The news is too good to be true.
x.
Ruma’s dress is too striking not to attract attention.
ANSWER
i.
The mechanic is so stupid that he cannot mend the pipe.
ii.
The book is so difficult that it cannot be read.
iii.
The woman speaks so fast that she cannot be understood.
iv.
We were so late that we could not watch the first scene of the movie.
v.
The boy was so proud that he could not beg.
vi.
The building was so high for the laborer that he could not climb.
vii.
These apples are so ripe that they cannot be eaten.
viii.
The Principal is so clever that he will see through his tricks.
ix.
The news is so good that it cannot be true.
x.
Ruma’s dress is so striking that it will always attract attention.
2.13 Do as directed i.
The mechanic welded the pipe.( Change into passive voice.)
ii.
A letter to the Principal is written by the student.( Change into Active Voice)
iii.
The draftsman is preparing a layout plan of the building.(Change into Passive Voice)
iv.
He has repaired the machine.(Change into Passive Voice)
v.
The machine was being repaired by the mechanic.(Change into Active voice)
vi.
Someone has stolen my watch.(Change into Passive Voice)
vii.
They will help him to recover.(Change into Passive Voice)
viii.
He taught Ruma Spanish.(Change into Passive Voice)
ix.
Who broke the wall?(Change into Passive Voice)
x.
Do not insult your elders.(Change into Passive Voice)
xi.
Grass grew over the field.(Change into Passive Voice)
xii.
He says , “Ruma hit me yesterday.”(Change into Indirect Speech)
xiii.
Peter said to me, “ I shall play the match.”(Change into Indirect Speech)
xiv.
Ruma said to Peter, “When will you give me the notes ?”(Change into Indirect Speech)
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xv.
Peter said to Ruma, “Did you ask for it?”(Change into Indirect Speech)
xvi.
Ruma said to Peter, “Please bring them on Friday.”(Change into Indirect Speech)
xvii.
Peter said to Ruma, “Let me write in my notebook.”(Change into Indirect Speech)
xviii.
Ruma said, “Goodbye Peter.”(Change into Indirect Speech)
xix.
Peter said , “Oh,for a glass of cold water!” (Change into Indirect Speech)
xx.
Ruma said to Peter, “May God bless you.”(Change into Indirect Speech)
xxi.
She is the richest woman in the city.(Change the Affirmative into Negative)
xxii.
Have we been sent in this world only to make money?(Change the Interrogative into Assertive)
xxiii.
Peter went to college today.(Add question tag)
xxiv.
He is too weak to stand.(Remove too)
xxv.
There is — table lamp in — corner of ——room.(Insert “A”, “An” or “the” wherever necessary)
xxvi.
My breakfast consists of —egg, —bread,—butter and jam.(Insert “A” , “An” or “The”)
xxvii.
India has been free—— 1947.(Insert Preposition)
xxviii. My friend has lived in Patna ——many years.(Insert Preposition) xxix.
The fresher was introduced——his Seniors. (Insert Preposition)
xxx.
The Principal was not satisfied— his conduct.(Insert Preposition)
xxxi.
He is poor——he is happy. (Insert Conjunction)
xxxii.
He was ——— ——fined ——was—expelled from the college.(Insert Conjunction)
xxxiii. He would have helped his friend—he had money.(Insert Conjunction) xxxiv. ——! You have won the gold medal.(Insert Interjection) xxxv.
sit down and dont make a noise said theteacher (Punctuate)
ANSWER
i.
The pipe was welded by the mechanic.
ii.
The student writes a letter to the Principal.
iii.
A layout plan of the building is being prepared by the draftsman.
iv.
The machine has been repaired by him.
v.
The mechanic was repairing the machine.
vi.
My watch has been stolen.
vii.
He will be helped to recover.
viii.
Ruma was taught Spanish by him.
ix.
The wall was broken by whom?
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Communication Skill-I
x.
Your elders must not be insulted.
xi.
The field was overgrown with grass.
xii.
He says that Ruma hit him the day before.
xiii.
Peter told me that he would play the match.
xiv.
Ruma asked Peter when he would give her the notes.
xv.
Peter asked Ruma if she had asked for it.
xvi.
Ruma requested Peter to bring them on Friday.
xvii.
Peter suggested he should write it in his notebook./Peter told Ruma to let him write in his notebook.
xviii.
Ruma bade goodbye to Peter.
xix.
Peter cried for a glass of cold water.
xx.
Ruma wished that God might bless Peter.
xxi.
No woman in the city is as rich as her .
xxii.
We have not been sent to this world only to make money.
xxiii.
Peter went to college today,did he?
xxiv.
He is so weak that he cannot stand.
xxv.
There is a table lamp in the corner of the room.
xxvi.
My breakfast consists of an egg, bread, butter and jam.
xxvii.
India has been free since 1947.
xxviii. My friend has lived in Patna for many years. xxix.
The fresher was introduced to his seniors.
xxx.
The Principal was not satisfied with his conduct.
xxxi.
He is poor, but he is happy.
xxxii.
He was not only fined but was expelled from the college also.
xxxiii. He would have helped his friend if he had money. xxxiv. Bravo!You have won the gold medal. xxxv.
“Sit down and don’t make a noise.”, said the teacher.
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Unit-III Part-III (Paragraph Writing)
3.1 Definition - Types of Paragraphs A Paragraph is a group of sentences. It develops a single topic. It should have unity and development of logical ideas without monotony .It should conclude with a final sentence. Look at the following tips on how to write a paragraph: (1)
Jot down the points.
(2)
Arrange them properly.
(3)
Focus on only one topic.
(4)
The first and the last sentences should be catchy.
(5)
Use short sentences.
3.2 How to Write a Paragraph General-Specific A general-specific paragraph starts with a general statement and continues with the specific information about the topic. It is factual and straightforward.
The Eco-friendly Handmade Paper Despite the rapid progress in science and technology, the demand for handmade paper is growing every day. It, being the best form of recycled paper, has an edge over others. It is eco friendly and prevents every kind of pollution. Its smooth and exquisite surface fills your heart with joy when you write on it. Artists adore it for its beautiful texture. They love to draw on it. Many beautiful drawings can be preserved because of its strong and durable quality. This paper is prepared with very little quantity of chemicals and is safe for the environment. Paper manufacturing is an age-old industry that originated in China. Long ago Indians used cellulosic fibers to make paper. Before this palm leaves were used to prepare paper in India. It was during the Mughal dynasty when handmade paper industry flourished in India. The advent of industrialization and the establishment of paper mills in 18th and 19th century, however, hampered its growth. This was revived by Mahatma Gandhi during freedom movement. The recent global threat from pollution can be overcome by this handmade paper. It is a sure-shot to get rid of the problems arising from unemployment.
80
Communication Skill-I CELLPHONE – A Boon or a Bane
Call me a fool if you like but the cell phone has spoilt the charm of my life. “Forgot it’s amazing tricks?” you may ask. “Not at all.” is my reply. I have often loved talking to my most beloved ones with this small device. It has always stood by me when I wished to send SMS to my dear child living far away. No doubt it has fared well at the time of my needs. But recently it has totally ruined my peace. From morning to evening I have to entertain the callers who try to convince me for investing my hard-earned money in various schemes. Then there are the ones who advocate the buying and selling of the premier properties. The most provoking are the calls which wake me up at night. I have to convince them that it is not the number they have dialed. Right?. The height of the things is that it can be a total health hazard for many. Keeping it near your chest can cause cardiac ailments and fixing your ear every time to the phone is nothing but inviting the gadget called “hearing aid” to support you . Well, what do you think? Is it a boon or a bane?
Changing Trends Man usually loves to imitate. He always tries to find out something new. Trends are the gifts of the searches made by man. Trends change fast. It is often impossible to catch up with trends. Cultural trends take some time to change. People adopt trends of different culture. However it is not easy to get rid of the traditional customs and trends. Those who strongly believe in the old trends try to resist the dictates implemented by the new. The same attitude is there in the trend of jobs. Years ago there was not much choice about the jobs. People mostly followed the profession their parents used to opt for. But the changing trends have paved the way for different professions. The trend of fashion also changes. Fashion designers create new designs and set new styles. Women spend a large amount of money to keep pace with the changing trends. Men also are not exception to this. EXERCISE - 1
Write a paragraph in not more than 150 words on
1.
Power back-up
2.
Recycling of solid waste
3.
Sewerage Treatment Plant
Process-Description A process-description gives step-by step guidance with a specified time, quantity, number and other things required. It also focuses the “dos “and “don’ts”. Use Imperative sentences or Simple present tense + Passive voice (e.g. Open the lid./The lid is opened.) when you are writing a process description.
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How to prepare pure distilled water
Here is a detailed method of preparing pure distilled water. Look at the diagram first: Required Apparatus:
(i)
Two jars
(ii)
Lids to cover
(iii)
Capillary tube
(iv)
Glass tube with openings at both ends
(v)
A Large utensil to hold ice and the second jar
(vi)
Burner
What to do:
(i)
Fill one of the jars with plain water./One of the jars is filled with plain water.
(ii)
Cover it with a lid which has a hole to pass the glass tube./It is covered with a lid which has a hole to pass the glass tube.
(iii)
Place the second jar inside the utensil./The second jar is placed inside the utensil.
(iv)
Cover it with the lid with two holes./It is covered with the lid with two holes.
(v)
Next insert the glass tubes through the holes in the two lids. This would link them with each other./Next the glass tube is inserted through the holes in the two lids.
(vi)
Then insert a small capillary tube through the second hole in the lid of the second jar. This would act as an exhaust for the steam./Then a small capillary tube is inserted through the second hole in the lid of the second jar. This would act as an exhaust for the steam.
(vii)
Put a lot of ice inside the utensil to cover the second jar from outside. This would act as condenser for the steam./A lot of ice is put inside the utensil to cover the second jar from outside. This would act as condenser for the steam.
(viii)
The tube that connects the two jars must go deep inside the second jar.
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Communication Skill-I (ix)
Boil the water of the first jar./The water of the first jar is boiled.
(x)
Steam will be formed. This would go into the second jar through the glass tube.
(xi)
It will be condensed and turned into distilled water.
(xii)
Much steam will also go out through the capillary tube. The process is very slow and will take much time.
How to make a candle Ingredients required:
(i)
500 gms wax
(ii)
Stear ine-2 tb spoon
(iii)
A double boiler
(iv)
A mould
(v)
A wick
(vi)
Dye
(vii)
Scent
(viii)
Mould release
What to do:
(i)
The wax is heated in a double boiler.
(ii)
2 tablespoons of Stearine are added for 500 gms.
(iii)
While the wax is heating, it is tilted to prevent formation of air bubbles.
(iv)
The wick is put inside the mould.
(v)
When wax reaches pouring temperature, dye and scent are mixed and stirred well.
(vi)
Then it is poured into the mould slowly and smoothly.
(vii)
If the mould is tall, the mould-release is applied to take out the candle smoothly.
(viii)
The sides of the mould are gently tapped to allow the air bubbles to rise.
(ix)
A water bath is prepared to cool the candle.
(x)
The candle is allowed to set fully before it is removed from the mould.
(xi)
If the candle does not easily slide out of the mould, it is placed in a refrigerator for five to ten minutes.
(xii)
Finally it is decorated with carved flowers and leaves.
How to install a ceiling fan without any fuss
Ceiling fans are very popular in summer and winter both. In summer, they lessen the pressure on air conditioners by producing cool breeze. In winter, they make you warm and cozy by spreading the heated air throughout the room. In order to install a ceiling fan a few things must be kept in
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mind. First you should turn off the power connection to avoid electric shock. Then Use a ladder or tall stool to get the access of the ceiling. The wires have to be connected and secured by nuts. Next the rod and canopy are fixed on the fan. They have to be slid up to the mounting bracket. The lead wires have to be cut. The blades should be fixed onto the blade brackets with the screws. Finally the connection has to be turned on and you are ready to enjoy your ceiling fan. EXERCISE - 2
Write a paragraph in not more than 150 words on :
1.
How to pay by cheque,
2.
How to install a refill in your ball-point pen
3.
How to open an account in the bank
4.
How to install a telephone
Problem-Solution While writing a paragraph about a problem, give an introduction, discuss the problem, then refer to the solutions. When a fire breaks out
The fire which broke out in the nearby factory shows that no precautions against fire hazards were taken in the factory. Many workers who were unable to come out of the factory choked to death in the thick fumes caused by fire. In order to get rid of this kind of fire–traps, the authorities must provide fire extinguishers in abundance. The area must have profuse ventilation. The old wooden beams must be replaced with iron ones. The old equipments which have a chance to leak poisonous gases must be removed. The workers must be groomed about the safety norms. Two fire brigades must be kept in disposal of the authorities. These can work at the hour of need. The Unknown Clues to Fix up Your Fitness through Aerobics
A peaceful sleep following the day’s toiling brings in renewed vigor and determination next morning. However, you never cease to enjoy the platter of most oily dishes and keep on fretting about your over size shape and curves .Not only do you pamper yourself with the large scoops of ice cream, but you also have to deal with the worst part of your life that has given rise to various unseen problems. Your friends run faster than you, but you cannot. You try to do so but start panting after covering only a short distance. You feel lazy and low .You are unable to cope up with the trendy norms. Pedalling the bike or walking the treadmill in the gym does not click and you curse yourself .In order to enjoy life as you wish and to prevent yourself from being a prey to unhealthy ways you need to hit the clues cached here to fix up your fitness through Aerobics. Join a club for Aerobics. Aerobics is the best therapy to reduce your weight. Aerobics opens the window for more and more oxygen input in your body. When you are doing these exercises, you have to move the muscles in your arms, hips or legs a number of times and the flow of blood increases and your heart- beat is faster. The blood circulation improves and the smaller blood vessels widen and
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offer more oxygen to the muscles of your body. You are able to get rid of the carbon dioxide and other wastes produced in your body. It also removes body-ache and you feel as cool as a cucumber.
Data-Comment We are living in the digital era .Computers play an important role in our lives. So is the data which is given in a diagram, map , chart ,table or illustration and you are asked to interpret the given data. You must take care of the following points to do so correctly. (1)
A heading
(2)
Relevant points including comparison and contrasts
(3)
Fluency
(4)
Accuracy
(5)
Expression
The following table shows the sales record of a music-shop: Changing Trends of Music Lovers Months
Indian Classical music
Indian Film Music
Western music
CDs/DVDs
DVDs./CDs
DVDs/CDs
January
20 /05
180/150
30/10
February
15/10
200/150
40/10
March
40/10
190/170
50/15
Q. Write a paragraph in not more than 100 words interpreting the above data:
Changing Trends of Music Lovers The sales record of the music shop shows the popularity of Indian Film Music. Indian Classical music is the least popular among the music –lovers. More numbers of CDs of the Classica l Music and the Western Music have been sold than the DVDs. Western Music is comparatively more liked by the people than the Classical Music. Its popularity is on an increase in the month of March. Yet people have a great love for Indian Film Music. This is evident from the sale of CDs and DVDs in the three months under review. During January and February the sale of the CDs and DVDs of Film Music is increased by 13 times than that of Indian Classical Music .It is 7 times more than that of Western music in the same period. However, March has seen a fall in the popularity ratio.
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EXERCISE - 3
Given below is a table showing the production record of the colleges in the year 2013: Colleges
Graduates
Undergraduates
Postgraduates
Patna College
5000
7000
4000
A.N. College
8000
4000
3000
Gaya College
6000
5000
20000
Q. Write a paragraph in about 100 words interpreting the above data. Types of Paragraphs:
There are many types of paragra phs: I.
Narrative paragraphs
II.
Descriptive paragraphs
III.
Expository paragraphs
IV.
Persuasive paragraphs
V.
Comparative paragraphs
I.
Narrative paragraphs- These types of paragraphs depict a single incident or a sequence of incidents. They should be started with a sentence related to the topic .It holds the reader's attention. The description should be about an event, scene or adventure. It should be in chronological order. It must be very interesting to attract the reader. There are a few common transitional expressions like soon, then ,after, before, while, finally, before, meanwhile, upon ,next ,now etc. For example --- the description of a Felicitation ceremony or the Silver jubilee celebration of an Industry.
II.
Descriptive paragraphs- These paragraphs are the detailed description of an object, a pet, a toy ,a person, a place or a season. The author tries to transmit or communicate his experiences to his reader. He describes what he has seen, heard, or felt. He tries to visualize the subject. The paragraph should be started with the topic. All the details should be there. For example--- a computer, a smart phone, a chocolate factory, a metro, your best friend etc.
III.
Expository paragraphs- These types of paragraphs are written to give information. These paragraphs start with a topic sentence and are supported with words like first, secondly, thirdly , finally etc. Then there is a conclusion that states the final exposition. These paragraphs usually deal with process writing or giving instructions.
IV.
Persuasive paragraphs- Persuasive paragraphs try to convince the reader. They
86
Communication Skill-I give information about something. It can be a place or a person about whom the writer tries to persuade the reader. It has a direct approach and helps the reader to form his opinion. V.
Comparative paragraphs- Comparative paragraphs deal with comparisons. While writing these types of paragraphs tables and charts are used. The terms like down and across are used to focus the right comparison.
However, paragraphs can be analyzed in different ways. They have the following types too: General to Specific Process description Problem solution Data comment
Group-I (English)
87
Unit-IV Part-IV (Vocabulary Building)
4.1 Word Formation Common Roots in Technical English Noun endings : -tion indication, information, production, transportation, transition, transformation. -ment management, punishment, judgment, improvement. -ance performance, maintenance, assistance. -ity Malleability, proportionality, profitability, productivity, similarity, purity, originality. -logy analogy, meteorology, phenology, physiology, methodology, penology, ornithology. -meter barometer, thermometer, parameter. -metry geometry, trigonometry -or actor, director, projector, protector, moderator -er manager, programmer, treasurer, writer, lover, Prefixes that mean NOT : -in- inadequate , informal, infinite, invisible, incomprehensible, inexperienced, inexplicable, inexpressible, indefinable, indescribable, inhuman, inimitable, innumerable, insoluble, insincere, inseparable, invalid, invariable ,invulnerable non- : non-essential, non-existent, non-flammable ,non-stop, non- sensical, noncommittal il- illegal, illegible, illogical, illegitimate, illiberal im- immoral, immaterial, immature, immeasurable, immobilize, immoderate, immodest, immortal, immovable, impartial, impassable, impenetrable, imperceptible, imperishable, imperfection. de- deformity, degenerate, deform, degrade, dehydrate, decompose, dis- disagree, disconnect, disable, disadvantage, disappear, disapprove, discordant, discontinue. mis- mismanage, misappropriate, misbehave, miscalculate, misconduct, mishappen, mislead, misrepresent. mal- maladjustment, malformation, malfunction, malnutrition, malpractice, maltreatment
88
Communication Skill-I (Suffixes) Words that end with : -ize materialize, analyze, civilize, criticize, fossilize, privatize, theorize, deputize, pasteurize, immunize, hospitalize, liquidize. -ate activate, hypernate, doctorate, electorate, passionate, Italianate, sulphate. -ify purify, solidify , glorify. Adjectives that end with: -al magical, verbal, surgical, survival, sensational. -ic metallic, scenic, economic, Arabic, horrific, specific. -ical methodical, metallurgical, chemical, physical, biological, mathematical, numerological. -ar familiar, regular. -ary planetary, budgetary, missionary, customary, contrary, ordinary, necessary, honorary. -ory explanatory, mandatory. -ing rolling, dazzling , boiling, penetrating, drilling, driving.
4.2 Technical Jargon Technical jargon is used within a specific area. It relates to the “terms of art and industry terms”. It must be precise and efficiently communicated. These are used to help technical communication. It is not easy to comprehend Technical jargons. These words are used by the people who are in a particular job and know the particular subject well. For example if somebody talks about Dynamic tessellation, it would be a problem for the common man to understand what is being talked about. This word is replaced by 4K.4k denotes the four time resolution of HD at 3840x2160.In the same way 5k, 8k or 21:9 are all related to wide screen display of TV.
Change is the order of the day and Technology is not an exception to it. So technical jargons are also changing every day. However, the following are some examples of Technical Jargons: 1.
Accelerometer: It finds out the velocity and orientat ion of an object that is moving. It determines a portrait or a view of landscape in a phone and counts the steps.
2.
Android TV: An Android is powered to activate smart TV like the smart phone.
3.
Bluetooth Low energy- It connects two devices with low power. It connects activity band to your phone.
4.
Codec: This word is used to encode and decode digital information. A right codec is needed to go through a particular kind of file .It also helps to get a special type of digital stream.
5.
Bandwith- It shows the difference between two frequencies and the amount of information flowing through a channel.
Group-I (English)
89
6.
Radar screen: It tells us about the range of interests of the companies or the individuals. e.g. Voice portals, now are on every body’s radar screen.
7.
Phytoxicity: It refers to plant injury.
8.
Solution: Solution refers to products that are produced by the companies.
9.
HDR- High Dynamic Range enables a modern TV to brighten and darken selective parts of the screen. It offers a dynamic presentation. presentation.
10.
Puttin ting the paper to beded- This means Preparing the newspaper to be printed.
While communicating with the laymen, Technical jargons must be avoided as they cannot convey the exact approach to the object or process described.
4.3 Use of Synonyms/Antonyms/Harmonym Synonyms/Antonyms/Harmonyms/Paronyms s/Paronyms 4.3.1 Use of Synonyms ha s the same meaning meaning as another. However, A synonym is a similar word. It denotes a word that has it depends on the usage of each and every word where it should fit into. e.g. locate and look He looked for the lady but could not locate her in the crowd. Now look at the followin following g words that t hat have similar meanings: meanings: Word
S ynonym
Abbreviate
shorten, abridge, abstract
Apply
assign, anoint, implement
Analyse
dissect, dissolve, evaluate
Ac id
corr osive, caustic, incisive
Auxiliar y
subsidiary, a ccessory, suppor tive
Assembly
construction, fabrication, manufacture
Assist
help, aid, support
Abandon
leave, forsake, desert
Adept
expert, skilled, apt
Amaze
astonish, surprise, astound
Bea m
glea m, glow, ray
Beacon
beam, sign, flare
Bevel
angle, diagonal, slant
Billow
expa nd, swell, undulate
Bang
crash, detonation, explosion
90
Communication Skill-I Candid
stra ightfor ward, frank, blunt
Compress
condense, pr ess, squeeze
Consta nt
static, changeless, inert
Cr eate
invent, originate, cause
Commence
star t, begin, initiate
Distinguish
sepa rate, differentiate, discriminate
Diminish
reduce, decr ease, a bate
Distil
condense, evaporate, vaporize
Drill
bore, penetra te, perforate
Dur ess
force, pressure, restraint
Endorse
appr ove, sustain, recommend
Elimina te
annihilate, reject, remove
Electr ify
stimulate, invigora te, animate
Ema ncipate
deliver, discharge, release
Expand
amplify, broaden, develop
Explor e
analyse, examine , inspect
Exha ust
drain, dry, finish
Exhale
discharge, emit, eject
Engineer
build, control, devise
Equilibr ium
bala nce, stability, steadiness
Fluid
liquid, liquefied, melted
Force
energy, power, dyna mism
Flimsy
ordinary, trivial, ethereal
Fluctua te
change, oscillate, swing
Fla me
radiate, shine, blaze
Formula
blueprint, code, form
Formula te
crea te, define, devise
Foundation
groundwork, base, basis
Fr agment
bit, chip, fra ction
Ga lvanise
electrify, stimulate, vita lize
Gadget
gimmick, applia nce, invention
Gra vita te
descend, incline, move
Gyr ate
rota te, revolve, spin
Group-I (English) Greasy
oily , smooth, waxy
Har dline
definite, extreme, tough
Hazar dous
dangerous, difficult, r isky
Hilt
handle, handgrip, grip
Hitch
atta ch, join, fa sten
Identica l
duplicate, alike, same
Illusory
apparent, deceitful, deceptive
Immobilise
disa ble, fix, transfix
Immer se
dip, plunge, sink
Impervious,
closed, damp-proof, impenetr able
Incline
lean, slant, slope
Incoherent
jumbled, inarticulate, disconnected
Inconspicuous
ca mouflaged, hidden, insignifica nt
Induction
conclusion, inference, deduction
Infla mma ble
burnable, combustible, flammable
Ignite
burn, confla grate , fire
Jargon
nonsense, mumbo-jumbo, twaddle
Jerr y-built
defective, fa ulty, flimsy
Join
atta ch, combine, connect
Junk
clutter, debris , dregs
Juxtaposition
closeness, contact, proximity
Kaleidoscopic
changeable, fluctuating, manifold
Knack
ability, ca pacity, dexterity
Kinky
coiled, crimped, crumpled
Latch
bar , bolt, lock
Lateral
marginal, sideways, sideward
Latitude
brea dth, width, r ange
Light
airy, buoyant, weightless
Limpid
bright, clear , lucid
Lubrica te
grease, smear, wax
Luminous
bright, glowing, vivid
Leaky
perforated, porous, permeable
Lather
bubbles, foam, froth
91
92
Communication Skill-I Laconic
shor t, succinct, terse
Melt
dissolve, thaw, liquefy
M er ge
amalgamate, blend, mingle
Mechanism
appliance, components, system
Minute
micr oscopic, minia ture, small
Momentum
drive , energy, force
Motion
flow, flux, movement
Mould
frame, format, design
Mur ky
dull dark, dim
Moulder
crumble, decompose, , disintegrate
Multiple
several, manifold, many
Mass
bulk, bunch, extensity
Matter
mater ial, stuff, substance
Narrow
close confined confined , cramped
Navigate
direct, guide, drive
Non-flammable
incombustible incombustible,, fire-resistant, fire-proof
Notification
advice, advice, message, message, notice
Novice
apprentice, apprentice, learner, learner, probationer probationer
Obsolescent
declining, fading, waning
Observation
examination, ex exper ience, in infor mation
Opaque
dim , dull, hazy
Oper ation
action, motion, movement
Outflow
discharge, drainage, ebb
Pa n
move, scan, sweep
Penetr ate
affect, bore, pierce
Per mea ble
absorbent, penetr able
Pr ecipitate
accelerate, speed, tr igger
Press
exploration, investigation, enterpr ise
Propel
move, drive, push
Quara ntine
detention, isolation, segr egation
Quotation
estimate, price, rate
Quay
harbor, jetty, dock
Quake
jolt, move , quail
Group-I (English) Rota te
revolve, pivot, swivel
Radiance
brightness, gleaming, shine
Ra dia te
diffuse, diverge, emit
Ra nch
esta te, farm, planta tion
Rea son
judgement, r easoning, intellect
Receiver
handset, radio, wireless
Refr esh
repa ir, restore, revita lize
Robot
automation, machine, zombie
Recycle
recla im, reuse, reprocess
Reduction
compression, condensa tion, contraction
Sanction
agreement, allowance, appr oval
Sc a n
check, examine, investigate
Spark
atom, flare, flash
Spin
reel, revolve, turn
Stroke
move, movement, sweep
Suction
absorption, extraction, draining
Solid
sturdy, hard, firm
Solidify
clot, coagulate, set
Spindle
axis, axle, pivot
Spike
barb, nail, spire
Telescope
contract, compress, condense
Texture
char acter, composition, consistency
T ha w
defr eeze, defrost, dissolve
T hr ive
develop, grow, incr ease
Tr ansmit
broa dcast, disseminate, r elay
Tra nsplant
displace, relocate, r emove
Tr anspose
alter, change, exchange
Twir l
coil, gyrate, turn
Twiddle
twist, wheel, whirl
Temper
alla y, harden, toughen
Undergr ound
covered, experimental, buried
Under lying
basic, elementary, essential
Untr a ined
inexpert, inexper ienced, unskilled
93
94
Communication Skill-I Utilitarian
functional, practical, pragmatic
Vacuum
gap, emptiness, , void
Vacillate
fluctuate, oscillate, shuffle
Vague
obscure, indistinct, hazy
Vibrate
resonate, reverberate, pulsate
Volume
capacity, dimension, mass
Velocity
impetus, speed, quickness
Wage
compensation, wages, payment
Wallop
thump, thrash, whack
Wane
contract, decline, decrease
Waver
fluctuate, reel, flicker
Wind
bend, coil, curl
Workmanship
execution, expertise, skill
Workman
craftsman, artisan , employee
Wax
dilate, enlarge, expand
Xerox
photocopy
Yardstick
measure, standard, criterion
Yield
produce , provide, supply
Yarn
fibre, thread
Zoom
buzz, dash, dive
Zip
energy, drive, vitality
EXERCISE - 1
1. Choose the correct alternative of the following.
I.
The word condemn does not mean the same 1.
Avoid
2.
Worship
3.
Hate
4.
Underrate
Ans:
1. Avoid, 2. Worship, 3. Underrate
II.
The word Exhaust does not mean the same
Ans:
1.
Enforce
2.
Escalate
3.
Influence
4.
Wear out
1. Enforce, 2. Influence, 3. Exert
Group-I (English) III.
2.
The word compatible does not mean the same 1.
clashing
2.
broken
3.
consistent
4.
contradictory
Ans:
1. clashing, 2. broken, 4. contradictory
IV.
The word proliferate does not mean the same 1.
Decrease
2.
Release
3.
Push
4.
Multiply
Ans:
1. Decrease, 2. Release, 3. Push
V.
The word gyrate does not mean the same
Ans:
95
1.
Increase
2.
Rotate
3.
Pull
4.
Reduce
1. Increase, 3. Pull, 4. Reduce
Write out the meanings of the following words and make sentences:
Propulsion, dissolve, magnify, deplete, inject Ans:
Propulsion- force driving something forward-In small aircrafts gas turbine engines are very useful for propulsion through the propeller. Dissolve-disintegrate-The sugar was heated and it dissolved into the water. Magnify-enlarge-The bacteria got magnified by hundred times. Deplete-decrease- The supply of the drugs was depleted. Inject-insert-The vegetables are injected with chemicals.
4.3.2 Antonyms Antonyms are the opposite words. They are opposite in meaning. Word
Antonym
Word
Antonym
Abridge
amplify
Absent
present
Assimilate
dissipate
Activate
deactivate
Adjacent
distant
Alleviate
aggravate
Ample
meager
Assemble
disassemble
Attach
detach
Attract
repel
Attraction
repulsion
Accept
reject
Abundant
inadequate
Annihilate
restore
Ability
inability
Balance
imbalance
Blend
separate
Backward
forward
96
Communication Skill-I Word
Antonym
Word
Antonym
Blunt
sharp
Bloated
shriveled
Blurred
clear
Composite
homogenous
Comprehensible
incomprehensible
Convex
concave
Contraction
expansion
Construction
destruction
Constructive
destructive
Constrict
expand
Constriction
expansion
Continue
discontinue
Continuous
discontinuous/intermittent Directional
non-directional
Damp
dry
Decode
encode
Dearth
abundance
Derogatory
favorable
Dissipate
accumulate
Establish
demolish
Economy
extravagance
Effective
ineffective
Efficiency
inefficiency
Emergence
decline
Element
whole
Fact
fiction
Feeble
strong
Flexible
rigid
Form
formless
Forward
backward
Fragment
join
Fragile
durable
Frequency
infrequency
General
particular
Generate
prevent
Growth
decline
Gravity
levity
Gross
net
Groove
ridge
High
low
Heat
(verb) cool
Heat(noun)
cold
Heavy
light
Height
depth
Hollow
solid
Humid
dry
Hybrid
pure
Hypothetical
actual
Impede
aid
Impenetrable
accessible
Immobilize
mobilize
Impair
enhance
Ignite
quench
Induce
deter
Increase
decrease
Jerry-built
firm
Jeopardize
safeguard
Juxtaposition
dissociation
Kaleidoscopic
monochrome
Knowledge
ignorance
Latitude
longitude
Lop-sided
balanced
Luminous
opaque
Mend
break
Group-I (English) Word
Antonym
Word
Antonym
Mental
physical
Micro
macro
Minimise
maximize
Melt
freeze
Mix
divide
Monochrome
kaleidoscopic
Mottled
monochrome
Multiply
decrease
Narrow
broad
Nebulous
clear
Novice
professional
Numerous
scanty
Nullify
validate
Obtrusive
unobtrusive
Oppose
support
Odd
even
Offhand
calculated
Often
seldom
Omit
include
Opacity
transparency
Opaque
transparent
Orderly
disorderly
Partial
impartial
Porous
impermeable
Present
absent
Prevent
allow
Prevalent
rare
Proceed
retreat
Procrastinate
advance
Produce
consume
Propel
stop
Propose
oppose
Production
consumption
Prominent
unimportant
Proportion
disproportion
Queer
ordinary
Quaint
modern
Radical
superficial
Rapid
sluggish
Ramshackle
solid
Refreshing
exhausting
Relative
absolute
Release
check
Resistant
compliant
Rotary
fixed
Rudimentary
advanced
Solid
liquid
Scanty
profuse
Scrap
restore
Skilful
inexpert
Similar
dissimilar
Sedentary
active
Segment
whole
Stable
unstable
Succinct
lengthy
Transmit
receive
Transmission
reception
Toxic
harmless
Tough
brittle
Thick
thin
Thaw
freeze
Taut
loose
Terminal
initial
Unalterable
alterable
97
98
Communication Skill-I Word
Antonym
Word
Antonym
Unceasing
spasmodic
Uneven
even
Uneconomic
economic
Unfit
fit
Uniformity
variation
Unrefined
refined
Utilitarian
impractical
Vague
clear
Variance
agreement
Ventilate
suppress
Vertical
horizontal
Viable
impossible
Volatile
constant
Vivid
vague
Vulnerable
strong
Wane
increase
Waver
determine
Weight
lightness
Widen
narrow
Woody
open
Wooly
distinct
Worn out
fresh
Yawning
narrow
Yoke(verb)
unhitch
Zenith
nadir
EXERCISE - 1
Choose the suitable Antonyms of the given words: 1.
Hollow a. Filled
Ans.
c. solid
2.
Accept a. sluggish
Ans.
b. reject
3.
Integral a. essential
Ans.
c. additional
4.
Adequate a. inadequate
Ans.
a.inadequate
5.
Radical a. slow
Ans.
c. superficial
b. strong
c. solid
d. sunken
b. reject
c. broad
d. reluctant
b. entire
c. additional
d. necessary
b. sigular
c. impure
d. negative
b. narrow
c. superficial
d. extreme
Group-I (English) 6.
Fertile a. real
Ans.
c.barren
7.
Perpendicular a. straight
Ans.
d. horizontal
8.
Prohibit a. accept
Ans.
d. permit
9.
Internal a. odd
Ans.
b. external
10.
Exclude a. shortage
Ans.
99
b. calm
c. barren
d. major
b. slant
c. angle
d. horizontal
b. grant
c. drink
d. permit
b. external
c. obscure
d. loss
b. difficult
c. include
d. surplus
c. include
4.3.3 Harmonyms There are several words that are similar in sound. When they are pronounced, there is hardly any difference in the sound. However, their meanings are always different. These words are called Homonyms. The following pairs of words sound same, but have different meanings: Word
Meaning
Sentence
Access-
to reach a place
Peter gained access to the room through the balcony.
Access-
to open a computer file
He could not access the file that got all the information.
Act-
a particular thing done by somebody
It was an act of terrorism.
Act-
to perform a part in a play or film
Did he ever act in a film?
Air
gas
He went into the garden and breathed the fresh air.
Air
TV program
The program will be aired tomorrow in the evening.
Admit
confess
He admitted his guilt.
100 Communication Skill-I Admit
get admission
He was admitted to the nearby hospital.
Affect
to change
The flood a ffected the lives of the villagers.
Affect
to pretend to be feeling or thinking The lady affected a calmness, but she could break down any time.
Acrobatics
difficult movements
The acrobatics done by the boy on the high wire was very much appreciated.
Acrobatics
performing skillfully with the voice when singing
She used her vocal acrobatics and mesmerized the audience.
Angular
thin and without much flesh
My friend is a tall angular woman.
Angular
having angles or sharp corners
The large angular shapes looked beautiful.
Arch
a curved structure
The arch of the bridge collapsed.
Arch
to move and form a curved shape
The monkey a rched its back a nd stared at me.
Automatic
Having control that work without anyone’s help
She has a fully automatic washing machine.
Automatic
a gun that can fire bullets continuously as long as the trigger is pressed
The soldiers were armed with automatics and were able to win the battle.
Avionics
the science of Electronics when used in making and designing aircraft
He is very much interested in Avionics.
Avionics
the Electronic devices in an aircraft or a spacecraft
The avionics used in this aircraft have become outdated.
Balance
an instrument for weighing
Balance
the amount of money
She has to check her bank balance.
Battery
a device that is placed inside a car engine, clock, radio etc. producing electricity that makes it work
He had to replace the batteries in the torch.
Battery
a large number of things or people of the same category
The battery of soldiers marched on.
Beater
a tool used for beating things.
The egg beater I had bought was quite expensive.
Beater
A person employed to drive birds and animals out of bushes
The beater was called to drive out the hyena that was lurking behind the bushes.
The vendor weighed the vegetables on the balance.
Group-I (English)
101
Beam
a line of light
Nowadays laser beams are used for surgery.
Beam
to send radio or television signals over long distances using electronic equipment
Live pictures of the wedding of the Prince were beamed around the world.
Bend
to force something that was straight into an angle or a curve
Put a mark on the pipe where you wish to bend it.
Bend
a curve or turn on the road or river
While travelling towards the airport we could find a sharp bend on the road.
Bicycle
a road vehicle with two wheels
My friend got on the bicycle and rode off.
Bicycle
to go somewhere on a bicycle
He bicycled towards the station.
Blend
to mix two or more substances together
We have to blend the eggs, sugar and the flour to make a cake.
Blend
a mixture of different types of the same thing
She wished to have a blend of tea.
Bridge
a structure that is built over a road, railway
They crossed the bridge and could find the way to their friend’s house.
Bridge
to build a bridge
The bridge was built by the Romans.
Brief
using few words
They gave a brief description of the ceremony.
Brief
to give the main facts of a legal case to the lawyer
The lady briefed the lawyer about the case.
Burn
to produce flames and heat
The fire burnt all the huts.
Burn
an injury caused by fire
The worker got a burn while welding the pipe.
Cast
shape metal
The statue was cast in bronze.
Cast
the people who act in a movie or play
The whole cast of the movie performed very well.
Contract
an official written agreement
The company signed a contr act with the supplier.
Contract
to become less or smaller
Any metal will contract as it cools after heating.
Container
a box or bottle in which something can be stored
An airtight container keeps the foodstuff fresh.
Container
large metal or wooden box in The container ship had left the harbor. which goods are packed to be transported in a ship train or truck
102 Communication Skill-I Convert
to change or make something change from one form, purpose, a system etc. to another
They had converted oil to gas central heating.
Convert
a person who has changed his religion
A convert to Islam, he was not ready to enter the temple.
Cool
fairly cold
A cool breeze soothed her ailing body.
Cool
become colder
The pressur e cooker was cooled afterboiling the potatoes.
Cover
protect
The food was covered with foil.
Cover
the thing that is used to protect something
We need a plastic water –proof cover to protect the car from rain.
Crane
A tall machine with a long arm used to lift heavy objects
The crane was used during the construction of the building.
Cra ne
to lean over something in order to see something better
The girl cra ned out of the window to see them off.
Crack
to break without breaking into parts
The wall has cracked.
Crack
a line on the surface of The cup got a crack on it. something where it has broken but not split
Cutter
a tool for cutting
He had a pair of wire cutters.
Cutter
a small fast ship
The cutter was used to transport the passengers of the ship.
Decompr ess
to have the air pressur e in something reduced to a level
Under pressure gas gets decompressed.
Decompress
(computing) to return files to their original size
When the zipped files are un zipped, they get decompressed.
Diffuse
spread over a wide area
Even the diffuse light can be used to remove darkness.
Diffuse
spread over
If a liquid is diffused in a substance ,it gradually mixes with the substance.
Diminish
decrease
The natural resources are diminishing day by day.
Diminish
belittle
They diminished her contribution.
Divider
a thing tha t divides something
A room divider was used to separate the kitchen and the living room.
Group-I (English)
103
Dividers
a measuring instrument
She needs a pair of dividers to mark the measured length.
Drill
a tool with a pointed end for making holes
The electric drill was used to make a hole in the door.
Drill
to make a hole in something
The carpenter drilled a hole in the door.
Electronic
having microchips that control electric current
Today everybody is attracted to electronic instruments.
Electronic
connected with electronic equipment
My son is an electronic engineer.
Element
a simple chemical substance
Silver, iron and copper are all elements.
Element
the part of a piece of electr ical equipment that gives out heat
The rice cooker needs a new element.
Engine
locomotive
The engine got derailed.
Engine
the part of a vehicle that produces power to make the vehicle move
The engine of your car has to be changed.
Engineer
a person whose job is related to building or designing machines, engines etc.
His brother is a civil engineer.
Engineer
contrive
He engineered a meeting with the director of the company.
Equilibr ium
a state of balance between opposite forces
The freezing point refer s to the point at which solid and liquid are in equilibrium.
Equilibrium
A state of mental balance
The boy lost his mother a nd has not recovered his equilibrium till now.
Evaporate
change into gas
The earth’s moisture has evaporated by the sunlight.
Evaporate
disappear slowly
His excitement over winning the gold medal completely evaporated after his father’s sudden demise.
Fabric
material made by weaving wool, cotton
She is fond of cotton fabric.
Fabric
the basic str ucture of a building
The fabric of our house was built a year ago.
Fatigue
exhaustion
She could not overcome the physical and mental fatigue and fell ill.
104 Communication Skill-I Fatigue
weakness in metal or wood caused by repeated bending or stretching
The metal fatigue could be seen on the wings of the plane.
Feature
something important, typical or interesting
What are the features of this car you felt attracted to?
Feature
to include a particular person or a thing as a special feature
This model of the car features electronic alarm and alloy wheel.
Fence
boundary ma de of wood or wire
The cow broke the fence and entered the garden.
Fence
to surround or divide the area with a fence
His garden is fenced with a wire.
Field
an area of land
The farmers were ploughing the field.
Field
practical work
He was deputed in a field research.
Figure
numbers
This year more than one thousand people in this village have been employed by the government. By 2020, this figure will rise to more than fifty percent.
Figure
to calculate
My friend figured the amount for the trip.
File
a metal tool for cutting and making the surface smooth
The carpenter used the file to smooth the surface of the door.
File
to put a document into a particular place
All my important documents are kept in a file.
Filter
a device that allows any liquid or gas to pass through in order to remove unwanted material
We need filter paper for the coffee machine.
Filter
to pass through a filter
The water you drink must be filtered.
Fix
attach
The shelf was fixed to the wall.
Fix
in a difficult situation
He was in a fix to find his wife deteriorating.
Function
a special activity or purpose of a thing or a person
The function of the intestine is to help in the digestive system.
Function
to operate
Despite regular servicing ,the washing machine has failed to function properly.
Galvanize
to make somebody take action by making them excited
His cheerful disposition galvanized them into action.
Group-I (English)
105
Galvanize
to cover metal with zinc to protect The galvanized sheet was used to protect it from rust the tool box from rusting.
Glaze
a thin clear liquid used to make objects shine
The cups shone after applying glaze on them.
Glaze
to fit sheets of glass into something
T he c a rp ent er c ame a nd g la zed t h e windows.
Gloss
a shine on a smooth surface
The paper is available with gloss on one side.
Gloss
to add a note or comment to a piece of writing to explain a difficult word
He glossed the difficult words in his writeup.
Glue
a sticky substance
A tube of glue was bought to paste the envelops.
Glue
to give all the attention to something
She was glued to the TV all the afternoon.
Gravity
the force that attracts objects in space towards each other and that on the earth pulls them towards the centre of the planet and makes them fall to the ground when they are dropped
Everybody knows about Newton’s Law of gravity.
Gravity
seriousness
You must realize the gravity of the matter.
Gun
a weapon for firing bullets
The terrorist pulled out his gun and aimed at the passengers.
Gun
to run very quickly
He gunned his motorcycle.
Hammer
tool
He used a hammer to fix the nail into the wall.
Hammer
hit many times
He was hammering the door.
Handle
to deal a situation
He handled the situation carefully.
Handle
the part of a door, drawer etc. used to open it
He tried to turn the handle of the door, but it was locked.
Height
measurement
Your height must be mentioned in your CV.
Height
distance above ground
The food packets were dropped from a low height to the flood victims.
Hook
a curved piece of metal
He hung his coat on the hook.
106 Communication Skill-I Hook
to catch a fish with a hook
He had managed to hook a large fish.
Ice-
frozen water
His child’s body was as cold as ice.
Ice
to cover a cake with icing
She iced the cake very beautifully.
Illuminate
to shine light on something
The lights on the pa vement illuminated the whole street.
Illuminate
clarify
The text on the pillar illuminates the Muslim dynasty.
Immer se
to put something into a liquid
The idol wa s immersed into the river.
Immerse
to get one self involved
My fr iend immersed herself in her painting.
Impenetrable
that cannot be passed through
The forest is impenetrable.
Impenetr able
impossible t o understand
Her murder was an impenetra ble mystery.
Increase
grow in size
The population of India is increasing day by day.
Increase
growth
The increase in crimes in our city has made the life unsafe.
Industry
the production of goods from raw materials
The industr ies are flourishing in our country
Industry
the quality of working hard
The manager got impr essed by his industry.
Insulate
to protect something with a material that prevents heat, sound electricity etc. from passing through
You must insulate your house to save energy.
Insulate
shield
He was insulated from the severe cold.
Iron
metal
The gates of the building are made from iron ore.
Iron
press the clothes
He needs his dress to be ironed before he leaves.
Isolate
to separate something or somebody physically from other people
He felt isolated after he left his job.
Isolate
to separate a single substance
Scientists are still trying to isolate the gene that causes cancer.
Ja ck
a device for lifting heavy objects
We needed a jack to change the tyre of our car.
Group-I (English)
107
Ja ck
to treat somebody differently without sh showing any any in interest
He was being jacked around. So he left the pl place.
Keyboar d
the set of ke keys for op opera ting a computer
She opened her co computer an and sta rted typing with the he help of the keyboard.
Keyboar d
a musical instrument
She started playing the beautiful melody on the keyboard.
K ee l
the part of a ship
The keel of of the ship got damaged and the ship started drowning.
K ee l
fall over sideways
The ship keeled and was about to dr own.
Labour
wor k
T he c omp a ny wa nted to negot ia t e t he labor cost.
Labour
work hard
He labored all the day in the field and felt very tired.
Latch
a sma ll metal bar tha t is used to fasten the door
I lifted the latch to open the door.
Latch
to develop a strong interest
T he youngster s a lwa ys la tch on to the latest craze.
La unch
to start a n activity
T he new model of Ma r uti ca r s will be launched in the next month.
La unch
to put a ship or boat into
The ship was launched with a great fervor.
the water for the first time Lift
ma chine
The lift in their apartment was out of order and we had to use the stairs to reach the 4th floor.
Lift
to r aise
The child lifted the lid of the box and was scared to find a frog inside it.
Light
weight
The bag was very light and was easy to carry.
Light
color
She loves to wear light colors.
Loop
a curved piece of rope
The lady ma de a loop in the str ing.
Loop
to move in a way that makes the shape of a loop
The lake loops around the park.
Ma chine
a piece of equipment
The machine failed to work.
Mach achine
to make a sha shape with a machine
The material was machined easil sily.
Ma terial
fabric
This material is good for your dr ess.
108 Communication Skill-I Ma te terial
a substance that things ca n be made from
The building materia ls ls have been bought as the project is going to star t shor tly.
Mend
to repair something
The socks have holes. They have to be mended.
Mend end
improving after a difficult situation
The The ec economy of of th the co country is on on th the mend now.
Microwave
oven that cooks with electromagnetic waves
The chicken was prepared in the micr owave.
Microwave
to cook in a microwave
You have to micr owa ve the contents of of the packet only for three minutes.
Mind
bra in
The teacher trains the mind.
Mind
to take car e of
The driver minds the tr ain.
Monitor
A screen that shows in informat rmatiion from a computer
The monitor of of our PC PC is out of orde rder.
Monitor
track
His health- progress was monitored.
Motion
the process of moving
Do not put your hands inside the food mixer when it is in motion.
Motion
to make gestures
He motioned to me fo for coming closer.
Nail
a thin small pointed pointed piece of metal He hammered hammered the nail in the wall.
Nail
to fasten f asten something something to somethin something g with a nail
He nailed the photograph photograph on the wall.
Network
a complicated systems systems of roads, r oads, lines, tubes etc.
The road network network is very very much much disturbed due to flood.
Network
a closely closely connected connected group of people
The netwo network rk of of my my friends friends was was very very busy. busy.
Number
quantity
A large number number of people were rendered rendered homeless by the flood.
Number
song
She sang a beautiful beau tiful number on his birthday. birthday.
Oper ation
the process of ma king something wo work
If we do regular servicing of our machines, it ensures the smooth opera tion of the machine.
Oper ation
an a ct performed by a machine
T he he wh w hole op o p er er at at io io n wa w a s p er er fo for me med within seconds.
Orga ni nic
connected with the organs of the body
She is suffering from an organic disease.
Group-I (English)
109
Organ rganiic
rel relate ated to to foo food, farm farmiing me metho thods
The The food stuff is now prod roduced by organi anic farming.
Panel
a rectangular pi piece of wood, glass
The glass panel of the window has
or metal metal used used for for the door door or win windo dow w to be replaced. Panel
To cover a surface with flat strips of wood, glass etc.
The door wa s paneled in oak.
Paper
for writing/wrapping
Toda y r ec yc led p a p er s a r e u s ed f or various purposes.
Paper
to decorate the walls of a ro room by covering them with wallpaper wallpaper
The damp pa tches have been papered.
Pa ra llel
ver y similar
The roads a nd the r iver run parallel.
Pa ra llel
similar features
The rise in crimes is para lleled by the rise in unemployment.
Pil Pilot
a person who operates the controls of an airc aircraf raftt esp espeecial cially ly as a jo job
The pilot was was responsible for th the recent airc aircra rash sh..
Pilot
to fly an air craft
The instructor piloted the plane.
Pla nt
the large machinery
The company will invest in new plants.
Pla nt
The garden was planted with beautiful flowers. flowers.
Project
a pla nned piece of work to produce something something
The building project is about to be completed.
Project
to plan an activity
The next edition of the History book will be projected in 2017.
Pr oc ocess
a se series of of th things that ar are done in or der to a chieve a go goal
It would not be a n easy process to change the social backdrop.
Proc rocess
to tre treat raw raw mate aterial rial to pres reserve rve it
The The read ready ymade ade food we buy are are mostly processed with preservatives.
Que Questi stion
a se sentence, ph phras rase or a word that asks for informa tion
The The question on quant antum mechani anics was was not easy.
Question
to a sk questions
The thief wa s arrested and questioned by the police.
Ra dical
far reaching
Our society needs radica l changes.
Radi adical
a gro grou up of of at atoms th that be behave as a single unit in a number of compounds
Free rad radicals in the body can cause cancer.
110 Communication Skill-I Resonance
the quality of deep, clear an and continuing sound
The woman's voice had a st str an ange r esonance.
Reso Resona nanc ncee
the the vi vibrat bratio ion n pro produ duce ced d in in an obje bject The The reso reson nance ance pro produce uced by by the the mach machiine by vibration of similar similar frequency frequency caused a lot of disturbance. from another object
S c a le
marks for measuring
What was r ead on the scale?
S c a le
extent of something
They invited people on a large scale.
Sc a n
(of a light, Rada r) to pass across an area
Concealed video ca meras a re used for s c a n ni ng ea c h a n d ev er y p a r t of t he compound.
Sc a n
a medical test
He has been advised to get his brain scan.
Screw rew
a th thin pointed piece of metal like a nail nail with with a rais raised ed spir spiral al line line
The screw was loose and the photo fra frame was abo about ut to fall fall dow down n from from the the wall. wall.
Screw
to cheat
They screwed the foreigner.
Sound
noise
We could hear the sound of their footsteps.
Sound
give impr ession
Her voice sounded low on the phone.
Soph Sophis isti tica cate ted d
cle clever ver or com compl pliicate cated d in in th the way way that it works
The The yo young ung ste sters rs are are ve very much uch aw aware of t h e hi hi g h l y so so p h i s t i c a t e d co co m p u t e r systems.
Soph Sophis isti tica cate ted d
abl able to to und understa rstand nd diffi ifficu cullt ide ideas
The The soph sophisti istica cate ted d audien audience ce appre appreci ciate ated d the flute- recital of Hariprasad Haripra sad Chowrasia.
Structure
the way in which the parts of som somethin ething g are conn connec ecte ted d togeth together er
The structure of th the building is not ve very strong strong..
Structure
to organize into a pa ttern
Their teacher ha s structured the lessons very well.
Sta tic
acting as a weight but not producing movemen movementt
The machine works under static pressure.
Sta tic
not moving or changing
T he p r ic es on the s toc k ma r ket ha ve become become sta tic.
Telephone
a system for talking
My telephone is out of order and I was unable to talk to him.
Telephone
to phone
He telephoned me to know the venue.
Temper ate
having a mild tempera ture
The climate of Bangalore is temper ate.
Temper ate
beha ving in a ca calm and controlled way
The child was quite temperate on the first day of his school.
Group-I (English)
111
Tender
a fo forma rmal offer to to suppl pply goods or do work at a stated pric rice
Sealed tenders are are invited ted fo for th the supp upply of tools from authorized dealers.
Tender
a small boat
The passengers were carried in a tender from the larger boat to reach the land.
Termi rminal
The pl place where the journey by train train,, bus bus or boa boatt begi begin n or end end
The Railway termi rminal in our ci city was inaug inaugur urate ated d by the the Rai Railw lway ay min minis iste terr one one month ago.
Ter mina l
certain to get worse
T he fa ctor y tha t built PVC pipes is in terminal decline.
Ther ma l
connected with heat
The thermal energy should be conser ved.
Ther ma l
Clothing
He carried the thermal wear while visiting the hill stations.
Tran ransmi smit
to sen send an electro ctron nic sig sign nal, al, rad radiio or television broadcast
The The in inducti uction on cerem remony was was tra tran nsmit smitte ted d live by satellite a ll ll over th the world.
Tr ansmit
tr ansfer
The disease was transmitted to her child in the womb.
Trans ansparen rent
allowing one to see throu rough
The curta rtains were alm almost tra transpare arent.
Tra nspar ent
easy to under stand
While writing a technical report jargons should be avoided to make it more transparent.
Twist
bend into shape
The wire was twisted to form a triangle.
Twist
unexpected change
At the end of the movie there was a twist in the story.
Unit
small machine
T h e c en t r a l p r o c e s s i n g u n i t o f o u r computer is out of order.
Unit
A fixed quantity tha t is used as a standard measurement
A woman should drink less than fifteen units of alcohol per we week.
Va lue
the amount represented by a sym symbol bol or lett letteer in in Math Mathem emati atics cs
If X has the value 43, what would be the valu valuee of Y?
Va lue
consider important
S he va l u es accordingly.
Ver tical
per pendicula r
The building was almost vertical.
Ver ti tical
having a st structure in wh which there are top, middl middlee and bottom bottom leve levels ls
Ther e was a vertical flow of commun communicati ication on in the mee meeting ting..
Visual
connected with sight
T he pa int ing ha d a tr emendous vis ual impact.
my w o r d s a n d a c t s
112 Communication Skill-I Visual
picture, map film, used to make an article impressive
Toda y, colorful visuals a re used to attract the children.
Wave
the form that some types of energy The ultrasonic waves were used for such as heat sound or light etc. detecting ultrasonic flaws. take as they move
Wave
to moved
She waved her hand and bade goodbye.
Weld
to join pieces of metal together by heating their edges and pressing them together
The broken axle of the car has to be welded.
Weld
a joint made by welding
The weld in the pipe has started corroding.
Wrench
metal tool for holding anything
The wrench was used to open the lock.
Wrench
to pull or twist something suddenly
The boy wrenched the puppy from his sister.
Xerox
a process for producing copies of letters, documents etc. using a special machine.
The Xerox machine was not functioning properly, so the copies of the notes looked hazy.
Xerox
to make a copy of the documents with the machine
I got the documents xeroxed.
X-ray
a type of radiation
X-ra yed
to photograph and examine bones and organs inside the body
His chest was x-ra yed.
Yard
a unit of measuring length
36 inches make a yard.
Yard
an area outside a building
The prison yard was infested with rats.
Zoom
increase suddenly
the prices of the cars have zoomed up suddenly.
Zoom
the sound of a vehicle moving very fast
The zoom of the car could be heard from the living room.
the X-ray machine was used to take the photograph of his chest.
4.3.4 Paronyms A paronym is a word that has been derived from the same root having a similar meaning. e.g. wisdom is the root word and wise is the paronym. A root shows the basic meaning of a word. Many words contain a root. For example in the word “ Flammable” the root flam means fire. Now the whole word means can be set on fire.
Group-I (English)
113
EXERCISE - 1
Complete the following table : root
general area of meaning
examples (three for each root)
aer, air
air
aerial, an airplane, an aerosol
ag, act
to do, drive, act
a (chemical) agent
anna, enni
annual,
aqua
aqueous,
aud, audit
to hear, listen, watch
aut, auto
automatic
bio cent centi
a centimetre,
cre, cresc, cret
to grow, develop
an increment,
cred
to believe, trust
dic, dict
to say, write
to contradict,
duc, duct
to lead, move
a reduction
equ
the equator
fac, fic, fact, fect
to manufacture,
flect, flex
to reflect
frang, fring, fract, frag
to break
fragile,
fus, fund, found
to melt or pour
a fuse,
grad, gress
a step or stage
an undergraduate,
grav
heavy
geo
her, hes jac, ject
adhesive to throw, be thrown down
junct, join, joint
to reject, adjoining,
micro pel, pell, puls
to drive, push
posit, pound, pose
to put, place
opposite,
port quir, quisit, quest
an enquiry,
114 Communication Skill-I root
general area of meaning
rupt
to break, brust
examples (three for each root)
scrib, scribe, script
to scribble,
spec, spect, spic
an inspector,
struct
to build, assemble
tant, ting, tact
to touch
a tangent,
tract
attractive,
vert, vers
reversible,
vid, vis
invisible,
volv, volut
to roll, turn aroung
ANSWER
agent, agenda, agency, agar, actor, active, action annual, annals, annalist aqueous, aquatic, aquifer audio, audiology, audiometric, auditor, audition, auditory, auditorium autarchy, autism, automatic, autoclave, autocrat, a utocracy bio-data, biography, biology, biodegradable center, centaur, centenary centimeter, centipede, centigrade creation, creator, increment, increase, crescendo, credible, credibility, credence diction, dictionary, dictate, dictum, contradict production, product, reduction, deduct, reduce , produce, deduce equator, equation, equal factor, faction, factional, terrific, fiction, fictitious, fictional, factual, factorize, factorial, manufacture, defect, effect, reflect, deflect, inflect, reflex, flexibility flexible frangipani, franglais, infringe, fraction, fracture, fragile, fragility, fragment, fragmentary, fragmentation, fragrance, fragrant fuse, refuse, defuse, profuse, fusion, fusilier, fusillade, fusilli, refund, fundamental, fundamentalism, fundamentally, funder, funding, profound, foundry, founder, foundation, foundling geology, geography, geometry grade, graduate, undergraduate, gradient, grading, gradiometer, graded, gradual, gradually, progress, congress, progressive gravity, gravitate, gravitation, gravitational
Group-I (English)
115
adhere, adherence, adherent, adhesion, adhesive, herbicide, herbal, herbalism, herbalist hijack, hijacker, jack, jacket, jack-hammer, jack-knife, jack-plug, reject, deject, dejection junction, juncture, joint, adjoining, adjoin, adjunct microscope, microbiology, microorganism, microscopic, microsecond, microphone, microscopy compel, propel, propeller, propellant, impulse, pulsar, pulsate, pulse composite, opposite, deposit, compound, pounder, pounding, compose, oppose, repose report, portable portal, portage enquire, enquiry, quire, requisite, request, disrupt, disruption, disruptive, corrupt, corruption, abrupt, scribble, scribbler, scribe, script, scripted, scriptorium, scripture spec, speccy, special, inspect, inspection, inspector, retrospect, spicy instruct, instruction, instructive, construct, construction, constructive tangent, tangible, tangle, tinge, tingle, tingly, computing, noting, drafting, intact, contact, tactice, tactfully, tactful attractive, attraction, attract, contract, contraction convert, convertion, converter, convertible, reversible, reverse, reversible, reversion vivid, avid, visible, visibility, invisible, invisibility, vision, visionary involve, revolve, voltage, volt, revolt
Words that Begin with coWords beginning with co- carry the meaning of ‘moving or working together’. The most common forms of this prefix are com- and con-. EXERCISE - 2
Choose the right word from the following bos to fill the gaps in the sentence below :
compressed, concentric, complex, contact, concrete, components, combination, compound, contract, compost 1.
A machine consists of many different .......... put together.
2.
The .......... NaCl has different chemical properties to Na and Cl alone.
3.
A gas can be .......... into a msaller volume.
4.
Farmers use fertilizer or .......... to increase their yield.
5.
.......... circles share the same centre.
6.
An electric .......... allows electricity to pass through two faces brought together.
7.
.......... consists of sand, cement and stones mixed together.
8.
is a .......... number.
9.
A .......... of factors led to the accident.
10.
As metals cool, they .......... .
116 Communication Skill-I ANSWER
1. Components
2. Compound
3. Compressed
4. Compost
5. Concentric
6. Contact
7. Concrete
8. Complex
9. Combination
10. Contract
4.4 One Word Substitute A single word or only one word can be used in place of several words or phrases. Look at the following words: Several words or phrases
one word substitution
A boat that dredges a river
dredger
That cannot be expressed in words
inexpressible
That cannot be avoided
unavoidable
That cannot be believed
incredible
That cannot be burnt
incombustible
That cannot be divided
indivisible
That cannot be changed
irrevocable
That cannot be seen
invisible
That cannot be read
illegible
That cannot be heard
inaudible
That cannot be penetrated
impenetrable
That cannot be seen through
opaque
That cannot be dispensed with
indispensable
That may be easily set on fire
inflammable
That cannot be perceived by sense
imperceptible
That cannot be reached
inaccessible
A person who leaves his own country to settle in another country
emigrant
A person who comes as a settler into a foreign country
immigrant
A machine that produces electricity
generator
A substance that allows electricity or heat to pass along it or through it
conductor
A small electronic device for calculating numbers
calculator
A person who operates the machine
operator
Group-I (English) The person who keeps records to stock in a company
stock conductor
The person whose job is writing programs
Programmer
117
EXERCISE - 3
Complete the following:
1.
A boat that dredges a river is called a ......... .
2.
Before the invention of jet engines, all airplanes had pr.........s.
3.
A machine which produces electricity is called a g......... .
4.
Electronic c.........s are now very cheap, and are extremely useful for carrying out mathematical operations quickly.
5.
A machine op......... has to be very careful that his hands or clothing do not get caught in the machine.
6.
Copper is a good con......... of electricity.
7.
The person who keeps records to stock in a company is called the ......... con.........
8.
A pro.........enables you to draw accurate angles in Technical Drawing.
9.
In the next decade, there will be thousands of career openings for computer pro.........s.
10.
One of the most difficult jobs in a company is that of factory man......... .
ANSWER
1. Dredger
2. Propeller
3. Generator
4. Calculators
5. Operator
6. Conductor
7. Stock conductor
8. Programmer
9. Programmer/professional
10. manager
Nouns that end -ity Add -ity to the following adjectives, and change the spelling as necessary to make nouns. Also, practise pronouncing these -ity nouns : EXERCISE - 5
Complete the following definitions, using the appropriate word from the box :
society, the earth, the mind, bodies, animals, rocks, insects, speech sounds 1.
geology
=
the study of
....................
2.
entomology
=
the study of
....................
3.
zoology
=
the study of
....................
4.
psychology
=
the study of
....................
5.
physiology
=
the study of
....................
118 Communication Skill-I 6.
phonology
=
the study of
....................
7.
petrology
=
the study of
....................
8.
sociology
=
the study of
....................
ANSWER
1.
the study of earth
2.
the study of insects
3.
the study of animals
4.
the study of the mind
5.
the study of bodies
6.
the study of speech sounds
7.
the study of rocks
8.
the study of society
Nouns that end with -meter, -metry A noun ending -meter (= an instrument which measures z), and -metry (= the science of measuring z) are common in science and technology. EXERCISE
Answer the following :
1.
What does an ammeter do?
2.
What is geometry?
3.
What is the function of a car’s speedometer?
4.
What is trigonometry?
5.
What does a barometer measure?
6.
Why does a pilot need an altimeter?
ANSWER
1.
An ammeter measures the strength of an electric current.
2.
Geometry is a “branch of mathematics that deals with the measurements and relationship of lines ,angles and solids”.
3.
The function of a car’s speedometer is to measure the speed of the car.
4.
Trignometry is “the type of mathematics that deals with the relationship between the sides and angles of triangles.”
5.
A barometer measures the temperature of weather or climate.
6.
A pilot needs an altimeter to know the height above sea level.
Group-I ( fgUnh )
119
Group-I
fgUnh [k.M&I 'kCn&jpuk&mRifÙk ,oa fodkl ,d ;k vf/d v{kjks a ds lkFkZ d ;ks x dks 'kCn dgrs gS aA tS ls vk] jke] fdlh Hkk"kk es a 'kCn gh lokZ f/d egÙoiw .kZ gks rs agSA 'kCn HkaMkj ds vk/kj ij gh Hkk"kk dh le` f¼ dk irk pyrk gSA dq N 'kCn viuh Hkk"kk ds gks rs agS] dq N 'kCn ljh nw Hkk"kkvks a ds gks rs gSA lk/kj.kr% 'kCn nks iz dkj dk gks ldrk gSA lkFkZ d vkS j fujFkZ dA lkFkZ d & os 'kCn gS] ftuls fdlh fuf'pr vFkZ dk cks/ gksA tS ls yks Vk] iq Lrd] ftl 'kCn (èofu) ls fdlh [kkl vFkZ dk cks/ u gks tS ls&okuh] uhik] bR;kfn fujFkZ d & 'kCn dk egÙo & Hkk"kk;h] vfHkO;fDr dk ew y vk/kj 'kCn gks rs agSA 'kCn gh ckrphr ;k dF; es a vkus okys O;fDr;ks a iz kf.k;ks s a] oLrqv aks] xq .kks a] fØ;k;ks a] Hkkoukvks fopkjks a vkfn dks iz dV djrs gS aA 'kCn Hka Mkj & fdlh Hkk"kk es a iz ;ks x gks jgs ;k gks ldus okys lHkh 'kCnks a ds lew g dks ml Hkk"kk dk 'kCn Hka Mkj dgrs gS aA vFkZ dh n` f"V ls oxhZ dj.k 12-
'kCnks a ds vFkZ lnk ,d gh leku ugha jgrs gS aA bl dkj.k vFkZ ds vk/kj ij 'kCnks a ds pkj Hks n gSA ,dkFkhZ & ,dkFkhZ 'kCn os 'kCn gS ftudk ,d gh vFkZ gks rk gSA O;fDrokpd la Kk 'kCn blh Js .kh ds 'kCn gks rs gS aA tS ls & xa xk] fga nh] bZ'oj] la Ld` r vus dkFkhZ & 'kCn os 'kCn gS a ftlds ,d ls vf/d vFkZ gks rs agSA ftlds ,d ls vf/d vFkZ gks rs agSA tS ls& va cj & vkdk'k] oL=k dy & vkxkeh] vxyk fnu] vrhr dj & gkFk] Dl] VS gkFkh dk lw M ¡ xq : & f'k{kd] cM+ k] Hkkjh
120 Communication Skill-I
3-
4-
/u & ckny] ?kVk] gFkkS M+ k i;kZ ;okph ;k lekukFkhZ & ftu 'kCnks a dk vFkZ leku gks rk gSA tS ls& jkr & fu'kk] jtuh] jkf=k vfXu & vkx] ikod] vuy vpy & ioZ r] 'kS y] fxfj] ux ?kks M+ k & v'o] g;] ?kks Vd foyks e 'kCn ;k foijhrkFkhZ & os 'kCn ftldk vFkZ fdlh vU; 'kCn ds vFkZ ls foijhr gksrk gSA tS ls& vkjEHk & vUr vU/dkj & iz dk'k U;k; & vU;k; lq [k & [k nq vieku & lEeku
mRifÙk ds vk/kj ij 'kCn Hks n mRifr ds vk/kj ij 'kCn ds eq [;r% pkj Hks n gS aA 1rRle & la Ld` r ds os ew y 'kCn] tks T;ks a ds R;ks a fgUnh es a iz ;q Dr gks rs gS a rRle dgykrs gS aA tS ls & vkgkj] mPpkj.k] iQy] iqLrd] bR;kfn 2rn~Hko & rRle ds fod` r :i dks rn~H ko dgrs gS a & tSls pk¡ n] ngh] jkr] diw j bR;kfn 3 'kt ns & vius gh ns 'k dh cks y&pky ls vk, 'kCn ns 'kt dgykrs agSA tS ls & dVks jk] yks Vk] leks lk] pepeA 4fons 'kt & os 'kCn tks va xz sth] vjch] iQkjlh] rq dhZ ] iq rZ xkyh vkfn fons 'kh Hkk"kkvks a ls fgUnh es a vk x, gS aA tS ls& va xs th & ekLVj] Ldw y] y] js LVs 'ku] dks V] ihl] flus ek] bR;kfn iw rZ xkyh & vkyw] lkcq u] vyekjh] rkS fy;k] ckYVh] mnw Z] uk'kikfr vjch & xjhc] iQdhj] vkS jr] dlw j] ekunkj] bZ vnkyr] b=k Øs ; & dw iu] dkjrw l iQkjlh & pkdw] [kjhn] p'ek] :eky] tehu] va xw j] tkuoj rq dhZ & nkjks xk] cs xe] rk'k] dkyhu phuh & pk;] yhph :ika rj ds vk/kj ij 'kCnks a ds nks Hks n gS aA ds vuq lkj vius :i cnyrs gSA mUgs a fodkjh dgrs gS aA 1fodkjh & tks fya x opu dkjd vkS j iq :"k (d) la Kk ([k) loZ uke (x) fo'ks "k.k (?k) fØ;k
Group-I ( fgUnh )
2-
121
vfodkjh & tks 'kCn fya x] opu iq :"k vkSj opu ds vuq lkj :i ugha cnyrs gS aA ,s ls 'kCn gS aA (d) fØ;k fo'ks "k.k] ([k) lac/a cks/d (x) leq P; cks/d (?k) foLe;kfn cks/d
jpuk dh n` f"V ls 'kCn ds iz dkj jpuk ds vk/kj ij 'kCn rhu iz dkj ds gks rs gS aA 1:<+ & ftlds [k.M dk dks bZ vFkZ u gks fdUrq fo'ks "k oLrq ds fy, iz fl¼ gks x;s gks tS ls & ?kks M+ k] Lrd] iq jkeA 'kCnksa ds ;ks x ls curs gS aA tS ls & 2;kS fxd & os 'kCn gSa] tks nw ljs uhy$dey & uhydey cq f¼$eku & cq f¼eku lq Unj$rk & lq Unjrk 3;ks x:<+ & os 'kCn gSa] tks vius 'kCnks a ds lkekU; vFkZ u ns dj ,d fo'ks "k vFkZ ns rs gS aA tS ls & ia dt & (ia d$t) & dhpM+ ls mRiUu & dey ya cks nj & (ya c$mnj) & ya ck is V okyk & x.ks 'k f=kus =k & (f=k$us =k) & rhu vk¡ [kks a okyk & f'ko
O;q Rifr ,oa u, 'kCnks a dk fuekZ .k 1-
milxZ ,oa iz R;;ks a }kjk u, 'kCnks a dk fuekZ .k fd;k tk ldrk gSA
milxks Z dk fuekZ .k vfr & vfr'k;] vR;kpkj] vfrfjDr vf/ & vf/dkj] vè;{k] vè;kns 'k vuq & vuq xz g] vuq 'kklu] vuq dw y mi & midkj] mieku] vigj.k fuEufyf[kr milxks a Z }kjk u, 'kCnks a dk fuekZ .k gks ldrk gSA Hkq y $ vDdM+ ¾ Hkq yDdM+ Le` $ vuh; ¾ Lej.kh; ekuo $ rk ¾ ekuork fuEufyf[kr R;;ks iz a }kjk u, 'kCnks a dk fuekZ .k fd;k tk ldrk gS vu] bZ] mQ] vkbZ] Ro] rk] ,jk] u] bZ bd] yk] bR;kfn
122 Communication Skill-I
vus d 'kCnks a ds fy, ,d 'kCn 1234567891011121314151617181920212223242526272829-
tks 'oj bZ es a fo'okl j[krk gS tks 'oj bZ dks u ekurk gks tks O;kdj.k tkurk gks nw j dh ckr lks pus okyk lks lcdks fiz ; gks eks{k dh bPNk djus okyk tks iz 'ka lk ds ;ks X; gks tks ns j rd jgs tks ns [kk u tk lds tks i<+ k&fy[kk u gks tks dke dfBu gks tks dke vklku gks fnu es a gks us okyk lIrkg es a gks us okyk i{k es a gks us okyk ekl es a gks us okyk o"kZ es a gks us okyk rhu eghuks a es a gks us okyk N% ekg es a gks us okyk ukS eghus esa gks us okyk tks lc dN tkurk gks tks Fkks M+k tkurk gks fd, midkj dks u ekuus okyk fd, midkj dks ekuus okyk tks Í.k ns tks Í.k ys ftldk vkdkj gks ftdlk vkdkj u gks ftldk :i vPNk gks
& & & & & & & & & & & & & & & & & & & & & & & & & & & & &
vkfLrdA ukfLrdA oS ;kdj.kA nw jn'khZA loZ fiz ;A eq eq{kq A iz 'ka luh;A fpjLFkk;hA vn` ';A vui<+] fuj{kjA nq "djA lq djA fudA nS lkIrkfgdA ikf{kdA ekfldA okf"kZ dA =kS ekfldA "k.ekfldA uoekfldA loZ KA vYiKA d` RèuA d` rKA mÙke.kZA v/e.kZA lkdkjA fujkdkjA lq :iA
Group-I ( fgUnh )
303132333435363738394041424344454647484950515253545556575859-
ftldk :i vPNk u gks ftldks Hk; u gks ftldks Mj u gks vPNk cksyus okyk vPNk fy[kus okyk cq js ekxZ ij pyus okyk ftldk vkpkj vPNk gks ftldk vkpkj (pky&pyu) cq jk gks tks viuh gR;k djus okyk gks ftles a n;k gks ftles a n;k u gks ftldk vUr u gks ftlds leku nw ljk u gks ftldk ikj u gks ftldh rqyuk u gks tks ç'ka lk ds ;ks X; gks ftldh pkj Hkq tk,¡ gks a ftles a diV u gks tks dHkh u ejrk gks tks dHkh cw <+ k u gks rk gks ftles a fodkj u vkrk gks lcdks leku n` f"V ls ns [kus okyk (fdlh ,d) leku le; es a gks us okyk dk;k dk okd~ (ok.kh) dk lrks xq .k dk jtks xq .k dk reks xq .k dk uhfr dks tkuus okyk nw/ ij jgus okyk
& & & & & & & & & & & & & & & & & & & & & & & & & & & & & &
dq :iA fuHkZ ;A fuMjA lq oÙkQk] okXehA lq ys[kdA dq ekxZ xkehA lnkpkjhA nq jkpkjhA vkRe?kkrhA n;kyqA funZ ;A vuUrA vuU;A vikjA vrq yuh;A ç'ka luh;A prqH TkA Zkq fu"diVA vejA vtjA fufoZ dkjA len'khZA lelkef;d] ledkyhuA dkf;dA okfpdA lkfRodA jktfldA rkefldA uhfrKA nq X/kgkjhA
123
124 Communication Skill-I
60616263646566676869707172737475767778798081-
ftldk o.kZu u gks lds tks ty esa jgrk gks tks vkdk'k es a ?kw erk gks og igkM ftlls vkx fudyrh gks tks dq N tkuus dh bPNk j[krk gks tks eks g u djrk gks ftls fdlh ls yxko u gks tks u"V gksu s okyk gks u"V u gks us okyk ftldk dks bZ 'k=kq u gks tks ys us dh pkg j[krk gks tks lgu djrk gks tks cgq r :i /kj.k djrk gks olq ns o dk =k iq 'kfDr ds vuq lkj ftlds ik¡ p eq g ¡ gks a ftl iq Lrd es a vkB vè;k; gks ftles a lUns g u gks ftldh gtkj Hkq tk,¡ gks ftldh mQij dh vks j Hkq tk gks tks çfrfnu ugkrk gks tks /eZ ds dke djs a
& & & & & & & & & & & & & & & & & & & & & &
vo.kZ uh;A typjA uHkpj] [ks pjA Tokykeq [khA ftKklqA fueks ghA Z fuys i] Z vfyIr] fufyZ IrA u'oj] uk'koku~A vu'oj] 'kk'or~A vtkr'k=kqA fyIlqA lfg".kqA cgq :fi;kA oklq ns oA ;Fkk'kfDrA ia pkuu ('ks j ds fy, :<+ 'kCn) v"Vkè;k;hA fuLlUns gA lglz ckgqA mQèoZ ckgq A fuR;Luk;hA /ekZ RekA
fons 'kh Hkk"kk ls vk, 'kCnks a dk fgUnh es a ç;ks Xk fons 'kh Hkk"kk ls vk, 'kCn fons 'kt dgykrs gS bu 'kCnks a dk fgUnh es a ç;ks x fd;k tkrk gSA tS ls & va xz s th 'kCn & vkW Dlhtu] vkW ijs 'ku] thfu;j] ba dfe'uj] iklZ y okD; ç;ks x
vkW Dlhtu & geyks x ges 'kk vkW Dlhtu xz g.k djrs gS aA vkW ijs 'ku & es js fe=k dk vkW ijs 'ku dq N fnu igys gqv kA
Group-I ( fgUnh )
125
vjch 'kCn & vnkyr] bTtr] b=k] bekjr] xjhc okD; ç;ks x
bekjr iQkjlh 'kCn iq rZ xkyh 'kCn rq dhZ 'kCn
& & & &
;g bekjr vPNh gSA va xw j] vukj] fgUnh vukukl] vk;k mnw Z] uk'kikrh] ckck
ns 'kt ,oa fons 'kt 'kCn ns 'kt tS ls fons 'kt tS ls
& & & &
vius gh ns 'k dh cks ypky ls vk, 'kCn ns 'kt dgykrk gSA yks Vk] leks lk] jLlh] dVks jk va xz s th] vjch] iQkjlh] iq rZ xkyh] rq dhZ 'kCn tks fgUnh es a ç;ks x fd, tkrs gS fons 'kt dgykrs gSA Ldw y] LVs 'ku] bekjr] va xw j] vukukl] dq yh] pkdw] nkjks xk] choh] cs xe] lkS xkr] vyekjh] vpkj] es t] ckYVh] pkch] cks ry bR;kfnA
i;kZ ;okph ;k lekukFkhZ 'kCn vU/dkj vk¡ [k vkdk'k bUnz
& & & &
bPNk
&
bZ 'oj m|ku diM+ k dey
& & & &
dkens o
&
frfej] re] rfelz] va / jkA s yks pu] foyks pu] p{kq ] vf{k] n` x] us =k] u;uA uHk] xxu] O;ks e] vEcj] vUrfj{k] vHkz] |kS] fno] vUkUr] 'kw U;A lq js 'k] e?kok] os ns Unz] lq jifr] iq jUnj] oklo] ns jkt] lq js Unz ] 'kØ] 'kphifr] ikdfjiq ] ikd'kklu] otz ikf.kA vkdka{ kk] mRd.Bk] gk] bZ oka Nk] fyIlk] vfHkyk"kk] dkeuk] okluk] euks jFk] vHkh"V] Li` gk] ` pkg]] ykylkA ijekRek] çHkq] Hkxoku] txnh'k] ijes 'oj] txnk/kj] lfPpnkuUnA miou] okfVdk] ckx] cxhpk] cfx;kA oL=k] olu] iV] phj] vEcjA tyt] ia dt] vjfoUn] mRiy] ufyu] in~ e] jktho] vEcq t] vEHks t] out] ljks t] okfjt] iq .Mjhd] iq"dj] vEHkks :g] dq oy;] egks Riy] tytkr] ikfjtkr] ljflt] da t] 'kri=k] i;ks t] rkejl] dks dun] uhjt] vEcq tA jfrifr] enu] dke] iq "ilk;d] dq lq e'kj] ia pok.k] iq "i/Uok] dcU/] dejèot] euksHko] euflt] vua x] ia p'kj] eUeFk] euks t] da niZ ] ehuds ru] vruq] LejA
126 Communication Skill-I
fdj.k fdukjk dku x` g xa xk x.ks 'k pUnz
& & & & & & &
ty tUe >a Mk ryokj rkykc fnu nq% [k nw/ ns ork /u /uq "k unh ueLdkj fueZ y iq "i ioZ r ia fMr ijkx iou iq =k iq =kh çrhd
& & & & & & & & & & & & & & & & & & & & & &
ejhfp] dj] e;w [k] va 'kq ] jf'eA dw y] rV] dxkj] rhjA d.kZ] Jo.k] Jq friq V] Jks rA Hkou] lnu] fuds ru] vkxkj] v;u] fuy;] vky;] xs g] /ke] fuds rA HkkxhjFkh] eUnfduh] f=kixFkk] tkÉoh] lq jlfj] ns oixk] tq Éq ] ru;k] fo".kq inh] /z ouUnk] q ounhA ns yEcks nj] fouk;d] ,dnUr] x.kifr] xtkuuA fu'kkdj] fgeka 'kq ] fo/q] dykfuf/] bUnq ] lq/ kdj] e` xyka Nu] lks e] 'kf'k] lq/ 'kq ka ] e;ad] jtuhdj] 'k'kka d] jkdkifr] lkja x] f}t] 'k'k/kj] {kikdj] mnf/lq r] mMó i] dykfuf/k] f}tjktA uhj] lfyy] rks ;] okfj] ve` r] mnd] vEcq ] i;] vki] thou] ikuhA vkfoHkkZ o] mn~H ko] mn;] mRifÙk] iS nkb'kA irkdk] èotk] oS t;Urh] iQjgjk] ds ruA vfl] [kM~x] djoky] pUnz gkl] d` ik.kA rky] lj] ljks oj] rM+ kx] tyk'k;A fnol] vgu] oklj] okjA dys 'k] O;Fkk] d"V] os nukA {khj] i;] X/] nq xks jlA vtj] ns o] lq j] focq /] vejA foÙk] nzO;] lEifÙk] jkf'k] vFkZA dks n.M] pki] 'kjklu] dkeZ dA q fu>Z fj.kh] lfjrk] rfVuh] rja fx.kh] L=kks rfLouh] lfjr~ ] iz okfg.kh] fuEuxk] vixkA ç.kke] cUns] ue%] ueLrs] vfHkoknuA 'kq ¼] lkiQ] LoPN] ifo=kA lq eu] dql e] q çlw u] iQw y] iq gq iA igkM+] 'kSy] vpy] fxfj] ux] Hkw/ j] egh/j] /jk/j] /j.kh/j] vfnz ] es :] Hkw fe/jA lq/ h] euh"kh] çkK] cq /] fo}ku] dks fon] fop{k.kA iq "i&/w fy] lq lq ejkt] iq "ijkt] edja nA ioeku] gok] uHkçk.k] lehj.k] ok;q] lehj] ek:r] izHkja tu] vfuy] iz da iu] txRiz k.kA cs Vk] lq r] uUnu] ru;] vkRet] tkr] ruq tA nq fgrk] lqrk] ruq tk] cs Vh] vkRetk] ru;kA fpÉ] la ds rA
Group-I ( fgUnh )
çdk'k ikoZ rh i`Foh i{kh cz kã.k Hkz ej es ?k euq "; egkns o eNyh fe=k efnjk ew [kZ ;q ¼ jktk jkf=k y{eh ok.k okuj o"kkZ fo".kq fo|q r okRlY; o`{k 'kjhj 'k=kq L=kh LoxZ
127
& T;ks fr] ped] çHkk] Nfo] |q frA & f'kok] f'kokuh] mek] Hkokuh] vfEcdk] vi.kkZ] loZ ea xyk] fxfjtk] 'kS ylq rk] vu?kk] :nz k.khA & Hkw] Hkw fe] vofu] vpyk] /j.kh] {kks .kh] f{kfr] es fnuh] mohZ] iq gq fe] jRukoyh] /jk] /fj=kh] egh] olq erh] olq U/jk] olq/ k] /jrhA & [kx] [ks pj] f}t] ira x] foga xe] fogx] foga x] 'kdq u] uHkpj] e.My] i[ks :A & f}t] Hkw ns o] Hkw lj] foizA & e/q i] e/q dj] vfy] f}js iQ] papjhd] "kV~ in] Hk` ax] fefyUnA & ty/j] tyn] rks ;n] i;ks/j] uhjn] i;ks n] ?ku] ckny] okfjnA & euq t] ekuo] O;fÙkQ] uj] tu] eR;ZA & f'ko] 'ka dj] Hkw rukFk] dS yk'kukFk] f=kyks pu] f'krda B] fiukdh] gj] uhyda B] fxfjtkifr] egs 'oj] pUnz 'ks [kj] Hkw rs 'kA & eRL;] edj] >"k] tythouA & l[kk] lgpj] lkFkh] lq ân~ A & lq jk] gkyk] ok:.kh] e|A & vK] vcks/] tM+] ew <+ A & la xz ke] lej] vkgo] j.k] foxz gA & u` i] u` ifr] Hkw ifr] eghi] ikfFkZo] ujukFk] ujs 'k] ujifr] vofui] Hkw i] Hkw iky] ujs UnzA & ;kfefu] fu'kk] jtuh] 'koZ jh] {kik] rfelz k] foHkkojh] jkdk] u] jS relkA & Jh] deyk] pa pyk] jek] gfjfiz ;k] bfUnjk] in~ ek] leq nz tkA & rhj] b"kq] 'kjA & 'kk[kke`x] gfj] edZ V] dh'k] dfiA & es g] ckfj'k] ikol] iz ko`V] o` f"VA & nkeks nj] tuknZ u] â"khds "k] y{ehifr] fo'o:i] prq H t] Zkq vP;q r] fo'oEHkj] x:M+èot] Jh/jA & piyk] rfM+ r] lkS nkfeuh] pa pyk] nkfeuh] {k.kizHkk] /uoYyh] /unkeA & Lus g] iz s eA & foVi] nz e] q r:] egh:g] ikin] :[kA & va x] dk;k] xkr] ruq ] ns g] cnu] dys oj] foxz gA & vfj] fjiq ] foi{kh] vkjkfr] oSjh] nq 'euA & ukjh] efgyk] va xuk] voyk] ;ks f"kr~] dkUrk] dkfeuh] ofurk] yyuk] fr;k] nkjk] HkkfeuhA & ukd] lq jyks d] yks }q d] f=kfno] vejyks d] ns oyks dA
128 Communication Skill-I
leq nz lw ;Z fla g liZ lew g ljLorh lq Unj ls od lks uk gkFkh
& lkxj] tyf/] mnf/] rks ;fuf/] flU/q] jRukdj] ikjkokj] ty&fuf/] i;ks f/] unh'k] vfC/] okjh'k] vEcq f/] v.kZ oA & HkkLdj] Hkkuq] jfo] ekrZ .M] lfork] fnus 'k] fnudj] va 'kq ekyh] xz gifr] vkfnR;] fnokdj] fnuef.k] lglz ka 'kq ] gfj] fe=k] ira x] vdZ] ga lA & O;k/z] ds 'kh] gfj] e` xjkt] e` xsUnz] ds ljh] e` xifr] 'kknZ y] w ds gjh] e` xkf/i] xtkfjA & O;ky] Hkqt x] a Hkq ta xe] fo"k/j] ukx] vfg] i=kx] mjxA & tRFkk] o` Un] fudj] x.k] jkf'k] leq nk;] iq t] a ;w Fk] ny] e.Myh] lekgkj] leq Pp;] p;A & fxjk] ok.kh] Hkkjrh] 'kkjnk] oh.kkikf.k] bM+ k] okxh'ojh] egk'os rkA & deuh;] pk:] euks gj] euks t] dfyr] yyke] ea tq y] jE;] je.kh;] vfHkjkeA & nkl] Hk` R;] vuq pj] fda dj] ifjpkjd] ukS dj] pkdjA & tkr:i] Lo.kZ] dud] da pu] lq o.kZ ] gs e] fgj.;] dq Unu] gkVd] dy/kS rA & forq M] a ukx] f}i] gLrh] xt] erax] dfj] nUnh] x;Un] okj.k] f}jnA
foijhrkFkZ d 'kCn vuq yks e 'kCn vFk vFkZ viuk vfHkK vuq dw y vuq t vuq jkx vokZ phu vfuok;Z vfHkeku vkfn vkjEHk LiQw frZ vk'kk vkdk'k
foykse 'kCn bfr vuFkZ ijk;k vufHkK iz frdw y vxz t fojkx iz kphu fuokZ ; (,s fPNd) fujfHkeku vUr volku vkyL; fujk'kk ikrky
vuq yks e 'kCn vPNk vxz vuq xz g vU/dkj vYi ve` r vUr vkjks g vfro` f"V lqvolj vk;kr vkfLrd vkyks d vknj vkpkj
foykse 'kCn cq jk i'pkr~ foxz g iz dk'k vf/d fo"k vkfn vojks g vuko` f"V dqvolj fu;kZ r ukfLrd vU/dkj fujknj vukpkj
Group-I ( fgUnh )
vknku vk;Z vkH;Urj bfPNr mfpr midkj mQ¡ p mn; mnkj mUufr m".k mÙkh.kZ miR;dk mnkj mip; mid` r m¼r ,d ,s 'o;Z vkS nk;Z fØ;k d` rK d` 'k {kq nz Øw j xgjk xq : xq Ir xz ká fpfUrr
iz nku vuk;Z ckg~ ; vfufPNr vuq fpr vidkj uhp vLr d` i.k voufr vuq ".k] 'khr vuq Ùkh.kZ vf/R;dk vuq nkj vip; vuq id` r vuq ¼r] uez vus d vuS 'o;Z] nkfjnz ; ~ vukS nk;Z] la dks p iz frfØ;k d` rèu LFkw y egku~ vØw j] ljy fNyyk] mFkyk y?kq iz dV vxz ká fuf'pUr
vk; vknz Z b"V bPNk mÙke mifLFkr mÙkj mifjfyf[kr Í.kh mRd"kZ mi;q Dr mrkj mÙke.kZ mi;q Dr Z m|e mRFkkUk bgykS fdd dks ey dVq dq n` f"V dq fVy dM+ ok Øq ¼ diVh Ø; xkS jo d` f=ke d` i.k xq .k xeu
129
O;; 'kq "d vfUk"V vfUkPNk v/e vuq ifLFkr nf{k.k fuEufyf[kr vu` .kh vid"kZ vuq i;q Dr p<+ ko v/e.kZ v/ks fÄ~ dr vkyL; iru ikjykS fdd dfBu] dBks j e/q j lq n` f"V ljy ehBk 'kkUr fu"diV foØ; yk?ko vd` f=ke vd` i.k] mnkj nks "k vkxeu
130 Communication Skill-I
pa py pj
fu'py vpj
?kj piy
ckgj vpiy
Nfy;k thou
fu'Ny ej.k
prq j t;
ew <+ ijkt;
ty tUe thou rh{.k
Fky ej.k e` R;q dq fBr a
ta xe tkxj.k tkxz r rVLFk
LFkkoj lq "kq fIr lq Ir i{kikrh
tM+ n;kyq
ps ru funZ ;
rhoz nkrk
eUFkj] eUn vunkrk] lw e
v/hj v/eZ] iki
/uh uw ru
fu/Z u iq jkru
uohu
iq jkru
fUkUnuh;
vfuU|
fuUnk uez
Lrq fr vuez
u;k iz R;{k
iq jkuk ijks{k] viz R;{k
fudV iz lkn
nw j fo"kkn
iq jLdkj iz d"kZ
frjLdkj vid"kZ
ifroz rk
dq yVk
if.Mr
ew [kZ
iw .kZ iz lUu
viw .kZ viz lUu
i{kikrh iw oZ
fu"i{k if'pe
ifo=k iw jk iz 'u iz s e
vifo=k v/w jk mÙkj "k }s
iz dk'k iz o` fÙk iz kr% cU/u
vU/dkj fuo` fÙk lk;e~ eks{k
cq jkbZ
HkykbZ
Hkkjh
gYdk
ckgj
Hkhrj
Hkko
vHkko
Hkw r eku
Hkfo"; vieku
ekuo ferO;;
nkuo viO;;
euq ";rk
i'kq rk
feF;k
lR;
/hj /eZ
Group-I ( fgUnh )
131
ekSf[kd fe=k
fyf[kr 'k=kq
efyu e/q j
fueZ y dVq
;'k ;ks xh
vi;'k Hkks xh
;ks X; la ;ks x
v;ks X; fo;ks x
jks xh j{kd jktk :X.k
fujks xh Hk{kd d ja LoLFk
jkx jkf=k ykHk :{k
fojkx fnol gkfu fLuX/
yksHk foiq y
R;kx U;w u
fo/ok fcuk
l/ok lkFk
foin~ fof/
la in~ fu"ks/
oSHko fo"k
nfjnz rk ve` r
fo'okl
vfo'okl
fojks/
leFkZ u
foykl vfuok;Z
riL;k oS dfYid
fo'kq ¼ Je
nw f"kr foJke
'kw j t;
dk;j ijkt;
la ifÙk 'okl
foifÙk iz 'okl
'k;u
tkxj.k
LFkw y
lw{ e
lq yHk lkdkj
nq yZ H k fujkdkj
LoxZ Lons 'k
ujd fons 'k
lq deZ Lok/hu LFkkoj lq tu] lTtu
nq "deZ ] dq deZ ijk/hu ta xe nq tZ u
LorU=k l/ok lq [k ljy
ijrU=k fo/ok nq% [k dq fVy
ljl
uhjl
lq iq =k
dq iq =k
lR;
vlR;
lp
>w B
la f/ Le` fr
foxz g foLe` fr
lnxq .k lw [kk
nq xq .k Z xhyk
132 Communication Skill-I
vcyk&fucZ yk vfHkeku&vga dkj voLFkk&vk;q vkykS fdd vLokHkkfod bZ ";kZ&}s "k m|ks x&mik; d` ik&n;k [ks n&'kks d d"V&nq% [k fu.kZ ;&U;k; iki&vijk/ iz s e&Lus g ns [kuk&n'kZ u djuk J¼k&HkfDr
& & & & & & & & & & & & & & &
fHkUu&foijhr & Hkz e&lUns g & /eZ&er ew [kZ &vufHkK vKkr&vifjfpr L=kh&iRuh yTtk&Xykfu 'ka dk&vk'ka dk Hk;&=kkl cgq ew Y;&vew Y; ;Ru&ps "Vk
& & & & & & & & &
lekukFkZ d iz rhr gks us okys fHkUukFkZ d ('kCn;q Xeks a ds vFkZ es a vUrj) vcyk ¾ L=khek=k vfHkeku ¾ lPpk xoZA vga dkj ¾ >w Bk ?ke.MA voLFkk ¾ o; (mez)A vk;q ¾ thou dh iwjh x.kukA vykS fdd ¾ vn~ H r kq mÙke xq .kokykA vLokHkkfod ¾ iz d` fr&fo:¼A ";kZ bZ ¾ ljs nw dh mUufr ls tyuA }s "k ¾ oS jHkkoA m|ks x ¾ m|e] ifjJeA mik; ¾ leL;k lq y>kus dk rjhdk ;k rjdhc d` ik ¾ fdlh dh lgk;rkA n;k ¾ nhu&nq %[kh ij fi?kyukA [ks n ¾ eu f[kUu gks ukA 'kks d ¾ e` R;q vkfn ij viQlks l d"V ¾ lk/kj.k rdyhiQA nq%[k ¾ ru] eu ;k vkRek dk nq %[kh gks ukA fu.kZ ; ¾ iQS lykA U;k; ¾ bUlkiQA iki ¾ /eZ&fo:¼ dk;Z A vijk/ ¾ dkuw u&fojks /h dk;Z iz s e ¾ ifr&iRuh ;k iz s eh dk I;kjA Lus g ¾ okRlY; (cPpks a ls)A ns [kuk ¾ (lk/kj.k vFkZ )A n'kZ u djuk ¾ (lEeku vFkZ es a) A J¼k ¾ (egkRekvks a ds iz fr] vFkok /eZ es a vkLFkk)A HkfDr ¾ (bZ 'oj dh) fHkUu ¾ vyxA foijhr ¾ mYVkA Hkz e ¾ (jLlh dks lk¡ i le>uk)] /ks [kk gks ukA lUns g ¾ (lk¡ i gS ;k jLlh)] 'kd gks ukA /eZ ¾ lR; vkfn ekuork ds vkn'kZA er ¾ etgc A ew [kZ ¾ ew <+ ] cq f¼ghuA vufHkK ¾ ftls irk u gksA vKkr ¾ ftldk irk u gksA vifjfpr ¾ ukokfdiQA L=kh ¾ ukjh ek=kA iRuh ¾ fdlh dh fookfgrkA yTtk ¾ 'keZA Xykfu ¾ fdlh iki ;k vijk/ dk viQlks l 'ka dk ¾ 'kdA vk'kadk ¾ [krjkA Hk; ¾ lk/kkj.k MjA =kkl ¾ Hk;a dj Hk;A cgq ew Y; ¾ cgq r dherhA vew Y; ¾ ftldk dks bZ ew Y; u vk¡ dk tk ldsA ;Ru ¾ dks f'k'k (effort)A ps "Vk & gjdr (activity)A
Group-I ( fgUnh )
os nuk&O;Fkk lS dr&iq fyu dya d&vi;'k iz yki&foyki ifjp;kZ&ls ok iz frnku&vuq nku
& & & & & &
os nuk lS dr dya d iz yki ifjp;kZ iz frnku
¾ ¾ ¾ ¾ ¾ ¾
133
('kkjhfjd)A O;Fkk ¾ (ekufld)A unh rV dh rhyh js Hkw feA iq fyu ¾ unh rV dh Hkw fe] fdukjkA Hkkjh nks"k yxukA vi;'k ¾ vidhfrZ A cduk] cdoknA foyki ¾ fdlh ds ejus ij jks ukA (jks xh dh)A ls ok ¾ (fdlh dh Hkh)A cnys es a dq N ns ukA vuq nku vkfFkZ d lgk;rkA
la{ i.k ks la{ i.k ks ,d vR;a r mi;ks xh dyk gS] ftlds ekè;e ls foLr` r ls foLr` r vuq PNs nks a es a O;Dr fopkj vR;a r la f{kIr] ljy vkS j lq cks / :i es a dV iz fd, tk ldrs agSA ?kj O;Lrrk ds bl nkS j es a la{ i.k ks dh vR;f/d mi;ks fxrk gSA la{ i.k ks dh fof/ iz es a fdlh jpuk dk lkj xz g.k fd;k tk ldrkgS vkS j o;Dr Hkh fd;k tk ldrk gSA la{ i.k ks ds fy, dqN vko';d ckrs a è;ku es a j[kus ;ks X; gS a & 1ew y vorj.k dks vPNh rjg ls le>uk vkS j g` n;a xe djukA 2ew y vorj.k ds okD;ks a ds chp ds la ca / aks dks è;ku es a j[kukA vorj.k ds fopkj iz okg dks cuk, j[kus dk iz ;Ru djukA 3vorj.k ds Hkkoks a vkS j fopkjks a ds vuq :i dF; dks è;ku es a j[krs gq , ,d mi;q Dr la f{kIr 'kh"kZ d fu/kZ fjr djuk] ftlds va rxZ r la{ fir ks va 'k fy[kk tk ldsA 4la{ks i.k ds fy, ew y vorj.k ds 'kCnks a dh x.kuk djus ds ckn blds ,d frgkbZ 'kCnks a es a la { fir ks :i dks iz Lrq r djukA 5la{ks fir :i ds uhps ckb± vks j ey vorj.k dh 'kCn la [;k rFkk la{ fir ks :i dh 'kCn la [;k fufnZ "V djukA 6la{ks fir ds fy, vus d 'kCnks a ds ,d 'kCn dh i¼fr iz; x ks es a ykuh gks xh] lkj vFkZ xz g.k djus dk dkS 'ky fodflr djuk gks xk] vko` fÙk] f}:fDr] vfHkO;fDr dh tfVyrk] dfBu 'kCnks a ds iz ;ks x ls cpuk rFkk viz pfyr 'kCnks a ls ijgs t j[kuk vkfn lko/kfu;k¡ cjruh gks xhA a 7'kCnks a dh x.kuk djrs gq , dkjd fpUgks a dh Hkh x.kuk djuh gks xh] fda rq fØ;k :iks a es a fliQZ eq [; fØ;k dh gh x.kuk djuh gks xh] lgk;d fØ;k dh ughaA 8'kCn la [;k ds fu/kZ j.k es a l[r fu;e ls T;knk t:jh ;g gS fd eq [; fpkj dh vuns [kh u gksA 'kCn nks&pkj vf/d vFkok de Hkh gks ldrs gS aA 9la{ks i.k fØ;k iz es a ew y vorj.k dks i<+ dj igys ,d dPPk iz k:i cukuk gks xk] mlds ckn va fre la{ fir ks :i iz Lrq r djuk gks xkA uew uk&1
ea f=k;ks a ;k tuiz frfuf/;ks a ds os ru ;k HkÙks c<+ kus dh tc Hkh ppkZ gks rh gS rks gj vks j ls vkyks puk dh ckS Nkj 'kq : gks tkrh gSA bldh otg ;g ugha gS fd gekjs ns 'k es a bu yks xksa ds os ru vkS j HkÙks a cgq r T;knk agSA gdhdr ;g
134 Communication Skill-I
gS fd ftl ftEes nkjh dk dke os djrs gS a] mlds vuq ikr es a os cgq r de iS lk ikrs gS aA vkyks puk dh eq [; otg ;g vke /kj.kk gS fd ea- kh vkS j tuiz frfuf/ viuk dke Bhd ls ugha djrs vkS j nw ljh ;g /kj.kk gS fd vkerkS j ij jktus rk Hkz "V gks rs gS aA bu nks uks a /kj.kkvks a es a dkiQh dq N rF; gS aA ys fdu bl leL;k dk gy D;k gS \ ;g lkiQ gS fd ge lka lnks a dks blfy, ugha pq urs fd os laln es a ;k rks vuq ifLFkr jgs a ;k 'kks j epk,¡ vkS j tuiz frfuf/ ea =kh blfy, ugha curs fd fliQZ vius dq ucs dk Hkyk djs aA bldk vFkZ ;g ugha gS fd ea f=k;ks a ds os ru muds ekrgrks a ds os ru ls Hkh de gks aA t:jh ;g gS fd muds os ru rdZ la xr gks a] ys fdu mudh tokcns gh Hkh lq fuf'pr dh tk,A iz k:i
ea f=k;ks a& tuiz frfuf/;ks a ds os ru&HkÙks c<+ kus dh ppkZ ds lkFk gh vkyks puk,¡ Hkh tks j idM+ us yxrh gS aA budh vkyks puk dh eq [; otg os ru&HkÙkks a dk cgq r T;knk gks uk ugha gS] cfYd ;g vke /kj.kk gS fd ;s Hk "V z vkS j dkepks j gks rs agSA blfy, leL;k ds gy ds fy, buds os ru dks rdZ la xr cuk;k tkuk pkfg, ,oa budh lekt ,oa jk"Vª ds iz fr tokcns gh lq fuf'pr dh tkuh pkfg,A tuizfrfuf/;ksa ds osr u&HkÙks
ea f=k;ks a&tuiz frfuf/;ks a ds os ru&HkÙks ds loky ij 'kks j&'kjkck gks rk gSA otg os ru&HkÙkks a dk vf/d gk uk s ugha] cfYd mudk Hkz "Vkpkj gSA blfy, leL;k ds gy ds fy, buds os ru rdZ la xr gksus pkfg, rFkk lekt ,oa jk"Vª ds iz fr budh tokcns gh Hkh lq fuf'pr dh tkuh pkfg,A ew y vorj.k & 128 'kCn la{ fir ks :i & 43 'kCn uew uk &2
thou rhu rjg dk gks rk gSA igyk ijks idkjh thou] nw ljk lkekU; thou vkS j rhljk vidkjh thouA bls mÙke] eè;e vkS j v/e thou Hkh dgk tk ldrk gS A mÙke thou mudk gks rk gS ftUgsa ljks nw a dk midkj djus aes lq [k dk ,glkl gks rk gS] Hkys gh mUgs a mlls d"V ;k uq dlku mBkuk iM+ sA bls ;Kh; thou Hkh dgk tkrk gSA ;gh ns oRoiw .kZ thou gSA bl thou dk vk/kj ;K gks rk gSA ;K 'kkL=k ds vuq lkj og dk;Z gS ftlls kf.kek=k iz dk fgr gks rk gSA ;kuh ftu deks Z ls lekt es a lq [k] ,s 'o;Z vkS j xfr iz es a c<+ ks rjh gks rh gSA lkekU; thou og gS tks ija ijk ds eqrkfcd pyrk gSA ;kuh ftles a viuk vkS j nwljs dk LokFkZ l/rk jgsA vidkjh ;kuh nwljks a dks ijs 'kku djus okyk] nq [k ns us okyk thou gh jk{klh thou dgk tkrk gSA bl /jrh dks ;fn lel;kvks a vkS j fgalk ls eq Dr djuk gS rks oRoiw ns .kZ thou dh rjQ fo'o lekt dks pyuk iM+ s xkA ftruk ge iz kf.kfgr ds fy, la dfYir gks xs a ] mruk gekjk ckS f¼d ,oa vkfRed mRFkku gks rk tk,xkA gekjs va nj euq ";rk ds Hkko yxkrkj c<+rs tk,¡ xs A iz k:i
thou ds rhu iz dkjks a es a igyk mÙke thou ijks idkjh] eè;e thou lkekU; vkS j v/e thou vidkjh gks rk gSA ljks nw a ds midkj es a lq [k ikus okyks a dk thou mÙke] ija ijkuq lkj pyus okyk LokFkZ iw .kZ thou eè;e rFkk nw ljks a ds vidkj es a jr thou v/e gks rk gSA mÙke thou ns oRoiw .kZ gks rk gSA lekt dks leL;kvks a] fga lk vkfn ls eq Dr djus okyk thou lekt ds fy, fgrdj vkS j gekjs ckS f¼d&vkfRed mRFkku es a lgk;d gks rk gSA
Group-I ( fgUnh )
135
ns oRoiw .kZ thou
thous ds rhu iz dkjks a es a mÙke thou ijks idkjh] eè;e lkekU; ,oa v/e thou vidkjh gks rk gSA ijks idkj es a lq [k ikus okyks a dk thou mÙke] ija ijkxr LokFkhZ thou eè;e rFkk vidkj es a o` iz r thou v/e gSA mÙke thou ns oRoiw .kZ gks rk gSA og O;fDr ,oa lekt dks fga lk vkfn lekL;kvks a ls eq Dr dj gekjs ckS f¼d&vkfRed mRFkku es a lgk;d gks rk gSA ew y vorj.k & 166 'kCn la{ fir ks :i & 57 'kCn uew uk &3
vHkh rd vijk/h ftl pht ls lcls T;knk ?kcjkrs agS og iq fyl dh fgjklr gSA mlds ckn vxj U;kf;d fgjklr es a Hks t fn;k tk, rks mlls mUgs a T;knk ijs 'kkuh ugha gks rhA ;g Mj Hkh [kRe gks x;k rks vijk/kh vijk/ djs xs a vkS j ew N ¡ ij rko ns rs ?kw es axsA yks x dkuw u dk lEeku djs a ;g rks gks uk gh pkfg,] ys fdu lekt es a dkuw u dk Hk; gks uk lcls Tk:jh gSA ;g Hk; rks oS ls gh [kRe gks rk tk jgk gSA dkuw u rks M+uk iz fr"Bk dk loky cu x;k gSA iz k:i
vkt vijk/h U;kf;d fgjklr ls T;knk iq fyl fgjklr ls ?kcjkrs gS aA dkuw u dk Mj [kRe gks tk, rks vijkèkh Nq V~ Vk ?kwe xs as A dkuw u ds lEeku ds lkFk mldk Hk; Hkh t:jh gS A ;g Hk; [kRe gks jgk gS] dkuw u rks M+ uk iz fr"Bk cu x;k gSA dkuw u dk Hk;
vkt vijk/kh U;kf;d fgjklr ls T;knk iq fyl fgjkl ls ?kcjkrs agSA dkuw u rks M+ uk fr"Bk iz dk fo"k; gks x;k gSA blfy, dkuw u ds lEeku ds lkFk mldk Hk; Hkh t:jh gS A ew y vorj.k & 80 'kCn la{ fir ks :i & 28 'kCn uew uk &4
Xyks cyokfeZ xa vkS j i;kZ oj.k ds eq ís gjs d dh tq cku ij gS aA mldk lcls vf/d izHkko xjhc ns 'kks a ij iM+ xk s ftudk cM+ k HkwH kkx leq nz ds rV ij gSA gekjk ns 'k cgq r fo'kky gSA mldk cM+ k fgLlk leq nz ds rV ij gSA ea cbZ q ] ps UubZ] dks ydkrk] fr:oua riq je tS ls egkuxj Hkh leq nz ds fdukjs gS aA okLro es a Xyks cy okfeZ x a vkSj iz nw "k.k ds [krjksa dk lkeuk ljdkj dks ugha] vke ukxfjdksa dks djuk iM+ s xkA bl 'k ns dh turk /jrh dks olq a/ jk ds :i es a] igkM+ ks a dks oyks ns d ds :i es a vks j ufn;ks a dks fo;ks ns a ds :i es a trh iw gSA bldk ifj.kke rks ;g gks uk pkfg, fd bu ifo=k vkS j /kfeZ d dÙkZ O; gksuk pkfg,A ys fdu oLrq fLFkfr blds dkiQh foijhr gSA
136 Communication Skill-I
iz k:i
pfpZ r XykscyokfeZ x a vkS j i;kZ oj.k iz nw "k.k dk izHkko leq nz rVh; xjhc ns 'kks a ij T;knk iM+ s xkA gekjs fo'kky ns 'k ds vus d egkuxj leq nz rVh; gS aA bu [krjks a dk lkeuk ljdkj ds cnys turk dks gh djuk gSA 'k ns dh turk /jrh] igkM+ vkS j ufn;ks a dks vkLFkk dk iz rhd ekurh gSAa blfy, lfoijhr ifjfLFkfr;ks a ds ckotw n mls gh bu [krjks a ls lps r jguk gks xkA i;kZ oj.k la j{k.k
Xyks cyokfeZ xa vkS j i;kZ oj.k&iz nw "k.k ls leq nz rVh; xjhc ns 'k gh [krjs es a gS aA gekjs fo'kky ns 'k ds vus d uxj&egkuxj la dV es a gS aA ljdkj ls T;knk /jrh] igkM+ ufn;ks a dks vkLFkk dk iz rhd ekuus okyh turk dks gh foijhr ifjfLFkr;ks a ds ckotw n bu [krjks a ls fucVuk gSA ew y vorj.k & 127 'kCn la{ fir ks :i & 44 'kCn la{ i.k ks ds ckjs a es a dq N ckrs a la{ i ks es a&
la{ i.k ks xkxj es a lkxj Hkjus dh dyk gSA ;g foKku Hkh gS] D;ks fd a ew y vuq PNs n dks fxudj mldk la { i.k ks Bhd ,d frgkbZ es a djuk gks rk gSA ,d mi;q Dr 'kh"kZ d Hkh ns uk gks rk gSA ew y vuq PNs n dks è;ku dj ns if<+;s vkS j eq [; Hkkoks a dks pq fu,A ;g lkjka 'k vkS j vk'k; tS lk gks dj Hkh] muls fHkUu gSA la{ i.k ks ds fy, 'kCn&la [;k c<+ kuh gksxhA la fèk] lekl] milxZ] R;; iz tkuuk gksxk] rkfd rRdky u, 'kCn cuk lfd;sA 'kCnks a ds tks fHkUu&fHkUu iz dkj gks rs agS] mudk Kku jguk pkfg,A [w c lks p&le{kdj ds oy eq [; Hkkoks a dks gh vius 'kCnks a es a tgk¡ rd gks lds] fyf[k,A la{ i.k ks le; dh t:jr gS] bls vo'; lhf[k,A ,d mnkgj.k& eq >s og iq Lrd i<+ us es a fcYdq y vPNh ugha yxhA (dq y ukS 'kCn) la f{kIr :i& iq Lrd uhjl yhA (rhu 'kCn) dbZ 'kCnksa ls ,d 'kCn cukus ds fu;e tkuus ls ^uhjl* 'kCn cuk vkS j la{ i.k ks ,dne 'kq¼ cu ik;kA
okD; iz dkj] :ikUrj.k] v'kq ¼ okD;ksa dks 'kq ¼ djuk okD; Hkk"kk dh lkFkZ d bdkbZ gSA lkFkZ d 'kCnks a dh lqO;ofLFkr la jpuk gh okD; jpuk gSA
okD; ds Hks n vFkZ dh n`f"V ls okD; ds Hks n 123-
fof/okpd fu"ks/okpd iz 'uokpd
& & &
eS a tkrk gw ¡ A og ugha tkrk gSA D;k og tkrk gS\
Group-I ( fgUnh )
45678-
vkKkokpd la ns gokpd bPNkokpd la dsr okpd foLe;okpd
& & & & &
137
rq e ?kj tkvksA 'kk;n vkt o"kkZ gks xhA Hkxoku rq Egs a nh/kZ ;q cuk,A ;fn o"kkZ gks xh rks iQly vPNh gks xhA okg! fdruk lq Unj okrkoj.k gSA
fØ;k dh n` f"V ls okD; Hks n 123-
dr` ZokP; deZokP; HkkookP; &
& & &
jke iQy [kkrk gSA jke ds }kjk iQy [kk;k tkrk gS A jke ds }kjk g¡ lk tkrk gSA
jpuk dh n` f"V ls okD; Hks n 12-
ljyokD;& feJokD;
ftles a ,d dÙkkZ vkS j ,d fØ;k gksA tS ls & eks gu [kkrk gSA & ftles a ,d iz/ku ljy miokD; vkSj ,d ;k vus d vkfJr miokD; gksA tS ls & ;fn og vk x;k rks eS a pyk tkmQ¡ xkA 3la ;q DrokD; & ftl okD; es a ,d ls vf/d iz/ku okD; rFkk ,d ;k vus d miokD; gksA tS ls & 'kke gq bZ vkS j vkdk'k es a rkjs fVefVekus yxsA okD; dk :ikUrj (ljy] la ;q Dr] feJ) okD;&:ika rj ;k okD;&ifjorZ u dk vFkZ gS] okD; ds :i dks cny ns ukA ys fdu ls ,s ifjorZ u ls okD; ds vFkZ es a ifjorZ u ugha vkrk gSA tS ls (1) ljyokD; ls feJokD; ljyokD;& os eq >ls vkus dks dgrs gS feJokD; & os gh eq >ls dgrs gS fd vkvksA (2) ljy okD; ls la ;q Dr okD; ljyokD;& og [kkuk [kkdj lks x;kA la ;q Dr okD; & mlus [kkuk [kk;k vkS j lks x;kA (3) feJokD; ls ljyokD; feJokD; & tks eu yxkdj i<+ rk gS og liQy gks rk gSA ljyokD;& eu yxkdj i<+ us okyk liQy gks rk gSA
138 Communication Skill-I
(4)
feJokD; ls la ;q Dr okD; feJokD; & ;|fi og /uh gS] rFkkfi ?kea Mh gSA la ;q Dr okD; & og /uh gS] ys fdu ?kea Mh gSA (5) la ;q DrokD; ls ljy okD; la ;q DrokD; & 'kke gq bZ vkS j vkdk'k es a rkjs fVefVekus yxsA ljyokD;& 'kke gks rs gh vkdk'k es a rkjs fVefVekus yxsA (6) la ;q DrokD; ls feJokD; la ;q DrokD; & eS a LVs 'ku igq pk ¡ vkS j xkM+ h rq ja r [kq y x;hA feJokD; & T;ks a gh eS a LVs 'ku igq ¡ pk R;ks gh a xkM+ h [kq y x;khA (7) fof/okpd ls fu"ks/okpd okD; fof/okpd & os eq >ls cM+ s gS aA fu"ks/okpd & eS a muls cMk ugha gw ¡A (8) fu"ks/okpd & viuh vliQyrk dks bZ ugha pkgrkA iz 'uokpd & viuh vliQyrk dkS u pkgrk gS\ (9) Lohd` frokD; okD; ls iz 'uokpd Lohd`frokpd & iz R;s d thou e` R;q ls Mjrk gS iz 'uokpd & dkS u tho e` R;q ls ugha Mjrk gS\ (10) foLe;kfn cks/kd ls Lohd` fr okpd foLe;kfncks/ d & okg! fdruk egku jktk FkkA Lohd`frokpd & og cgq r egku jktk FkkA miokD;
ftu fØ;k;q Dr inks a ls vka f'kd Hkko O;Dr gks] mUgs a miokD; ;k okD;[ka M dgrs gS aA tS ls ;fn og i<+ rk] ;n~ fi os chekj Fks rks vo'; liQy gks rkA miokD; ds nks Hks n gS a (1) iz/kku miokD; (2) vkfJr miokD; (1) iz/ku miokD;%& okD; dk og fgLlk gS tks Lora =k Hkh vFkZ ns ldrk gS ;k tks ljs nw miokD; ij vkfJr ugha (2) tks Lora =k u rks fy[kk tkrk gS vkS j u vFkZ ns ldrk gS& tks miokD; fd D;ks fd a tks fd] rkfd] T;ks a R;ks a] ;fn] ekuks bR;kfn 'kCnks a ls vkfJr gks rk gSA
Group-I ( fgUnh )
tS ls%& vki ugha tkurs fd og dS lk yM+ dk gSA & (okD;) (d) vki ugha tkurs & iz/kku miokD; ([k) fd og dS lk yM+ dk gS & vkfJr miokD; okD; dh v'kq f¼;k¡ (1)
drkZ vkS j fØ;k & la ca / h v'kq f¼;k¡
v'kq ¼ 'kq ¼ v'kq ¼ 'kq ¼ (2)
es jk vk¡ lw fxjkA es js vk¡ lw fxjsA vkidk n'kZ u gqv kA vkids n'kZ u gq ,A
& & & &
es jk HkS;k vPNk gS og vkt vkus okyk gSA es js HkS ;k vPNs gS aA og vkt vus okys gS aA es js ikl pkj dyes a gS og dherh gS a es js ikl pkj dyes a gS] os dherh gS aA
fo'ks "k.k vkS j fo'ks "; & la ca / h v'kq f¼;k¡
v'kq ¼ 'kq ¼ v'kq ¼ 'kq ¼ (5)
& & & &
la Kk vkS j loZ uke & la ca / h v'kq f¼;k¡
v'kq ¼ 'kq ¼ v'kq ¼ 'kq ¼ (4)
vki D;k [kkrh gS\ vki D;k [kkrh gS a\ jktk&jkuh vk;hA jktk & jkuh vk;sA
deZ vkS j fØ;k & la ca / h v'kq f¼;k¡
v'kq ¼ 'kq ¼ v'kq ¼ 'kq ¼ (3)
& & & &
& & & &
dkyh tw rs vkS j Vks ih ykvks dkys tw rs vkS j Vks ih ykvks ogk¡ uhyk iQw y gS aA ogk¡ uhys iQw y gS aA
fya x] opu vkS j dkjd & la ca / h v'kq f¼;k¡
v'kq ¼ 'kq ¼
& vPNk cPpk jks rs ughaA & vPNs cPps jks rs ughaA
139
140 Communication Skill-I
v'kq ¼ 'kq ¼
& ekrkth us eq >ls dghA & ekrkth us eq >ls dgkA
okD;xr lkekU; iz ;ks x
(1) (2) (3) (4) (5)
v'kq ¼ 'kq ¼ v'kq ¼ 'kq ¼ v'kq ¼ 'kq ¼ v'kq ¼ 'kq ¼ v'kq ¼ 'kq ¼
& & & & & & & & & &
mlus vus dks a xz aF k fy[ks aA mlus vus d xz aF k fy[ksA es jh vk;q chl dh gSA es jh vOkLFkk chl o"kZ dh gSA fo|kfFkZ ;ks a dk ny vk jgs gS aA fo|kfFkZ ;ks a dk ny vk jgk gSA edku ds fxj tkus dk la ns g gSA edku ds fxj tkus dh vk'ka dk gSA ik¡ p fdyks xs gw ¡ [kjhnsA ika p fdyks xs gw ¡ [kjhnkA
fojke fpg~ u (1)
(2)
(3)
(4) (5)
vYifojke mnkgj.k%& v¼Z fojke mnkgj.k%&
iw .kZ fojke mnkgj.k%&
(]) (1) (2) (_) (1) (2)
cks yks] exj /hjs lsA og vk;k] ysfdu pyk x;kA vc D;k d:_ og :Bdj pyk x;k unh ds fdukjs og Vgy jgk ea n&ea n gok cg jgh Fkh_ mlh le; ,d vkokt lq ukbZ nhA
(A) (1) og i<+ jgk gSA (2) os tk jgs gSA iz 'ulw pd fpUg (\) mnkgj.k%& D;k vki tk jgs gS\ foLe;kfncks/d ;k vk'p;Zl pd w (!) mnkgj.k%& (1) okg! vPNk fd;kA
Group-I ( fgUnh )
141
(2) gs 'oj! bZ mldk dY;k.k djksA (3) rq Egkjk dY;k.k gks! (6) dks yu (%) mnkgj.k%& Lka Kk ds Hks n gS% (7) MS 'k (&) mnkgj.k%& (1) la Kk ds Hks n gS& (8) dks yu rFkk MS 'k (fooj.k fpg~ u) (%&) mnkgj.k%& (1) la Kk ds Hks n gS%& (9) ;ks td fpg~ u (&) mnkgj.k%& ekrk&firk] cM+ s&cw <+ s (10) m¼j.k fpg~ .k (^^ ] **) mnkgj.k%& mlus dgk & ^^vkt jfookj gS ** (11) dks"Bd () mnkgj.k%& (1) jke (/hjs ls)
[k.M&II O;kdj.k ds fu;eks a dk Kku ,oa iz ;ks x O;kdj.k 'kkL=kks a ds vuq lkj eq [k dgk x;k gS (eq [ka O;kdj.ke~ Le` re~ ) O;kdj.k ds fu;eks a }kjk ge 'kq¼&'kq ¼ fy[kuk vkS j i<+ uk tkurs gSA vr% O;kdj.k ds fu;eks a dks ge tkudj iz ;ks x djs aA O;kdj.k ds vUrxZ r ge fUkEufyf[kr fo"k;ks a dks tkus a dk oxhZ dj.k (i) o.kZ (ii) èofu;ks a ds Hks n (iii) O;a tuks (iv) mPpkj.k LFkku (v) lfU/ (vi) lekl (xiv) fo'ks "k.k (vii) iz R;; (viii) 'kCnfopkj (ix) milxZ (x) fya x (xi) opu (xii) dkjd (xiii) loZ uke (xv) fØ;k bl iz dkj bu fo"k;ks a dk vH;kl vkS j iz ;ks x }kjk O;kdj.k ds fu;eks a dk Kku iz kIr fd;k tk ldrk gSA
142 Communication Skill-I
[k.M&III vuq PNs n ys [ku ,d fopkj fopkj fca nq ftrus ftrus okD;ks okD;ks a es es a fy[kk fy[kk tkrk gS] ml okD; lew g dks vuq vuq PNs n dgrs gS agSA fdlh jpuk es a ,d ,d ;k ,d ls vf/kd vf/kd vuq PNs n gks ldrs ldrs gS aA oS ls vuq PNs n Lo;a Hkh Hkh ,d Lora =k ,oa iw .kZ jpuk jpuk gks ldrh ldrh gSA dksbZ Hkh fo"k; ns dj ml ij vuq PNs n fy[kus ds d fy, s fy, dgk tk ldrk gS A fo"k; dk ifjp;] fo"k; dk la f{kIr o.kZ u vkS j fu"d"kZ&lHkh dq N ,d gh vuq PNs n es a lekfgr lekfgr gks rs gS gS aA oS ls rks rks vuq vuq PNs n es a okD;ks okD;ks a dh dh la [;k dks fu/kZ fjr ugha fd;k fd;k tk ldrk] fiQj Hkh mles a la f{kIrrk dk dk xq .k vo'; gks gk uk s pkfg,A pkfg,A vuq PNs n ds okD;ks okD;ks a es a Øec¼rk Øec¼rk vkSj lq la c¼rk gks gk uk s Hkh vis f{kr gSA
1- ijh{kk es a dnkpkj dnkpkj ds nq nq "iz Hkko Hkko f'k{kk dk mn~ ns '; euq "; dks euq euq"; cukuk] mles a vkRefuHkZ vkRefuHkZ jrk dh Hkkouk] pfj=k&fuekZ .k djuk rFkk euq "; dks eks{k{k dh iz kfIr djuk gSA vxj ijh{kk es a dnkpkj dnkpkj }kjk dks bZ Hkh Hkh Nk=k va d ykrk ykrk gS rks rks f'k{kk f'k{kk ds okLrfod okLrfod mn~ ns '; dh iw frZ dnkfi dnkfi ugha gks gks ldrh ldrh gSA dnkpkj }kjk liQy O;fDr ds oy mnjiw frZ ds fy, fy, vuS frd dk;ks a Z es es a la l yXu a jgs xk mles mles a vkReKku ,oa lektdY;k.k lektdY;k.k dk Hkko ugha fodflr fodflr gks xkA J¼k vkS vk jS Hkkouk tS ls oLrq mlds mlds fudV fudV ugha gks rh mldh mldh n` f"V es a u u vius xq xq :tuks a dk dk vknj gS A vkS j u ekrk&firk ekrk&firk dk lEekuA iz R;s d 'k ns ds Hkkoh Hkkoh ukxfjd fon~ ;kFkh gks rs gS gSA ns 'k dh vk'kk ns 'k ds uo;q uo;q odks ij ij gks rh gSA uo;qodks a dh dh tS lh f'k{kk O;oLFkk gks gk xh s 'k ns dk Hkfo"; Hkh oS lk gh gks xkA ,d fo}ku us dgk dgk gS fd fd fdlh ns'k dks ;q ;q xks a ds ds fy, fy, nkl cukuk gS] rks ml ml ns 'k dk lkfgR; vkS vk jS bfrgkl u"V dj nhft, vkS j mldh f'k{kk iz .kkyh es a dnkpkj dnkpkj dks c<+ kok nhft,A vr% ekuo thou es a f'k{kk f'k{kk ds egRo egRo dks ns [krs gq , ijh{kk es a dnkpkj dnkpkj dks tM+ tM+ ls ls lekIr lekIr fd;k tkuk pkfg,A dq N fnu igys a fcgkj fcgkj es a dnkpkj dnkpkj dks vus vus d ijh{kkvks ijh{kkvks a es e a ns s [kk ns x;kA tks f'k{kk f'k{kk O;oLFkk ds fy, fy, Bhd ugha gSA
2- daI;w Vj lads d rs fcanqn % q % 1- da I;w I;wVj V j D;k gS\ 2- Hkkjr es da a daI;w I ;wVj V j & bldk lnq i;ks i;ksx rFkk blls ykHk ykHk 3- nSfud f ud thou esa da I;w I;wVj V j da I;w Vj vk/q fud fOkKku dh ,d lcls cM+ cM+ h u ns gSA blus ekuo ekuo tkfr dh vk'kkvks a dks dks ia ia [k yxk fn, gS aA da I;w Vj us iw jh fu;k nq es a ftl ftl rjg viuh O;kfIr cukbZ gSgS] dguk gks xk fd vk/q fud ;qx da I;w Vj dk ;q x gSA vkt gj i<+ k&fy[kk vkneh fcuk da I;w Vj ds ds viuh viuh rjDdh iw jh ugha dj dj ldrkA bldh lgk;rk ls ekuo ekuo va rfj{k esa ?kw e vk;k gS] pa nz ek dk eLrd pw eus es es a liQy gqvk v k gS] i`Foh Foh dh ifjØek dj ik;k gS A bruk gh ugha ] fofHkUu xz gks a dh dh tkudkjh iyd >idrs gh iz kIr dj ysy rk s gSA okLro es a] thou dk dks bZ ,s ,s lk {ks{k =ks ugha] tgk¡ bldk bldk egÙo fn[kkbZ ugha ugha ns rk ns gSA blds dkj.k dkj.k lw puk ds {ks =k es a vn~Hkq H r kq Øka fr vk xbZ gSA blds dkj.k dkj.k nq fu;k eq V~ Bh es a fleV fleV xbZ gSgSA la lkj dk oS 'ohdj.k gks x;k x;k gSA vkt ;g oS Kkfud ;a =k u jgdj ekuo efLr"d cu x;k gSA lq ij da I;w Vj us rks rks x.kuk ds {ks =k es dYiukrhr a dYiukrhr liQyrk ikbZ ikbZ gSgSA ijek.kq rduhdh rduhdh ls Hkh Hkh vf/d lq ij daI;w Vj dk egÙo gks x;k x;k gSA lq ij da I;w Vj ^ije&1000 ,d
Group-I ( fgUnh ) fgUnh
143
ls ds M a es a ,d [kjc x.kuk,¡ dj dj ldrk gSA ;g ekS le dk iw okZ uq eku yxk ys rk gSgSA kd` iz frd l xS rFkk [kfut inkFkks inkFkk a Zs ds ds Hka Mkj dk irk yxkus yxkus es es a ;g ;g vuks [kk gSA j nw la os nh vkdyu djus es es a Hkh Hkh bldk dks bZ tks tks M+ ugha ughaA ;g le;≤ ij HkkS xks fyd] lkefjd vkfn vus d {ks =kks a dh dh lw puk,¡ gekjs gekjs rd rd igq pkrk ¡ gSA da I;w Vj ds fuekZ fuekZ .k ls ge ge thou ds gj gj {ks =k es a dkiQh dkiQh vkxs fudy fudy x, gS aA f'k{kk ds {ks {ks =k es a da daI;w Vj vc vfuok;Z&lk & lk gks x;k x;k gSA blus f'k{kkfFkZ f'k{kkfFkZ ;ks a dks dks Hkkjh Hkkjh cLrs ls ls eq fDr fnykus es es a dkiQh dkiQh enn dh gSA vkt f'k{kkFkhZ viuh viuh iw jh f'k{kk da I;w Vj ds ekè;e ls dj dj ldrs gS gS aA
3- c<+rh eg¡xkbZ lads d rs fcanqn % q % 1- eg¡ xkbZ xkbZ dh dh ekj 2- fuja rj rj c<+rh eg¡xkbZ xkbZ 3 3- ljdkj ds nkos nkos 4 4- vke yks xks xksa ij izHkko Hkko vkt eg¡ xkbZ dh dh ppkZ loZ loZ =k gks jgh jgh gSA eg¡ xkbZ us us lcdk lcdk thuk nw Hkj Hkj dj fn;k gSA vkt eg¡ xkbZ ^Mk;u* ds :i es a ns [kh ns tk tk jgh gSA fiNys ,d o"kZ eses a nS fud nS mi;ks x dh oLrq vks v aks ds ds nkeks nkeks a es es a vHkw vHkw riw oZ o` o` f¼ gq bZ gS gSA eg¡ xkbZ dh dh nj 13 iz fr'kr ds vka vk dM+ a ks dks dks Nw jgh jgh gSA eg¡ xkbZ dh jÝrkj Fkeus dk dk uke gh ugha ysys jgh jgh gSA ljdkj eg¡ xkbZ xk bZ dks jks jk dus s ds ftrus ftrus a nkos nkos djrh djrh gS] eg¡ xkbZ mruh mruh gh rs th lsls vkS vkS j vkxs c<+ c<+ tkrh tkrh gSA eg¡ xkbZ fiNys fiNys n'kd n'kd ds loks loks Pp Z Lrj ij gSA foÙkea =kh dh ?kks "kuk,¡ fujFkZ fujFkZ d lkfcr gks jgh jgh gS aA [kk| rs y] pkoy] pkoy] xs gw ¡] nky] phuh] lCth] iQy vkfn ds nke nke vkleku Nw jgs jgs gS agSA mQij ls is Vª is ks y] Mhty] Mhty] jlks bZ xS xS l vkfn vkfn ds nkeks nkeks a es es a viz viz R;kf'kr R;kf'kr c<+ ks rjh us vke vke yks xks a dh dh dej rks M+ dj j[k nh gSA xjhc yks xks a ij ij eg¡ xkbZ dk dk vlj lcls T;knk T;knk gSA muds fy, fy, ,d&,d fnu dkVuk eq f'dy gks jgk jgk gSA ljdkj bl eq n~ ns ij ij yxkrkj dq rdZ dj dj jgh gSA ,d rjiQ xks nkeks a es es a vukt vukt lM+ jgs jgs gS gS a vkS vkS j nwljh rjiQ yks yk xks s a vUu vUu ds ykys ykys iM+ jgs jgs gS gSAa eg¡ xkbZ ds ds eq eq n~ ns ij ljdkj ds
4- iz nw "k.k % ,d leL;k lads d rs fcanqn % q % 1- izlrkouk lrkouk 2- iznwn"k.k "w k.k % ,d Hk;kog leL;k 3- iz nwn"k.k "w k.k ds fofo/k fofo/k :i 4- iznwn"k.k "w k.k dk dkj.k 5- iznwn"k.k "w k.k nwj djus ds ds mik; mik; vkt iz nw "k.k fo'oO;kih leL;k gSA iz nw "k.k dk vFkZ gS&okrkoj.k &okrkoj.k es a fdlh fdlh rÙo dk vla rq fyr k=kk es a fo|eku fo|eku gks ukA iz nw "k.k us iw jh iw ifjfLFkfrdh dksks d vla vla rq fyr dj fn;k gSA i;kZ oj.k dk tho&txr tho&txr ls xgjk xgjk ukrk gSA i;kZ oj.k dks LoPN cukus es a iz d` iz fr dk fo'ks "k ;ks xnku gSA iz d`fr dk la rq yu fcxM+ rs gh gh i;kZ oj.k nw f"kr gks tkrk tkrk gSA iz nw "k.k eq [;r% nks iz iz dkj ds gks gks rs gS gS a&lkekftd & lkekftd iz nw "k.k vkS j iz kd`frd iz nw "k.kA /kfeZd iz nw "k.k vkS j uS frd iz nw "k.k lkekftd nw iz "k.k ds gh :i gS aA iz kd` frd nw iz "k.k iz d` fr ds fofHkUu fofHkUu ?kVdks ? kVdks a es es a la la rq yu fcxM+ us ls ls gks gks rk gSA jh iw fu;k nq es a vkS vkS j [kkldj [kkldj Hkkjr Hkkjr es a] nw iz "k.k dh leL;k fodjky fodjky :i /kj.k dj pqp dh q gSA ;gk¡ rd rd fd ekuo lH;rk lH;r k ds va va r dh ?kks "k.kk,¡ dh dh tkus yxh yxh gS aA Xyks cy okfeZ x a ls vkt vkt iwjh nq fu;k izHkkfor Hkkfor gSA fge Xys f'k;j ds Nhtus Nhtus ls ls leq leq nz ks a dk tyLrj yxkrkj yxkrkj c<+ c< rk + tk tk jgk gSA leq nz ds ds fdukjs fdukjs cls cls uxj uxj vkS j ns 'k feVus dh dh dxkj ij gS aA tula [;k o` f¼] uxjks a ij ij c<+ rk tula [;k dk Hkkj] ;krk;kr ds lk/uks lk/uks a es a c<+ ks rjh vkS j mues a iz ;q Dr abZ/ku / ku okrkoj.k dks f"kr nw dj jgs gS aA vkS |ks fxd fpefu;ks a dk dk /q vk¡ vk¡ vkS j eyck gok vkS j ikuh dks yxkrkj yxkrkj nw f"kr dj jgs gS aA vkS |ks fxd fpefu;ks fpefu;ks a dk dk /q vk¡ vk¡ vkS j eyck gok vkS j ikuh dks yxkrkj yxkrkj
144 Communication Skill-I
nw f"kr dj jgs gS agSA vc le; vk x;k gS fd fd iw jh fo'o&fcjknjh fo'o&fcjknjh dksks d cS cS Bdj bl leL;k dks fuiVkuk fuiVkuk gks xkA O;fDr;ks O;fDr;ks a ds ds fopkjks a es es a lq lq /kkj /kkj ls lkekftd lkekftd iz nw "k.k feVs xk vkS j i;kZ oj.k ls la lar yu q LFkkfir dj izkd` frd iz nw "k.k dks feVk;k tk lds xkA ou dVko ds cnys cnys ou ou laj{k.k ij cy ns uk gks xkA ty iz nw "k.k dks jks dus ds fy, fy, dkj[kkuks a dk dk nw f"kr ty ufn;ks a es a iz iz okfgr gks us ls ls jks jks duk gks xkA ;krk;kr ds lk/uks lk/uks a es es a mfpr mfpr ;a=k yxkdj ok;q vkS vkS j èofu iz nw "k.k ls cpk cpk tk ldrk gSA euq "; us ;g ;g leL;k iS nk dh gS] vkS j euq "; gh bl leL;k dks lekIr lekIr dj ldrk gS A
5- Hkkjrh; ,drk lads d rs fcanqn q % 1- Hkwfedk f edk 2- ns'k ' k dk HkkS xks xksfyd f yd Lo:i 3- la fo/ku fo/ku es fLFkfr a fLFkfr 4- milagkj g kj Hkkjr ,d cgq yrkoknh la Ld` fr dh ns 'k gSA ;gk¡ fHkUu&fHkUu fHkUu&fHkUu /eks a Z] tkfr;ks a] la iz n;ks a] {ks =kks a] Hkk"kkvks a vkS vkSj cks fy;ks a ds yks yks x jgrs gS gS aA ;g 'k ns ,d egkleq nz gS gS tgk¡ tgk¡ ukuk ukuk iz dkj dh la Ld` fr :ih ufn;k¡ vkdj vkdj feyrh gS a vkS vkS j ,dkdkj gks tkrh gS aA bl ns 'k es a le;≤ le;≤ ij vus d fons fons 'kh tkfr;k¡ tkfr;k¡ vkrh vkrh xbZ a vkS vkS j Hkkjrh; Hkkjrh; la Ld` fr es a vkdj vkdj feyrh pyh xbZA gekjk ns 'k HkkS xks fyd f"V n` ls ,d ,d foLr` r vkS j fo'kky fo'kky 'k ns gSA ;gk¡ fofHkUu /eks a Z] tkfr;ks a vkS vkS j Hkk"kkvks Hkk"kkvksa ds ds cks cks yus okys yks yks x fuokl djrs gS gS a & & dks bZ fons fons 'kh] tks Hkkjr Hkkjr ls fcydq fcydq y vifjfpr gksks g ] ,d Nksj ls nw ljs nw Nks Nks j rd liQj djs rks mls mls bl bl ns 'k es a bruh bruh fofHkUurk,¡ ns [kus ns dks dks feys feys xh a fd og lksp xk s ;g ,d ns 'k ugha] cfYd dbZ nsns 'kks 'kk as dk dk lew g gSA gekjh bu fofHkUurkvks a dh dh rg es a ,d ,d ,s lh lerk vkS j ,drk iQS yh bZ gq gS gS tks tks vU; vU; fofHkUrkvks a dks dks ,d ,d /kxs es es a fijks ys ys rh gS rFkk rFkk bu fofHkUurkvks a dks dks vkS vkS j lq an j vkS j egÙkj cuk rh ns gSA gekjs ns 'k ns dk la fo/ku Hkh bl rjg fufeZ r gqvk gS ftles ftlesa lc tkfr] tkfr] /eZ] {ks=k]k] la nk; iz ds yks xks dh a dh Hkkoukvks a dk dk è;ku j[kk x;k gSA mQ¡ p&uhp] p&uhp]vYila vYila[;d&cgqla[;d] vehj&xjhc] nfyr&fiNM+ k vkfn dk Hks n gekjs la la fo/ku es a udyh udyh rjhds ls ls ugha ugha] cfYd thoa r fopkj'khyrk fopkj'khyrk ds ry ry ij feVk;k x;k gSA lc c<+ s] lcdh vUufr gks] fdlh dh fdlh ls VdjkgV VdjkgV u gks&,s &,s lh O;oLFkk dk uke uke gS gekjk gekjk la fo/kuA blhfy,] blhfy,] ^lkjs tgk¡ tgk¡ ls vPNk vPNk fgUnks Lrk¡ gekjkA* gekjkA*
2- vifBr x|ka 'k&1 orZ eku lekt es a uS frd uS ew Y;ks a dk dk fo?kVu pgq ¡ vks vks j fn[kkbZ fn[kkbZ ns ns jgk jgk gS a foykl foykl vkS j HkkS frdrk ds en en es a Hkz Hkz ka r yks x cs rgk'kk /uks iktZ u dh va /h /h nks M+ es es a 'kkfey 'kkfey gks x, x, gS aA vkt dk ekuo LokFkZ ijrk es a bl bl rjg vkdaB Mw c pq dk gS fd fd mls mfpr&vuq fpr] uhfr&vuhfr dk Hkku ugha gks gk jgk s jgk gSA O;fDrfo'ks "k dh futh LokFkZ iw frZ ls lekt lekt dk fdruk vfgr gks jgk jgk gS] bldk 'kk;n fdlh dks vkHkkl vkHkkl ugha gSgSA vkt ds vfHkHkkod vfHkHkkod Hkh /uks iktZ u ,oa HkkS HkkS frdrk ds lk/u tq Vkus esa brus brus yhu yhu gS fd fd muds okRlY; okRlY; dk L=kks r gh muds ykMyks ykMyks a ds fy, fy, lw [k x;k gSA mudh bl mnklhurk mnklhu rk us eklw eklw e fnyks a dks xgjs xgjs rd rd phj fn;k gSA vkt dk ckyd vius ,dkdhiu ,dkdhiu dh HkjikbZ ;k ;k rks ?kj ?kj esa nw jn'kZ nw u ds fcy ls iz lkfjr iz v'yhy iQw gM+ dk;Z dk;Z Øeks a ls ls djrk djrk gS vFkok vFkok dq la xfr es a iM+ dj thou thou dk uk'k djrk gSA lekt ds bl bl la Øka fr dky dky es a Nk=k Nk=k fdu thou&ew Y;ks a dks dks lh[k lh[k ik,xk] ;g dguk furka r dfBu gSA tc&tc lekt iFkHkz "V gqvk v k gS] rc&rc ;q xltZ d dh Hkw fedk dk fuokZ g f'k{kdks f'k{kdks a us us c[kw c[kw ch fd;k fd;k gSA vkt dh n'kk n'kk esa Hkh Hkh thou&ew Y;ks a dh j{kk dk xq :rj nkf;Ro nkf;Ro f'k{kd f'k{kd ij gh vk tkrk gS A orZ eku fLFkfr es a thou&ew thou&ew Y;ks a ds ds la LFkkiu dk Hkkj f'k{kdks a ds ds mQij mQij gS a] D;ks fd a vkt dk ifjokj ckyd ds fy, fy, lnxq .kks a dh dh ikB'kkyk tS lh lal LFkk a ugha jg x;k gS] tgk¡ ls ls ckyd ckyd ,d la rq fyr O;fDrÙo dks f'k{kk f'k{kk ik ldsA f'k{kd fo|ky; ifjlj es a Nk=k Nk=k ds fy, fy , vkn'kZ gks rk gSA
Group-I ( fgUnh ) fgUnh
145
mi;q Dr Z x|ka 'k dks i<+ i<+dj lgh fodYi dks pq pq udj fyf[k,%
(d)
([k)
(x)
(?k)
(Ä)
or eku Z lekt es a D;k D;k fn[kkbZ nsns jgk jgk gS\ (i) uS frd ew Y; (iii) uS frdrk y x ks fdl nkS M+ es es a 'kkfey 'kkfey gks x, x, gS a\ (i) /u iktZ ks u (iii) H frdrk kkS LokF iw kZ frZ ls ls D;k D;k gks jgk gS \ (i) ew Y;ks a dk dk mRFkku (iii) lekt dk vfgr l Øka a fr dky D;k gks gk rk s gS\ (i) eè;dky (iii) ifjor uZ dk nkS j thou&e Y;ks w a dh LFkkiuk dkHkkj fdlij vk x;k gS\ (i) ge ij (iii) f'k{kd aks ij ij
(ii) (iv)
ew Y;ks a dk dk fo?kVu mi; Dr Zq lHkh
(ii) (iv)
foykflrk mi; Dr Zq dks bZ ugha ugha
(ii) (iv)
lekt dk fgr uhfr&vuhfr
(ii) (iv)
la Øe.k dky dfBurk dk dky
(ii) (iv)
lekt ij vfHkHkkod aks ij ij
vifBr x|ka 'k&2 Hkkjrh; n'kZ u fl[kkrk fl[kkrk gS fd fd thou dk ,d vk'k; gS vkS j ,d y{; gSA ml vk'k; dh [kks t gekjk nkf;Ro gS vkS j var es a ml ml y{; dks iz kIr dj ys uk gekjk fo'ks "kkf/dkj gSA bl iz dkj n'kZ u] tks tks fd vk'k; dks mn~ mn ?kkfVr ~ djus dh dksks d f'k'k djrk gS vks vks j tgk¡ rd rd mls bles bles a liQyrk liQyrk feyrh gS] og bl y{; rd vxz lj gks us dh dh iz fØ;k gSA dq y feykdj vkf[kj vkf[kj ;g y{; y{; D;k gS\ bl vFkZ eses a ;FkkFkZ ;FkkFkZ dh dh iz kfIr og gS] ftles a ik ik ys uk ds oy tkuuk ugha ugha gS gS] cfYd mlh dk va'k gks tkuk tkuk gSA bl miyfC/ es a ck/k ck/k D;k gS] dbZ ck/k,¡ ck/k,¡ gSgS a] ij bues a iz iz eq[k gS ^vKku*A ^vKku*A vf'kf{kr vkRek ugha gS gSA ;gk¡ rd rd fd ;FkkFkZ la lkj Hkh ugha gSA ;g n'kZ u gh gS tks mls f'kf{kr f'kf{kr djrk gS vkS j viuh f'k{kk ls mls vKku vKku ls eq fDr fnykrk gS] tks ;FkkFkZ ;FkkFkZ&n'kZ & n'kZ u ugha gks us rkA ns bl iz dkj ,d nk'kZ fud gks uk ckSf¼d vuq xeu djuk ugha gS] cfYd ,d 'kfDriz 'kfDriz n vuq 'kklu ij ij pyuk gS] D;ks fd a lR; dh [kkst es a yxs yxs gq , lgh nk'kZ fud dks vius vius thou thou dks bl bl iz dkj vkpfjr djuk iM+ rk gS rkfd rkfd ml ;FkkFkZ ls ,dkdkj ,dkdkj gks tk, tk, ftls og og [kks t jgk gSA okLro es a] ogh thou dk ,dek=k lgh ekxZ gS vkS j lHkh nkf'kZ udks a dks dks bldk bldk ikyu djuk gks rk gS vkS j nk'kZ nk'kZ fud gh ugha] cfYd lHkh euq ";ks a dks] D;ks fd a lHkh euq ";ks a ds ds nkf;Ro nkf;Ro vkS j fu;kZ r ,d gh gSA mi;q Dr Z x|ka 'k dks i<+ i<+dj lgh fodYi dks pq pq udj fyf[k,%
(d)
Hkkjrh; n' u kZ fdl y{; dh vks j la ds r djrk gS\
146 Communication Skill-I
([k)
(x)
(?k)
(Ä)
(i) ;FkkFk dh Z iz kfIr dh vks j (iii) ;FkkFk ds Z lkFk lkFk ,dkdkj gks tk tkuk y{; i kIr z djus es es a iz iz eq [k ck/k D;k gS\ (i) vf'kf{kr g uk ks (iii) ;FkkFk&n'kZ Z u thou dk ,dek=k m '; ís D;k gS\ (i) ,d 'kfDri nz vuq 'kklu ij pyuk (iii) f'kf{kr g uk ks ^vu 'kklu* q 'kCn 'kCn es a milxZ milxZ dk dk lgh fodYi gS& (i) vu$'kklu (iii) vu$q 'kklu bl x| 'k ka dk mfpr mfpr 'kh"kZ d gS& (i) thou n' u kZ (iii) lR; dh [ t kks
(ii) (iv)
thou dk ,d vk'k; v jkS y{; gS f'kf{kr gks tkuk tkuk
(ii) (iv)
Kku dk vHkko vu 'kklughurk q
(ii) (iv)
c f¼d kS vuq xeu djuk vKku ls eq eq Dr gks uk
(ii) (iv)
v$u 'kklu q vu 'kkl$u q
(ii) (iv)
nk' fudrk kZ Hkkjrh; n' n' u kZ
vifBr x|ka 'k&3 ok.kh iz k.kh dh igpku igpku gS a ftl ftl iz dkj dkSkS d , vkS j dks dk ;y s dh igpku mudh ok.kh ls gks gks tkrh tkrh gS] mlh iz dkj fdlh O;fDr ds vkpkj&O;ogkj vkpkj&O;ogkj rFkk LoHkko dh ij[k ij [k mldh ok.kh }kjk gks tkrh tkrh gSA ehBh ok.kh nw ljks a dks o'k o'k es a djus djus dh vkS "kf/ gSA tc ge ok.kh dk Jo.k djrs gS gS a] rc gekjk fpr iz lUu gks tkrk tkrk gSA lTtu loZ nk e/q j ok.kh ok.kh dk gh iz ;ks x djrs gS a] tcfd nq tZ uks a dh ok.kh dVq rFkk rFkk ddZ 'k gks rh gSA ehBh ok.kh 'k=kq dks fe=k fe=k cuk ldrh gS ] fujk'k O;fDr;ks a es a vk'kk&mRlkg vk'kk&mRlkg dk la pkj dj dj ldrh gSA dVq ok.kh ok.kh ân; es a 'kw ' y kw dh rjg pq hkrh gSA blls vius vius Hkh Hkh ijk;s gks gks tkrs gS agSA bruk gh ugha] dVq ok.kh ok.kh yM+ kbZ&>xM+ & >xM+ ks a] ;gk¡ rd rd fd cM+ s ;q ¼ dk dkj.k Hkh cu tkrh gSA nz kS inh ds dVq opu opu egkHkkjr dk dkj.k cus cus] ,s lk dgk tkrk gSA ftl ftl O;fDr us viuh viuh ok.kh dks o'k o'k es a dj dj fy;k vkS j e/q j opuksa dk dk iz ;ks x lh[k fy;k] mlus ekuks ekuks lc lc ik fy;kA e/q j ok.kh ve` r ds leku leku dke djrh gS A mi;q Dr Z x|ka 'k dks i<+ i<+dj lgh fodYi dks pq pq udj fyf[k,%
(d)
([k)
i k.kh z dh dh igpku fdlls gks gks rh gS\ (i) diM ks a+ ls ls (iii) ok.kh ls tZ nq uks a dh dh ok.kh gks rh gS& (i) ehBh (iii) ea =keq X/ djus okyh
(ii) (iv)
O;ogkj ls pky ls
(ii) (iv)
dVq o ddZ 'k dVq
Group-I ( fgUnh )
(x)
(?k)
(Ä)
,s lk dgk tgkrk gS fd egkHkkjr dk dkj.k Fkk nz inh kS ds& (i) e/q j opu (ii) (iii) dVq opu (iv) gekjk fpÙk dS lh ok.kh ds Jo.k ls iz llUu gks tkrk gS\ (i) e/q j ok.kh ds (ii) (iii) tks 'khyh ok.kh ds (iv) bl x|ka 'k dk mfpr 'kh"kZ d gS& (i) dVq ok.kh (ii) (iii) euq "; (iv)
147
iz s e eerk nq tZ uks a dh ok.kh ds vga dkjiw .kZ ok.h ds e/q j ok.kh ok.kh
vifBr x|ka 'k&4 euq "; dk tUe ikdj gkFk&iS j rks fgykus gh gks xs a A gekjs iz kphu Íf"k;ks a us 'krk;q gks us dh] fdarq deZ djrs gq , thus dh bpNk iz dV dh Fkh bfrgkl lk{kh gS fd fdrus gh Hkkjrh; ;q odks a us deZ 'kfDr ds cy ij pa nz xqIr dh Hkk¡ fr 'kfDr'kkyh lkez kT;ks a dh LFkkiuk dhA vk/q fud ;q x es a Hkkjr tS ls fo'kky tura =k dh LFkkiuk djus okys xk¡ /h] us g:] iVs y vkfn deZ iFk ij n`< rk + ds gh iz fr:i FksA nw ljh vks j bfrgkl mu lez kVks a dks Hkh [kka js fdr djrk gS ftudh vdeZ .;rk ds dkj.k egku lkezkT; u"V gks x,A osn] mifu"kn~ ] dq jvku] ckbfcy vkfn lkjs /eZ xz aF k deZ B euhf"k;ks a dh gh miyfC/;k¡ gS aA vk/q fud Kku&foKku dh xkS jo&xfjek mu oS Kkfudks a dh nsu gS ftUgks us a lk/uk dh cfy&os nh ij viuh gj lk¡ l lefiZ r dj nhA foKku deZ dk lk{kkr iz rhd gSA lq [k&le` f¼ ds f'k[kj ij vklhu iz R;s d O;fDr vFkok tkfr deZ &'kfDr dk ifjp; ns rh gSA lkjh l` f"V deZ jr gSA NksVs&ls&Nks Vk iz k.kh Hkh deZ dk 'kk'or la ns 'k ns jgk gSA mi;q Z Dr x|ka 'k ds vk/kj ij lgh fodYiks a dks pq udj fyf[k,%
(d)
([k)
(x)
vk/q fud Kku&foKku ds fodkl es a fdldk ;ks xnku gS\ (i) lk/uks a vkS j ra =k&ea =k fo|k dk (ii) oS kkfudks a dh iz frHkk&cq f¼ dk (iii) oS Kkfudks a dh deZ &'kfDr dk (iv) oS Kkfudks a dh bPNk&'kfDr dk os n] mifu"kn] dq jvku] ckbfcy vkfn xz aF k fdldh miyfC/;k¡ gS a\ (i) Íf"k;ks a dh (ii) egku fopkjdks a dh (iii) deZ oku euhf"k;ks a dh (iv) iz frHkk'kkyh jpukdkjks a dh xk¡/h] us g:] iVs y vkfn us rkvks a us deZ djrs gq , fdldh LFkkiuk dh\ (i) Hkkjr ns 'k dh (ii) Hkkjr ljdkj dh (iii) Hkkjrh; x.kra =k dh (iv) Hkkjrh; yks dra =k dh
148 Communication Skill-I
(?k)
(Ä)
^gkFk&iSj fgykuk* dk vk'k; gS& (i) gks 'kiw oZ d deZ djuk (iii) dq N&u&dq N djuk bl x|ka 'k dk mi;q Dr 'kh"kZ d gS& (i) deZ es a fodkl (iii) deZ dh vko';drk
(ii) (iv)
O;k;ke djuk xfr es a cus jguk
(ii) (iv)
la lkj ,d deZ{ =k ks vdeZ .;rk ,d iki
mÙkj% 12-
(d) ew Y;ka s dk fo?kVu ([k) /uks iktZ u (x) lekt dk vfgr (?k) la Øe.k dky (Ä) f'k{kdks a ij (d) ;FkkFkZ ds lkFk ,dkdkj gks tkuk ([k) Kku dk vHkko (x) vKku ls eq Dr gks uk (?k) vuq$ 'kklu (Ä) Hkkjrh; n'kZ u 3(d) ok.kh ls ([k) dVq o ddZ 'k (x) dVq opu (?k) e/q j ok.kh (Ä) ok.kh 4(d) oS Kkfudks a dh deZ &'kfDr dk ([k) deZ oku euhf"k;ks a dh (x) Hkkjrh; yks dra =k dh (?k) dq N&u&dq N djuk (Ä) la lkj ,d deZ{ =k ks
[k.M&IV vkS ipkfjd i=k ys [ku tks i=k mu yks xks a dks fy[ks tkrs gS a] ftlls gekjk O;fDrxr la ca / ugha gksrk gS rFkk O;kikj vFkok dk;kZ y; ds dk;ks a Z ls fy[ks x, i=k] la iknd ds uke i=k vkfn vkS ipkfjd&i=k dgykrs gSA bles a O;fDrx ckrks a dk mYys [k ugha jgrk gS] ds oy dk;Z& fo'ks "k ls la ca f/r fooj.k jgrk gSA 1- dk;kZ y; i=k
iz R;s d ljdkjh vFkok futh la LFkku dks viuk nS fud dk;Z lq pk: :i ls pykus ds fy, fofHkUu&la LFkkvks a ls i=k&O;ogkj djuk iM+ rk gSA dk;kZ y;h&i=k dh ys[ku 'kS yh ds fofHkUu :i gks rs gS ftles a ls eq iz [k dk;kZy; vkns 'k] lw puk] izLrko fVIi.kh] Kkiu] ifji=k] vè;kns 'k vkfn agSA dk;kZ y;h i=k la ;r] vkS ipkfjd rFkk fu;ekuq dw y gksr s gSA bles a vuxZ y yki iz vFkok fo"k; ds foLrkj ds fy, LFkku ugha gks rk gSA bu i=kks a es a loZ iz Fki i=k dh la [;k vkS j frfFk nh tkrh gSA ck;ha vks j s "kd iz dk uke vkS j in fiQj ls ok es a] iz s f"kr dk uke vkS j in fn;k tkrk gSA va r es a iz s "kd ds gLrk{kj gks rs gS aA gLrk{kj ds uhPks iz "kd s ds in dk mYys [k fd;k tkrk gSA i=k ds uhps ck;ha vksj la yXu iz i=kks a vkfn dk fooj.k fn;k tkrk gS A
Group-I ( fgUnh )
149
2- iz s l&lw puk
iz s l&lw puk ls D;k le>rs gS a\ mÙkj& iz s l&lw puk%& is z l lw puk ljdkjh vkys [k dk ,d egRoiw .kZ iz dkj gSA tc ljdkj ds fdlh foHkkx ds }kjk vius fu.kZ ; dks foLrkj ls turk ds chp iz lkfjr djus dk fopkj vkrk gS ] rks mlds fy, ftl vkys [k dks rS ;kj dj i=k izdk'ku la LFkku ds la iknd dks i=k esa dkf'kr iz djus ds fy, iz s f"kr dj fn;k tkrk gSA iz dk'ku la LFkku ds }kjk bl lw puk ;k foKfIr dk iz dk'ku gw& c&gw fcuk fdlh la lks /u ds iz dkf'kr fd;k tkrk gS] mls iz s l & lw puk ;k iz s l & foKfIr dgrs gS aA bldk mís '; 'kokfl;ks ns a dks ljdkjh fu.kZ ;ks a ls voxr djkuk gS a blds iz kjEHk es a izdk'ku dk le; vkS j rkjh[k fn;k gks rk gSA ml fuf'pr rkjh[k ds igys bldk iz dk'ku oftZ r jgrk gSA iz s l&foKfIr ds iz kjaH k es a mldk ,d 'kh"kZ d fn;k gks rk gSA 3- iz s l&foKfIr
tc ljdkj ;k fdlh dEiuh lew g ;k fdlh la LFkk dks vius fofue;] la LFkkxr fuos 'k] uiQk] uq dlku rFkk dkuw uh fooknks a ds ckjs es a turk dks lw fpr djuk gks rk gSA rc os lekpkj i=kks a es a is z l foKfir 'kh"kZ d ds uke ls lw puk iz lkfjr djokrs gS] tks mUgs a vkxs dkuw uh :i ls lgk;rk iz nku djrh gS rFkk fujis{k iz .kkyh dh O;oLFkk lw fuf'pr djrh gSA 4- iz fros nu
iz fros nu&iz fros nu lEiUu gq , dk;Z Øe dk ,d iz k:i gks rk gS tks dk;Z Øe dks fo"k;] LFkku] frfFk bR;kfn dk fo'ys "k.k Li"V djrk gSA iz fros nu }kjk fo"k;&oLrq dks Li"V fd;k tkrk gS ] fo"k;&oLrq ds lUnHkZ vk, vfrfFk;ks a ds la okn ,oa fu"d"kZ ij Hkh cy fn;k tkrk gS A fros iz nu }kjk dk;Z Øe ds :ijs [k ls ys dj dk;Z Øe ds lekfIr rd dk lexz dk;Z 'kkfey jgrk gSA 5- O;olkf;d i=k ys [ku
iz kFkZ uki=k] dk;kZ y;&lEcU/h i=k rFkk lekpkji=k ds lEiknd ds uke fy[ks tkus okys i=k] iqLrd foØs rk ds uke fy[ks x, i=k gks rs gSA mnkgj.k fn;k tk jgk gSA nS fud lekpkj i=k ds lEiknd ds ikl i=k nS fud fgUnq Lrkn] iVuk fo"k;& ty&fudklh dh O;oLFkk ds lEca / es a ekU;oj ge vkids yks dfiz ; fud nS lekpkj i=k ds ekè;e ls iVuk ds ftykf/dkjh ,oa uxj fuxe dk è;ku iVuk ds ukxfjdks a dh leL;kvks a dh vks j vkd` "V djuk pkgrs gSA vkidk v[kckj turk dh leL;kvks a dks ys dj vR;f/
150 Communication Skill-I
d ltx vkS j xaH khj jgrk vk;k gSA vk'kk gS] gekjh leL;kvks a ij vki vius la ikndh; es a fopkj djrs , gq gekjs bl i=k dks ikBdh; i=kks a es a LFkku ns dj iz dkf'kr djs xs a A ;g loZ fofnr gS fd uxj ds vus d {ks =kks a es a ;kstuk ds vuq :i fuokl ,oa ukyk] lM+ + d ugha cuus ds dkj.k cjlkr es a Hk;a dj leL;k mRiUu gks tkrh gSA iVuk uxj ds ikVfyiq =kk dkW yks uh es a ty&fudklh dh O;oLFkk u gks us ds dkj.k cjlkr ds le; es a eq [; ekxZ ij ,oa vU;ekxks a Z ij ty&teko dh leL;k mRiUu gks tkrh gSA ty teko ds dkj.k vke ukxfjdks a ,oa fo|ky; ds Nk=kks a dks Hk;a dj leL;kvks a dks lguk iM+ rk gSA ekxZ vo:¼ gks tkrs gS] vus dyks x la Øked chekfj;ks a ls Hkh xzflr gks tkrs gSA vr% tudY;k.k dh Hkkouk dks ns [krs gq , iz 'kklu dk dk;Z ty&teko dh leL;kvks a dks nwj djuk gSA vk'kk gS] gekjh leL;kvks a ds fofo/i{kks a ij fopkj djrs gq , bl lEca / esa Bks l dkjokbZ dh tk,A blds fy, ge Nk=kx.k] ukxfjdx.k ftykf/dkjh ,oa uxjfuxe dk fo'ks "k vkHkkj ekus xs a A vkids fo'oklHkktu 1- vfuy dq ekj Bkdq j 2- chñ frokjh 3- ea t; fla g 6- ukS djh ds fy, vkos nu
ukS djh ds fy, iz kFkZ uk&i=k fy[krs le; fuEufyf[kr ckrks a ij fo'ks "k è;ku uk ns pkfg,& (1) i=k ds vkjEHk es a bl ckr dk irk ns uk pkfg, fd D;k ys [kd fdlh foKkiu ds mÙkj es a iz kFkZ uk&i=k ns jgk gS vFkok viuh vks j ls fy[k jgk gSA (2) viuh vk;q] f'k{kk rFkk vuq Hko dk fooj.k ns aA (3) i=k dh lekfIr ij iz ek.ki=kks a] vius dk;Z &dkS 'ky rFkk mRlq drk dk funs 'k Z djuk pkfg,A vUr es a ^vkidk d` ikfHkyk"kh* vkfn fy[kdj viuk uke fy[kuk pkfg,A 'ks "k O;kogkfjd i=kks a ds leku gh gSA mnkgj.k ds :i es a [ks ns a& ls ok es a] Jheku~ iz/kukpk;Z egks n;] Mhñ ,ñ ohñ egkfo|ky;] fnYyh ekU;oj] 2 tq ykbZ 2016 ds nS fud fgUnq Lrku VkbEl }kjk Kkr gq vk gS fd vkids egkfo|ky; es a ,d iz f'kf{kr xf.kr&vè;kid dh vko';drk gS] tks ;ks X;rk es a de ls de f}rh; Js .kh es a ,eñ ,ñ gksA rnuq lkj viuh ls ok,¡ iz Lrq r djrs gq , es jk fuos nu ;g gS fd& eS a ,d iPphl o"kZ dh voLFkk dk l` n` <+ ,oa ifjJeh uo;q od gw ¡A fopkjks a dh n` f"V ls oS fnd/ehZ gw ¡] Hkkjrh; la Ld` fr dk mikld gw ¡ A eS us a lu~ 2005 es a ia tkc fo'ofo|ky; ls eS fVª d ijh{kk mÙkh.kZ dh FkhA rn~ uUrj eS us a fnYyh es a fgUnw egkfo|ky; ls Øe'k% ch- ,- rFkk ,e- ,- d{kk,¡ izFke Js .kh es a mÙkh.kZ dhaA xf.kr es jk lcls fiz ; fo"k; jgk gS] ftlds
Group-I ( fgUnh )
151
fy, eS us a dkW ys t dh vks j ls Lo.kZ ind iz kIr fd;k FkkA blds lkFk gh eS us a tkc ia fo'ofo|ky; ls fga nh izHkkdj ijh{kk Hkh ikl dh gSA vuqH ko ds fo"k; es a es jk fuos nu ;g gS fd lu~ 2014 es a ,e- ,- mÙkh.kZ gks us ds mijkUr Mh- ,- oh- mPprj ekè;fed fo|ky;] nf;kxa t es a eS us a vè;kiu dk;Z vkjEHk dj fn;k FkkA blds ckn lu~ 2015 es a eq >s fnYyh esa xouZ es V a Ldw y es a ukdjh fey xbZ A vktdy eq >s :i;s 9300 dk xz s M rFkk ljdkj }kjk Lohd`r HkÙks feyrs gS aA eS a pkgrk gw ¡ fd eq >s dkW ys t aes vè;kiu dk volj feys rks eS a mPpre d{kkvks a ds Nk=kks a es a xf.kr ds lkFk&lkFk viuh la Ld` fr dk Hkh dq N pkj iz dj ldw ¡A blh n` f"V ls eS a vkids dkW ys t es a vkus dks bPNq d gw ¡A eS a ftu vf/dkfj;ks a ds v/hu dk;Z djrk gw¡ ] mu lHkh ds lkFk esjs Lus giw .kZ lEcU/ jgs gS aA lHkh es js mTToy Hkfo"; dh dkeuk djrs gS aA izek.ki=kks a dh iz frfyfi;k¡ bl iz kFkZ uk&i=k ds lkFk Hks th tk jgh agSA eS a le>rk gw ¡ fd ;fn eq >s ls ok djus dk volj iz nku fd;k x;k rks eS a vius dk;Z }kjk vf/dkjh&oxZ dks ;FkklEHko lUrq "V djus dk ;Ru d:¡ xkA /U;okn lfgrA nf;kxa t vkidk d` ikfHkyk"kh] fnYyh] 12 tq ykbZ ] 2016 ,l- ds- JhokLro 7- ck;ks MkVk
ck;ks MkVk O;fDr dk iw .kZ bfrgkl ,oa orZ eku rFkk Hkfo"; dk fefJr va 'k gks rk gSA bles a fuEufyf[kr fca nq v aks dk LFkku fn;k tkrk gSA 1- uke 2- firk dkuke 3- tUe frfFk 4- orZ eku irk ,oa eks ckbZ y uñ 5- LFkkbZ irk 6- 'kS{kf.kd iz ek.k 7- vuqH ko 8- :fp 9- gLrk{kj 10- frfFk
152 Communication Skill-I
[k.M&V fØ;kRed@O;kogkfjd 1-
'kCnks a dk lgh mPpkj.k
123456789 Li'kZ vUrLFk m"e iz 'u mÙkj
d.B~ ; (xys ls) & v] vk] doxZ] g rkyO; (rkyq ls ) & b] bZ ] ;] 'k] poxZ ew/Z U; (rkyq ds ew/ kZH kkx ls) & Í] j] "k] VoxZ nUR; (nk¡ rks ls) & roxZ ] l] y vks "B; (nks uks a gks Bks a ls) & m] mQ] ioxZ ,] ,s & da B&rkyq vks] vkS & da B&vks "B o & nar&vks "B Ä] ×k] .k] u] e & ukfldk & (d & e) (25) & ;] o] j] y (4) & 'k] "k] l] g (4) & ,] vks] e] g dk mPpkj.k LFkku crk,¡ & , ¾ daB&rkyq vks ¾ da B&vks "B e & vks "B@ukfldk g ¾ da B
2- ekS f[kd la iz s "k.k@oDrrk 'kS yh dk fodkl
gekjs thou es a lEiw .kZ O;fDrRo ds fodkl ds fy, ekS f[kd la iz s "k.k dh vko';drk gks rh gSA ekS f[kd la iz s"k.k ds fcuk ge vius fopkjks a vkS j Kku dk vknku&iz nku ugha dj ldrs gSA ekS f[kd lk/uks a dk viuk egÙo gS D;ks fd a 'kCnks a ds iz rhdks a }kjk gh ,d O;fDr nw ljs O;fDr ds efLr"d es a rnuq dw y fcEcks a dk fuekZ .k dj fo"k;&oLrq dks cks/ xE; cuk ldrk gSA ges a rkS j&rjhds Hkh lh[kuk pkfg,A okRkkZ yki eè;e vkokt es a gks uk pkfg,A ckr djus ds le; 'kjhj dks fgykuk ugha pkfg, iq u% ge oDrk Hkh cu ldrs gSA iz 'u&ekS f[kd la iz s ".k D;ks a vko';d gS\
Group-I ( fgUnh )
153
3- leq fpr 'kkjhfjd Hkk"kk dk iz ;ks x
'kkjhfjd Hkko Hka fxek }kjk lEiz "k.k] s vfrfofgr] la ds r eq [kkd` fr }kjk lEiz s "k.k iks 'kkd rFkk iz lk/u }kjk izHkkodkjh lEiz s "kd] vfrfofgr] la ds r eq [kkd` fr }kjk lEiz s "k.k ,d lH; euq "; ds 'kkjhfjd Hkk"kk] 'kkjhfjd Hkko Hka fxek }kjk igpku fd;k tk ldrk gSA ge tc fdlh ls okrkZ yki djrs gS rks 'kkjhfjd HkkoHka fxek }kjk gekjs O;fDrRo dk igpku gksrk gSA okrkZ yki esa gekjs vkRecy dk irk pyrk gA gekjs iks 'kkd Hkh ifjfLFkfr] okrkoj.k ,oa 'kkjhfjd cukoV ds vuq dw y gks uk pkfg,A vxj ge izHkkodkjh ,oa mfpr iks 'kkd dks /kj.k fd, gq , gS rks gekjk lEiz "k.k s izHkkodkjh gks rk gSA ge la okn }kjk vius 'kkjhfjd HkkoHka fxek }kjk yks xks a ds O;fDrRo ij vfeV Nki Nks M+ rs gSA 4- la okn dkS 'ky
gekjs O;fDRo ds lokZ xh.k a fodkl ds fy, ges a la okn dq 'ky gks uk vko';d gSA dq 'ky la okn ds vHkko es a ge thou esa vus d ifjfLFkfr;ksa es a ihNs gks rs tkrs gS aA gekjk la okn eè;e vkokt es a gks uk pkfg,A vxj nw ljs ls la okn Hkh djrs gS rks Hkh yks xks a dks vius dk;Z es a ck/k ugha gksA yhiQks Vs u ij Øks f/r gks dj ckr ugha djs ckrks a dks lw urs , gq mfpr ,oa ifjfLFkfr ds vuq dw y 'kCnks a dk iz ;ks x djs a] vuko';d okrkZ yki ls cpsA Assignment dk;ZHkkj@iz 'u
1-
'kCn ,oa mudk lkFkZ d iz ;ks x djs a
mPpkj.k] Lrd] iq jkr] leks lk] Ldw y] y] js LVs 'ku] vkyekjh] p'ek] pk; bR;kfn dk iz; x ks djuk 2-
dk;kZ y;h 'kCnks a dk iz ;ks x djs a
iz s "kd] Øeka d] la yXu] la [;k] ifji=k] vuq Lekjd] fVIi.kh] vf/lw puk] iz Lrko lw puk] dk;kZy; vkns 'k] i` "Bka du] Kkiu] =kq fV&lw / kj] vnkyrh lw puk] fufonk lw puk] iz frosnu bR;kfn 3-
okD;ks a dh v'kq f¼;ks a dks 'kq ¼ djs a
(i) (ii) (iii) (iv) (v) 4-
mlus vus dks a xz aF k fy[ksA es jh vk;q chl dh gSA es js firk lTtu iq :"k gSA d` i;k rhu fnu dk vodk'k ns us dh d` ik djs aA rq eus >w B ckr dghA
fojke fpg~ uks a dk iz ;ks x djs a
(i) (ii)
og lks x;k rq e dc vk;s
154 Communication Skill-I
(iii) (iv) (v) 5-
'kkck'k blh rjg v{kj cukdj fy[kks jke ugha ';ke vk;k gS aA ekrk firk tk jgs gSA
la okn ys [ku & fLFkfr ds vuq lkj
Hkk"kk ljy] okD; Nks Vs Hkk"kk es a iz okge;rk] eq gkojks dk vf/d iz ;ks x ugha] iz pfyr ,oa lgt 'kCnks a dk iz ;ks x gks uk pkfg,A 6-
vuq PNs n fys [ku & fy[ks a
(i) (ii) (iii) (iv) (v) 7-
foKku ojnku vFkok vfHk'kki bUVjus V vks ya fid & 2016 thñ ,lñ Vhñ (oLrq ,oa ls ok dj) vkra dokn
lekpkj i=k] fjiks Z Vys [ku
v[kckjks a es a vf/drj lc ls egÙoiw .kZ rF; vkS j tkudkfj;k¡ lcls igys jkxz iS kiQ es a fy[kh tkrh gS aA blds ckn de egÙoiw .kZ ckrs a rd rd nh tkrh gS tcrd lekpkj [kRe ugha gks tkr gSA fjiks V Z xgjh Nkuchu] fo'ys "k.k vkS j O;k[;k dk ifj.kke gks rh gSA bUgs fdlh fo'ks "k leL;k eq n~ ns ;k ?kVuk dh Nkuchu ds ckn fy[kk tkrk gSA Hkk"kk ljy] lgt vkS j vke cks ypky gks rh gSA 8-
'kCnkoyh
vkbZñ lhñ Vhñ] Vks iks ykW th] la iz s "k.k] '; n` la ds r] Jo; la ds r] nS fgd Hkk"kk] lrr iz fØ;k] mRd` "V] vkH;a rj] vYiK] vokZ phu] 'kq"d] uhjl] od] foLej.k] fujkfe"k] LFkw y] olu] uhj] fud`"V bR;kfnA
Group-I ( fgUnh )
155
Sem-I (Group-I)
fo'ks"k ikB~; lkexzh (A)
vuq PNs n ys [ku vuq PNs n ys[ku ls vfHkçk; fdlh fo"k; ls la ca ¼ fdlh fo"k; ls la ca / vius fopkjks a dks çdV djuk gSA bles a dq 'kyrk çkIr djus ds fy, vH;kl dh vko';drk gSA fuEufyf[kr ckrks a ij è;ku nsuk pkfg,A (1) lcls igys fo"k; dks Hkyh&Hkkafr le> ys uk pkfg,A dHkh&dHkh fdlh lw fDr] yks dks fDr] vFkok dgkor ij Hkh fy[kus ds fy, dgk tkrk gSA vr% 'kh"kZ d es a fufgr Hkkoks a ,oa fopkjks a dks le>us dh ps "Vk djuh pkfg,A (2) vuq PNs n dh Hkk"kk 'kq ¼ rFkk mi;q Dr 'kCnks a ls ;q Dr gksA (3) bldh 'kS yh bruk lkjxfeZ r gks fd de&ls&de 'kCnksa es a vfèkd&ls&vfèkd Hkko rFkk fopkj fufgr gks A (4) vuq PNs n dk çR;s d okD; ljs nw okD; ls mfpr :i es a lacn~è k gksA (5) Hkko vkS j Hkk"kk dh vfHkO;fDr es a Li"Vrk] ekS fydrk ljyrk gksuh pkfg,A
1- nS o nS o vkylh iq dkjk la ds r fca nq & Hkw fedk] vkylh O;fDr] HkkX; dk egÙo] fuDEekiu] cgkus ckth] liQyrk gh ifjJe dh dq th] ¡ mila gkjA bl mfDr dk vFkZ gS fd vkylh O;fDr gh HkkX; dh nq gkbZ rk ns gSA og HkkX; ds Hkjks ls gh thou fcrk ns uk pkgrk gSA lq [k çkIr gks us ij og HkkX; dh iz 'kalk djrk gSA vkS j nq% [k vkus ij og HkkX; dks dks lrk gSA ;g Bhd gS fd HkkX; dk Hkh gekjs thou es a egÙo gS] ys fdu vkylh cu dj cS Bs jguk rFkk vliQyrk çkIr gks us ij HkkX; dks nks "k uk ns fdlh çdkj Hkh mfpr ugha A ç;kl vkS j ifjJe liQyrk dh dq th a gSA dgk Hkh gS& ¶;fn iq :"kkFkZ es js nk,¡ gkFk es a gS rks fot; ck,¡ gkFk es aA ¸ ifjJe ls feV~ Vh Hkh lks uk mxyrh gSA vkylh ,oa dkepks j O;fDr gh HkkX; ds ys [k i<+ rs gS aA ogh T;ks frf"k;ks a dk njokt+ k [kV[kVkrs gS aA deZ B O;fDr rks ckgq cy ij Hkjks lk djrs agSA ifjJeh O;fDr Lokoya ch] ekunkj] bZ lR;koknh ,oa pfj=koku~ gks rk gSA og dHkh Hkh ijkèkhurk ds ca/ u ls eq Dr ugha gks ldrkA og HkkX; ds Hkjks ls jg dj thou Hkj nq %[k Hkksxrk jgrk gSA
2- vko';drk vkfOk"dkj dh tuuh gS A la ds r fca nq & Hkw fedk] ekuo thou vkS j fHkUu çdkj dh vko';drk,¡ ] u,&u, vkfo"dkj] lq [k&lq foèkk,¡ ] ekuoh cq f¼ dk deky] mila gkjA vko';drk vus d vkfo"dkjks a dks tUe ns rh gSA 'kkjhfjd rFkk ckS f¼d nks uks a çdkj ds cy dk mi;ks x djds euq "; us vius fy, vus d lq foèkk,a tq VkbZ gS aA bUgha vkfo"dkjks a ds cy ij euq "; vkt lq [k&lq foèkk ds >w ys es a >w y jgk gSA tc mlus vuqH ko fd;k fd cS yxkM+ h dh ;k=kk u lq foèkktud gS vkS j u gh blls le; dh cpr gks rh gSA rks mlus rst+ xfr ls pyus okys okguks a dk vkfo"dkj fd;kA y] js dkj rFkk ok;q ;ku vkfn mldh vko';drk dh iw frZ djus okys lkèku gS aA bu vkfo"dkjks a dks dks bZ lhek ugha A tS ls&tS ls ekuo&tkfr dh vko';drk c<+ rh gS oS ls u;s
156 Communication Skill-I
vkfo"dkj gekjs lkeus vkrs gS aA euq "; dh cq f¼ ds fodkl ds lkFk gh vkfo"dkjks a dh Hkh la [;k c<+ rh tkrh gSA vr% ;g Bhd gh dgk gS fd vko';drk vkfo"dkj dh tuuh gS A
3- vkRe&fuHkZ jrk la ds r fca nq & Hkw fedk vFkok Lokya cu dk vFkZ gS& viuk lgkjk vki cuukA fcuk fdlh dh lkg;rk fy, viuk dk;Z fl¼ dj ys uk vkRe&fuHkZ jrk dgykrk gSA vkRe&fuHkZjrk dk ;g vFkZ dnkfi ugha fd euq "; gj dke es a euet+ hZ djsA vko';drkuq lkj mls nw ljks a ls ijke'kZ Hkh ys uk pkfg,A vkREk&fuHkZjrk dk xq .k lk/u ,oa ifjJe ls vkrk gSA vkRefo'okl vkRe&fuHkZ jrk dk ew y vkèkkj gSA vkRefo'okl ds vHkko es a vkRe&fuHkZ jrk dk xq .k ugha vkrkA vkRe&fuHkZ jrk dk xq.k euq "; dk ,dek=k lPpk fe=k gSA vU; fe=k gSA vU; fe=k rks foifÙk es a lkFk NksM+ ldrs gS a] ij bl fe=k ds cy ij euq "; pkgs rks fo'o&fot; dk liuk lkdkj dj ldrk gSA vkRefuHkZ j O;fDr LokfHkekuh ,oa Lora=krk&fç; gks rk gSA og vius m¼kj ds lkFk&lkFk ns 'k vkSj tkfr dk m¼kj djus es a Hkh leFkZ gks rk gSA ftl ns 'k ds çR;s d ukxfjd es a vkRe&fuHkZ jrk dk xq .k gks rk gS] og çR;s d {ks =k es a Hkjiw j mUufr dj ldrk gSA
4- djr&djr vH;kl ds tM+er gks r lq tku la ds r fca nq & Hkw fedk] vH;kl dh egÙkk] xq .kks a dk fodkl] cq f¼ dk c<+ uk] ifjiDork] lk/u gh liQyrk dk ew y] mila gkjA fuja rj vH;kl ls eq [kZ euq "; Hkh esèkkoh cu ldrk gSA ftl çdkj jLlh ls fuja rj vkus tkus ls f'kyk ij fu'kku iM+ tkrs agSA mlh çdkj vH;kl ls euq "; tM+ efr ls lq tku gks tkrk gSA ;g Bhd gS fd xèks dks ihV&ihV dj ?kks M+ k rks ugha cuk;k tk ldrk] fda rq fuja rj vH;kl vkS j ç;Ru ls vus dkus d xq .kks dk fodkl fd;k tk ldrk gS A mnkgj.kkFkZ dfo;ks a es a dfork djus dh 'kfDr bZ'oj&iz nÙk gks rh gS] ija rq fuja rj vH;kl ls Hkh dfork la ikfnr dh tk ldrh gSA lp rks ;g gS fd vH;kl vis f{kr gSA
5- vèkty xxjh Nydr tk; la ds r fcanq& Hkw fedk] vèkw jk Kku&O;FkZ] Mha x gka duk] >w Bk çn'kZ u vkS j viw .kZ rk] ghurk dh xz fFk] a >w Bk xkS jo vkS j fn[kkos dh Hkkouk] mila gkjA ty ls vkeq [k Hkjh xxjh pq ipki fcuk mNys pyrh gSA vk/h Hkjh gq bZ ty dh eVdh mNy&mNy dj pyrh gSA Bhd ;gh LoHkko ekuo eu dk Hkh gS A okLrfod fo}ku fouez gks tkrs gSaA uez rk gh mudh f'k{kk dk çz rhd gks rk gSA ljh nw vks j tks yksx v¼Z &f'kf{kr gks rs gS a vFkok v¼Z& le`¼ gks rs gS a] os vius Kku vFkok /u dh Mha x cgq r gk¡ drs gS aA v¼Z &f'kf{kr O;fDr dk Mha x gka duk cgq r dq N euks oS Kkfud Hkh gSA os yks x vius Kku dk çn'kZ u djds viuh viw .kZ rk dks
w Bk izHkko mRiUu djds lekIr djuk pkgrs gS aA ;gh dkj.k gS fd eè;eoxhZ ; O;fDr;ksa ds thou ftrus vkMacjiw .kZ ] ia iz piw .kZ ,oa ypj gks rs agS mrus fuEu ;k mPp oxZ ds ughaA mPp oxZ es a f'k{kk èku vks S j le` f¼ dks]
Group-I ( fgUnh )
157
vius xq .k dks] vius egÙo dks gfFk;kj cukdj pykrk gSA k;% iz ;g O;ogkj [kus ns es a vkrk gS fd va xz s t+ h dh f'k{kk ls vYi ifjfpr yks x va xz s th cks yus rFkk va xz s th es a fuea =k.k&i=k Niokus es a vf/d xkS jo vuq Hko djrs agSA vr& ;g lR; gS fd viw .kZ le` f¼ iz n'kZ u dks tUe ns rh gS vFkkZ r~ v/ty xxjh Nydr tk;A
6- fut Hkk"kk mUufr vgS] lc mUufr dks ew y la ds r fca nq & Hkw fedk] fut Hkk"kk dk egÙo] Hkk"kk dh vko';drk] lkekftd thou es a Hkk"kk] fut Hkk"kk ls ekufld Hkw [k dh 'kka fr] mila gkjA viuh Hkk"kk ds mRFkku ds fcuk O;fDr mUufr gh ugha dj ldrkA Hkk"kk vfHkO;fDr dk çeq[k ekè;e gSA Hkk"kk lkekftd thou dk vifjgk;Z vax gSA blds fcuk lekt dh dYiuk Hkh ugha dh tk ldrhA viuh Hkk"kk esa vius eu ds fopkjks a dks çdV djus es a lq fo/k jgrh gSa A fons 'kh Hkk"kk dHkh Hkh gekjs Hkkoks a dks mruh xgjh vfHkO;fDr ugha ns ldrh ftruh gekjh ekr` Hkk"kkA egkRek xk¡/h th us Hkh blh ckr dks è;ku esa j[kdj ekr`&Hkk"kk dks f'k{kk dk ekè;e cukus ij cy fn;k FkkA gekjs ns'k esa vax th zs ds iz ;ks x ij bruk vf/d cy fn, tkus ds mijka r Hkh vis f{kr liQyrk blh dkj.k ugha fey ik jgh gS D;ks fd a blds }kjk ge vius fopkjks a dks iw .kZ vfHkO;fDr ugha ns ldrsA ge ghurk dh Hkkouk dk f'kdkj gks jgs gSAa va xz th&ijLrks s a }kjk fn;k tkus okyk ;g rdZ Hkzfer dj jgk gS fd] ¶vax th zs Kku dk gks uk vko';d gSA¸
7- dk o"kkZ tc d` f"k lq[kkus la ds r fcUnq& Hkw fedk] lk/u vkS j le; es a rkjrE;rk] mfpr volj] vuq dw y le; dh ij[k] mila gkjA bl lw fDr dk vFkZ gSA tc [ksrh gh lw [k xbZ] rc ikuh ds cjlus dk D;k ykHk gS \ tc Bhd volj ij oka fNr oLrq miyC/ u gq bZ rks ckn es a ml oLrq dk feyuk cs dkj gh gS aA lk/ku dh mi;ks fxrk rHkh lkFkZ d gks ldrh gS] tc os le; ij miyCèk gks tk,aA volj chrus ij lc lk/u O;FkZ jgrs agSA va xz s th es a ,d dgkor gS& yks gs ij rHkh pks V djks tc fd og xeZ gks vFkkZ r] tc yks gk eq M+ us vkS j q yl tkrs gS aA mudk dq N Hkh 'ks "k ugha cprkA
8- ifjJe liQyrk dh dq a th gS la ds r fcanq & Hkw fedk] ifjJe dk egÙo] le;kuq lkj cq f¼ dk lnq i;ks x] ifjJe vkS j cq f¼ dk rkyes y] vila gkjA
158 Communication Skill-I
laLd` r dh izfl¼ lw fDr gS& ^mn~;es u flè;fUr dk;kZ f.k u euksjFkS%* vFkkZ r ifjJe ls gh dk;Z fl¼ gksrh gS] ek=k bPNk djus ls ughaA liQyrk iz kIr djus ds fy, ifjJe gh ,dek=k ea =k gSA ^Jes o Tk;rs * dk lw=k blh Hkko dh vks j la ds r djrk gS A ifjJe ds fcuk gjh&Hkjh [ks rh lw[k dj >kM+ cu tkrh gS tcfd ifjJe ls catj Hkw fe dks Hkh 'kL;&';keyk cuk;k tk ldrk gSA vlkè; dk;Z Hkh ifjJe ds cy ij la iUu fd, tk ldrs gSa A cqf¼eku O;fDr fdrus gh izfrHkk'kkyh gks] fdarq mUgs a y{; es a liQyrk rHkh feyrh gS tc os viuh cqf¼ vkSj izfrKk dks ifjJe dh Kku ij rs t+ djrs gS aA u tkus fdruh laH kkoukvks a ds cht ikuh] feV~ Vh] flapkbZ vkSj tq rkbZ ds vHkko esa feV~Vh cu tkrs gS]a tcfd Bhd laiks"k.k iz kIr djds dbZ cht lksuk Hkh cu tkrs gSaA dbZ ckj izfrHkk ds vHkko esa ifjJe gh viuk x ja fn[kykrk gSA iz fl¼ mfDr gS fd fuja rj f?klko ls iRFkj ij Hkh fpg~u iM+tkrs gS aA tM+ efr O;fDr ifjJe }kjk Kku mitC/ dj ysrk gSA tgk¡ ifjJe rFkk izfrHkk nksuk ,d=k gks tkrs gSa ogk¡ fdlh vn~H r kq d`fr dk l`tu gksrk gS A 'ks Dlih;j us egkurk dks nks Jsf.k;ksa esa foHkDr fd;k gS& tUetkr egkurk rFkk vftZ r egkurkA ;g vftZ r egkurk ifjJe ds cy ij gh vftZr dh tkrh gSA vr% ftUgs bZ'oj dk vk'khokZn izkIr ugha gS] mUgsa vius Je&cy dk Hkjkslk j[kdj deZ es a tq Vuk pkfg,A liQyrk vo'; gh mudh psjh cu dj mifLFkr gks xhA
9- i'kq u cks yus ls vkSj euq "; cks yus ls d"V mBkrk gSA la ds r fca nq & Hkw fedk] ok.kh dh 'kfDr] nks "kiw .kZ okpkyrk O;FkZ cks yus dk nq "ifj.kke] mila gkjA euq "; dks 'oj bZ dh vks j ls vus d dkj iz dh 'kfDr;ka iz kIr gq bZ gS aA bues a ok.kh vFkok okd~ 'kfDr dk xq .k lcls egÙoiw.kZ gSA O;fDr ok.kh dk lnq i;ks x djrk gS] mlds fy, rks ;g ojnku gS vkS j ftldh thHk drjuh ds leku fuja rj pyrh jgrh gS] mlds fy, ok.kh gS] mlds fy, ok.kh dk xq .k vfHk'kki Hkh cu tkrk gSA Hkko ;g gS fd okpyrk nks "k gS i'kq ds ikl ok.kh dh 'kfDr ugha ] blh dkj.k thou Hkj mls nw ljks a ds v/hu jg dj d"V mBkuk iM+ rk gSA og lq [k nq% [k dk vuq Hko rks djrk gS ij mls O;Dr ugha dj ldrkA mlds ikl ok.kh dk xq .k gks rk rks mldh n'kk dHkh n;uh; u curhA dHkh&dHkh i'kq dk lnO;ogkj Hkh euq "; dks Hkz ka fr es a Mky ns rk gSA vus d dgkfu;ka lh ,s gS a ftuds vè;u ls irk pyrk gS fd i'kq v aks us euq ";&tkfr ds fy, vus dj ckj vius cfynku vkS j R;kx dk ifjp; fn;k gS ij okd~ 'kfDr ds vHkko ds dkj.k mls euq "; ds }kjk fueZ e e` R;q dk Hkh lkeuk djuk iM+ k gSA blds foifjr euq "; viuh ok.kh ds :i;ks nq x ds dkj.k vus d ckj d"V mBkrk gSA jghe us vius nks gs es a O;Dr fd;k gS fd the rks viuh eupkgh ckr dg dj eq g a es a fNi tkrh gS ij twfr;ka dk lkeuk djuk iM+ rk gS cs pkjs flj dksA vfHkiz k; ;g gS fd euq "; dks viuh ok.kh ij la ;e j[kuk pkfg,A bl la lkj es a cgq r&ls >xM+ ks a dk dkj.k ok.kh dk nq :i;ks x gSA ,d us rk ds eq [k ls fudyh gq bZ ckr lkjs 'k ns dks ;q ¼ dh Tokyk es a >ks ad ldrh gSA vr% ;g Bhd gh dgk x;k gS fd i'kq u cks yus ls d"V mBkrk gS vkS j euq "; cks yus lsA dks bZ Hkh ckr dgus ls igys mlds ifj.kke ij fopkj dj ys uk pkfg,A
10- dkjt /hjs gks r gS a] dkgs gks r v/hj la ds r fca nq & Hkw fedk] /S ;Z vkS j bPNk] 'kka r eu dh mi;ks fxrk] iz rh{kk vkS j mfpr iQy dh iz kfIr] mila gkjA ftlds ikl /S ;Z gS] og tks bPNk djrk gS] iz kIr dj ys rk gSA d` iz fr ges a /hjt /kj.k djus dh lh[k ns rh gSA /S ;Z thou dh y{; iz kfIr dk }kj [kks yrk gSA tks yks x tYnh djks] tYnh djks a* dh jV yxkrs agS] os okLro es a ^v/
Group-I ( fgUnh )
159
hj eu] xfr de* yks dks fDr dks pfjrkFkZ djrs agSA liQyrk vkS j lEeku mUgha dks iz kIr gks rk gS] tks /S ;Z iw oZ d dke es a yxs jgrs gS aA 'kka r eu ls fdlh dk;Z dks djus es a fuf'pr :i ls de le; yxrk gSA cpiu ds ckn tokuh èkhjs&èkhjs vkrh gSA la lkj ds lHkh dk;Z /hjs&/hjs vius le; ij gh gks rs gS aA vr% ges v/hj gks us dh ctk; /S ;Z iw oZ d vius dk;Z es a la yXu gks uk pkfg,A
11- nwj ds kM+&>a [kkM+ Hkh lq nj a '; n` Lrq iz r djrk gS ij fudV tkus ij ika oks ds Nyuh gks tkus dk Mj mRiUu gks tkrk gSA Bhd gh dgk gS& nw j ds <+ ksy lq gkous A
12- yksHk iki dk ew y gS la ds r fca nq & Hkw fedk] yksHk] dkj.k] vijk/ks a dk tUenkrk] vuS frdrk dk dkj.k] bPNkvks a ij fu;a =k.k u gks uk] mila gkjA la Ld` r ds fdlh uhfrdkj dk dFku gS fd yksHk iki dk ew y gSA eu dk yksHk gh euq "; dks pks jh ds fy, iz s fjr djrk gSA yksHk vus d vijk/ks a dks tUe ns rk gSA yksHk vR;kpkj] vukpkj vkS j vuS frdrk dk dkj.k curk gSA egew n xt+ uoh tS ls 'kkldks a ds /u ds yksHk es a vkdj euekus vR;kpkj fd;sA vkS ja xts + c us vius rhuks a Hkkb;ks a dk o/ dj fn;k vkS j firk dks ca nh cuk fy;kA t+ j] tks : rFkk t+ ehu ds >xM+ s Hkh iz k;% YkksHk ds dkj.k gks rs gS aA yksHkh O;fDr dk ân; lc dkj iz dh cq jkb;ks a dk vM~ Mk gks rk gSA egkRek cq ¼ us dgk gS fd bPNkvks a dk yksHk gh fpa rkvks a dk ew y dkj.k gSA ykyph O;fDr cgq r dq N vius ikl j[k dj Hkh dHkh la rq "V ugha gks rkA mldh n'kk rks ml ew [kZ ykyph ds leku gks tkrh gS tks eq xhZ dk is V iQkM+ dj lkjs va Ms fudky ys uk pkgrk gSA yksHkh O;fDr va r es a iNrkrk gSA yksHkh fdlh ij midkj ugha dj ldrkA og rks lc dk vidkj gh djrk gS A blfy, vxj dks bZ iki ls cpuk pkgrk gS rks og yksHk ls cpsA
13- ijk/hu lius gq a lq [k ukfga la ds r fca nq & Hkw fedk] ijk/hurk dk nq% [k vkS j vfHk'kki] ihM+ k vkS j dq Bk] a mila gkjA ^ijk/hu lius gq a lq [k ukfga* mfDr dk vFkZ gS fd ijk/hu O;fDr lius es a Hkh lq [k dk vuq Hko ugha dj ldrkA ijk/hu vkS j ijkoya ch ds fy, lq [k cuk gh ughaA ijk/hurk ,d iz dkj dk vfHk'kki gSA euq "; rks D;k i'kq &i{kh rd ijk/hurk dh vOkLFkk es a NViVkus yxrs gS aA ijk/hurk O;fDr vFkok tkfr vius vkRe&lEeku dks lq jf{kr ugha j[k ldrsA fdlh Hkh O;fDr] tkfr vFkok ns 'k dh ijk/hurk dh dgkuh nq %[k ,oa ihM+ k dh dgkuh gSA Lora =k O;fDr nfjnz rk
160 Communication Skill-I
,oa vHkko es a Hkh ftl lq [k dk vuq Hkodj ldrk gS] ijk/hu O;fDr ml lq [k dh dYiuk Hkh ugha dj ldrkA vr% Bhd gh dgk x;k gS& ^ijk/hu lius gq a lq [k ukfgaA *
14- ij mins 'k dq 'ky cgrs js la ds r fca nq & Hkq fedk] ij mins 'k dk izHkko Hkz "Vkpkj vkS j cs bZ eku yks xks a dh djuh&dFkuh es a va rj] vuq 'kklu dh vko';drk] mila gkjA nw ljks a dks mins 'k uk ns vFkkZ r~ lc dkj iz ls vkn'kks Za dk ikyu djus dh iz sj.kk uk ns ljy gSA tSls dguk ljy rFkk djuk dfBu gS] mlh iz dkj Lo;a vPNs iFk ij pyus dh vis{kk nw ljks a dks vPNs dke djus dks la ns 'k uk ns ljy gS a tks O;fDr ljks nw a dks mins 'k rk ns gS] og Lo;a Hkh mu mins 'kks a dk ikyu dj jgk gS] ;g t+ :jh ughaA gj O;kikjh] vf/dkjh rFkk us rk vius ukS djks a] deZ pkfj;ks a rFkk turk dks ekunkjh] bZ lPpkbZ rFkk deZ Brk dk mins 'k nsrk gS tcfd og Lo;a Hkz"Vkpkj ds iFk ij c<+ rk jgrk gSA rk us ea p ij vkdj fdruh lkxjfHkZr ckrs a dgrs gS a] ij mudk vkpj.k ges 'kk mudh ckrks a ds foijhr gks rk gSA ekr&firk rFkk xq :tu cPpks a dks fu;a =k.k es a jgus dk mins 'k rs ns agS& ij os ;g Hkw y tkrs gS a fd mudk viuk thou vuq 'kkluc¼ ,oa fu;a f=kr gh ughaA
15- tS lk djks xs oS lk Hkjks xs la ds r fca nq & mijks Dr mfDr dk vFkZ gS fd euq "; vius thou es a tS lk deZ djrk gS] mlh ds vuq :i gh mls iQy feyrk gSA euq "; tS lk cks rk gS] oS lk gh dkVrk gSA lq deks aZ dk iQy vPNk rFkk dq deks Z dk iQy cq jk gks rk gSA ljks nw a dks ihfM+ r djus okyk O;fDr ,d fnu Lo;a ihM+k ds lkxj es a Mw Ck tkrk gSA ljks nw a dks ihfM+ r djus okyk O;fDr ,d fnu Lo;a ihM+ k ds lkxj es a Mw c tkrk gSA tks nw ljks a dk Hkyk djrk gS ] 'oj bZ mldk Hkyk djrk gSA dgk Hkh gS ] ^dj Hkyk gks Hkyk*A iq .; ls ifjiw .kZ deZ dHkh O;FkZ ugha tkrsA tks nw ljks a dk 'kks"k.k djrk gS ] og dHkh lq [k dh uha n ugha lks ldrkA ^tS lh djuh oS lh Hkjuh* okyh ckr iz fl¼ gSA euq"; dks ges 'kk vPNs deks Z es a :fp ys uh pkfg,A nw ljks a dk fgr djuk rFkk mUgs a la dV ls eq Dr djus dk iz ;kl ekuork dh igpku gSA ekuork ds iFk ij c<+ us okykA O;fDR eku o rFkk nkuork ds iFk ij c<+ us okyk O;fDRk ekuo rFkk nkuork ds iFk ij c<_us okyk O;fDr nkuo dgykrk gSA ekuork dh igpku euq "; ds 'kqH k deZ gS aA
16- le; dk egÙo vFkok le; lcls cM+k /u gS la ds r fca nq & Hkw fedk] thou dh {kf.kdrk] le; dk egÙo] euks ja tu vkS j le; dk ew Y;] ifjJe gh xfr iz dh jkg] mila gkjA nkf'kZ fudks a us thou dks {k.kHkax jq dgk gSA budh rq yuk izHkkr ds rkjs vkSj ikuh ds cq ycq ys ls dh xbZA vr% ;g iz 'u mBkuk LoHkkfod gS fd ge vius thou dks liQy cuk,aA bldk ,dek=k mik; le; dk lnq i;ks x gSA le; ,d vewY; oLrq gSA bls dkVus dh o` fÙk thou dks dkV ns rh gSA [kks ;k le; u% iq ugha feyrkA nq fu;k
Group-I ( fgUnh )
161
es a dks bZ Hkh 'kfDr ugha tks chrs gq , le; dks okil yk;sA gekjs thou dks liQyrk&vliQyrk ds lnq i;ks x rFkk nq :i;ks x ij fuHkZ j djrh gSA dgk Hkh gS & {k.k dks {kq nz u le>ks HkkbZ ] ;g tx dk fuekZ rk gSA gekjs ns 'k es a vf/dka 'k yks x le; dk ew Y; ugha le>rsA ns j ls mBuk] O;FkZ dh ckrphr djuk] [ks y] 'krja t vkfn es a :fp dk gs uk vkfn ds }kjk le; dk u"V djukA ;fn ge pkgrs gS a rks igys viuk dke iw jk djs aA cgq r&ls yks x le; dks u"V djus es a vkua n dk vuqH ko djrs ga SA euks ja tu ds uke ij le; u"V djuk cgq r cM+ h Hkw y gSA le; dk lnq i;ks x djus ds fy, vko';d gS fd ge vius fud nS dk;Z dks djus dk le; fuf'pr dj ys aA fiQj ml dk;Z dks mlh dke es a djus dks iz ;Ru djs aA bl rjg dk vH;kl gks us ls le; dk ew Y; le> tk,axs vkS j [ks ns xs a fd gekjk thou fuja rj iz xfr dh vks j c<+ rk tk jgk gSA le; ds lnq i;ks x ls gh thou dk iFk ljy gks tkrk gSA egku O;fDr;ks a ds egku cuus dk jgL; le; dk lnqi;ks x gh gSA le; ds lnq i;ks x ds }kjk euq "; vej dhfrZ dk ik=k cu ldrk gS A le; dk lnq i;ks x gh thou dk lnq i;ks x gSA blh es a thou dh lkFkZ drk gS& ¶dy djS lks vkt dj vkt djS lks vc] iy es a ijyS gks ;xh] cgq fj djkS xs dcA
17- L=kh f'k{kk dk egÙo la ds r fca nw & Hkw fedk] f'k{kk dks egÙo ukjh dk ?kj vkS j lekt es a LFkku] lkekftd dÙkZ O;] x`g&foKku dh f'k{kk] mila gkjA vkt f'k{kk ekuo&thou dk ,d va x cu xbZ gS A f'k{kk ds fcuk euq "; Kku&ia xq dgykrk gSA iq :"k ds lkFk&lkFk ukjh dks Hkh f'k{kk dh vko';drk gS A ukjh f'kf{kr gks dj gh cPpks a dks f'k{kk iz nku dj ldrh gSA cPpks a ij iq :"k dh vis{kk ukjh ds O;fDrÙo dk izHkko vf/d iM+ rk gSA vr% mldk f'kf{kr gks uk t+ :jh gSA ^L=kh dk :i D;k gks & ;g iz 'u mBuk LokHkkfod gSA iq:"k dks viuk vf/dka 'k thou ckgj ds {ks =k es a fcrkuk iM+ rk gS tcfd ukjh dks ?kj vkSj ckgj es a leUo; LFkkfir djus dh vko';drk gks rh gSA lkekftd dÙkZ O; ds lkFk&lkFk mls ?kj ds fr iz Hkh viuh Hkw fedk dk fuokZ g djuk iM+ rk gSA vr% ukjh dks g x` foKku dh f'k{kk es a la iUu gks uk pkfg,A vè;u ds {ks =k es a Hkh og liQy Hkw fedk dk fuokZ g dj ldrh gSA f'k{kk ds lkFk&lkFk fpfdRlk ds {ks =k es a Hkh mls ;ks xnku ns uk pkfg,A lq f'kf{kr ekrk,a gh ns 'k dks vf/d ;ks X;] LoLFk vkSj vkn'kZ ukxfjd ns ldrh gS aA Li"V gks tkrk gS fd L=kh f'k{kk dk iz pkj ,oa iz lkj gks uk pkfg,A ukjh dks iQS 'ku ls j nw jg dj lknxh ds thou dk leFkZ u djuk pkfg,A mldh f'k{kk lektks i;ks xh gksA
mRifÙk ds vk/kj ij 'kCn ns 'kt 'kCn vkS pd] ?ks ?kk] a pha Vh] fxjfxV] vks >y] pq ujh] Nyk¡ x] cdj&cdj] gDdk&cDdk bR;kfn
162 Communication Skill-I
fons 'kt 'kCn (i)
vjch 'kCn
buke fdrkc fdLer tukc nok nqv k iQdhj 'kjkc (ii)
eq gkojk fyiQ+ kiQk fgjklr fe'kky [kr [kcj enn bLrhiQk
chekj vukj ljdkj tks 'k pkykd
ekunkj bZ xq ykc ljnkj vkbZ uk 'kknh
fd'kfe'k dcw rj va xw j p'ek
cq ycq y mnw Z dkcw
dq yh yiQa xk eq xy
pkdw pepk cgknq j
dkW ih iq fyl fjiks V Z flxjs V
dkj LVs 'ku thfu;j ba Dykl
tt fMxz h Ldw Vj vihy
rq dhZ 'kCn
dS ph a chch cs xe (iv)
vkS jr dher ekS le vkneh dtZ dljr eke bZ vtc
iQkjlh 'kCn
viQlks l fxjÝrkj vkfr'kckth b=k eykbZ (iii)
fdrkc bTtr mez eq Yd gokykr vehj xjhc rek'kk
va xz s th 'kCn
Ldw y ekLVj iz s l fcy
Group-I ( fgUnh )
MkW DVj gkW dh dk¡x s l z (v)
cl lkba l
is Vª ks y lS yjh
is u Mk;jh
vpkj xeyk fiLrkS y
vkyekjh pkch lUrjk
deht rEckdw es t
Rkn~H ko vdkt vk¡ lw vkt vke ma xyh mijks Dr mZ V ¡ dNq vk diw j dcw rj ds yk dku d` I;k [ktw j Rkn~H ko xk; rc rhjFk ngh
rRle vf{k vfXu vkyL; b{kq mTtoy myw d vks "B dÙkZ O; dks fV deZ d` "kd dw i dks fdy {ks =k rRle "k<~ rkez rS y /S ;Z
iq rZ xkyh 'kCn
vukukl dktw ikojks Vh iihrk
egÙoiw .kZ rRle&rn~ Hko 'kCn rRle vdk;Z vJq v| vkez va xw fydk mi;Z Dr q m"Vª dPNi diw j Z diks r dnyh d.kZ d` i;k [ktw j Z rRle xks rnk rhFkZ nf/
& & & & & & & & & & & & & & & & & & & &
& & & & & & & & & & & & & & & & & & & &
rn~Hko vk¡ [k vkx vkyl [k bZ mtyk mYyw vks B djrc djks M+ dku fdlku dqv k¡ dks ;y [ks r rn~Hko Ng rk¡ ck rs y /hjt
163
164 Communication Skill-I
oLrq fu"B lkekU; fgUnh (fgUnh lkexz h) (fo'ks"k ikB~ ; lkexz h) foijhrkFkZ d 'kCn 'uks iz a ds vUrxZ r] çR;s d 'u iz es a ,d 'kCn 'kq ¼ rFkk mlds pkj la Hkkfor foijhrkFkZ d funs Z 'k & fuEuka fdr 'kCn fn;s x;s gS a] ftues a ls ,d 'kq ¼ gSA 'kq ¼ 'kCn dks pq fu, vkS j ml ij fpg~ u yxkb,%& KkrO; & ftl 'kCn ls fdlh nw ljs fof'k"V 'kCn dk myVk vFkZ fudys] mls ^foijhrkFkZ d 'kCn* dgrs gS a_ tS ls ^vFk* 'kCn dk foijhrkFkZ d 'kCn gS ^bfr*A è;ku ns us dh ckr ;g gS fd milxZ ds ;ks x ls cuk 'kCn fHkUu gks rk gSA og foijhrkFkZ d gks ldrk gS fdUrq mi;q Dr ugha_ tS ls& YkkHk vFkZ r~ ykHk dk foijhr vykHkA ;g lgh rks gS] fdUrq mi;q Drre~ ughaA blls Hkk"kk dk lkS Un;Z Nq i tkrk gS vr% ykHk dk mi;q Drre~ foijhr 'kCn gks xk& gkfuA blh iz dkj ^thr* dk foijhr ^ijkt;* Hkh lgh gS ] fdUrq mi;q Drre~ gks xk& ^gkj*A vr% ,s ls ;ks iz xks a ls lko/ku jguk pkfg,A bUgha lko/kfu;ks a ds lkFk ;gk¡ geus dfri; mnkgj.k iz Lrq r fd;s gS aA bues a ls vf/drj iz 'u k;% iz leLr iz fr;ksfxrkRed i jh{kkvksa ds lkekU; fgUnh ds iz 'ui=k es a iw Ns x;s gS aA (d) jlkry ([k) Hkw pky (x) ikrky (?k) vEcj 1- vofu& 2- vFk& (d) rr~ ([k) bfr (x) l|% (?k) vUr (d) ew [kZ ([k) vew d (x) okpky (?k) cf/j 3- ew d& 4- g"kZ& (d) lUrIr ([k) fo"kkn (x) nq%[k (?k) fujk'kk (d) vps ru ([k) vpy (x) lps ru (?k) tM+ 5- ps ru& 6- d` i.k& (d) viO;;h ([k) mnkj (x) nkrk (?k) egkRek (d) fo}s "k ([k) frjLdkj (x) vLohdkj (?k) fojks/ 7- leFkZ u& 8- mRFkku& (d) mRd"kZ ([k) vid"kZ (x) iru (?k) v/ks xfr ([k) Hkfo"; (x) foxr (?k) jxkeh nw 9- vkxkeh& (d) iz xkeh 10- midkj& (d) iz xkeh ([k) frjLdkj (x) vidkj (?k) oa puk (d) vokZ phu ([k) kphu iz (x) eè;dkyhu (?k) fpjdkyhu 11- uohu& (d) nh?kZ ([k) cM+ k (x) xq : (?k) c` gr~ 12- y?kq& (d) vea xy ([k) v'kqH k (x) v'kksHkuh; (?k) 'kqHk 13- ea xy& (d) eq Dr ([k) fo;q Dr (x) fu:Dr (?k) veq Dr 14- la ;q Dr& (d) vkfe"k ([k) ukfe"k (x) vukfe"k (?k) fujkfe"k 15- lkfe"k&
Group-I ( fgUnh )
16- vkfLrd& 17- fots rk& 18- lq yHk& 19- mRd"kZ& 20- vfLrRo& 21- vL=khdj.k& 22- fuR;& 23- fuUnk& 24- [k.Mu& 25- uw ru& 26- vk'kk& 27- ve` r& 28- vuq jkx& 29- vkfn& 30- voj& 31- vkxeu& 32- vkd"kZ .k& 33- vknj& 34- iz nkrk& 35- dhfÙkZ& 36- xz ke& 37- mieku& 38- vk'kh"k& 39- mUu;u& 40- O;fDr& 41- lgkuq H fr& kw 42- lfU/& 43- ltZ u& 44- lkglh& 45- fodkl&
(d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d) (d)
LokfLrd ijkftrk lgt mRFkku fouk'k 'kL=khdj.k 'kk'or Lrq fr la ;q Dr iz kphu fo'okl xjy jkx vukfn dfu"B iz ;k.k vid"kZ .k frjLdkj fo/krk fod` fr ftyk vieku vkfe"k u;u jk"Vª vkyks puk lekt i`Fkd~ fodkl fouk'k
([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k) ([k)
vkè;fRed foftr iz kIr iru vLFkkbZ fujL=khdj.k {kf.kd ljkguk j.k iw vokZ phu iz rhfr fo"k ijkx vUr ofj"B xeu fod"kZ .k fujknj vknkrk lq d` fr ns 'k eku fujkfe"k miu;u ns 'k fuUnk vlfU/ uk'k dk;jrk iru
(x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x) (x)
ukfLrd vid"kZ yZ nq H k vid"kZ vufLrRo vL=kghurk u'oj iz 'ka lk e.Mu iq jkuk fujk'kk ih;w "k foeks g vFk iz oj iz LFkku izo"kZ .k fojknj nkrk vi;'k uxj O;frjs d ojnku iyk;u dky ?k` .kk foxz g èoa l Hk; ßkl
165
(?k) ijkfLrd (?k) v/ks xfr (?k) vlq yHk (?k) v/ks xfr (?k) u'oj (?k) vL=kfoghuhdj.k (?k) vfuR; (?k) vkyks puk (?k) lEiw j.k (?k) iq jkru (?k) vkdka{ kk (?k) lq/ k (?k) fojkx (?k) bfr (?k) T;s "B (?k) cfgxZ eu (?k) fod` f"V (?k) J¼k (?k) vnkrk (?k) vidhfÙkZ (?k) 'kgj (?k) vfrjs d (?k) vfHk'kki (?k) vfru;u (?k) lekt (?k) iz s e (?k) fufonk (?k) loZ uk'k (?k) Hkh: (?k) fudkl
166 Communication Skill-I
mÙkj&Øe&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 1& (?k) 2& ([k) 3& (x) 4& ([k) 5& (?k) 6& ([k) 7& (?k) 8& (x) 9& (x) 10& (x) 11& ([k) 12& (x) 13&(d) 14& ([k) 15& (?k) 16& (x) 17& (d) 18& (x) 19&(x) 20& (x) 21& ([k) 22& (?k) 23& (x) 24& (x) 25&(?k) 26& (x) 27& ([k) 28& (?k) 29& ([k) 30& (x) 31&(x) 32& ([k) 33& ([k) 34& ([k) 35& (?k) 36& (x) 37&(x) 38& (?k) 39& ([k) 40& (?k) 41& (x) 42& (x) 43&(x) 44& (?k) 45& (x)
i;kZ ;okph 'kCn vFkZ& ftu 'kCnks a ds vFkZ lkeku gksa ] mUgs a ^i;kZ ;okph 'kCn dgrs gS aA bUgs a iz fr'kCn vFkok lekukFkZ d 'kCn Hkh dgrs agS fdUrq Lej.k es a j[kus dh ckr ;g gS fd bu iz 'uks a es a vFkZ dh lekurk gksrs , gq Hkh buds iz ;ks x ,dleku ugha gks rsA ;s 'kCn vius es a brus iw .kZ gS a fd ,d gh 'kCn dk iz ;ks x] lHkh fLFkfr;ks a vkS j lHkh LFkkuks a ij mfpr ugha gks rk_ dgha dks bZ 'kCn mfpr gks rk gS] rks dgha dks bZ vFkkZ r~ R;s iz d 'kCn dh egÙkk fo"k; vkS j LFkku ds vuq lk j gks rh gSA ;gk¡ i;kZ ;okph 'kCnks a dh leq fpr tkudkjh ds fy, dfri; mnkgj.k iz Lrq r fd;s x;s gS aA funs Z 'k& uhps fn;s x;s iz 'uks a ds vUrxZ r] iz R;s d 'u iz es a ,d 'kCn fn;k x;k gS rFkk mlds dq N i;kZ ;okph 'kCn fn;s x;s gS a] ftues a ls dks bZ ,d xyr gS_ vki ml xyr xCn dk p;u dhft, vkS j mlds fy, mÙkj&i.khZ ij fu/kZ fjr la [;k ij fpg~ u yxkb,%& (d) lks e ([k) lq/ k (x) ih;w "k (?k) lq jk 1- ve` r& 2- us =k& (d) vk¡ [k ([k) x n` (x) p{kq (?k) eks{k (d) lrn ([k) thoghu (x) izk.kghu (?k) fu"iz k.k 3- futhZ o& 4- ßkl& (d) iru ([k) o` f¼ (x) voufr (?k) vid"kZ (d) ia dt ([k) uhjt (x) ljks t (?k) euks t 5- dey& 6- vfXu& (d) iz Lrj ([k) ikod (x) vkx (?k) vuy (d) ioZ ([k) lekjks g (x) t'u (?k) ekre 7- mRlo& 8- vfrfFk& (d) vf/xr ([k) vH;kxr (x) vkxUrq d (?k) es geku (d) jk{kl ([k) nS R; (x) ih;q "k (?k) nkuo 9- vlq j& 10- vkUkUn& (d) eks n ([k) eks iz n (x) vkeks n (?k) ekuUn ([k) O;ks e (x) vuUr (?k) vofu 11- vkdk'k& (d) uHk 12- bUnz& (d) vejds Unz ([k) jUnj iq (x) lq js 'k (?k) lq jifr
Group-I ( fgUnh )
167
13- 'oj& bZ (d) 'k bZ ([k) egs 'k (x) ijes 'oj (?k) ijekRek (d) xks ([k) ß"khd (x) jFk (?k) tu 14- bfUæ;& (d) vuUr ([k) futZ ukx (x) 'kw U; (?k) ,dkdh 15- ,dkUr& ([k) dYir: (x) dYiæq i (?k) dYiHkw 16- dYio`{k& (d) ns onk: ([k) eUeFk (x) euflt (?k) eu;t 17- dkens o& (d) enu (d) Øks/ ([k) jks "k (x) dks "k (?k) ve"kZ 18- Øks/& (d) dnyh ([k) eks pk (x) jEHkk (?k) vEHkk 19- ds yk& (d) lq jlfj ([k) HkkfxjFkh (x) tkÉoh (?k) ekÉoh 20- xa xk& (d) xks ([k) xmQ (x) jFk (?k) /s uq 21- xk;& 22- pUæek& (d) lks e ([k) 'kf'k (x) fo/q (?k) e/q (d) uhj ([k) mnd (x) vEcq (?k) jkS I; 23- ty& 24- nk¡ r& (d) mM~ xu ([k) jn (x) nUr (?k) n'ku (d) iz nhi ([k) oklj (x) fnol (?k) vgu 25- fnu& 26- nhid& (d) nh;k ([k) fHkz ik (x) nhi (?k) fn;jk (d) d"V ([k) eks{k (x) Dys 'k (?k) ihM+ k 27- nq%[k& 28- unh& (d) lfjrk ([k) lfj (x) rja fx.kh (?k) f{kiz k (d) 'kS y ([k) fxfj (x) ux (?k) eghHkw 29- ioZ r& 30- firk& (d) tud ([k) rkr (x) tuf;rk (?k) la j{kd (d) Hkk;kZ ([k) nkjk (x) efgyk (?k) okek 31- iRuh& 32- ikoZ rh& (d) mek ([k) f'kok (x) xkS jh (?k) vtUek (d) es ?k ([k) vkHkz (x) okfjn (?k) vEcq 33- ckny& 34- fctyh& (d) piyk ([k) 'kEik (x) ;kfeuh (?k) fo|q r~ (d) iou ([k) vuy (x) lehj (?k) vfuy 35- ok;q& 36- jktk& (d) u` i ([k) Hkw ifr (x) Hkw i (?k) ikjk'k; (d) okxh'k ([k) vfC/ (x) unh'k (?k) v.kZ o 37- leq æ& 38- lw ;Z & (d) jfo ([k) vkfnR; (x) ekÙkZ .M (?k) vdZ .k (d) Hkw ([k) Hko (x) yks d (?k) fo'o 39- la lkj& 40- 'kjhj& (d) olq ([k) oiq (x) xkr (?k) dk;k mÙkj&Øe&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 1& (?k) 2& (?k) 3& (x) 4& ([k) 5& (?k) 6& (d)
168 Communication Skill-I
7& 13& 19& 25& 31& 37&
(?k) ([k) (?k) (d) (x) (d)
8& 14& 20& 26& 32& 38&
(d) (/) (?k) ([k) (?k) (?k)
9& 15& 21& 27& 33& 39&
(x) (d) (x) ([k) (?k) (d)
10& 16& 22& 28& 34& 40&
(?k) (?k) (?k) (?k) (x) (d)
11& (?k) 17& (?k) 23& (?k) 29& (?k) 35& ([k)
12& (d) 18& (d) 24& (d) 30& (?k) 36& (?k)
rRle&'kCn ('kq ¼ 'kCn) funs 'k& Z fuEuka fdr pkj fodYiks a es a ls orZ uh dh n` f"V ls 'kq ¼ (RkRle) 'kCn pq fu, vkS j mls mÙkj&i.khZ ij fpfßr dhft,%& 1& (d) fla xkj ([k) J` xkj a (x) Jha xkj (?k) J` xkj a 2& (d) do;=kh ([k) dof;=kh (x) dfof;=kh (?k) dfo;=kh 3& (d) la U;klh ([k) la ;klh (x) lafu;klh (?k) lU;klh 4& (d) vkS |ks fxd ([k) vks |ks fxd (x) m|ks fxd (?k) m|kS fxd 5& (d) jlk;fud ([k) j'kk;fud (x) jklk;fud (?k) jk'kk;fud 6& (d) O;ogkfjd ([k) O;kS gkfjd (x) O;kogkfjd (?k) O;kogfjd 7& (d) O;olkf;d ([k) O;kS lkf;d (x) O;kolkf;d (?k) O;olkbd 8& (d) mRd"kZ ([k) mrØ"kZ (x) mRd'kZ (?k) mrd"kZ 9& (d) vurjxr ([k) vUrxZ r (x) vUrZ xr~ (?k) va UrxZ r 10& (d) my?ka u ([k) mYy?ka u (x) mYya ?ku (?k) ma Yy?ku 11& (d) vgykn ([k) vkgykn (x) vkâkn (?k) vkÈkn 12& (d) mifj;q Dr ([k) mi;q Dr Z (x) mQijks Dr (?k) mijks Dr 13& (d) mRN` ×[ky ([k) mPN` [ky (x) maPN` [ky (?k) mPN` Ä[k~ y 14& (d) iz frn~ }Unh ([k) iz fr}a nh (x) izfr}U}h (?k) iz fr}Uæh 15& (d) va rjkjk"Vª h; ([k) vUrjkZ "Vª h; (x) vUrZ jk"Vª h; (?k) va rjkZ "Vª h; 16& (d) 'kqJw "kk ([k) lqJ ok q (x) lqJ "kk w (?k) 'kqJ "kk q 17& (d) nq'pfj=k ([k) nq Lpfj=k (x) nq"pfj=kj (?k) 'kq "pfjr mÙkj&Øe&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& a 2& ([k) dfof;=kh 3& (d) laU;klh 4& (d) vkS| fxd ks 1& ([k) J` xkj 5& (x) jklk;fud 6& (x) O;kogkfjd 7& (x) O;kolkf;d 8& (x) mRd"kZ 9& ([k) vUrxZ r 10& (x) mYya ?ku 11& (?k) vkÈkn 12& ([k)
Group-I ( fgUnh )
169
mi;q Dr Z 13& (?k) mPN` Ä[k~ y 14& (x) iz fr}U}h 15& ([k) vUrjkZ "Vª h; 16& (d) 'kqJ "kk w 17& (d) 'pfj=k nq
eq gkojs vkS j dgkors a 1&
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uhps fn;s mÙkjks a es a ls lokZ f/d mi;q Dr mÙkj ij fpß yxkb,%& vU/s ds gkFk cVs j yxuk (d) viz R;kf'kr ykHk gks uk ([k) ,dk,d ykHk gks tkuk (x) Hkfo"; dh ckr dks tku ys uk (?k) vU/s dks lks uk fey tkuk [kks nk igkM+ fudyh pq fg;k (d) dBks j ifjJe dk vPNk ykHk ([k) dBks j ifjJe ds mijkUr vR;Yi miyfC/ (x) nw ljks a dks cs odw iQ+ cukuk (?k) dBks j ifjJe ls dq N Hkh ykHk u iz kIr gks uk viuk mYyw lh/k djuk (d) viuk LokFkZ lk/uk ([k) miuk dke pykuk (x) nw ljks a dks cs odw iQ+ cukuk (?k) vius lkFk nw ljks a dk midkj djuk vius iS j ij dq YgkM+ h ekjuk (d) viuk iS j dkVuk ([k) viuk vfgr Lo;a djuk (x) vius gkFk ls o`{k dkVuk (?k) vius lkFk nw ljks a dk midkj djuk xM+ s eq ns Z m[kkM+uk (d) iq jkuh oLrq dks [kks n Mkyuk ([k) xM+h pht+ dks gok es a mNkyuk (x) vrhr dks mn~ ?kkfVr djuk (?k) vrhr ds lkeus lcdks ykuk vk¡ [ks pq jkuk (d) vk¡[k ekjuk ([k) nksu aks vk¡ [k dk vU/k gks uk (x) ,d vk¡ [k dk vU/k gks uk (?k) cPkus dh dks f'k'k djuk mYkVh xaxk cgkuk (d) ty dh /kjk ds foijhr tkuk ([k) xa xk dh /kjk dks eks M+ ns uk (x) xa xk dh /kjk ds lkFk&lkFk pyuk (?k) fu;e&fo:¼ dk;Z djuk ukS&nks X;kjg gks uk (d) Hkkx tkuk ([k) tks M+ djuk
170 Communication Skill-I
9&
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(x) ykS V vkuk ihB fn[kkuk (d) gkj ekuuk (x) i'pkÙkki djuk ikuh&ikuh gks uk (d) yfTtr gks uk (x) vfr iz lUu gks uk ?kks M+ s cs pdj lks uk (d) [kq 'kh es a lks uk (x) cs fiQ+ Ø lks uk pks yh&nkeu dk lkFk (d) xgjh nks Lrh (x) nks Lrh fuHkkuk gkS lyk iLr gks uk (d) fo"k ih ys uk (x) tks f[ke es a Mky ns uk t+gj dk ?kw V ¡ ihuk (d) fo"k ih ys uk (x) tks f[ke es a Mky ns uk fry dk rkM+ cukuk (d) Nks Vh ckr dks cgq r c<+ k&p<+ kdj dguk (Xk) NksVh ckr dks fdlh ls u dguk thrh eD[kh fuxyuk (d) tkudkjh es a dHkh xyrh u djuk (x) thrh eD[kh fudky iQs duk a nky u xyuk (d) nky dk dPph jg tkuk (x) o'k es a u gks uk viuh djuh ikj mrjuh
(?k) fxurh fxuuk ([k) thr tkuk (?k) viuh osnuk O;Dr djuk ([k) ikuh ls Hkhx tkuk (?k) O;fFkr gks tkuk ([k) xgjh uha n es a lks uk (?k) ?kksM k+ fdlh dks lkS aidj lks uk ([k) dVq 'k=kq rk (?k) nksLrh pykuk ([k) [krjk mBkuk (?k) vieku dks pq ipki lgu dj ys uk ([k) [krjk mBkuk (?k) vieku dks pq ipki lgu dj ys uk ([k) Nks Vh ckr dks Nks Vk djds dguk (?k) fry dks rkM+ ds ikl j[k ns uk ([k) tku&cw >dj vU;k; lguk (?k) thrh eD[kh [kk Mkyuk ([k) nky dk Fkks M+ k Hkh u iduk (?k) ijo'k dnkfi u djuk
Group-I ( fgUnh )
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171
(d) tS lk djks xs] oS lk ikvks xs ([k) rS jdj gh ikj gks ikvks xs (x) vius dÙkZ O; ij gh Hkjks lk djuk (?k) deZ dk Hkh iQy dHkh&dHkh ugha feyrk FkksFkk puk ckts ?kuk (d) [kkyh puk vf/d vkokt+ djrk gS ([k) FkksFkk puk dHkh ugha ctrk (x) vks Nk vkneh vius egÙo dk vf/d c[kku djrk gS S (?k) puk HkkM+ es a vkokt+ djrk gSA mQ/kS dk u ys uk] u ek/ks dk ns uk (d) lc >es yks a ls vyx jguk ([k) >esy aks es a iM+ dj vkuUn ys uk (x) >es yks a ds chp yks xks a dks yk [kM+ k djuk (?k) mQ/kS ls ys dj Hkh ek/kS dks u ns uk rhu yks d rs eFkq jk U;kjh (d) lcls fujkyk ([k) cgqr lq Unj eFkq jk dk gks uk (x) rhuksa yks d es a eFkq jk u gks uk (?k) eFkq jk dh c[kku rhuks a yks dks a es a gSA lejFk dks ugha nks "k xks lkbZ (d) leFkZ es a gh lkjs nks "k gks rs gS aA ([k) lcy dk dks bZ nks "k ugha fn[krk (x) lcy nks "kh gks dj Hkh nks "k dks Nq ik ys rk gS (?k) leFkZ lnk nks "kh gks rs gS aA vdy cM+h ;k HkS l a (d) 'kkjhfjd cy ls cq f¼ Js "B gks rh gS ([k) 'kkjhfjd cy gh Js "B cy gks rk gS (x) vDy vkS j HkS l a nks uks a cM+ s gS a (?k) vDy ls HkS l a cM+ h gS vVdk cfu;k ns bZ m/kj (d) cfu;k ijs 'kkuh es a Hkh m/kj ugha ns rk ([k) viuh xjt ij ncuk iM+ rk gS (x) cfu;k viujh xjt ij gh lq urk gS (?k) cfu;k m/kj dHkh&dHkh gh rk ns gS vk cS y] eq >s ekj (d) cS y dks cq ykdj ekjuk ([k) tku&cw >dj foifÙk eks y ys uk (x) cS y dks t+ cjnLrh ihVuk (?k) foifÙk dks cq ykdj Hkkx [kM+ k gks uk vk/k rhrj] vk/k cVs j (d) vk/h&vk/h pht+ ks a dks lkFk j[kuk ([k) cs es y pht+ ks a dk lfEeJ.k (x) Hkys dks lc Hkys yxrs gS a (?k) vk/h&vk/h pht+ ks a dks feykdj ,d djuk vki Hkyk rks tx Hkyk (d) Hkyh pht+ lnS o vPNh yxrh gS ([k) Hkyh pht+ lnS o nw ljs ilUn djrs gS a
172 Communication Skill-I
(x) Hkys dks lc Hkys yxrs gS a (?k) Hkyk tks lk Hkyk u dks ; 28& vk¡ [k dk vU/k xk¡ B dk iw jk (d) og O;fDr] tks ew [kZ ijUrq /uh gks ([k) og O;fDr] tks /uh gks vkS j ew [kZ u gks (x) vk¡ [k dk vU/k O;fDr dHkh xk¡ B dk iw jk ugha gks ldrk (?k) vk¡ [k ds vU/s dks u;ulq [k dgk¡ 29& vk¡ [k dk vU/k] uke u;ulq [k (d) xq .k ds fo:¼ uke dk j[kuk ([k) vU/k dguk vU/s dks 'kksHkk ns rk gS (x) vk¡ [k dk vU/k dHkh lq [kh ugha jgrk (?k) vk¡ [k ds vU/s dks u;ulq [k dgk¡ 30& ,d gh ydM+h ls lcks gk¡ duk (d) lcds lkFk ,d&tS lk O;ogkj djuk ([k) le midkjh (x) fdlh dks cjkcj u ekuuk (?k) cgq rks a es a ,d dks vf/d ekuuk mÙkj&Øe&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 1& (d) 2& ([k) 3& (d) 4& ([k) 5& (x) 6& (?k) 7& (?k) 8& (d) 9& (d) 10& (d) 11& (x) 12& (d) 13& ([k) 14& (?k) 15& (d) 16& ([k) 17& (x) 18& (d) 19& (x) 20& (d) 21& (d) 22& ([k) 23& (d) 24& ([k) 25& ([k) 26& ([k) 27& (x) 28& (d) 29& (d) 30& (d)
vus d 'kCnks a ds fy, ,d 'kCn fuEufyf[kr 'kCnks a ds pkj&pkj mÙkj fn, x;s agS] ftues a ls ,d gh mÙkj 'kq ¼ gSA vki mues a ls lgh mÙkj dh igpku dhft,%& 1& ftldh miek u gks (d) miekjfgr ([k) vuq ies ; (x) vuq ie (?k) mies ; 2& ftlds vkj&ikj u ns [kk tk ldsA (d) vikjn'khZ ([k) fdj.k iz frjks/h (x) vikjn'kZ d (?k) ikjn'kZ d&jfgr 3& 'oj bZ es a fo'okl djus okykA
Group-I ( fgUnh )
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(d) 'ojiz bZ s eh (x) vukfLrd u gks uk ftldk 'k=kq mRiUu u gqv k gksA (d) 'k=kq tUegUrk (x) vtkr'k=kq igys mRiUu gks us okyA (d) iw oZ t;k (x) vuq tJs "B cgq r de cks yus okykA (d) fujkHkk"kh (x) vYiHkk"kh ftldk vuqHko fd;k x;k gksA (d) vuqH koh (x) vuqH kfork ftldh vk'kk u dh x;h gksA (d) fujk'kk (x) vuk'k tks Hkfo"; dh ckr lks prk gksA (d) Hkfo";fpUrd (x) vxz lks ph ftldks dks bZ ijkftr u dj ldsA (d) vijkftr (x) vifjts ; ihNs&ihNs pyus okyk (d) vuq xkeh (x) vuq orhZ cgq r cks yus okyk (d) cgqH kk"kh (x) vfrHkk"kh vkdk'k dks Nw us okyk
([k) vkjk/d (?k) vkfLrd ([k) 'k=kq jfgr (?k) utkr'k=kq ([k) vxz t (?k) iwo xkeh kZ ([k) vHkk"kh (?k) vokpky ([k) vuqHkos rj (?k) vuqHkw r ([k) vk'kkjfgr (?k) viz R;kf'kr ([k) fpUrkdq y (?k) Hkkoh fpUrd ([k) vijkts ; (?k) 'k=kq gUrk ([k) vuq xeu (?k) vuq fpUrd ([k) cgq okpd (?k) vfrokpd
173
174 Communication Skill-I
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(d) xxu Li'khZ ; (x) vkdk'kpq Ech xq : ds lehi jgus okyk f'k"; (d) vkJeoklh (x) fudVLFk ydhj dk iQ+dhj (d) vuq xeu dÙkkZ (x) vfuf'pr ftlds vkus dh frfFk Kku u gksA (d) vKkr frfFk (x) vfuf'pr lcls vkxs jgus okyk (d) vxz orhq (x) vxz lj ty vkS j Fky es a fopj.k djus okyk (d) ty vkS j Fky es a fopj.kdÙkkZ (x) vuqH k; pj lUè;k vkS j jkr ds chp dk le; (d) vijkÉ (x) vuqH k; pj tks cgq r le; rd BgjsA (d) fpjLFkk;h (x) vfpjLFkk;h tks tUe ls vU/k gksA (d) us =k&mUehyu (x) iz kU/ tkuus dh bPNk j[kus okyk (d) frrh"kkZ (x) tkulq fnu es a pyus okyk
([k) vkdk'k va pyxkeh (?k) xxuLi'khZ ([k) vUrs oklh (?k) xq : pj.kuq jkxh ([k) xrkuq xfrd (?k) vukxfrd ([k) vfrfFk (?k) vfrFks ; ([k) vxz xkeh (?k) 'kh?kz ;ep ([k) mHk;pj (?k) Hk;jfgr vpj pj ([k) xks/ fy w (?k) iw oZorhZ jkf=k ([k) LFkk;h fuoklh (?k) vfpj vLFkk;h ([k) tUekU/ (?k) us =kjfgr ([k) ftKklq (?k) 'kCnkUos "kh
Group-I ( fgUnh )
175
(d) fnuxkeh ([k) okljxkeh (x) fnupj (?k) fnuorhZ 24& ilhus ls mRiUu tho (d) oLiq tkek ([k) Los nt~ (x) m".ktk;k (?k) fnuorhZ 25& fL=k;ks a& tS lk LoHkkookyk (d) jkxh&vuq jkxh ([k) L=kh&vuq xkeh (x) L=hLoHkkoh (?k) L=kS .k 26& lc dq N tkuus okyk (d) loZ Kkuh ([k) loZ K (x) loZ æ"Vk (?k) loZ n'khZ 27& 'k=kq dks ekjus okyk (d) 'k=kq nks gh ([k) 'k=kq gUrk (x) 'k=kq Éu (?k) 'k=kq jfgr 28& midkj ds cnys midkj (d) nks midkj ([k) vukS idkj (x) pj.kke` r (?k) izR;q idkj 29& ve` r ds leku opu (d) ve` r opu ([k) opuke` r (x) vukidky (?k) ve` rHkk"kh mÙkj&Øe&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 1& ([k) 2& (x) 3& (?k) 4& (x) 5& ([k) 6& (x) 7& (?k) 8& (?k) 9& (x) 10& ([k) 11& (d) 12& (d) 13& (x) 14& ([k) 15& ([k) 16& ([k) 17& (x) 18& ([k) 19& ([k) 20& (d) 21& ([k) 22& ([k) 23& (x) 24& ([k) 25& (?k) 26& ([k) 27& ([k) 28& (?k) 29& ([k)
lekukFkZ d 'kCn vkS j muds Hks n izFke 'kCn dk vFkZ Li"V djrs gq, f}rh; lekukFkhZ 'kCn dk vk'k; pkj fodYiks a es a ls fdlh mÙkj ds va rxZ r fn;k x;k gSA bues a ls lgh mÙkj dh igpku dhft,%&
176 Communication Skill-I
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vuq ie&vf}rh; vuq ie dk vk'k; ftldh miek fdlh vU; ls u dh tk lds] ogha vf}rh; dk vk'k;\ (d) ftlds leku nw ljk u gksA ([k) nw ljs ds lkeus igyk (x) igys ds leku nw ljk u gksA (?k) igyk vkS j ljk nw ,d ln` 'k vuqHkw fr&vuq H ko vuq H fr kw ;kuh ftldk Kku ges a bfUnz ;ks a }kjk iz kIr gks ldsA ;g Kku {kf.kd gks rk gS fdUrq vuqH ko dk vk'k;\ (d) ftldk Kku ges a vkRek }kjk iz kIr gks ([k) ftldk Kku ges a los Z{ k.k] lk{kkRdkj vFkok iz ;ks x&}kjk Lo;a iz kIr gks_ ;g LFkk;h gks rkA (x) ftldh vkRek Kku ls iz dkf'kr gks (?k) ftldk Kku Lor%&liQw rZ gksA vuq eks nu&Lohd` fr vuq eks nu dk vFkZ fdlh vkys [k] fVIiuh dk;Z okgh vFkok dFki ij lfgefr iz dV djuk fdurq Lohd` fr dk vk'k;& (d) fdlh dk iz Lrko vuq eks u djuk ([k) fdlh iz Lrko dks Lohdkj djuk (x) fdlh ckr dks vkRelkr~ djuk (?k) fdlh ckr dk ân;a xe djuk vuq jks /&vkxz g vuq jks /&fou;iw oZ d ;kpuk rks vkxzg dk vk'k;\ (d) vf/dkj&Hkkouk ls mn~H r kw ;kpuk ([k) vf/dkj&Hkkouk dh lân; ;kpuk djuk (x) vf/dkj&Hkkouk dks Lohdkj djuk (?k) bldk dnkfi mis {kk u djuk vUos "k.k&vkfo"dkj vUos "k.k dk vFkZ fdlh oLrq vFkok ns 'k dh [kks t] tks igys ls gh fo|eku gksA vkfo"dkj dk vk'k;\ (d) dks bZ oLrq tks iw oZ fo|eku FkhA ([k) fdlh OkLrq dk ltZ u] tks igys fo|eku FkhA (x) og OkLrq ] ftldks mn~H kkflr dj ns uk (?k) Kku dh ijkdka "Bkij igq p ¡ tkuk vijk/&iki vijk/ dk vFkZ dkuw u dh fuxkg es a nq "d` fr fdUrq iki dk vk'k;\ (d) vfu"V dk;Z djuk ([k) /kfeZ d 'ojh; bZ fu;eks a dh n` f"V es a dh x;h nq "d` fr (x) ,d iz dkj dk vijk/] ftldh mis{kk loZ =k gksA
Group-I ( fgUnh )
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177
(?k) ,d t?kU; vijk/ vfHkeku&xoZ vfHkeku dk vk'k; ?ke.M gks rk gS vFkkZ r~ ~ vius dks okLrfodrk ls vf/d le>uk ogha xoZ dk vFkZ \ (d) vfHkeku djuk ([k) :i] oSHko] Kkukfn ls mRiUu Js"Brk dk Hkko (x) vfHkeku vkS j ";kZ bZ djuk (?k) ";kZ bZ dh pje ijkdk"Bk dks iz kIr gks uk vL=k&'kL=k vL=k dk vFkZ iQs ddj a 'k=kq ij pyk;k tkus okyk gfFk;kj fdUrq 'kL=k\ (d) og gfFk;kj] tks dkiQ+ h nw j ls gh iQs ddj a pyk;k tkrk gksA ([k) gkFk ls ys dj ekjus dk gfFk;kj (x) gkFk es a ys dj [kns M+ dj ekjuk (?k) 'kL=k vL=k dh vis {kk vPNk gks rk gSA vkxkeh&Hkkoh vkxkeh dk vFkZ gS] vkxs vkusokykA ;g 'kCndky&cks/d gS fdUrq Hkkoh dk vk'k;\ (d) Hkfo";Hkkoh ([k) HkfOk"; es a gks us okyk (x) Hkfo"; ds lkFk tq M+ k gqv k (?k) Hkfo"; ls nw j ugha A vknj.kh;&iw T; vknj.kh; ;kuh vius ls cM+ ks a ds iz fr lEeku ogha iwT; dk vFkZ \ (d) ekrk] firk] vxz t rFkk xq :tkuks a ds iz fr lEekulw pd ([k) firk dh vkKk ekuuk (x) fdlh dh voekuuk u djuk (?k) lcdk lEeku djuk vkf/&O;kf/ (d) 'kkjhfjd&ekufld ls ([k) ekufld O;Fkk (x) 'kkjhfjd O;Fkk (?k) ,d vlguh; O;Fkk vkyks puk&leh{kk vkyks puk ds vUrxZ r xq .k&nks "k dk foos pu gks rk gS tcfd leh{kk ds vUrxZ r gks rk gS\ (d) Hkyh&Hkk¡ fr foos pu
178 Communication Skill-I
13&
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([k) fdlh ckr dh leh{kk djuk (x) fdlh va 'k dks ys dj my{k tkuk 'ka dk&Hk; 'ka dk@vfu"Vk dh lEHkkouk ls eu es a la 'k; dh iz kfIr fdUrq Hk; dk vk'k;\ (d) vfu"V dh mifLFkfr ;k lEHkkouk ls eu ls mRiUu O;kdqyrk dk Hkko ([k) os nuk ds lkFk Hk; (x) os nuk ds lkFk vk'ka dk (?k) fdlh ds }kjk Hk; [kk tkuk ";kZ bZ &}s "k bZ ";kZ dk vFkZ nw ljs ds mRd"kZ dks u ns [k ldus vFkok lq uus dh o` f¼ fdUrq }s "k dk vk'k;\ (d) ?k`.kk djuk ([k) ?k` .kk vFkok 'k=kq rko'k fdlh dk fojks/ djus dk LFkk;h Hkko (x) ?k` .kk "k }s ds lkFk djuk (?k) ?k` .kk LkeHkko es a djuk Íf"k&eq fu os n&ea =kks a dk iz dk'k djus okyk eqfu dk vFkZ\ (d) lR;kfn dk iw .kZ fopkj djus okys /eZ vkS j rRo dk fo'ys "kd ([k) lk/uk djuk (x) vkjk/uk djuk (?k) 'oj bZ dks ekY;kiZ .k djus okyk tk¡ p&ijh{k.k (d) lR; dks mn~ ?kkfVr djuk ([k) lR; dh igpku djuk (x) lR;klR;] ;ks X;rkfn dk fu.kZ ; (?k) vlR; dks lR; ls rks yuk =kq fV&Hkz e lgh fLFkfr ls nq jko =kq fV gks rk gS fdUrq ijh{k.k dk\ (d) fdlh oLrq dks v;kFkkFkZ :i es a le> tkuk ([k) lp dks ns [kdj Hkz frr gks tkuk (x) fnXHkz e gks uk (?k) fn'kkvks a dks Hkw y tkuk fuUæk&rUæk lks us dh fLFkfr es a gks uk fuUæk dk ifjpk;d gS tcfd rUæk\
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(d) viuh ps ruk ds ijs gks uk ([k) FkksM h+ cs gks 'kh gks uk] ew PNkZ ] v¼Z fuUæk es a gks uk 19& çz yki&foyki iz yki dk vk'k; O;FkZ dh cdokl vFkok cM+ cM+ djuk fdUrq foyki dk vk'k;\ (d) tks j&tks j ls jks uk ([k) jksus dh vkokt+ lq uk;h uk ns (x) jks&jks dj nq %[k iz dV djus dh fØ;k (?k) vk¡lqvks a ls lcdks /ks Mkyuk 20& çkphu&iq jkuk iz kphu dk vk'k; iq jkus le; ls gks rk gS] tks 'kCn dky vkS j ;q x dks la ds r djrk gS] fdUrq iq jkuk\ (d) iz kphurk dk |ks rd gSA ([k) u;k] rkt+ k rFkk ;q okiu dk fojks/h (x) tks [kq nkbZ es a iz kIr gSA (?k) dq N gh iq jkuk mÙkj&Øe&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 1& (d) 2& ([k) 3& ([k) 4& (d) 5& ([k) 6& ([k) 7& ([k) 8& ([k) 9& ([k) 10& (d) 11& ([k) 12& (d) 13& (d) 14& ([k) 15& (d) 16& (x) 17& (d) 18& ([k) 19& (x) 20& ([k)
180 Communication Skill-I
Sem-I (Group-I) Model Paper-A
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Group-II (English)
a t io n Co m m u n ic I I - I l l l i l S k ] g U n h ] is h a nd f E ng l is [ E
181
182 Communication Skill-II
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Group-II
English
Unit-I Introduction to Communication
1.1 Definition, Commun Communication ication Cycle / Process Process What is Communication? Communication refers to the cycle or process of sharing information. It is one of the most important requirements of interaction.
As we know, know, we all are unable to survive without intera interaction. ction. Society compels us to interact with each other. We h hold old meetings, meetings, seminars and press pr ess conferences. We do teleconferencing and videoconferencing.Net –surfing chat ting and gossiping are also not exceptions. All these involve Communication which is mutual response between individuals. The word communication has been derived from the Latin word communicare .The literal meaning of this word is “giving or sharing information”. It can be formal or informal, but sharing the ideas or knowledge with others is known as Communication. It is never passive. We actively participate in Communication. Communication Cycle
Sender
words, gesture, symbols
receiver
It comprises of a sender and a receiver. It includes words, gestures and symbols . It involves meaning and understanding by both—- the receiver and the sender of the message. It indicates Inter -stimulation and response that are very essential for communication.
184 Communication Skill-II It makes the experiences of the sender and the receiver common. It is dynamic and interactive.
1.2 The elements elements of communication communication There are following elements of Communication that are very essential. They play an important role to achieve the goal that reflects common understanding. Sender
Message
Channel
Receiver
Feedback
Context
Sender-The Communication begins with the Sender who forms the idea of the message. He selects the message that has to be communicated. It depends on the knowledge, experiences and abilities of the sender to select the message. Message-Messages vary .They include two types of content: a)
Logical– Logical messages deal with factual information.
b)
Emotional– Emotional messages denote feelings and emotions.
There are formal for mal messages messages too. They include a general topic. The ideas are sear ched and the scope, type and sources of information are decided. Channel-Any organization needs interaction between the authority authorit y and the workers. This interaction occurs through different channels. The channels can be informal and formal. Informal channels are called grapevine. gra pevine. They impart official news through informal or unofficial communicative interactions like teatime gatherings and lunchtime meetings. These channels are not very positive for the unclear organizations. There is a communication gap between the management and the workers and the workers wish to know about the inns and outs of the organization through unofficial information. However, for those organizations that are transparent, the grapevine builds organizational organizational solidarity and peaceful co-existence co-existence of the management management and the workers. Formal Channels opt for formal methods of communication followed in the organization. They can be: a)
Downward co communication
b)
Upward communication
c)
H or orizontal communication
d)
Diagonal communication
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a)
Downward communication-It denotes communication from the higher authority to the lower level. It refers to the hierarchy from General Manager of a company to Branch manager. This type of communication provides direction and control. This type of communication includes annual confidential report, project feedback, per forma nce appraisal, official instructions and many others. This type of communication can be carried on through notes, memos, notices, circulars, emails, voice mails or face to face conversation. Despite the increase in staff-awareness, decisions, guidelines, implementation of new policies and appraisal of the performance of the workers too much downward communication can be hazardous for the healthy relationship between the workers and the management.
b)
Upward Communication-When the superiors are provided with information by the subordinates, it is called upward communication. Business reports from the Branch manager to General Manager of a company or suggestion box, grievance committees, and business proposals are parts of upward communication. This type of communication improves the relationship between the management and the subordinate staff .It helps in decision making process. However, there must be a balance between downward and upward communication channels.
c)
Horizontal Communication- Horizontal communication develops teamwork. It promotes group coordination and occurs between the same level of seniors and the same level of subordinates .It is more informal than downward and upward communication. It can be carried out in the form of telephone calls, videoconferencing, teleconferencing, management gossip, memos etc.
d)
Diagonal Communication: Diagonal Communication flows in each and every direction. Keeping in mind the changes in management and information technology this type of communication helps grow equality and fraternity in the corporate sectors. It takes place among people who are not bound to follow rigid rules of communication. Receiver- Communication involves interaction. There are two communication agents –sender and receiver. Receiver is one of the agents. The sender sends the message and the receiver receives the message. He decodes the message and then sends back his opinion as feedback. He interprets and analyses the message. He can do it in writing and orally too. For written communication, understanding and reading is essential while oral communication needs listening and understanding. Feedback- Feedback refers to the reaction of the receiver. It can be verbal or nonverbal. The sender becomes sure that the message has been received and understood. The feedback refers to the reaction of the receiver. If he accepts the information, he stores it in his memory. If he rejects it, he can demand for more information or explanation from the sender. Feedback is very essential for the sender. The sender can analyze the action of the information on the mind of the receiver whether he has successfully enabled to detect the meaning of the message.
186 Communication Skill-II Context- Context denotes the rules, culture of the place, physical surrounding and communicative background of the interaction. It involves culture that depicts the lifestyle, behavior, knowledge and the values that are shared during the interaction.
1.3 Definition of Communication Process Communication process is compulsory. It is carried on from the sender to the receiver and vice-versa. It is unalterable and multidimensional. It is called compulsory because the initiation and interpretation of the messages between the sender and the receiver definitely continues during the process. This process occur s simultaneously between the sender and the receiver. It is unalterable as it never looks back and carries the information between the two-sender and the receiver. Its multidimensional approach can be assessed through its content and its association with all the messages.
1.4 Stages in the Process Defining the context: The context must be defined to explain the objective of the interaction. For example a professional message calls for a professional environment. This type of message will surely lack the casual tone that you have while talking to your friend. The surrounding also counts a lot. If you do not have a soothing surrounding while delivering the message, you can fail to express what you actually wish to. The receiver will also be unable to decipher the exact meaning.
Knowing the audience: Keeping in mind the audience, the message must be delivered according to them. It can be a casual conversation or it can be an interview for a job. Whether it is a face to face interaction or a student to student negotiation, the communication depends on knowing the audience. The sender prepares the message and sends it to the receiver.The receiver is the target audience. So knowing the audience is very important.
Designing the message: The communication starts with the formation of a message. The idea has to be formed and then the message should be selected. It depends on the sender’s potentiality, knowledge, experience and objective. While designing a message all these factors must be kept in mind. There are two types of messages— Logical and Emotional. Factual information is known as logical and messages dealing with feelings are called emotional. This process includes the selection of a subject, topic, scope, type and source of information.
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Encoding: Encoding is the form of a message. It transforms the information into a logical and coded message. It depends on the objective of the communication. It also involves the relat ionship between the sender and the receiver. Encoding consists of three things: a)
Selection of a language
b)
Choosing the medium of communication
c)
Preferring a suitable form of communication
The selection of an exact language is the most important part of communication. Verbal messages should be shared in a common language .It can be easier for the receiver to decode the message. If the receiver is unable to understand the language, the process of communication will be hampered. For example a person not knowing the Spanish language will not be able to decode a message written in Spanish. Generally the first language is used in informal communication whereas the official language is used in formal, business, academic and professional communications. Choosing the medium of communication is another essential step for encoding. It increases the effectiveness of encoding. There are three forms that can be obta ined for the process of encoding.
Speaking Writing Body languages Speaking involves the message used while talking to the receiver. It is called verbal message. The sender sends his message verbally. For example, the Branch manager of a company gives instructions to his subordinate over phone. This can be called a verbal message. Writing includes notices, circulars, memos, business letters, tenders, reports, proposals etc. The sender sends the messages to the receiver in writing .The forms can vary according to the situation. Body languages denote signs, symbols and other facial expressions that can be visual and auditory, both. These can be very much effective in face to face interaction, interviews, and discussions.
Selecting Proper Channels Next the message is transmitted through a selected channel. This channel should be free from any disturbance created by the channel meant for the receiver. There can be downward channel that involves communication from the authority to workers or from the seniors to subordinates. The upward channel deals with the communication from employees to management or from the subordinates to seniors. The Horizontal channel denotes the communication among workers at the same level. This means the communication between seniors to seniors or the employees to employees. Diagonal communication refers to the process that flows to different directions without any protocol.
188 Communication Skill-II Transmitting: Transmitting a message is done through channels like upward downward, horizontal or diagonal. It ensures that the medium that is selected while encoding carries the message to the receiver without any disturbance. It also denotes opting for an exact time, a right place and a proper way of communicating. For example if the worker wants to get leave next week, he must decide beforehand. He should think where to give the application, when to meet the official and how to explain his condition.
Receiving: Receiving is the process when the message is received by the receiver. It refers to the action or reaction of the receiver. The sender gets confirmed that the message is received and understood by the receiver. The receiver understands the message and sends back his reaction verbally or non-verbally.
Decoding: Decoding transforms a message into a concept. It translates the received message and explains the meaning. The message is transferred to the sender with an interpretation after it is understood by the receiver .When a written message is decoded, it is analyzed and explained by the receiver. Oral communication, however, involves listening and understanding. Decoding plays a significant role in the process of communication. If the message is misunderstood or misinterpr eted, it can create a chaos in the whole communication process.
Giving feedback: Giving feedback is the last and final touch offered to the process of communication. It ensures that the receiver has received the message. After receiving, he has interpreted it in the same sense as the sender has meant it to be. The receiver can ask for more information from the sender if the meaning is not clear to him. The effectiveness of the communication is dependent on the appropriate meaning of the message sent by the receiver .The interpretation of the message from the sender must match with that of the receiver.
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Unit-II Types of Communication
Definition, Communication Cycle / Process There are two types of Communication: 1.
Formal Communication
2.
Informal Communication
2.1 Formal Communication Formal communication channels in a company facilitate effective communication between workers and the management. Formal communication includes Vertical, Horizontal and Diagonal communication. The gathered information in the form of message from the subordinates to the seniors of a company goes upward to the management in the form of Vertical communication. It involves decision making or reviews. When the management gives orders to the subordinates, it flows downward. It is also called Vertical as it moves downward from the seniors to subordinates. For example the workers can be advised to implement new techniques and ideas to improve the production. Communica tion among employees at the same level is known as Horizontal communication. It develops teamwork and coordination among the members of the group. Diagonal communication falls in line with communication flowing in all directions. There is no protocol to guide them. They are free to know the needs of the market and respond accordingly.
2.2 Informal communication Informal communication denotes the official information transferred through unofficial sources. This has another name, i.e.grapevine.This informal communication refers to gossips, rumors or discussions during tea time or lunchtime. This type of channel can be unreliable as they involve gossip or rumors. For example when the manager of a company is suspended or dismissed, the authority is not going to inform the subordinates. It can be a gossip or rumor too. The employees collect the information from some other source and draw a conclusion. However, this type of communication is not always detrimental for the company .It can help the organization to build a positive relationship between the workers and the management and can create a balanced and harmonious environment.
2.3 Verbal Communication Verbal communication deals with spoken interaction. It refers to the word of mouth. It
190 Communication Skill-II needs a common language that is understood by the sender and the receiver. The sender must send the message in a language known to the receiver. If he does not do so, the message will not be interpreted correctly. Our first language should be used in informal situations, but official language is preferred in business, academic and professional situations. However, verbal communication can be effective through harnessing the skill of speaking. Clarity of voice, confidence and clarity of concept are the three essential points to be noted regarding Verbal communication. It is also related to non verbal communication and listening skills. The speaker can communicate the message effectively to the receiver by following certain rules like being polite, listening to the queries from the audience attentively and answering them with confidence. His body language and facial expressions also count a lot. Casual conversation, formal interactions or job interviews are the examples of Verbal communication .This includes face to face communication. Meetings, conferences, group discussions and panel discussions play an important role in verbal group communication. In the same way speeches, debates, workshops, seminars or oral presentations involve speaker-listener communication, but personal interactions, business deals and telephone interviews through telephone do not need body languages despite falling in the group of verbal communication.
2.4 Non-verbal Communication: Non- verbal Communication refers to signs, symbols, the tone and the pitch of the voice, body language, physical distance and facial expressions. It throws light on the relationship between the sender and the receiver. However it has not a fixed meaning. A gesture by hand or a facial expression varies from person to person and from one context to another situation. It involves the people who are sharing, the place where it is shared and the culture to which they belong to. For example a nod by the official of the company in a meeting with the director can mean something different compared to the nod in a crowd of workers or an interaction between two individuals. Non -verbal communication that involves so many expressions cannot be dealt with separately. It involves the entire package of expressions along with speech. Written communication (notices, memo, circulars etc.) and visual aids (maps charts etc.) cannot be classified as verbal or non-verbal communication. They have their own identity.
2.5 Vertical Communication Vertical communication refers to communication between management and workers. It takes place between the higher levels of the authority and the workers or employees. It can be divided into two types:
i)
Downward communication
ii)
Upward communication
i)
Downward communication-It denotes communication from the higher authority to the lower level. It refers to the hierarchy from General Manager of a company to Branch manager. This type of communication provides direction and control. This
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type of communication includes annual confidential report, project feedback, per forma nce appraisal, official instructions and many others. This type of communication can be carried on through notes, memos, notices, circulars, emails, voice mails or face to face conversation. Despite the increase in staff-awareness, decisions, guidelines, implementation of new policies and appraisal of the performance of the workers too much downward communication can be hazardous for the healthy relationship between the workers and the management. The feedback system must be strong and efficient. It helps the message from getting distorted and lost. It can also cause delay in the process. Sometimes some important information is not sent and workers get frustrated. It is also called Downstream communication. ii)
Upward Communication-When the superiors are provided with information by the subordinates, it is called upward communication. Business reports from the Branch manager to General Manager of a company or suggestion box, grievance committees, and business proposals are parts of upward communication. This type of communication improves the relationship between the management and the subordinate staff .It helps in decision making process. However, there must be a balance between downward and upward communication channels. There can be psychological problems in this type of communication. The seniors may feel infra dig if they are advised by the juniors. There can be a middleman, the Ombudsperson who can listen to the grievances from the workers and the management and can settle the matter.
2.6 Horizontal Communication Horizontal communication develops teamwork. It promotes group coordination and occurs between the same level of seniors and the same level of subordinates .It is more informal than downward and upward communication. It can be carried out in the form of telephone calls, videoconferencing, teleconferencing, management gossip, memos etc. This is also called Lateral communication that mostly refers to an interaction between the production and the marketing department.
2.7 Diagonal Communication Diagonal Communication flows in each and every direction. Keeping in mind the changes in management and information technology this type of communication helps grow equality and fraternity in the corporate sectors. It takes place among people who are not bound to follow rigid rules of communication. It takes place freely between the senior level and junior level without any hindrance. This type of communication is also known as Crosswise communication. This generates coordination. The lower level feels free to interact with the higher level of official without any binding and it boosts up the spirit. Today this type of communication is highly advocated. However, the senior may feel ignored and can avoid implementing the suggestion given by the workers. It can create chaos as it lacks protocol.
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Unit-III Principles of effective communication
3.1 Definition of Effective Communication An Effective communication is a deal between the receiver and the goal. The both have to be explained clearly against the context of communication. There are different types of audience and different kinds of approaches for communication. The desired objective can be gained only by knowing the audience and the goal. The objectives can be to persuade, to explain, to inform or to take action. The communication can be effective by making the audience or receiver understand the message or the goal without any effort. For example, one of the environmentalists is communicating his project reports to two different receivers. One of them is his fellow scientists and the other is the administrators. The report can be easily understood by the peer group whereas the administrators would like to know more about the implication of the project. The method of communication totally differs from one to another and it is very important to know the audiences before you start communicating. The communication can be effective by following certain principles. These principles include subject competence, linguistic competence and organizational competence that involves speaking, listening, asking and answering questions, expressing views and discussing too. It also refers to the emotions and the context of the sender and the receiver both. The sender must have the proper knowledge of the concept or the subject he is going to communicate. He must have the experience and the ability to transfer them .The language used by the sender while speaking or writing must be clear enough to make the receiver understand it. The receiver also must know the language by which the message is delivered to him. The organizational competence denotes the process of logical and thematic approach. Effective communication is the tool to improve group work, solving problems and making decisions. It helps to communicate negative messages without creating any fuss. Spontaneous outpourings are more effective than a speech made up of fixed pattern or ideas. However, it takes time to develop this skill and be a good communicator.
3.2 Communication Barriers and how to overcome them Communication barriers can occur due to following reasons: Improper usage of language
Misunderstanding
Distractions
Emotional taboos
Prejudice or negativity
Physical disabilities
Cultural differences
Difference in opinion
Lack of staying focused
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Improper usage of language- If the sender is unable to focus what he wants to say, the receiver is totally in a fix. He cannot understand the message at all. Use of jargons in the message can create such conditions. The sender must be aware of the knowledge of the receiver and send the message. The inappropriate medium and linguistic form can cause disasters. To overcome this the sender must know his audience. Misunderstanding- You can have different types of audience. The words convey varied meanings to different people. The sender’s language is influenced by age, education and cultural context. The receiver may be unable to know the meaning of the language or words used in the message. In order to avoid this type of misunderstanding, very ordinary words with concrete meaning should be used during communication so that it can be effective. Distractions- Distractions are always harmful for communication. The surrounding where the sender is communicating may not be suitable .It can cause a lot of problem for the speaker to hold his audience. Physical discomforts can divert the attention of the sender and the receiver both. Emotional taboos-If the sender is emotionally disturbed, the communication would never be effective. Emotionally stressed people are hardly able to communicate the message they wish to communicate. Fear, anxiety, sadness or excitement— all create problems for the sender to express logically. Communication is always based on reasoning and the sender must not be emotionally charged. It can be bad for the sender and the receiver both if they are emotionally charged.
·
Prejudice and negativity-The sender or the receiver should be unbiased. He must not analyze the message from his own point of view. If he interprets the message from his own angle, his prejudices and ideas would start interfering .He must be totally indifferent to his own negativity. Physical disabilities- If the sender or the receiver is physically handicapped, the communication will not be effective. The sender or the receiver with speech difficulty or hearing problem can never communicate successfully. Cultural differences- Cultural difference occurs due to difference in values. Values influence our behavior, thought and many others. The sender or the receiver must share the same values to understand each other. Their communication can be hampered if they are not able to understand each other. They must appreciate each other’s culture and values for effective communication. Difference in opinion – Difference in opinion will always remain a barrier to effective communication. If the receiver does not agree to the viewpoint of the message sent by the sender, the communication can break down. So the sender and the receiver must agree to the content of the message to make it effective. Lack of staying focused- The sender must not think anything else other than what
194 Communication Skill-II he has to communicate. He must concentrate on the content of the message he is going to send. He cannot think of his daily schedules or other courses of action.
How to overcome the barriers: An attentive listener- Effective communication can occur if the receiver listens to the message attentively. An engaged listener would listen to the feelings of the sender too. He will be totally engrossed in the topic. He should never divert the speaker by interrupting him. Favoring the right ear can help him know the nuances of emotions working behind the message. He must not judge the speaker at that time. He must give feedback to the speaker. Attending non-verbal signals- Non- verbal communic ation refers to facia l expressions, gestures, postures, body movement, the tonal quality, breathing and muscle tension. The receiver must pay heed to the body language and non-verbal expressions. If the sender is able to express through body language and the receiver also understands his expressions, there will be no bar rier to effective communication. Positive attitude can refrain from losing confidence. Positive body language like eye contact, smiling and shaking hands can remove the barrier to effective communication. Staying stress-free-The sender must be calm and quiet before delivering his message. He should collect his ideas, provide examples, deliver his words clearly, ask questions and wind up with a summary. He must accept criticism and should compromise. He must opt for wit and humor to lighten the environment. He should use anecdotes to create sensation and make the topic interesting. This would help the receiver feel interested. Asserting oneself- To overcome the barriers to effective communication the sender must assert himself .Neither he should be aggressive nor should he enforce his views on others. He should value himself and his own opinions and should respect others’ too. The feedback should be expressed in a positive way.
3.3 Developing effective messages Messages should be clear and concise. They must tally with the receiver’s interest and values. They must include what the sender wants to say, verbally or non-verbally. The following are the few steps to develop effective messages: Thinking about purpose- First of all the sender should know the objective for which the message is being created. The sender has to be concerned about the specific message to be conveyed to the audience. It should include the sender’s knowledge, abilities, experiences, and the overall objectives of speaking or sending messages. The speaker or the sender of the message thinks why he is speaking or writing the message.
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It expresses the speaker’s or the writer’s ideas. The purpose of the message is to inform the receiver. It also tries to convince the receiver about the sender’s ideas. Knowing the audience- The most important thing for a speaker or the sender of the message is “knowing the audience”. Conferences, seminars, workshops, meetings or interviews all denote professional situations. These situations demand a particular type of audience. They should be related to the professional background. So if the message is delivered in a meeting of officials that consists of the hierar chy, it must be oriented like that only. The speaker should know why the audience is going to listen to him or to read his message .He should know about their level of knowledge about the topic. Their personal and professional requirement must be known to him. Above all the speaker or the sender must be aware of their expectation from him. To get acquainted with them he can interview a small group from the audience. Questions can be prepared to collect data from the audience. It would be easier for you to know about their mindset through this. Analyzing the audience before the speaker or the sender delivers the message can help him create the message interesting for them. Structuring the message: The correct Structure of the message has a strong impact on the receiver. While structuring the message first the speaker or the writer has to select a language. This language should be common for the sender and the receiver so that the message can be interpreted by the receiver. For example if the sender or speaker is an Italian and the receiver is a German, the communication can fail as the German may not know Italian language. The audience cannot be the same as every individual is different from each other. For that the message must be framed according to the interests and choice of the audience. It can be a formal communication or an informal communication. The message has to be structured keeping in mind the perspective of the sender. The message must focus the topic the sender is trying to convey. If the speaker is going to address the audience in a meeting, conference, seminar or workshop, he can use both verbal and non-verbal messages . The speaker can take help of audio visual aids for effective communication. Non- verbal messages include facial expressions and body language. Selecting proper channels: After the message is formed a suitable channel should be chosen to send the message .The flow of information or the message can move downward, upward, sideways or in all directions. The sender has to select the channel that suits the context and the objective of his message. For example a Manager in a company is like a captain in a ship. He has to motivate, guide and organize his employees in an effective way. For this he can speak in the meetings or use notices or circulars in written form. He can select any of the following channels:
196 Communication Skill-II Channels of Communication
Formal
Informal
Unofficial
Formal Communication —A formal communication channel deals with policies, protocol and goals of a company. This process of communication is a series of commands from higher level of management to the lower level of workers and from the lower level of subordinates to the higher level of authorities. For example, the company’s newsletter gives the idea of the company’s objective and vision to the clients and the employees. It also transmits information through memos, reports, scheduled meetings and directions in the series of commands. The formal communication channel also focuses the plans of the business, employer’s manual, annual report, customer satisfaction survey reports and review meetings. Verbal-non-verbal and written messages in the form of memos, notices, circulars etc. are included in this type of communication channel. In other words this can be known as downward and upward channel of effective communication. Informal Communication –Informal communication is outside the web of hierarchical communication. It is also called Horizontal communication. It includes professional peer groups and the people working in the same rank. It includes informal discussions and a hand to hand approach to the seniors and the subordinates as well. It can be carried out through videoconferencing, teleconferencing, routine meetings and many other things. Unofficial Communication: It is named “ grapevine” and encourages rumors. It is a care -free surrounding where lunchtime gossips about the management takes place. Even the minutes of a meeting, TV serials, Politics, Sports and any other kind of discussion can occur among the workers. However, it can build harmonious environment in the company between the seniors and the subordinates if it is handled carefully. Minimizing barriers- Minimizing barriers of communication can make it more and more effective. To minimize the barriers the sender of the message has to do a bit of homework before delivering his message. He must have the clarity of concept that he is going to communicate. He should not judge the receiver according to his own levels of understanding and surrounding. He should assess the same of the receiver and then communicate his message. He should seek advice from others while planning the message. He should take care of the content, language and the tone of the message. The message should be precise and technical jargons should be avoided. The interest and the need of the audience must be kept in mind to get a better result from the communication. The message should be consistent and in accordance with the policies, goals, programs and the methods
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of the company. Both the sender and the receiver have to listen to each other. Good listening can always sort out the barr iers of effective communication. Proper feedback is also very important to remove the barriers of effective communication. Without a proper feedback that can be oral or in written format, the sender is unable to minimize the barriers. Finally a follow-up process of communication should be adopted by the sender to know the strength and weaknesses of the message. Facilitating feedback : Facilitating feedback includes many people. It makes the process easy. The sender plans an event to know that the objectives of the group have been met with clarity of concept and good participation. For this the sender has to be unbiased and must not impress upon the receiver. He must not be engaged with his own personal views and should observe the approach and concern of all the members. The sender has to create a healthy environment to motivate and should maintain balance between the management and the workers for facilitating feedback. The sender should design and plan the process of the team and should also select the tools to help the team get the best result. He should guide and control the process and respect the ideas of the people who participate. He can take help of the suggestions to facilitating feedback, hence team members who participated can have shared responsibility for the result.
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Unit-IV Non verbal- graphic Communication
4.1 Non -Verbal Codes A-Kinesecs Kinesecs refers to body movements. It can be facial expression. It can be gestures or movement of any part of the body. It also denotes behavior. The word Kinesics was first used by the anthropologist Ray Birdwhistell. He thought that all the movements of the body have a language and the nonverbal behavior has a grammar that is equivalent to the spoken language.
Kinesics represents the way a person moves the parts of his body to signify a message. The body language can send different kinds of messages. It varies according to the culture. An open body denotes domination and comfort, but a closed body signifies inferiority complex. Imitating other person's body tells us about trust, agreement and liking. Gestures: A person can communicate through the movements of the body and the arms. There are five types of gestures: Emblem- Words can replace emblems directly. For example-the OK symbol created with the help of the thumb and the forefinger signifies that it is good. This t ype of gesture can be translated into words without any delay, but it can vary in its meaning in some other country. This gesture can symbolize zero as well. Illustrators- Illustrators support what is said. They emphasize the meaning of the gesture. They are often used to describe the size of an object or to focus a key word in what is being delivered. Pounding the table or pointing at any object nearby may help showing interest, effort and eagerness to make the communication effective. However, it depends on the cultural context how frequently it is used. Affect Displays- Affect displays show emotion and feelings. The grin on our face represents happiness whereas the frowning expression on our face depicts anger. These expressions are spontaneous and cannot be bound by culture or place. Regulators- Regulators are used for monitoring the flow of emotion on the part of the sender. The receiver may nod and encourage the speaker to carry on his message. On the other hand the receiver may show his apathy by moving out of the place where the message is being delivered or by raising his finger to ask a question. Adaptors- Adaptors release tension. These are behavioral expressions used for showing irritation or anxiety by swinging one's legs or tapping one's pen. The expressions expose how the receiver is feeling.
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Before delivering a message, the sender must practice those skills that are effective to express his ideas in a better way.
B-Proxemics Proxemics denotes the space at the time of communication. The sender or the receiver can stand very close and feel uncomfortable. The space where they are communicating can be distractive. Proxemics is the study of space and how it can be used. There are four types of space distance: Personal distance Intimate distance Public distance Social distance Personal distance- This type of distance can be eighteen inches to four feet. The sender and the receiver stand quite close but maintain a distance that is very comfortable. This type of communication can occur between friends or family members. Intimate distance- This kind of distance covers up to eighteen inches only. It refers to the relationships that are quite familiar and close. The sender and the receiver both can interact within a close distance. It is trustworthy too. They can even touch each other. This happens mostly with romantic partners. However ,it varies from one place to other due to cultural difference. Public distance- More than twelve feet distance should be maintained when the public is addressed. The speaker stands at a distance of not less than twelve feet. .He addresses the audience in a meeting, a conference or a workshop. The distance should be more than personal or intimate distance as very close interaction is not possible in such situations. For example when a lecture is delivered in a classroom with sixty students, this type of communication distance is maintained. Social distance- This kind of distance is from four feet to twelve feet. Social distance is used during the communication between customers or colleagues. Physical space- It refers to the walls of the room. The color of the walls of the room where the message is delivered can distract the speaker or sender of the message. Poxemics also involves this. Geographic space- This refers to our action at the particular space. It depends on the place where the sender and the receiver of the message are communicating.
C-Haptics Haptics denotes "touch". It has originated from Greek language that means "I touch." This relates to the communication through touch. Touch is a very essential things for communication.
200 Communication Skill-II Proxemics and Haptics share spa ce and territory. Haptics involves emotional type of communication. A pat on the back or a hug encourages the speaker to send the message effectively. It can be used to train the communicators eye-hand coordination. It plays a significant role in games where the two players can feel and see the interactions with each other. However, it differs according to place, culture and gender. Different cultures have social taboos about touch.
D-Vocalics Vocalics denotes the way of expression through our voice. It refers to the tone, pitch, volume, speed, rate, modulation, inflection, pausing and silence. It also focuses the speaker's pronunciation and articulation. How clearly the speaker utters the words and what is the type of his vocal quality can be known through Vocalics .T he quality of the voice differs from person to per son. It can be hoarse or rough. The pitch of the voice can change during communication. The speaker should be able to modify his voice or breath with tongue, teeth, lips and the other organs of mouth to produce correct speech and sounds. It would facilitate the communication of the message. The pace of speaking can be comfortable or the other way round. The accent of the spea ker's communication can reveal his native place.It can provoke faulty speech patterns. The pauses can be heard or can be silent too.
E-Physical Appearance Physical appearance counts much while speaking in, interviews, public or social gatherings. It denotes a visual impression .The receiver of the message gets highly impressed by the physical appearance of the speaker in Non-verbal communication. The speaker may not be very beautiful or handsome, but the smart look and the outfit cam matter a lot for the receiver. The outward appearance needs polish and a clean look. The hairstyle, dress, clean nails and shiny shoes add to the speaker's personality. If the speaker looks smart , the receiver automatically adds positive qualities to him or her. The color of the attire should match with the occasion. There are many types of physical appearance: Endomorphs with a rounded body and a slow, emotional and forgiving nature, Ectomorphs with a thin , bony and tall and an awkward, polite and detached type of nature and Mesmorphs with a triangular shape of the body and a dominant ,confident ,assertive, optimistic, energetic and competitive nature. It depends a lot on the physical attributes of a speaker for effective communication.
F-Chronemics Chronemics refers to the role of time in communication. The sender needs a particular time schedule for delivering his or her message. It can be formal, informal or written, but it requires a certain period of time while communicating a message .However, it varies according to the cult ural context and lifestyle. It denotes the time management during the communication. The exact definition
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of Chronemics can be "the interrelated observations and theories of man's use of time". Time management includes interactions, punctuality and patience to wait.There are many types of Chronemics: Monochronic Time: This type of time system includes the attitude of not wasting time and giving more and more importance to the value of time .The sender following this type of time schedule thinks that the task should be completed within the given time slot .It does not involve many tasks and focuses only on the single task delivered to the sender of the message. The sender following monochromic time considers deadline seriously. He is committed to the job and its final result. He builds temporary relationship with the receiver. Polychronic time: This refers to multitasking. The person does a handful of jobs at one go .He can sit in the meeting and take down notes as well as listening to the speaker. He can answer the phone calls while typing. The sender or the receiver of the message does not follow the time-bound concept and communicates easily. He considers the results seriously and is highly informed about the message. However he can change the plans easily but maintains the relationship with the receiver of the message. The sender who follows this type of time schedule can build lifetime relationship with the receiver. Chronemics also helps in regulating interaction. The participants can talk one by one .If the speaker wants a response, he can give time for the receiver to respond .Otherwise he can keep on talking continuously without any pause. Expressions of intimacy and powerful emotions can lengthen the time slot used for communication. G-Artifacts - Artifacts refer to the senders clothing, appearance, habits and beliefs. The dress, the use of jewellery ,the color selection-all convey a particular message to the receiver. They are very effective in communication. This type of communication relates to materialism.it increases interpersonal communication among friends and colleagues. It also encourages aesthetics and physical attractiveness of the sender of the message. The selection of colors and other accessories also add in the effective communication. The black clothing denotes sadness whereas white refers to cheerful disposition. Aspects of body language- Aspects of body language deal with various types of physical expressions. There are several aspects of body language like eye contact or oculesics, facial expression, gestures and postures. Eye contact- While delivering the message the sender looks at the audience. The audience too observes the speaker with his or her eyes. The eyes can reflect what is going on in a person's mind. The eye contact is very important for all. The speaker must contact the receiver with his or her eyes positively. Thus he or she can know if the audience is paying heed to the message. Eye contact also refers to confidence. However the speaker should learn the various cultural eye contacts to understand the expressions of the receiver or to communicate the audience belonging to different culture. Sustained eye contact denotes praise, trust and confidence, but brief eye contact tells us about nervous state of mind. Avoiding eye contact refers to shyness, fear and mark of respect in some cultures.
202 Communication Skill-II Facial expression- The facial expression involves contact through eyes, eyebrows, forehead and mouth for expression. For effective communication facial expression should be spontaneous and natural. The speaker should always smile to create a positive environment. The smile, however, should be related to the context. He should not smile every time, but should maintain a carefree environment. The speaker should not hide his or her emotions. There are several types of facial expressions denoting various feelings. Raising eyebrows refers to question and surprise. Wide open eyes also disclose the same. Lowering eyebrows relate acceptance. Frowning refers to anger whereas open mouth denotes shock. Swallowing reveals diffidence and nervousness. Gestures - Gestures are bodily expressions implying different meanings. Fingers , arms and hands are used to denote certain kinds of expressions. The attitude of the sender of the message can be known by the gestures and the movements of the parts of the body. The speaker or the receiver may be nervous and upset and his fingers may tremble. This is a negative signal. However, positive and proper gestures should be used by the sender of the message to deliver his or her message effectively. The receiver should also avoid gestures like using his or her fingers to say something negative. Too much use of fingers, arms and hands can spoil the positive effect of the message. The gestures should be appropriate to match with the verbal message. The cultural patterns of gestures should be practiced by the sender and receiver of the message to avoid misunderstanding. Postures- Postures unravel the personality of the speaker or the receiver of the message. Alertness, confidence, maturity, energy and fitness of the sender or the receiver of the message can be judged by suitable postures. Leaning towards the speaker or the receiver displays interest whereas leaning back reveals disgust, fear or distrust. The cultural patterns of postures should be known and practiced before delivering the message. Standing, sitting or bowing without any artificial effort must be practiced for effective communication. Interpreting Visuals and Illustrating with Visuals like tables, charts and graphs- A Visual can be interpreted through different aids like tables, charts and graphs. Interpreting Visuals depends on the person how he is able to interpret a visual. It also needs analysis of the meaning or meanings of the image. The image can be interpreted by personal angle. It can also be analyzed by its original or artificial nature. A computer can be used to crop the image and it will lose its original touch. While interpreting Visuals the interpreter should use his brain and reasoning to analyze the visual image according to the situation. The Visuals like tables, charts and graphs are used for effective communication, but the receiver and the sender both must know to interpret the visuals. Tables use columns and rows to organize symbols, data and words. They can be used in the minimum space for a lot of information. For this the table rows and columns should be arranged in logical order. The order of the rows and columns should be organized according to the importance of the data. The data entries must be simplified to make them understood by the sender and the receiver. The data that is important should be focused and the row or column has to be included to summarize the information. Tables are easy to interpret .They are good for better understanding of the information conveyed and to compare facts. However they can be visual distractions if they are not written in a proper way.
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Charts- Charts were mostly drawn by hands , but today computer has made it easier to create beautiful charts. They should be prepared with maximum data and should be easily understood. Rows and columns should be labeled very accurately .This would not mislead the reader. The data should be arranged in a logical order. An appropriate scale should be used from the nominal scale, ordinal scale and the numerical scale. Changing the scale in mid-axis can confuse the readers. Graphs- When we try to visualize different qualities at the same place, we use graphs. Graphs give us a picture of the relationship among various qualities. Graphs are of different types - scatter plots, bar graph, line graph, and pie graphs. Graphs offer a visual statistics of the data in a pleasant way. They are very effective way of communication compared to telling them verbally in a particular order. However, they can be totally ineffective if used in a small place.
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Unit-V Formal Written Skills
5.1. Office drafting- Circular, Notice and Memo Circular- A circular is a letter carrying information for a large group of people. It can be distributed among the residents of an apartment or the staff of a company. It depicts some rules and regulations that are being implemented in the company or somewhere else. It is done by circulating to the particular group of people who are notified about a few things in the company. This group of people can be the employees, customers, business partners, shareholders or suppliers of a company. A business circular may deal with the change of business premises, reduction in sales prices, a new product being launched, a senior employee appointed or the expansion of business announced. Most of the business circulars require a heading, salutation, date, address and the message in a precise way. It can also be an advertisement for a product that can hold “attention, interest, desire and action”. They can be distributed through newspapers to consumers. It can be written in different ways .It may be in the form of a letter or in some other way.
The following are the samples of Circulars: Q.1.-Write a Circular for the employees of a business concern. This is to make them aware of the planning to increase the sales of the company.
To: All employees From: Rohit Sharma Date: September2,2016. Our company has been successful to become a part of the Electronics World Pvt. Ltd. U.S.A last year. We must get a feedback from our customers to set our next goals in future. I feel free to share with you my plans about the increase in the sales of the products in our company. Productivity I hope all of you know about the efforts taken to improve the quality of our products throughout the country. The company has invested a heavy capital to improve the conditions. However, productivity can increase not only with the better equipments but also with the interest and effort taken by the employees to use them in an innovative way by using the resources. Marketing
It is known to all that Rapid Sales has improved the sales of our product by 20 percent, but that is not very satisfactory for the company that was running at a loss
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two years ago. So I feel the sales should be increased by 30 percent in the year to come. I feel you all can share the excitement I have to carry out the plan. I hope you will actively engage yourselves to make it a success. Q.2- Write a circular to Mr.R.Sharma, Manager Sales, Royal Electronics ,Chandni Chowk ,Patna .Inform him about the change of your business premises .
Orkut Electronics 22,Rajendra nagar Patna-xxxxxx Mr. R.Sharma Manager Sales Chandni Chowk Patna-xxxxxx October 4, 2016 Dear Sir We would like to inform you about the change of our business premises from 22, Rajendra Nagar to 27, Ashok Rajpath. We required a larger space as the orders from our customers were increasing day by day. You had been our valued business partner for last five years. Please send your communications to our new address from October 15 2016. We hope that the new place would be favorable for our further business deals. Yours faithfully Rajendra Goel Q-3 Write a circular for the residents of Alaknanda Apartment ,Gandhi maidan, Patna informing them about the transfer of Security guards for safety reasons.
August 25,2016
Circular
Alaknanda Apartment Gandhi Maidan Patna-xxxxxx In order to improve the quality of safety and security of our campus it has been
206 Communication Skill-II decided to change the Security guards quarterly. The agencies have been advised to submit the tenders in the office of Alaknanda Housing Society by September 10,2016. A general body meeting will be held on September 15,2016 in the Community hall of Alaknanda Apartment at 5 p.m.. All the members are requested to be present for the same. Anil Singh President Alaknanda Housing Society
Notice A notice is brief information given in writing. It is mostly formal in style. It carries information that can be circulated among a large number of people. A notice has different objectives. It can be used for announcing celebrations, events or giving important information to the target audience. It can be an invitation to the members of an organization to attend a meeting or a business meeting. For the business meeting it should have an agenda. A notice can be written for the lost objects, missing persons or animals too. Notices are usually pinned up or pasted on the notice-board. They can also be written in the register and get circulated by peons in an office. The following points should be noted while writing a notice: The name of the organization has to be written on the top.
The word Notice has to be mentioned after that. The heading should be precise. Time, date and venue are to be informed.
The notice should be written keeping in mind the target audience. The signature and the designation of the person issuing notice should be included after the content. Formal or informal language can be used. Other details can also be included.
A notice should be unconditional. An agenda should be there for business meetings.
Samples of Notice writing: Q.1- You are Suman , the Secretary of the Environment club of your school. Write a notice to inform the students of class VI about tree –plantation in their school, DPS Patna on
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5 September at 11 a.m. The Environment minister will be the Chief Guest. Each student should bring one sapling and must attend the Plantation drive. Delhi Public School Patna Notice
September 2 2016 Tree- Plantation Drive
The Tree –Plantation Drive is going to be organized by the Environment Club of our school on September 5 at 11a.m.All the students of class VI are requested to participate. Each s tudent must bring one sapling and should plant it in the school premises. The Environment Minister Mr. Vijay Kumar will be The Chief Guest. Suman (Secretary) Q-2 You are Rajeev Roy, the Personnel Manager of Plaza Electronics pvt.ltd. Write a notice to inform all the staff about the Annual meeting to be held in the auditorium on September 25,2016. Plaza Electronics Pvt.Ltd Nageshwar Colony Patna-xxxxxx
2 September, 2016
Notice Annual Meeting
All the staff members of the company are hereby informed that the Annual meeting will be held on September 25,2016 in the auditorium of the company office. The Agenda will be as follows: Agenda: 1.
Reading of the Annual Report
2.
Product Survey
3.
Consumer forum
All the staff members are requested to attend the meeting. Rajeev Roy (Personnel Manager)
208 Communication Skill-II Memo: There are two types of communication: (i) External Communication and (ii) Internal Communication
Memo falls in line with Internal Communication. The full form of Memo is Memorandum. This refers to “a note to assist the memory.”A Memo is used to inform the changes in the organization. It seeks suggestions. It calls explanation. It asks to submit reports. It can also describe problems and explain policies. It can provide directions and give feedbacks. It can request for information. The following points are considered for a memo be: It should clear and precise. References should be specific. Simple words should be used. Short sentences are preferred. Essential pieces of information should be included. It should ensure unity. It should have an informal tone. It should have a heading. It should contain date, to, from and subject. The body of a memo should have the message. Closing has to be courteous. Optional elements can include lists, graphs, diagrams, photographs, tables and other sources of data. A memo can be organized in two ways: (i) Direct and (ii) Indirect In a direct memo the sender states the most important points in the very beginning and then moves to other details. But in an indirect memo the sender asks for the evidence and then arrives at a conclusion. The sender must think about his target audience and then write the memo. He must focus on the goal of writing the memo. Appropriate words, short sentences, appropriate linking devices, simplicity, clarity and good communication are the essence of a good memo.
Sample of Memos: Q.1-You are Sanjay Sharma, The Manager (Sales). Write a memo to Roshni Singh, Asstt. Manager (Sales) informing her about the Training courses in Sales and marketing to be held from 10 October 2016to 12 October 2016.
Royal Electronics Pvt.Ltd. East Boring Road Patna-xxxxxx ph.xxxx-xxxxxx www.royal electron.com
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Date: September2, 2016 To: Roshni Singh From: Sanjay Sharma, Manager (Sales) Subject: Special Training Courses in Sales and Marketing I would like to inform you that Crown Corporate Training Pvt.Ltd., Mumbai has proposed to conduct special training courses for our field staff involved in selling our electronic products. For this I would request you to select the appropriate course for our sales trainees. Please find enclosed the following information to enable you to select the right course for them: 1.
List of the courses
2.
Duration of each course
3.
Structure and content of each course
I look forward to meeting you at the earliest for discussing this matter. We have to take a decision for the same within a fortnight. Sanjay Sharma Q-2- You are Rohit Verma, Director (Sales ) of Synergy Consultancy Services Pvt.Ltd. Write a memo to inform all the employees about the introduction of a new housing plan.
Synergy Consultancy Services Pvt. Ltd. West Boring Canal Road, Patna-xxxxxx Date: September 2,2016 To: All Employees From: Rohit Verma Director (Sales) Subject: New Housing Plan 1. The company is introducing a new Housing plan .The name of this plan is SCS Housing Plan. You will receive brochures of 500 sq.ft. flats in Kankarbagh. Those who are interested can get loans from the company .A booklet with the terms and conditions for the same will be distributed by October 15, 2016. 2. The main features of the SCS Housing Plan include:
A very special price of Rs 2000 per square feet of the plinth area An offer valid for the staff only till November
210 Communication Skill-II An offer for the employees drawing gross salary less than 20000 per month. Loan facility available at subsidized rate of 4% per annum. EMI to be paid at the interval of three months. EMI to be started only after the possession of the flats. Down payment at the discount of 2% of cost price. 3.
SCS Housing Plan can change the lifestyle of our employees. We encourage all our employees to book their dream homes.
Rohit Verma Note: 1.
The opening paragraph states the main point.
2.
The body clearly sates the main point.
3.
Closing
5.2. Job Application with Resume A Job- application is written in a very precise and formal way. This application is a forwarding letter and a Resume is enclosed with it . The application highlights the person’s profile. It also reveals the place from where the person has known about the job. It is written to attract attention, build interest, show the candidate’s potential and motivate action. It has three partsOpening, Body and Closing. There are two types of Applications: (i) Solicited (ii) Unsolicited The Solicited Applications mention the source of information. It refers to the notice, advertisement or the company circular for the vacancy .It should match the credentials of the requirements of the employer. It should use references to strengthen the candidate’s background. The employers prefer known people to strangers. So reference is needed. Unsolicited Applications: This type of application is written when the job is not advertised .In order to create interest the opening line of the application should start with a question highlighting the strength of the applicant. For example , “Are you looking for a dynamic, well-experienced mechanical engineer who has sufficient experience in thermal plants?”
The difference between solicited and unsolicited applications for job is the opening sentences only. The bodies of both the letters inform the employer about the applicant’s qualification and efficiency. The application should highlight the applicant’s understanding of the Employer’s business .It can use surprising statement in the very beginning to arouse interest in the employer’s mind.
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After the opening of the letter the letter’s body should depict achievements of the applicant, focus the strengths and describe the potentials he or she has. Finally the closing should once more show the candidate’s interest in the company for which he or she has applied. It should express the desire to go for an interview and meet the employer. The contact numbers, e-mail ID, date and time should be mentioned .The Resume must be referred for the employer’s kind consideration. The job application creates the first impression of the applicant on the employer’s mind .So it must be written confidently and efficiently. A Resume is enclosed to focus the qualifications of the person who is applying. It presents the individual’s background. It reflects the individual’s education, skills, abilities, experience, professional training, achievements and references. The resume is forwarded to prospective employers. The resume should have a professional look . The main sections of the resume should be striking and the individual factors of education or experience should be separate and distinct from each other. The Resume should be factual complete and objective. Specific details should be mentioned and appropriate writing style should be used. However , styles can differ .A resume contains heading, position sought, career objective ,education ,work experience, achievements, skills, activities, interests and references. Resume can be of three types: 1.
Chronological
2.
Functional
3.
Combination
1.
Chronological-This type of Resume highlights education and experience. It reflects the education or past employment record in reverse chronological order. It starts with the recent educational qualification and work experience and goes backwards in time. The following question is enclosed with a Chronological Resume.
Q. You are Rohan Sharma/Rohini Singh. Draft an application for the post of Assistant Executive Engineer (Mechanical) which was advertised in “Hindusthan Times” on 10 September 2016.
#123 Aradhana Aptt. Hinoo Ranchi (Jharkhand) 12 September 2016 Chairman Steel Authority of India Ltd. Bokaro Dear Sir /Madam Sub: Application for the post of Assistant Executive Engineer (Mechanical)
212 Communication Skill-II I would like to introduce myself as a prospective candidate for the post of Assistant Executive Engineer (Mechanical) advertised in Hindusthan Times on 10 September 2016. I am at present working with H.E.C Ranchi. I have been Assistant Engineer (Mechanical) for the last five years. I have earned valuable experience in mechanical and electrical projects. Furthermore, I have had the opportunity to handle international clients as well. With my treasured ten-year experience, strong techno commercial insight and effective communication skills I have been able to prove myself as a successful junior engineer. If you allow me to avail the opportunity, I can serve your organization in my best capacity. I can be available for an interview at any time. Please find enclosed my resume for your kind perusal. Yours faithfully Rohan Sharma Enclosure:resume Chronological Resume
Rohan Sharma #123 Aradhana Aptt. Hinoo, Ranchi [email protected] Position sought-
Assistant Executive Engineer (Mechanical)
Objective-
To contribute to the growth of a leading Project by working in a challenging way and utilizing my exposure as a Assistant Engineer in Mechanical wing of large scale heavy engineering projects.
Experience -
Assistant Engineer, HEC Ranchi January 2011 to present
Complete mechanical projects within or ahead of the schedule through strict planning, monitoring and control while maintaining the best mechanical standard. Supervise auxiliary facilities like welding, piping and other utilities. Maintain customer relations through effective presentation of technical expertise Project Supervisor, Royal Electronics Pvt.Ltd. Bhupal December2005 to December 2010
Assist in the project management of several works being executed in the site Coordinate with Head Office, sites ,various departments and sub contractors
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Maintain close relation with clients Education
B.Tech BIT Meshra,Ranchi University 2004
Special skills
Proficient in MS-DOS, Microsoft Windows, Excel, and Word 98 and 2000 Good problem solving skill
Excellent communication and interpersonal skills Competent in speaking Japanese Activities
Member, Institution of Engineers, Ranchi Secretary, Metallurgical Society, Ranchi Member, National Cadet Corps, 2007-2009
Interests 2.
Tennis, Cricket, Movies, Music
Functional –Functional Resumes focus on accomplishments and skills. This type of resume emphasizes on the examples of experiences highlighting skills. The following is an example of Functional Resume.
Rohan Sharma #123 Aradhana Aptt. Hinoo, Ranchi [email protected] Position sought-
Assistant Engineer (Mechanical)
Objective-
To contribute to the growth of a leading Project by working in a challenging way and utilizing my exposure as a junior engineer in Mechanical wing of large scale heavy engineering projects.
Project management-
Assisted in the project management of various mechanical works being executed at the site at Rashmi Projects and Marketing Ltd. Ranchi Completed Mechanical projects within or ahead of the schedule at HEC Ranchi. Maintained strict planning, monitoring and control while continuing the best construction standard Supervised auxiliary facilities like welding, piping and other utilities Co-ordination and Customer Relations-
Coordinated with Head –office, sites, several departments and subcontractors Maintained close relation with customers through effective presentation of technical expertise.
214 Communication Skill-II Maintained affinity with clients. Special Skills-
Proficient in MS-DOS, Microsoft Windows, Excel, and Word 98 and 2000 Good problem solving skill
Excellent communication and interpersonal skills Competent in speaking Japanese Education-
B.Tech BIT Meshra,Ranchi University 2010
Employment Record-
2011/present – Assistant Engineer HEC Ranchi 2005/2010- Project Supervisor(Mechanical) Royal Electonics Pvt.Ltd.
Activities-
Member- Institute of Engineers,Ranchi Member –National Cadet Corps-2007-2009 Secretary, Metallurgical Society , Ranchi
Interests3.
Tennis, Cricket, Movies, Music
Combination Resume- This type of Resume is the combination of Chronological and Functional Resume. It concentrates on the skills ,but has a detailed reference to the education and work experience of the candidate.
Rohan Sharma #123 Aradhana Aptt. Hinoo, Ranchi [email protected] Skills:
Conversant with wiring and welding Have a lot of exposure to project management techniques Efficient in managing construction activities of large scale heavy Engineering projects Proficient in MS-DOS, Microsoft Windows, Excel and Word 98 and 2000 Good problem solving skill
Excellent communication and interpersonal skills Competent in speaking Japanese Experience:
Assistant Engineer, HEC Ranchi January 2011 to present Complete mechanical projects within or ahead of the schedule
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through strict planning, monitoring and control while maintaining the best mechanical standard. Supervise auxiliary facilities like welding, piping and other utilities. Maintain customer relations through effective presentation of technical expertise Project Supervisor, Royal Electronics Pvt.Ltd. Bhupal December2005 to December 2010
Assist in the project management of several works being executed in the site Coordinate with Head Office, sites ,various departments and sub contractors Maintain close relation with clients Education
B.Tech BIT Meshra,Ranchi University 2004
Activities
Member ,Institution of Engineers, Ranchi Secretary, Metallurgical Society , Ranchi Member, National Ca det Corps,2007-2009
Interests
Tennis, Cricket, Movies, Music
5.3 Business Letters A business letter is formal in its style. It is a written message with a target audience for a specific need. It incudes Enquiry, Order letter, Complaint letter and Adjustment letter. In order to follow a systematic writing plan, the business letter can be divided into ten parts. They are:
i.
Sender’s Address with email and phone number
ii.
Date
iii.
Refer ence (optiona l)
iv.
Receiver ’s address
v.
Subject
vi.
Salutation
vii.
Body
viii.
Closing with compliments
ix.
Signature
x.
Enclosure (optional)
216 Communication Skill-II Business letters have different formats, but block format is very popular .This style includes all the parts of the letter, but they always start from left. The left side margin is followed for beginning any paragraph. However, the paragraphs are not indented. Sender’s Address Date Reference Inside Address Salutation Subject Body Complementary Close Signature Enclosure Business letters regarding enquiries/proposals for purchase/service A Business letter is written to a firm or company.
1.
It has a formal salutation and closing.
2.
It gives relevant details.
3.
It makes a request for appropriate action.
4.
It has polite language and a pleasant tone.
5.
It is brief and straightforward.
6.
It has reference numbers, order number, cheque /demand draft number, and file number.
Letters of Enquiry: Q. You are Rohit Singh ,#204, Alaknanda Aptt. Boring Road ,Patna. Write a letter to the Sales Executive, Lifestyle Electronics, Hazratganj, Lucknow enquiring about the details of laptops they supply. #204, Alaknanda Apt.
Boring Road Patna-xxxxxx 10 September 2016
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Sales Executive Lifestyle Electronics Hazratganj, Lucknow Dear Sir/Madam Sub: Enquiry about lap-tops I would be pleased to receive details of laptops which you supply, together with prices. I need the latest model with CD Player and other facilities of a renowned brand. I look forward to hearing from you at the earliest. Yours faithfully Rohit Singh Q.2 You are Rajan Malhotra, Manager (Sales) ,ABC Trading Corporation, Boring Road, Patna. Your company wants to buy eighty Printers for their corporate office. Write a letter of Enquiry to Life Computers Gurgaon, Delhi. ABC Corporation
Boring Road Patna xxx-xxxxxxx Fax:xxxxxxx [email protected]
September 10,2016 Mr.Sanjay Srivastav Sales Manager, Life Computers, Gurgaon Delhi Dear Mr.Srivastav, Please refer to your advertisement in the September 7 issue of Hindusthan about the HP2300C Printer. Our company needs eighty Printers for our Corporate office and would like to buy them as soon as possible. We would be glad to get more information about the product and a quotation from you .
218 Communication Skill-II In order to add to our knowledge we require the following information: Product specification and special features of HP 2300C Printer An estimate price for the cost of eighty units Details of discount for bulk purchase Terms and conditions Delivery date. We look forward to hearing from you. Yours sincerely Sd/Rajan Malhotra
Placing orders: Q.1. You are Rajnath, Office Manager, Polytechnic College, Rajeev Nagar,Patna. The Principal of your college has asked you to place an order for two Xylo cars. Place the order with Alankar Automobiles, Boring Road, Patna.
Polytechnic college Rajeev Nagar, Patna Ph. No.xxxx-2343657/24356578
www.http://pck.org.in 12 September 2016 The Area Manager Alankar Automobiles Boring Road Patna Dear sir/Madam Sub: Order for two Xylo cars We would like to place an order for two Xylo cars for our college. We wish that the cars should be delivered to us at your showroom in Allahabad. The cars are urgently required. Please send them by the end of this month. Please ensure the discount you offer on complete payment. We hope to hear from you soon. Yours sincerely Rajnath
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(Office Manager) Q 2. You are Rajan Malhotra, Manager (Sales) , M/S Lifestyle Electronics, Ashok Rajpath Patna-xxxxxx .Your company wants to buy five Printers and six scanners for their corporate office. Write an Order letter to Life Computers Gurgaon,Delhi.
M/S Lifestyle Electronic Ashok Rajpath Patna-xxxxxx [email protected] Prem Arora Manager Sales Life Computers Gurgaon Delhi 22September,2016 Dear Mr.Arora Sub: Order for Printers and Scanners Please send the following items on the business terms agreed upon: Catalogue no
Item description
Quantity
234
Acer S6789 Printer
05
456
HPScan T7685
06
The items ordered should be fully insured. The insurance charges can be included in the bill. We would like to get the items by 10 October, 2016. As desired ,we would make the payment by NEFT/RTGS. Yours Sincerely Sd/Rajan Malhotra Manager Sales
Proposals for Purchase/Service: Q. You are the Sales Manager of M/S lifestyle Electronics, Ashok rajpath,Patna. Write a letter to the Manager, Royal Electronics(Wholesale Dealer)147 Cantt. Road, New Delhi, giving a proposal of getting sole distribution rights for washing machines and refrigerators in your locality.
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Sales Manager M/S Lifestyle Electronics Ashok Rajpath Patna-xxxxxx 23 September 2016 Manager M/S Royal Electronics(Wholesale Dealer) 147 Cantt. Road New Delhi Dear Sir/Madam Sub: Proposal for sole distribution rights We have recently extended our refrigerator and washing machine department. We would like to add new ranges to our present stocks. We are particularly interested in LG and Whirlpool models. We would be pleased to receive your trade catalogues and terms of sale and payment. At present your products are not yet offered by any other dealer in our city. As we have decided to introduce them, we would like to request “sole distribution rights” in this area. I hope to hear from you soon. Yours faithfully Ravish Malhotra (Sales Executive) Complaint Letter: The opening of a Complaint letter presents a problem statement. The body of the letter supports the complaint with data. Closing denotes an expression of goodwill. Q.1. You are Akash Verma the Sales Manager of M/S Lifestyle Electronics, Ashok rajpath, Patna. Your company sent an order for ten pieces of Printers Of Acer 3508C model, but you received only eight Printers. Write a letter to the Manager, Royal Electronics (Wholesale Dealer)147 Cantt. Road, New Delhi making a complaint .Ask him to send the remaining two. M/S lifestyle Electronics,
Ashok rajpath, Patna. 22 September,2016 Manager
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Royal Electronics 147,cantt. Road New delhi Dear Sir Subject: Non delivery of two Printers We had ordered you to supply ten pieces of Printers of Acer 3508 C model vide purchase order no.xxxxxx dtd 10 September 2016.The order has been supplied to us on 20 September 2016. However , only eight pieces of the above- mentioned Printer have been delivered to us.. For this our company is suffering from heavy loss. We hope you will kindly look into the matter and send the remaining two printers as soon as possible. We look forward to hearing from you at the earliest. Yours sincerely Sd/Akash Verma (manager Sales) Q.2 You are Sumit Sinha, B45-Paraslok, Saharsa. You have purchased a washing machine from M/S Lifestyle,32 Boring Road, Patna. After using it for a few days the machine has started malfunctioning. Write a letter of complaint to the dealer about the same and request him to replace it.
B-45 Paras lok Saharsa 23 September 2016 Rajan Singh Dealer M/S Lifestyle, 32 Boring Road, Patna Dear Sir Sub: Complaint regarding malfunctioning of the washing machine I am one of your valued customers.I purchased a Whirlpool automatic washing machine model no. 2345C from your shop on 15 September 2016 against one year warranty. However, the product has failed to satisfy me. It is creating a number of problems. It does not rinse properly.
222 Communication Skill-II The spin stops working after a few seconds. The water is not drained. The switchboard fails to display the correct timing. I request you to send your mechanic for repairing the machine if possible, or replace the machine against its said warranty. Yours sincerely Sumit Sinha Adjustment letter Adjustment letters are the reply to the complaints letters. It is written in a polite way. It starts with acknowledgement or apology for the problem .It explains the situation and promises positive action. The closing denotes a statement of goodwill. Q.1. You are Ranjan Singh, Manager Royal Electronics(Wholesale Dealer)147 Cantt. Road, New Delhi. Write an Adjustment letter for the complaint of not sending the exact number of Acer Printers 3508Cmodel to the Manager Sales, M/S Lifestyle Electronics, Ashok Rajpath, Patna. Royal Electronics (Wholesale Dealer) 147 Cantt. Road, New Delhi
24 September,2016 Manager Sales M/S Lifestyle Electronics Ashok Rajpath Patna Dear Sir Sub: Adjustment letter for non-delivery of the two Printers Thank you for your letter dated 22September, 2016 informing us about the delivery of eight Acer Printers model no. 3508C instead of ten as desired by you. We are sorry for the inconvenience caused to you. However while packing the Printers for delivery; it was found that two of them were damaged. So we decided to replace them with better ones later within a week. The order for the remaining two Acer Printers model no.3508C has been dispatched .It would reach you within a week.
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Thank you once more for your cooperation. Yours sincerely Sd/Ranajan Singh (Manager Sales) Q.2. You are Rajan singh Manager Sales , M/S Lifestyle,32 Boring Road, Patna. Write an adjustment letter to Sumit Sinha B-45 Paras Lok Saharsa against his complaint about the washing machine he purchased from your shop. M/S Lifestyle, 32 Boring Road, Patna-xxxxxx
24 September 2016 Sumit Sinha B-45 Paras lok Saharsa Dear Sir Sub: Adjustment letter for the complaint against Whirlpool washing machine Thank you for your letter dated 23 September 2016 regarding the malfunctioning of the Whirlpool automatic washing machine model no. 2345 C that you bought from our shop on 15 September 2016. We are sorry for the inconvenience caused to you. However, the product might have got damaged during transfer. We are sending our mechanic within a week for the repair. If the machine fails to work properly even after the repair, we are sure to replace it with a new one. Thank you for your cooperation. Yours sincerely Sd/Rajan Singh
5.4 Report Writing What is a Report? A report is a factual description of an event which has already happened. It is a brief review of the situation with relevant points and information. It is the analysis of a c ondition, situation or an issue for an effective solution. The reports are very important .They offer information about
224 Communication Skill-II an incident , a project or a professional and the business decisions and research conclusions are taken on the basis of the reports only. It includes following points: 1.
It is carefully prepared with every detail.
2.
It is impartial.
3.
It is a written communication.
4.
It serves some specific purpose.
5.
It is factual with correct figures and data.
6.
The language is simple and clear.
7.
It is mostly written in third person .
8.
It avoids direct speech.
Types of Report: Reports can be formal ,informal, analytical, routine, oral, special or informational. An informational report gives only the information about facts and problems, but an analytical report describes a problem ,an incident or a condition with data and analysis. Routine reports are prepared for a time schedule, like periodically, monthly quarterly etc. and can vary about its content. It can be analytical or informational both. But a special report gives special information about specific circumstances. Oral reports are informal. However, they give quick feedback and fast action. For example the report of an accident can be oral. Written reports are traditional .They have a permanent value of their own .e.g. project report, research report etc. Formal reports include thorough investigation and elaborate description. They have a fixed format, nature, scope and length. They can be informational, analytical, routine or special. The examples for these types of reports are annual reports of a company or organization, technical reports, project reports etc. The non- formal reports involve a specific account of a business or pr ofessional activity. They are short and are used to be written for routine affairs. In a nutshell the following are different kinds of Reports that fall in the category of above –mentioned types of reports.
1.
Newspaper Report
2.
Business Report
3.
Technical Report
4.
Personal and Impersonal Reports
5.
Routine Repots
6.
Formal and Informal Reports
7.
Special Reports
8.
The Analytical Reports
9.
Informational Reports
10.
Progress Reports
11.
Annual Reports
12.
Survey Reports
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Utility of Reports Reports are written for making decisions.
1.
They tell us about the activities related to business.
2.
They help managing all departments. The reports submitted by different departments give the right information.
3.
They solve complicated cases.
4.
They provide a correct analysis of a situation.
5.
They present correct findings.
6.
They control successful implementation of business policies and plans.
Accident report: An accident report can be formal or non-formal in style. It can be oral too. However , this type of report can be found in the newspapers.
They provide details of the accident, analyze the cause behind the accident and focus on the factual data. They recommend safety instructions too. The following is an example of an Accident report: ABC Transportation Safety Board, Patna Accident Report of Hazardous Material
Accident No.: EHG-08-VC-002 Transportation Mode: HighwayLocation: Patna by-pass Date: July 1, 2016 Time: 2:00 a.m. Carrier: Indane Gas Company Shipper: Indane LPG Vehicles: 2010 HMT tractor; Tata Truck 608 Fatalities: 1 Injuries: None Property Damage: About Rs/- 50,000 Materials Involved: Gas, a flammable liquid Type of Accident: Vehicle collision and fire
226 Communication Skill-II The Accident
On July 1, 2016, about 2:00 a.m., a 2010 HMT tractor pulling a semitrailer , overloaded with bricks was traveling towards east on Patna by-pass, when it was struck by Tata 608 Truck traveling westbound . The truck driver failed to obey a stop sign equipped with flashing red lights and collided with the tractor. The rear part of the truck was ruptured and about 13 liters of gas were released as the tractor became wedged beneath the truck and was dragged about 500 feet. A post crash fire consumed the tractor, killing the driver; the trailer also was damaged. The Fire Brigade arrived within 30 minutes and extinguished the fire. Property damage was about Rs/-50,000. At the time of the accident, it was dark, and the temperature was about 48 degree centigrade. There were light winds and clear skies. Rain had been observed in the hour before the collision; however, it was not a factor in the accident. Events Preceding the Accident
About 1 a.m. on the day of the accident the Tata truck was loaded with 250 gas cylinders . The driver delivered 100 cylinders of the gas about 1:00 a.m. and was en route to deliver the remaining 150 gas cylinders when the collision occurred. During the same work shift (which began about 12:00 p.m. on June 30), the driver had delivered three other similar loads of fuel. Hazardous Materials Information
The Transportation Department ,Govt. of Bihar classifies LPG as a highly inflammable liquid. Information about the truck
The truck with its model no. was 608.It was owned by Patna Transport Agency. It was manufactured by Telco Jamshedpur, Bihar. The rear part of the truck was under fire. Post accident examination about the tractor
The tractor has been destroyed by the impact of fire. Postaccident examination revealed that the most severe fire damage was concentrated toward the rear of the tractor. With the exception of some foam from the passenger seat behind the driver, all of the combustibles in the front seat area were consumed. Large portions of foam from the driver seat and the adjacent passenger seat remained. Heavy char was present on all of the remaining combustible materials. Injuries
The driver of the tractor was killed. The postmortem report indicated that the cause of death was smoke and soot inhalation and severe thermal burns. The medical examination did not reveal any evidence of blunt trauma or fractures. Recommendations
In its report on the By-Pass accident the Transportation Department of Govt. of Bihar has expressed concern over the potential loss of life and possible injuries related to transporting flammable liquids in cylinders in trucks. It has decided to create awareness programs to enhance public safety.
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Q- Write an Accident report on the death of a Worker in a Factory due to break down of the machine. Accident No.-ABC0987 Location- Kankarbagh Pipeline factory Date-August 12,2016 Time-!!a.m Name-Ratan Job- Welder Department- Pipe construction Environmental condition-
A team of six workers were welding the pipes. Mr. Ratan had been one of them .Mr. Suman Sharma was the supervisor. Sequence of Events-All of a sudden a spark went inside his eyes. He was not wearing the mask.The oil on the floor caused fire and it caught Ratan’s clothing too..Sonu, Monu, Naveen and, Kanhaiya tried to extinguish it but it spread very rapidly due to kerosene oil spread on the floor. Injury- Ratan’s hand and the left part of the body were burnt. Events immediately followed- The workers tried to extinguish the fire by putting a blanket over the body of Ratan. Mr. Suman Sharma, the supervisor, called the ambulance. The fire brigade was called and in between a large amount of sand was poured into the area. Ratan was sent to the nearby hospital. Primary cause –The spark from the welding caused fire. Secondary cause- Ratan was wearing a synthetic t- shirt instead of the uniform and was not wearing the shield. Other contributing factors- The kerosene oil was spread on the floor. RecommendationsEmployee training workshops should be organized frequently.
Strict actions should be taken to maintain discipline about uniforms. Shields must be provided to the workers. Meetings should be conducted to maintain the safety of the workers. Report on fall in production Fall in Production can be known through the following diagram:
Operation Excellence
Supply Chain agility
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Supply chain risk Causes of Fall in production Fall in production of any Consumer goods is caused due to quality assurance. It is a top priority for manufacturers. It causes a lot of risk as Manufacturers put less control over the manufacturing defects and prefer to spread their business more and more. Poor distribution planning and mismatched data can hardly maintain the supply chain. This hampers the production as the consumers are not provided with fairly –priced goods and are unable to buy them. Supply risk can also cause fall in production. Recently an ipad’s production got hampered due to its late supply of display channel .This would lead to fall in production. Competition in the market can cause Fall in production. There are several brands of any consumer item in the market. This can cause a fall in production. Recommendations to Improve Quality consciousness can improve the fall in production. If the manufacturers put more effort to improve the quality of the goods, the fall in production can be controlled. Supply agility can overcome the fall in production. Innovative features can control the fall in production as the goods with new characteristics and features can compete better in the market. Investigative reports Investigative reports are written based on any investigation. While writing this type of report the writer has to be very much cautious about anything that can hold him or her responsible for legal action. Investigation is based on some accusation for which legal action can be taken. The following points should be kept in mind while writing an Investigative report. Sticking to facts: The report must stick to facts so that none can challenge the writer. Lesser information can be given rather than writing false statements. Avoiding personal comments : The writer should never give his personal comments. He or she may hate the person ,but it should never be mentioned in his report. For example: the statements like “I hate him” must not be written. Keeping the language simple: The language of the report should be verysimple. The reader can understand it in a better way. Complex expressions and tough words can confuse the reader. Vague words to be avoided: Vague words like some time or a large number should be avoided. Headlines have to be checked Recommendations should be given
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Sample of Investigative report Patna: 12 September: Introduction:The recent strike in the Patliputra Industries is a matter of concern for the Indutrialists. A team of five workers that included Ravi, Naveen, Sanjay ,Raja and Raju had a link with black marketers .They supplied LPG gas cylinders to Rohtas Agency and used to earn in thousands. They have been caught red-handed and are suspended. This resulted in the strike of workers that has greatly affected the consumers and the owners as well. Description: Each cylinder contains 10 liters of liquid gas and the consumers are expected to be supplied with the same amount. The workers collaborated and took out two liters of LPG from each cylinder and filled the empty cylinders to sell them to Rohtas Agency. Every day they used to sell fifty cylinders to Rohtas Agency. Each cylinder cost five hundred rupees. The five workers earned 25000 everyday and earned five thousand each. Analysis:It was on the eve of 10 September 2016 Naveen was caught red handed by Mr. Sanjay,the Supervisor who handed him over to the Manager Sales ,Mr. Rajan singh. This incident led to a strike by other workers who raised slogan against the Supervisor. Recommendation:
A strict step should be taken against the workers to control the theft of LPG. Meetings should be held with the other workers to know their demands . Workshops should be held to make them aware of the value system.
Progress Reports Progress reports inspire the employees to stay co ordinated. It ensures the progr ess of the objectives of the company and the individual’s goal as well. They encourage the workers and increase the productivity. They also maintain transparency. Managers get concrete information about the employee’s contribution and inspire each other by exchanging information and new ideas. The three PPPs- Progress, Plan and Problems, these three PPPs should be dealt with in a progress report. Progress refers to the employee’s achievements, complete items and closed tasks. This column tells us about the amount of work done by the employee. Plan denotes long term goals and objectives. These goals and objectives lead to progress. However, plans can be changed according to suitability. Problems are the final ones to deal with. They list the challenges and the drawbacks. The mistakes should not be corrected lastly. They should be corrected from the beginning throughout the project.
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230 Communication Skill-II While writing a Progress Report , the writer should stay connected with the team. Reports should be precise and focused. They should reveal the goal and the objective of the company. The writer should avoid technical jargons. The reports should be in conversational tone. There should be keywords to relate to the project. The problems should be focused separately. There should be unity in writing.
Example of Progress Report MEMORANDUM TO:
Rohit SharmaPatnaUniversity, Department of Computer Sciences
FROM:
Ashok Singh
SUBJECT:
Progress on Strategy Debugging Report
DATE:
September 3, 2016
This memo depicts the progress I have made to date on my independent-study project of writing a report on debugging in Scheme. In this memo, I review the nature of the project and describe work I have completed, work I am currently involved in, and work I plan to complete by the end of the project. As I explained in my memo of December 14, this project will result in a technical report whose pur pose is to provide readers with practical informa tion on developing and debugging programs in Strategy, supplementary to the material in your textbook, An Introduction to Strategy and its Implementation. Project Description
The report is aimed at students in computer science (undergraduate and graduate) who have previous programming experience, but are new to Strategy. The information in this report is required to make the readers who have developed programs using compilers for other languages aware of the approaches available with an interactive interpreter and debugger. Project Scope
In my earlier memo, I proposed to cover the following high-level topics: Loading the debugging module into the interpreter Establishing break levels Applying back trace Managing dependencies Saving and loading a customized heap image of the Strategy system Debugging local definitions Debugging native code procedure-calls Debugging when using functional programming style Program design/implementation strategies
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Using stubbed procedures Differences between R Strategy and other Strategy systems In my current outline, these are divided into three major parts, with an addendum for topic 12. The three parts are: (a) basic debugging procedures—topics 1-3, (b) advanced debugging procedures—topics 4-8, and (c) general program development strategies—topics 8-11. Work Completed
I have completed first drafts of the sections in part A on loading the debugging module, break levels, and apply-back trace. I intend to make note of additional material for these sections while working on the later sections, if further background information is needed. Present Work
I am currently working on the sections in part B. Since these sections are highly interrelated, I am working on them roughly in parallel. I am also currently researching information on other Strategy systems for section 12; I have located information on Chaplin and Dr Robin. I expect the current work to be completed by the end of this week, September 9th. Future Work
Next, I will draft the sections in part C and the addendum on other Strategy systems. Finally, I will fully revise the entire draft, integrating further material where deficiencies have become evident during work on other sections. The final report will be ready for your review on December 10th. Conclusion
Thus far, the project is proceeding well. I have not run into any major problems, nor do I anticipate any in the remaining work.
5.5 Defining and describing Objects An object can be defined by its meaning. It can be described by its attributes. A car can be described by its four wheels and a body with seats and a steering wheel. However, they can be of different shapes colors and models. To differentiate one car from another different attributes should be used .So attribute learning is very essential. This type of writing is directional. It moves from one point to the other in a fixed direction. While describing an object, following points should be kept in mind: Factual accuracy Creative style Interesting approach Innovative approach
232 Communication Skill-II Detailed description Power of observation Unity Developing the ideas logically The description of an object demands a single idea that controls the total piece of writing. By providing enough details the write-up should be built on the basic information provided by the object. An object can be described by its Name, Shape, Ccolor, Design, make, model, Year of manufacture ,Purpose, Use, Operational details, Functions, Importance, Price, Availability, Material, Use and Summing up. Example: Microwave Ovens Microwave ovens are rectangular boxes with doors and glass windows. The panel next to the door has the controls to set cooking time. It also adjusts the heat level. Inside the oven there is a metal chamber with a glass turntable. When the oven is switched on, it starts rotating. The metal chamber of the oven has mesh-covered walls with holes. This allows air to enter and exit. A microwave oven heats food with the help of electromagnetic energy. Microwaves are absorbed by water, fats and sugar .These waves are directly converted into heat. These microwaves are not very effective on plastics or ceramics. Microwaves cannot adjust with metals as they reflect microwaves and do not work well. Microwave ovens cook food in a very short time. The vegetables do not lose their fresh look even after being cooked. They also retain most of the vitamins and minerals. Finally the microwaves do not heat anything else other than food .They penetrate any amount of food and transmit heat through radiation.
Giving Instructions Giving Instructions seems to be easy, but practically it requires clear concept. Messages are mixed, they can be hypothetical and can convey something else too. So it is better to give clearcut instructions to be understood by all. When the directions are given over email or written instructions, it is better to use clear and defined directions. However ,imperative sentences that include order and request type of sentences should be used while giving instructions. In addition following points should be noted while giving instructions:
1.
Judge your audience before you give instructions. You should not assume that the reader knows what you mean. It can be a technical jargon or any person of a specific department. So before delivering instructions the audience or the receiver has to be judged. Accordingly the instructions have to be given.
2.
Be specific while giving instructions. Imperative sentences like “Send the 35 no Project file to Mr. Sinha.” should be used.
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3.
Give deadlines or a fixed time for the order to be carried on. Instead of writing “soon” or “quickly” give the date and the time.
4.
Equip them with examples so that they can do the job following the example in case of ignorance.
5.
Set options or alternatives to make the job done.
6.
If alternatives cannot be obtained, setting boundaries is very important .If the usual supplier is unable to provide the material; you can order a new supplier. The instruction can be like this: Visit the new supplier and order 150 units.
7.
Seek clarification from the people whom you are giving instruction.
8.
Use command type of sentences or request .For example “Send the Highway Project File”or “Please deliver the message to the manager”.
9.
Passive voice can also be used.e.g. “The message should be delivered to the manager.”
Example :
Instructions for making candles: 1.
400 grams wax is put in the melting- pot.
2.
It is heated in double boiler with 2tablespoons of stearine.
3.
The mould release is applied.
4.
The mould is wicked.
5.
The water bath is prepared.
6.
The dye is added and the mixture is stirred.
7.
Wax is poured into the mould.
8.
The mould is placed in the water-bath.
9.
The candle is cured fully before removing it from the mould.
10.
It can be refrigerated if needed.
Example of a Memo with instructions: To : All residents From : Ashok Singh, Secretary, Alaknanda Housing Society Date: 5 September2016 Subject: Fire Procedure
According to the new regulations all the apartments in this area have been ordered to do the following in case of a fire. The following points should be noted for the same: Call 101. State the name of the building: “Alaknanda Apartment”
234 Communication Skill-II Exit the building using the nearest exit. Use the staircase instead of lift. Please contact me if you have any queries. My mobile no. is xxxxxxxxxx.
Technical Reports These types of reports are for technical and scientific purposes. They contain technical terms and technical language. It should have the following: 1.
Abstract
2.
List of Figur es and Tables
3.
List of symbols
4.
Acknowledgement
5.
Introduction
6.
Experimental details
7.
Results and discussions
8.
Conclusion and Recommendations
9.
References Abstract is the summary of the report. Introduction gives you the idea of the report. List of tables refers to the use of figures and tables in the report. Acknowledgements denote the names of the people who have helped you to write the report. Experimental details tell you about the experiment. Results and discussions refer to the result of the experiment. Conclusions and Recommendations contain the aims of the pr oject as stated in the introduction. References include citations and a list of references.
Sample Report The Effects of Increased CO2 on Atmosphere Abstract:
Industrialization has caused a lot of increase in Carbon Dioxide in global atmosphere. The concentration of CO2 has resulted into greenhouse effect. This has increased the temperature of the atmosphere. This has affected agriculture and the climates. The other effects are melting of the polar ice caps and rising of the sea level.
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In order to curb the problems caused by greenhouse effect, development of other energy resources, use of fossil fuel and large scale reforestation are needed. Introduction:
Carbon Dioxide is a by- product of all living things. It is usually thought to be harmless. It is present in the atmosphere in a very small amount. However, united with water vapor it has caused greenhouse effect. This is very dangerous for agriculture, climate and sources of energy. This report aims at examining the changes caused by the increase in CO2 and their implications on the society. It would also discuss the sour ces and reservoirs of CO2, the mechanisms of greenhouse effect and some possible methods to curb the problems. Experimental Details: Natural Weather Patterns: The change of climate is a natural phenomenon. The natural cycles of warming and cooling still dominate the climate.The180 year cycle which is the most important of all other patterns predicts that temperatures in the Northern hemi sphere reach a minimum every 180 years. The last cycle was in 1800 years. This denotes that the days ahead would be colder than earlier. Yet it forecasts a natural warming trend before the end of this century. Table A shows this. Mechanisms of the greenhouse effect:
In order to make the global temperature stable, the incoming solar radiation must match the outgoing thermal radiation from the earth.35% of the solar radiation is reflected back into space, 47% is absorbed by the surface and 18% is absorbed by the atmosphere. In order to make the temperature constant, the radiation absorbed by the atmosphere must be radiated back. The earth must radiate in the 5-micron to 30 micron region. Water vapor is a strong absorber of radiation. Combined with CO2 it causes greenhouse effect. This hampers the ratio of radiation which has to go back to space. When the climate becomes hotter, the positive feedback mechanisms aggravate the problem. The Carbon Cycle:
The increase of carbon dioxide in the atmosphere depends on many factors. It includes the amount of CO2 produced from fossil fuels. Deforestation is another cause of increasing CO2 in the atmosphere.50% CO2produced from the fossil fuel remains in the atmosphere. The other portion is absorbed into sinks. Industrial Revolution has added a large portion of CO2 in the atmosphere. It is about 250. 4G ton of carbon. People have started using carbon based fuel in a large amount and the increase in the carbon in the atmosphere is exceptionally high. It is 4.3% per year from 1860 to the mid 1970s.However, if the cost of the energy becomes high, it would slow down the use of fuels.
236 Communication Skill-II
Table A : Estimated carbon Added to the Atmosphere by the burning of fuels (G tons per year)
Year 1970
Carbon added 4.78
Year 1990
Carbon added 20.67
Year 2011
Carbon added 60.9
The produce of carb on can be reduced by developed countries .But it will again be increased by developing countries. CO2 produced by different fuels:
The amount of the carbon which is added to the atmosphere also is increased by the types of the fuel burnt. Table B describes the amount of CO 2 released by each type of fuel in various countries.
CO2 Released by fuel type
Fuel
Carbon in 10- 15 gms
Oil
5.00 gms
Gas
4.05
Coal
6.05
Synfuel
8.06
Climatic Effects of CO 2 Concentration: The climate is largely affected by CO 2 Concentration. The earth is affected by Draught
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Increase in Sea Level Increase in Tropical Storm How to reduce Greenhouse Effect:
Efforts must be made to reduce absorption of carbon in the atmosphere by the year 2025. It can be done by fuel consumption A tax can be charged on using fossil fuel. Use of combined fossil fuels can reduce the absorption of carbon. Alternate energy resources like solar or nuclear have to be developed. Reforestation has to be developed. Research into carbon cycle is needed to curb the factors responsible for global warming.
Summary The most harmful pollution in the atmosphere is caused by carbon dioxide accumulation in the atmosphere. This leads to global warming. CO 2 allows radiation from the sun to be absorbed by atmosphere. The heat from the earth along with water vapor causes greenhouse effect. Use of Fossil fuel adds to this. This is increasing day by day. This can cause the doubling of CO 2 by the year 2020 to 2075.This might change the weather patterns. In order to curb the problems fossil fuel consumption has to be reduced. Other sources of energy should be used and reforestation must be developed. References
1. Google Wikipedia 2. Bernard Harold-The Greenhouse Effect
Project Reports What is a Project Report?
A Project Report is an account of the proposal of a pr oject. It ascertains the prospects of a proposed plan. There are varieties of projects. An industrial project consists of the following information: 1.
Land or building
2.
Machinery
3.
Raw materials
4.
Supply of Power and water
5.
Manufacturing capacity
6.
Manufacturing Process
238 Communication Skill-II 7.
Manpower
8.
Marketing
9.
Cost of the Production
10.
Economic viability and financial analysis
It is prepared with the help of fixed guidelines. It includes all the above-mentioned necessary information.
Sample Project Report The Six- lane- highway Project Client: ICT & Soma Co. Location: Varanasi, U.P Duration:2011-to Present Abstract:
The Six-lane –highway Project Varanasi has been started by Central Government of India recently. This consists of widening of the existing four-lane highway from Varanasi to Aurangabad including all the structures to six lane configuration. The national highway authority is the principal owner .Construction is being carried out by a concessioner under the technical guidance of a consultant approved by NHI. Introduction:
This widening of the lane would facilitate the traffic congestion. It would reduce the number of accidents. Background:
The project road is a part of NH-2 connecting Delhi-Agra-Allahabad-Varanasi-AurangabadKolkata and is one of the important links of the National Highway network and also one of the arms of the Golden Quadrilateral for widening to a 6-lane configuration by National Highways Authority of India (NHAI). Project Road
The present stretch of National Highway NH-2 considered for six laning starts from Varanasi (Ch.786.000) and ends at Aurangabad (Ch.978.400). The total length of the section is 192.4 km between the two places mentioned above. The project road in its present condition is a four lane divided highway from Ch.786.000 to Ch.978.400 and service roads at few locations in urban sections. Total length is 192.4 km in which 85.2 km (km 862.100 – km 907.100 & km 938.200 – km 978.400) are concrete pavement and remaining 107.2 km are flexible (bituminous pavement). The location map indicating the project road is presented in Figure - 1.1.
Group-II (English)
239
Objective of Consultancy Services
The primary objectives of the consultancy services are as follows: 1.
Enhanced operational efficiency of the highway
2.
Enhanced level of safety for traffic, the road users and the people living in the near vicinity
3.
Providing for the access needs of the local population
4.
Minimal adverse impact on the road users and the local population due to construction
5.
Feasible and constructible options for the project with least cost options
Scope of work:
The scope of the services in the above-mentioned project includes the following tasks: 1.
Review the as-built drawings and various reports of the completed 4-lane project
2.
Conduct supplementary surveys to validate and update the data available from the completed 4-lane project
3.
Environmental and social impact assessment on cultural properties, natural habitation, involuntary resettlement etc
4.
Assessment of additional right of way requirement
5.
Public consultation along with communities along the road and other stake holders
6.
Traffic studies including traffic forecasting
7.
Toll option studies for next thirty years
8.
Road inventory and condition survey
9.
Inventory and condition survey for structures
10.
Identification of construction materials sources
240 Communication Skill-II Presentation of this report:
After introduction, the Second & Third Chapter presents the Socio – Economic profile of Project influence area and state and final provision of the design of project road respectively from Varanasi (Km.786.000) to Aurangabad (Km. 978.400) of NH- 2 as prepared by STUP Consultants P. Ltd. and discussed with NHAI time to time for information and comments. To some extent, this Chapter also serves as the summary of the complete report. Chapter 4.0 presents the field investigation report based on Traffic Surveys, & analysis, Topographic survey, Pavement Investigation Survey & Soil Investigation Chapter 5.0 presents the Preliminary Design of the project road like Alignment & Geometry & pavement design Chapter 6.0 & 7.0 presents the Environmental Impact Assessment & Social Impact Assessment of the project road respectively. The block cost estimates are presented in Chapter 8.0. Brief discussion of traffic signs, road marking and safety measures are included in chapter 9.0 Conclusion & recommendation are indicated in Chapter 10.0 The Geotechnical investigation report, Traffic survey report, Benkelman Deflection Test Analysis, Analysis of Axle load survey data/VDF, Inventory & condition survey for Roa d & Bridges, Roughness Survey & Analysis will be included as an Annexure to this report in separate volume. EXERCISE - 1
1.
Prepare a brief technical report on Photosynthesis.
2.
Prepare a brief technical report on Telephone wiring.
3.
Prepare a brief technical report on Water Leakage Problem in a building.
4.
Prepare a brief Project report on Sewage Treatment Plant.
5.
Prepare a brief Project Report on Installing Fuel Cells in Warehouses.
Hints—Why fuel cells?—Safe for environment
6.
Efficiency—
More efficient than combustion system
Green Power—
Without Pollution
Power Quality—
High quality electricity
Backup power—
direct DC supply, power for telecom switch nodes, cell towers, other electronic systems
Warehouse operations-used in warehouses Green technology saving money-for storage purpose Passengers’ vehicle –less pollution, same efficiency as petrol
Group-II ( fgUnh )
241
Group-II
fgUnh [k.M&I Lka iz "k.k s 1- ifjp; ,oa iz fØ;k gekjs thou es a la iz s "k.k dh ,d fo'ks "k Hkw fedk gSA euq "; fofHkUu iz dkj dh tkudkjh vyx&vyx ekè;eks a ls kIr iz djrk gSA ;g dk;Z la iz s "k.k ds }kjk la Hko gks ikrk gSA la iz s "k.k ds vHkko es a ge la lkj dk dks bZ dk;Z lEikfnr ugha dj ldrs gSA lEiz s "k.k nks 'kCnks a le~ $iz s "k.k vFkkZ r tks leku :i ls iz s f"kRk fd;k x;k gks] ls cuk gSA ^dE;qfuds 'ku* dh mRifÙk ySfVu Hkk"kk ds dE;wful 'kCn ls ekuh tkrh gS] ftldk vFkZ fdlh tkudkjh ;k rF; dks lkekU; cukus ls gkrk gSA la{ i ks es a dgk tk ldrk gS fd la pkj nks ;k vf/d O;fDr;ks a ds eè; fopkjks] lUns 'kks a rFkk lwpukvks a dk vknku&iz nku djrk gSA ;g vknku&iz nku fyf[kr] ekSf[kd ;k lka ds frd gks ldrk gSA
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242 Communication Skill-II
(iii)
;fn lw puk;s a vojks/d gS a rks vkil es a fojks/kHkkl dks iz dV djrh gks a rks bles a Hkz e mRiUu gks tkrk gS aA blh iz dkj ls ;fn lw puk;s a la LFkk dh uhfr;k¡] mn~ ns ';ks a ,oa dk;Z Øe ds vuq lkj u gks a rc Hkh Hkz e mRiUu gks ldrk gSA (iv) la iz s "k.k ds vUrxZ r xz kgd iQhMcS d dh vko';drk gks rh gSA iQhMcS d }kjk =kq fV;ks a dk ;Fkk'kh?kz fuokj.k fd;k tk ldrk gSA iQhMcS d }kjk fujUrj lw/ kj dj dk;Z iz .kkyh dks Bhd rjg fd;k tk ldrk gS A
3- la iz s "k.k iz fØ;k dh ifjHkk"kk la iz s "k.k fØ;k iz ls rkRi;Z nks ;k vf/d O;fDr;ks a ds eè; lw pukvks a rFkk fopkjks a ,oa rF;ks a dk bl iz dkj vknku&iz nku gS fd os budk vFkZ le> lds a rFkk vFkZ ds lkFk gh mudh Hkkoukvks] rdks a Z fufgrkFkks a Z] vkilh le> rFkk fo'oklks a dks le> lds aA fdlh lw puk ds iz fr fofHkUu O;fDr dks fdlh ,d le; ;k fdlh ,d O;fDr dh fHkUu&fHkUu le;ks a ij fHkUu&fHkUu iz frfØ;k,¡ gqv k djrh gS a vr% lw puk ns us ds le;] fu/kZ fjr le; ifjfLFkfr] euks oS Kkfud rFkk rduhdh i{kks a ij fopkj djuk gh la iz s "k.k fØ;k iz gSA
4- lai s "k.k z izfØ;k ds lks iku&la nHkZ Jks rk leq nk;] la nHkZ dk Lo:i] ekè;e dk p;u la iz s "k.k ,d iz fØ;k gS ftlds }kjk la xBu ;k fdlh iz .kkyh ds fu/kZ fjr y{;ks a dks iz kIr djus dk iz ;kl fd;k tkrk gS A blls O;fDr;ks a] lewgks ,oa foHkkxks a ds chp lw pukvks a dk vknku&iz nku gks rk gS A blds }kjk vk¡ dM+ ks a vkS j lw pukvks a dk la iz s "k.k eq [; foHkkx ls mifoHkkxks a es a mifoHkkxks a ls O;fDr;ks a ;k lew gks a dks fd;k tkrk gSA la iz s "k.k dh iz d` fr lUns 'kks a ,oa vUrZ lEcU/ks a dks ijLij vnyk&cnyh dh gksrh gS A la iz s "k.k fyf[kr ekS f[kd] JO; vkS j '; n` vkfn gks ldrk gSA la iz s "k.k dk eq [; mn~ ns '; gks rk gS fd lUns 'k kIrdrkZ iz lUns 'k dks ew y:i vkS j ew y f"Vdks n` .k lh le>s tS lk la pkjd (iz s "kd) us Hks tk gSA lEiz s "k.k rHkh izHkkoh gks rk gS tc og iz kIrdrkZ }kjk iw .kZ r;k le> fy;k tkrk gSA la ns 'kokgu dk mn~ ns '; lw fpr fd, x;s O;fDr es a okafNr iz frfØ;k tkx` r djuk gSA vr% la ns 'kogu ds iw oZ bl ckr dk fo'okl iz kIr dj ys uk pkfg, fd O;fDr;ks a es a lw puk ikus dh vfHk:fp rFkk mls Lohdkj djus dh bPNk gS fd ugha A la iz s "k.k dk ekè;e Li"V vkS j xz g.k djus ;ks X; gks uh pkfg,A ekè;e ljy vkS j Li"V gks us ls vf/dka 'k yks x mls le> dj vuq dj.k vkS j iz ;ks x es a ykrs gSA
5- izLrq rh es a n` ';] pkVZ Vs cq y vkfn dk iz ;ks x fdlh Hkh dk;Z dks vkd"kZ d vkS j izHkkoh cukus ds fy, n` ';] pkVZ Vs cq y vkfn dk mi;ks x vko';d gSA la iz s "k.k es a '; n` lkexz h pkVZ cq Vs y vkfn R;{k iz vuqH ko gh iz Lrqr ugha djrh] vfirq fopkj&iz fØ;k es a lgk;d gks rh gSA fopkj&iz fØ;k es a la dYiks a] lw{ k dYiuk rFkk rdZ dk leUo; gks rk gSA euks oS Kkfud iz ;ks xks a ls Hkh fofnr gq vk gS fd n` ';] pkVZ cq Vs y vkfn Kkuks iktZu dks 35» vf/d rhoz djus rFkk /kj.kk dks 55» vf/d LFkk;h cukus es a lgk;d
Group-II ( fgUnh )
243
gks rh gSA vxj iz Lrq fr es a n` '; ;k pkVZ Vs cq y dk iz ;ks x djrs gS rks la iz s "k.k lq xe vkS j Li"V gks rk gSA ;g fo"k;&oLrq dks Li"V djus es a lgk;d gks rk gSA ;g Kku ds LFkkf;Ro es a lgk;d gks rk gSA vr% la iz s "k.k es a '; n` la ds r fp=k] is fUVx] pkVZ] [kkfp=k] js uDdk'kh] [kq nkbZ ] iks LVj] lkbucks MZ bR;kfn dk iz ;ks x fd;k tk,A
[k.M&II lEiz s"k.k ds iz dkj 1- vkSipkfjd] vukSipkfjd la iz s "k.k ,d ekuoh; fØ;k iz gS blfy, i'kq &if{k;ks a }kjk dh xbZ la iz s "k.k dks {ks =k ls ckgj j[kk tkrk gSA ;g euks oS Kkfud ,oa lkekftd iz .kkyh gS aA vk/q fud ;qx es a vkS ipkfjd vkS j vukS ipkfjd nks uks a iz dkj ds lEiz s "k.k x;ks iz x es a yk, tkrs gSA lw puk ØkfUr ds orZ eku ;q x es a la pkj ds fy, ijEijkxr ekè;e tS ls i=kkpkj] Vs yhiQks u lekpkj i=k es a lw puk] foKfIr ds lkFk vk/q fud lEiz s"k.k Vs yhiQS Dl] bZe y] s bUVjus V fofM;ks dkW UÚs fla x] eks ckbZ y la ns 'k bR;kfn vkS ipkfjd lEiz s "k.k ds vUrxZ r vkrs gSA lkew fgd la okn] fopkjxks "Bh] i=k la ns 'k] fp=k] is UfVx] pkVZ] [kkfp=k] js uDdk'kh] fiQYe] iq fLrdk,¡ ] 'kjhj la pkyu] iks LVj] lkbucks MZ bR;kfn vukSipkfjd la iz s "k.k dgs tk ldrs gSA dHkh&dHkh vkS ipkfjd vkS j vukS ipkfjd la iz s "k.k es a va rj Li"V djuk laH ko ugha gks ikrk gSA le;] ifjfLFkfr ds vuq lkj vkS ipkfjd vkS j vukS ipkfjd la iz s "k.k cnyrs jgrs gSA
2- Hkkf"kdk ,oa xS jHkkf"kdk Hkkf"kdk&iz kf.k;ks a es a euq "; Js "B blfy, ekuk tkrk gS fd blds ikl 'kkfCnd Hkk"kk gS A tcfd vU; iz k.kh ds oy èofu ,oa b'kkjs rd lhfer gSA 'kCn Hkk"kk ls vfHkO;fDr ljy] lq xe ,oa cks/xE; gks tkrh gSA 'kCnks a }kjk fd, x;s la pkj dks nks oxks a Z es a oxhZ d` r fd;k x;k gSA (i) ekS f[kd lapkj& tc dks bZ lUns 'k ;k lw puk cks ydj iz f"kr s dh tk, rks bls ekS f[kd la pkj dgrs gSA la xBu es a vkS ipkfjd vkS j vukS ipkfjd la pkj dk ekè;e ekS f[kd gh gks rk gSA ekS f[kd la pkj ds ekè;e& vkeus&lkeus okrkZ yki] lHkk,¡] Hkk"k.k] nw jHkk"k ij okrkZ yki] lk{kkRdkj lEes yu] ?kks "kuk,¡] lkew fgd la okn bR;kfn agSA (ii) fyf[kr lai s "k.k z & tc lEiz s"kh dks bZ lw puk vFkok la ns 'k fyf[kr es a lEiz s f"kr djrk gS rks og fyf[kr la iz s "k.k dgykrk gSA i=k] Vs yhxz ke] ifji=k] iz fros nu] lw puk] iz 'ukoyh] [kkfp=k] js pkVZ ] bZ& es y] iQS Dl bR;kfn fyf[kr la iz s "k.k gSA xS jHkkf"kdk& bl iz dkj ds lapkj es a fdlh Hkh iz dkj ds Hkk"kkxr 'kCnks a dk iz ;ks x ugha fd;k tkrk gSA v'kkfCnd ekè;e es a n` '; la ds r] ds vUrxZ r fp=k] is fUa Vx pkVZ] [kkfp=k] js uDdk'kh] bR;kfn vkrs agSA JO; la ds r es a
244 Communication Skill-II
[k.M&III izHkko'kkyh la iz s "k.k dh ifjHkk"kk ,oa iz dkj 1- ifjHkk"kk izHkko'kkyh la iz s "k.k ,d O;fDr ls nw ljs O;fDr dks lw puk,¡ ,oa le> gLrkUrfjr djus dh iz fØ;k gSA izHkko'kkyh la iz s "k.k ls rkRi;Z nks ;k vf/d O;fDr;ks a ds eè; lw pukvks a ,oa fopkjks a ,oa rF;ks a dk bl iz dkj vknku&iz nku gS fd os budk vFkZ le> lds a rFkk vFkZ ds lkFk gh mudh Hkkoukvks a] rdks Z] fufgrkFkks a Z vkilh le> rFkk fo'oklks a dks le> lds aA
2- la iz s "k.k ;g ,d ekuoh; iz fØ;k gSA blds fy, dq N lw puk,¡ rFkk fopkj] fu.kZ ; Hkkouk,¡ bPNk rFkk lao xs vko';d gSA la iz s "k.k is z "kd vkS j kIrdrkZ iz ds O;ogkjks a dks izHkkfor djrk gSA vr% bles a vUr% fØ;k gks rh gSA la iz s "k.k dh d` iz fr lUns 'kks a ,oa vUrlZ EcU/ks a dks ijLij vnyk&cnyh dh gks rh gSA la pkj (la iz s "k.k) fy[kr] ekS f[kd] JO; vkS j n` '; vkfn gks ldrk gSA la iz s "k.k dk eq[; mn~ ns '; gks rk gS fd lUns 'k iz kIrdrkZ lUns 'k dks ew y:i vkS j ew y f"Vdks n` .k ls le>s tS lk iz s "kd us Hks tk gSA la iz s "k.k rHkh izHkkoh gks rk gS tc og iz kIrdrkZ }kjk iw .kZ r;k le> fy;k tkrk gSA
3- izHkko'kkyh & la ns 'k dh rS ;kjh ,oa Lo:i lEiz s "k.k es a izHkko'kkyh & la ns 'k dh vko';drk gks rh gSA lw puk es a Li"Vrk dh vko';drk gSA ;fn la ns 'k dks i<+ us ls nks vFkZ fudyrs gksa rks Hkz e gks us dh lEHkkouk bruh cM+ h gks vkS j u gh bruh Nks Vh gks fd og fdlh dh le> es a u vk;sA ;fn la ns 'k la LFkk dh uhfr;ks a mís';ks a ,oa dk;Z Øe ds vuq lkj u gks rc Hkh Hkz e mRiUu gks ldrk gSA izHkkoh lan 'kogu s ds fy, Hkh vko';d gS fd vf/dkfj;ks a rFkk deZ /kfj;ks a ds chp e/q j lEcU/ gks aA nks uks es a ,d&nw ljs ds iz fr fo'okl ,oa lg;ks x dh Hkkouk gks uh pkfg,A blds fy, vPNs lEcU/ uhfr;ks a vkS j O;ogkj vko';d gSA lans'kogu dks izHkko'kkyh cukus ds fy, iz s"kd dks ,d vPNk Jks rk Hkh gks uk pkfg, ;fn iz "kd s Bhd iz dkj ls nw ljs ds lan 'kks s a dks ugha lq urk gS rks lUns 'k dk izHkko de gks tkrk gSA mfpr lEiz s"k.k O;OkLFkk ds ekè;e ls izcU/d la LFkk ds deZ pkfj;ks a dks lwpuk ns dj] mUgs a Hkyh iz dkj ls le>kdj ikjLifjd fgrksa ] iz;Ruks a es a ,drk] lUrqyu rFkk leUo; LFkkfir djds >xM+ ks a dks de dj ldrs gSA vus d ckj ,s lk Hkh gksrk gS fd lwpukvksa ds vf/ d`r L=kks r ds lgh :i esa ugha igq ¡p ikus ds dkj.k erHksn] Hkze bR;kfn mRiUu gks rs gS a vkSj la?k"kks a Z ds mRiUu gksus dh laH kkouk c<+ tkrh gSA izHkko'kkyh la ns 'k ds ekè;e ls lgh lwpuk;s a lgh L=kks r ls iz sf"kr djds la ?k"kks Za dks de fd;k tk ldrk gS A
Group-II ( fgUnh )
245
4- iQhMCkS d izHkko'kkyh la iz s "k.k ds fy, lnS o iQhMcS M dh vko';drk gks rh gSA iQhMcS d }kjk ;g le>k tk ldrk gS fd iz s "kd Lrj ij vojks/ ;k ekè;e Lrj ij vojks/ ;k iz kIrdrkZ ds Lrj ij vojks/ gks jgk gSA 1- iz s "kd Lrj ij vojks/
(i) (ii) (iii)
iz s "kd }kjk vlUrq fyr lEiz s "k.k iz s "kd }kjk xyr rjhds dk iz ;ks x iz s "kd dk vi;kZ Ir ;k =kq fViw .kZ Hkk"kk dk Kku
2- ekè;e Lrj ij vojks /
(i) (ii) (iii)
Jks rk ds vuq :i ekè;e dk u gks uk ,d lkFk dbZ foijhr ekè;e dk iz ;ks x la pkj ekè;e dk xyr p;u
3- iz kIrdrkZ ds Lrj ij vojks/
(i) :fp dk vHkko (ii) iz kIrdrkZ ds 'kkjhfjd] Jo.k ,oa n` f"Vnks "k (iii) iz kIrdrkZ ds v/khjrk ,oa ekufld :i ls vLOkLFkrkA bl dkj iz fofHkUu iz dkj ds fV;ks =kq a ,oa udkjkRde fopkjks a] dk;ks Za dks iQhMcS d ds ekè;e ls fuokj.k fd;k tk ldrk gSA
[k.M&IV ekS f[kd la iz s"k.k ,oa 'kkjhfjd Hkk"kk iz dkj 1- rkS j rjhds ,oa vk/kjHkw r f'k"Vkpkj f'k"Vkpkj euq "; ds thou es a vfr vko';d gks rk gSA f'k"Vkpkj gh euq "; dks i'kq ls vyx djrk gSA ^euq* th us ^euqLe` fr* es a fy[kk gS & ^^euqH o**] kZ ^^f'k"V% Hko** vFkkZ r euq "; cuks f'k"V (lH;) cuksA f'k"Vkpkj ds }kjk ge lekt esa ifjokj es a vius dk;Z LFky ij vkS j vUrohZ{ kk es a ,d LFkku cuk ldrs gSA dgk x;k gS & ^^vkpkjghue~ u iq ufUr os nk**] vFkkZ r vkpj.k ls ghu O;fDr dks os n Hkh ifo=k ugha dj ldrs gSA vr% ges a rkS j rjhds Hkh lh[kuk pkfg,] okrkZ yki eè;e vkokt es a gks uk pkfg,] ckr djus ds le; 'kjhj dks fgykuk ugha pkfg,A ,d dq 'ky Jks rk cuuk pkfg,] iq u% ge oDrk Hkh cu ldrs gSA
246 Communication Skill-II
2- 'kkjhfjd Hkk"kk }kjk la iz s "k.k ,d lH; euq"; dks 'kkjhfjd Hkk"kk] 'kkjhfjd HkkoHka fxek }kjk igpku fd;k tk ldrk gSA tc ge fdlh ls okrkZ yki djrs gS rks 'kkjhfjd Hkko Hka fxek }kjk gekjs O;fDrRo dk igpku gks rk gSA okrkZ yki es a gekjs vkRecy dk irk pyrk gS A gekjs ik 'kkd s Hkh ifjfLFkfr] okrkoj.k ,oa 'kkjhfjd cukoV ds vuq dw y gksuk pkfg,A vxj ge izHkkodkjh ,oa mfpr iks 'kkd dks /kj.k fd, gq , gS rks gekjk la iz s "k.k izHkkodkjh gks rk gSA ge la okn }kjk vius 'kkjhfjd HkkoHka fxek }kjk yks xks a ds O;fDrRo ij viuk vfeV Nki Nks M+ rs gSA
3- eq[kkd` fr }kjk la iz "k.k s izHkkodkjh la iz s "k.k ds fy, eq [kkd` fr dk fo'ks "k izHkko iM+ rk gSA la iz s "k.k es a gekjk HkkoHka fxek lE;d:i ls jguk pkfg,A okrkZ yki djrs le; n`f"V lEca / vko';d gks rk gSA vxj ge vus dyks xks a ds chp es a la okn djrs gS rks Hkh gekjh n`f"V iz R;s d lnL;ks a ls feyuh pkfg,A gekjs vk¡ [kks es a vkRefo'okl] eq [k ij iz lUurk dk Hkko >yduk pkfg,A gekjs eq [k ij fpUrk dk Hkko] mnklhurk dk Hkko] Øks/ dk Hkko dnkfi ugha jguk pkfg,A gekjs eq [k ij r` us Ro dk Hkko] fouez rk dk Hkko fn[kuk pkfg,A bl iz dkj ge eq [kkd` fr }kjk la iz s"k.k dks izHkkodkjh cuk ldrs gSA
4- lkew fgd ifjppkZ] fookn] foLr` r 'kS yh dk fodkl lkew fgd ifjppkZ gekjs Kku dks foLr` r vkS j izHkkodkjh cukrk gSA rq ylhnkl th us jkepfjreku es a fy[kk gS & ^^fcuk lRla x foos d u gks bZ* *] vxj dks bZ Hkh O;fDr lew g es a vius fopkjks a dks vius rdks a Z dks Li"V vkS j izHkkodkjh :i ls Lrq iz r djrk gS rks mles a vkRecy c<+ rk gSA vxj O;fDr ds Lrq iz rhdj.k es a dks bZ fV =kq jgrk gS rks lew g ds }kjk fuokj.k fd;k tkrk gSA lkew fgd ifjppkZ vkS j fookn es a O;fDr ds Jo.k 'kfDr] Lej.k'kfDr vkS j okDiVq rk es a mÙkjks rj fodkl gks rk tkrk gSA lkew fgd ifjppkZ ds }kjk izHkkodkjh okDiVq rk fodflr gks rh gS us r` Ro iz n'kZ u dk Hkko tkxz r gks rk gS] 'kkjhfjd Hkko&Hka fxek es a lw/ kj gks rk gS] lEiz s "k.k 'kfDr ,s lh izHkkodkjh gks tkrh gS fd O;fDr ds O;fDrOr dk lokZ a xh.k fodkl Li"V :i ls fn[kkbZ ns rk gSA Assignment dk;ZHkkj@iz 'u
1-
la iz s"k.k iz fØ;k ls lac f/r a Mk;xz ke
la iz s "k.k fo'ks "krk iz dkj izHkkoh la iz s "k.k
iQhMcS d
Group-II ( fgUnh )
2-
247
la iz s"k.k ds iz dkj ,oa fLFkfr (i) vkUrfjd ( ii) okg~ ; (iii) oS ;fDrd
3-
fo"k; ds vuq lkj dgkuh ys [ku ,oa vuq PNs n ys [ku dgkuh es a Øfed fodkl ik=k] ifjos 'k vkS j la okn ik=kks a dk okrkZ yki vkS j pje mRd"kZ dgkuh dh f'k{kk vuq PNs nys [ku Hkk"kk 'kq¼] de 'kCnks a es a vf/d ls vf/d Hkko vkS j fopkj fufgr gksA okD; ,d&nw ljs ls lac f/r a gksA Hkko vkS j Hkk"kk dh vfHkO;fDr es a Li"Vrk ekS fydrk vkS j ljyrk gks uh pkfg,A tS ls&ijh{kk Hkou dk n` ';] LokLF; gh thou gS] ukjh 'kfDr] jk"Vª h; ,drk] bR;kfn
4-
rduhdh ,oa oS Kkfud 'kCnkoyh HkkS frd ;k vtS fod la ?kVd] vuSfrd ;k tS fod la ?kVd iz nw "k.k dk mn~ xe] ehFks u] dkcZ ueks uks vkDlkbM] vkls fud] Z Ýyks jkbM] viektZ d] e` nk iz nw "k.k] fM;ks js /ehZ] vks tks uA
5-
cS d a ls la ca f/r 'kCnkoyh xz kgd ls ok] fuf/ va rj.k] orZeku cS ys l] a ps d dk LVkW i is es V] a ps d dk LVs Vl] ,l ,e ,l cS fdx a dk ia thdj.k] vkj Vh th,l] ,ub,iQVh] eYVh ps d] Øs fMV] Ms fcV] 'ks "kjkf'k
6-
O;olkf;d i=kks a dks fy[ks a (i) (ii) (iii)
ukS djh ds fy, vkos nu iq Lrd foØs rk ds ikl iq Lrd ds fy, i=k lekpkj i=k es a fdlh fLFkfr dk o.kZ u bR;kfn
248 Communication Skill-II
Sem-I (Group-II)
fo'ks "k ikB`; lkexzh (B)
la çs "k.k ;k la pkj dh çd` fr la pkj dh iz d` fr ij fopkj djrs le; ;g iz 'u mBrk gS fd ;g dyk gS ;k foKku\ fdlh fo"k; fo'ks "k ls lEcfUèkr] O;ofLFkr ,oa Øec¼ vè;;u dks foKku dgrs gS aA Kku oS Kkfud fof/;ks a ij vk/kfjr gks uk pkfg,_ tcfd dyk ,d ,s lk dkS 'ky gS ftls vH;kl ds }kjk izHkkoh
la iz s"k.k dh fo'ks "krk,¡ (Characteristics of Communication) la pkj ,d ekuoh; iz fØ;k gS blfy, i'kq &if{k;ks a }kjk dh xbZ la pkj iz fØ;k dk lEiz s s "k.k ds {ks =k ls ckgj gh j[kk tkrk gSA la pkj ,d euks oS Kkfud ,oa lkekftd iz .kkyh gSA la pkj ds fy, de ls de nks i{kks a& iz "kd s vkS j iz kIrdrkZ dk gks uk vko';d gks rk gSA la pkj ds fy, dq N lw puk,¡ rFkk fopkj] fu.kZ ;] Hkkouk,¡] bpNk rFkk la os x vko';d gS aA la pkj s "kd iz vkS j iz kIrdrkZ ds O;ogkjks a dks izHkkfor djrk gSA vr% bles a vUr%fØ;k gks rh gSA la pkj es a mi;q Dr ekè;e dk p;u lks p le> dj djuk pkfg,A la pkj ds lk/u dbZ iz dkj ds gks ldrs gS a& ekS f[kd] fyf[kr ;k la ds r vkS j b'kkjsA la pkj ds ik¡ p rRo gks rs gS a& (i) lUns 'kokgd oDrk vFkok ys [kd@la oknnkrk (ii) fopkj] tks lUns 'k] vkns 'k ;k vU; :i es a gS@la okn (iii) la okgu dgus] fy[kus ;k tkjh djus ds :i es a@ ekè;e
Group-II ( fgUnh )
249
(iv) lUns 'k kIr iz djus okyk@iz kIrdrkZ (v) lUns 'k iz kIrdrkZ dh iz friq f"V@iz frfØ;k la pkj dk vFkZ lw pukvks a ,oa lUns 'kks a dks ,d O;fDr (lew g) ls ljs nw O;fDr (lew g) rd Hks tuk gh i;kZ Ir ugha gSA blds lkFk gh ;g t:jh gS fd lw puk dks iz kIrdrkZ mlh vFkZ es a le>s ftl Hkko es a mlw lw puk nh xbZ gSA lw puk Hkstus@iz s "k.k djus okyks dks 'Encoder' rFkk lwpuk iz kIr djus okys dks 'Decoder' dgk tkrk gSA fopkj lUns'k
lUns'k iz kfIr fopkj
dwV ys [ku
ekè;e
dwV&opu
la pkj f}ekxhZ iz fØ;k gSA bles a nks O;fDr ;k lew gks ds eè; lUns 'k dh vnyk&cnyh gks rh gSA iz kIrdrkZ viuh iz frfØ;k iz s "kd dks iz nku djrk gSA rHkh la pkj dh iz fØ;k lEiw .kZ ekuh tkrh gSA lUns 'k iz "k.k s ekè;e iz kIrdrkZ ekè;e
la pkj ,d :Vhu ,oa lrr iz fØ;k gSA dHkh u lekIr gks us okyh la pkj fØ;k iz yxkrkj fo|eku jgrh gSA vk/q fud ;qx es a vus d la pkj ekè;e iz ;ks x es a yk, tkrs gS aA lw puk ØkfUr ds orZ eku ;q x es a lapkj ds fy, ijEijkxr ekè;e_ tS ls& i=kkpkj] Vs yhiQks u] lekpkj i=k ds lkFk&lkFk rhoz xfr okys vk/q fud la pkj ekè;e tS ls& Vs yhiQS Dl] bUVjus V] bZ& es y] fofM;ks dkW UÚs fla a x iz; x ks es a yk, tk jgs gS aA eks ckby iQks u ds iz ;ks xdrkZv aks dh la [;k es a rhoz o` f¼ bZ gq gSA la pkj dh ØkfUr us fo'o dks bruk fudV dj fn; gS fd bls oS f'od xk¡ o dh la Kk nh tkus yxh gSA la pkj dk {ks =k vR;Ur O;kid gSA ;g ,d vUrfoZ "k;d gS] ftles a vus d dkjdks a dk feJ.k gSA la pkj dks la xBu dk frU=kdk Hkh dgk tkrk gSA
la pkj ds iz dkj (Types of Communication) fdlh la xBu es a la pkj fuEufyf[kr rhu iz dkj dk gks rk gS& (i) vkUrfjd (ii) cká la pkj (iii) oS ;fDrd la pkj la pkj dh fn'kk ds vuq lkj] la pkj dk oxhZ dj.k bl iz dkj fd;k tkrk gS& (i) mQij dh vks j la pkj (ii) uhps dh vks j la pkj (iii) leku Lrj dk la pkj la pkj ds fuEufyf[kr iz eq [k ekè;e gS a&
1- 'kkfCnd ekè;e (Verbal Medium) iz kf.k;ks a es a euq "; Js "B blfy, ekuk tkrk gS fd blds ikl mldh 'kkfCnd Hkk"kk gS A tcfd vU; iz k.kh ds oy èofu ,oa b'kkjs rd lhfer gS aA 'kCn Hkk"kk ls vfHkO;fDr ljy] lq xe ,oa cks/xE; gks tkrh gSA
250 Communication Skill-II
(d) ekS f[kd la pkj (Oral Communication)
tc dks bZ la ns 'k ;k lw puk cks ydj iz s f"kr dh tk, rks bls ekS f[kd la pkj dgrs gS aA bles a nks i{k&iz s "kd vkS j iz kIrdrkZ gks rs agSA bl iz dkj ds la pkj }kjk gh ekuoh; lEcU/ks a dh LFkkiuk gks rh gSA la xBu es a vkS ipkfjd vkS j vukS ipkfjd la pkj dk ekè;e ekS f[kd gh gks rk gSA ekS f[kd la pkj ds ekè;e& ekS f[kd la pkj es a fuEufyf[kr ekè;e mi;ks x es a yk, tkrs gS a& (i) vkeus&lkeus okrkZ yki (ii) nw jHkk"k ij okrkZ yki (iii) fM;ks js iz lkj.k (iv) Vs i fjdkMZ j (v) lk{kkRdkj (vi) lkew fgd la okn (vii) lHkk,¡ (viii) lEes yu (ix) fopkj xks "Bh (x) Hkk"k.k (xi) ?kks"k.kk,¡ ;g la pkj dk 'kh/z re ekè;e gSA blls /u o le; dh cpr gks rh gSA ;g vf/ ekS f[kd la pkj ds xq .k@ykHk& d izHkkoiw.kZ gks rk gSA mPpkj.k ds
tc lEiz s "kh dks bZ lw puk vFkok lUns 'k fyf[kr es a lEis f"kr djrk gS rks og fyf[kr lapkj@lEiz s "k.k dgykrk gSA bl iz dkj ds lapkj ds fy, fdlh Hkk"kk] dw V la ds r vkfn dk iz ;ks x fd;k tkrk gSA foLr` r] LFkk;h rFkk Hkfo"; es a lUnHkZ ds :i es a j[ks tkus okys lUns 'kks a dk fyf[kr la pkj fd;k tkrk gSA i=k] Vs fyxzke] ifji=k] Kku] iz fros nu] iQkeZ] lw{ e] lwpuk] iz 'ukoyh] fuekoyh] [kkfp=k] js fp=k] pkVZ] iQS Dl] bZ& es y] dkW EiS DV fMLd] Ýykih ,oa fyf[kr 'kCn&fyf[kr la pkj es a 'kkfey gks rs gS aA fyf[kr lEiz s "k.k dk {ks =k vR;f/d O;kid gSA ;g nw jLFk {ks =kks a es a Hkh vklkuh ls igq p ¡ tkrk gSA ;g LFkk;h fjdkMZ ds :i es a oS |kfud :i ls Lohdkj fd;k tk ldrk gS A ;g mÙkjnkf;Ro fu/kZ j.k es a lgk;d gks rk gSA bldk fØ;kUo;u gks us ij mÙkjnk;h O;fDr dh igpku vklkuh ls dh tk ldrh gS A fdUrq bl iz dkj dk la pkj eg¡ xk gSA bles a le; yxrk gSA
Group-II ( fgUnh )
251
1- v'kkfCnd ekè;e (Non-Verbal Medium) bl dkj iz ds la pkj es a fdlh Hkh iz dkj ds Hkk"kkxr 'kCnks a dk iz ;ks x ugha fd;k tkrkA bles a fpUgks a] y{k.kks] la ds rks rFkk lw fpr fpUgks a dk iz ;ks x fd;k tkrk gSA v'kkfCnd ekè;e dk oxhZ dj.k bl dkj iz fd;k tk ldrk gS& (i) n` '; la ds r& fp=k] is fUa Vx] pkVZ] [kkfp=k] js uDdk'kh] [kq nkbZ ] iks LVj] lkbu cks MZ] ifjogu ekXkZ dh cfÙk;k¡ (yky] ihyh] gjh) ,Ecq ys Ul ,oa vf/dkjh dh xkM+ h ij ?kwerh cÙkhA (ii) JO; la ds r&
izHkkoh la pkj es a ck/k,¡ (Impediments in Effective Communication) la pkj ds ekxZ es a dHkh&dHkh dq N ck/k,¡ vk tkrh gS] ftuds dkj.k la pkj /kjk vius mn~ ns '; dks izkIr ugha dj ikrh gSA bu ck/kvks a ds dkj.k lEiz s "k.k es a oØrk] v'kq ¼rk rFkk vi;kZ Irrk vk tkrh gSA bu ck/kkvks a dks fuEu Hkkxks a es a ck¡ V ldrs gS a& (i) euks oS Kkfud vojks/& blds vUrxZ r v:fp] iw oZ / kj.kk,¡ ] fpUrk] vo/ku dk vHkko] erHksn] foijhr Hkkouk,¡ rFkk /kj.kk,¡ ] Hk; vkfn vkrs gS aA (ii) i` "Bxr vojks/& i` "BHkw fe] f'k{kk vkS j iz R;k'kk esa vUrj gks us ls lkekftd rFkk jktuhfrd fopkjks a es a vUrj vk tkrk gSA (iii) Hkk"kkxr vojks/& Hkk"kk gekjs fopkjks a dks iz dV djus dk eq [; ekè;e gS] ijUrq Hkk"kk dh fofHkUurk izHkkoh la pkj ds ekxZ dh lcls cM+ h ck/k gSA Hkk"kk lEcU/h vKkurk] vFkZ dh vLi"Vrk] mPpkj.k nks "k] vLi"V la ds r vkfn dks blds vUrxZ r lfEefyr djrs gS aA (iv) HkkS frd vojks/& blds vUrxZ r ge ekufld rFkk 'kkjhfjd nks "k] jh] nw vn` ';rk] vU;=k O;Lrrk vkfn dks 'kkfey djrs gS aA bu vojks/ aks dks la pkj iz fØ;k ds fofHkUu pj.kks a @Lrjks a ij ns [k ldrs gS a&
252 Communication Skill-II
(d)
iz s "kd Lrj ij vojks ?k (Hindrance at Sender Level) (i) (ii) (iii) (iv)
([k)
}kjk vla rq fyr lEiz s "k.kA }kjk xyr rjhds dk iz ;ks xA dk ik;kZ Ir o =kq fViw .kZ Hkk"kk KkuA }kjk lEis z "k.k rq gs vizHkkoh okrkoj.k dk fuekZ .kA
ekè;e Lrj ij vojks ?k (Hindrance at Medium Level) (i) (ii) (iii)
(x)
iz s "kd iz s "kd iz s "kd iz s "kd
Jks rk ds vuq :i ekè;e dk u gks ukA ,d lkFk dbZ foijhr ekè;e dk iz ;ks xA la pkj ekè;e dk xyr p;uA
iz kIrdrkZ ds Lrj ij vojks?k (Hindrance at REceiver Level) (i) (ii) (iii)
:fp dk vHkko rFkk oS ;fDrd ,oa oS pkfjd fHkUurk dk gks ukA iz kIrdrkZ ds 'kkjhfjd] Jo.k ,oa n` f"Vnks "k iz kIrdrkZ dh v/hjrk rFkk 'kkjhfjd ,oa ekufld :i ls vLoLFkrk
d{kk es a izHkkoh la pkj (Effective Communication in Class) d{kk es a izHkkoh la pkj ,d izdkj dk la pkj gSA bles a nks i{k vè;kid vkS j f'k{kkFkhZ gks rs gS aA bles a eq[; Hkw fedk f'k{kd fuHkkrk gS] fdUrq ;g Hkh lR; gS fd f'k{kd vkS j fo|kFkhZ@ f'k{kkFkhZ nks uks a gh d{kk es a la pkj iz fØ;k es a lh[krs Hkh gS a vkS j fl[kkrs Hkh gS aA d{kk ds fØ;k&dyki Hkh la pkj iz fØ;k es a 'kkfey gS aA bles a fopkjks a rFkk lwpukvks a dk vknku&iz nku gks rk gSA ;fn lEiz s "k.k ds vk/kj ij f'k{k.k vf/xe iz fØ;k dks ns [kk tk, rks Li"V gks xk fd f'k{k.k lapkj iz fØ;k okLro es a lEiz s "k.k fØ;k iz gh gS] tks fujUrj pyrh jgrh gS A d{kk es a la pkj iz fØ;k rRo fuEufyf[kr gS a& (i) iw Nuk (ii) dguk (iii) lq uuk (iv) le>uk
d{kk es a izHkkoh la pkj ds fy, vko';d rÙo (Essential Elements for Effective Communication in Class)
,d vPNs f'k{kd dh {kerk dk vkdyu mlds ckS f¼d Lrj ds lkFk mldh f'k{k.k i¼fr dh fof'k"Vrk vkS j fofo/rkvks a ij djuk pkfg,A d{kk es a izHkkoh la pkj ds fy, vko';d gS fd f'k{kd dks vius Nk=kks a dks le>us vkS j fo|kfFkZ ;ks a ds ckS f¼d Lrj ds vuq lkj muls okrkZ yki djus dh ;ks X;rk gks uh pkfg,A f'k{kd
Group-II ( fgUnh )
253
gh vius fo"k; es a iw .kZ Kku gksus ij fo|kfFkZ ;ks a es a fo"k; ds iz fr :fp mRiUu dj mudh ftKklk dks 'kkUr dj lds xkA pw fd ¡ f'k{k.k iz fØ;k lkekU; ekS f[kd la pkj gks rk gS ,oa iz s "kd vkS j kIrdrkZ iz vkeus&lkeus gks rs gS a] blfy, ;g vf/d izHkkoh gks rk gS vkS j f'k{kd viuh ckrks a dks le>kus ds fy, iz ks ts DVj] xz kiQ] [kkfp=k js rFkk f'k{kk {ks =k es a mi;ks xh uohure midj.k dk iz ;ks x dj ldrk gSA bl rjg iz s "kd ds Lrj ij mRiUu gks us okyh ck/kvks a dks nw j dj d{kk esa izHkkoh la pkj fd;k tk ldrk gSA ekS f[kd la pkj es a ekè;e ugha gk rk s gS vr% izHkkoh la pkj ds fy, ;g vko';d gS fd iz kIrdrkZ (f'k{kkFkhZ)] is z "kd (vè;kid) ls iz kIr lw puk ,oa rF;ks a dks lgh :i es a xz g.k djsA blds fy, f'k{kd dks pkfg, fd og Nk=kks a ds ckS f¼d Lrj ds vuq :i f'k{kk nsA d{kk dk okrkoj.k vuq dw y vkS j iz tkrkfU=kd gks uk pkfg,] ftles a Nk=kks a dks iz 'u iwNus vks j viuh jk; ns us dh iw jh LorU=krk gksA bl la pkj iz fØ;k es a iz friq f"V rq jUr gh iz kIr gks tkrh gS ftlls la pkj dh liQyrk fdruh gq bZ ] bldh tkudkjh fey tkrh gSA Nk=kks a dks Dykl@d{kk es a vius fopkj j[kus dk ekSdk ns uk pkfg,A Nk=kks a ds fopkj dks è;ku ls lq uus vkS j muds mi;q Dr fopkjks a dh ljkguk vkS j xyr /kj.kk dks fopkj fofue; vkS j O;k[;;k }kjk lgh djuk pkfg,A blds vfrfjDr iz R;s d Lrj ij okrkoj.k ds lkFk lEidZ es a jguk pkfg,A f'k{kd viuh tkudkjh dks v|ru j[ks aA ubZ rFkk mÙke ikB ;ks tukvks a dk lekos 'k djuk pkfg,A Nk=kks a dh ;ks X;rk ds vuq dw y fofèk;ks a vkS j lkefxz ;ks a dk iz ;ks x djuk pkfg,A Nk=kks a dks fopkj djus] rdZ djus vkS j leL;k gy djus dk ekS dk uk ns pkfg,A f'k{k.k@d{kk es a izHkkoh la pkj ds fy, vko';d gS fd Nk=kks a ds] muds vfHkHkkodks a ds lkFk f'k{kd ds lEidZ vPNs gks aA blls Nk=kks a dh ?kjs yw leL;k vkS j vfHkHkkodks a ds n` f"Vdks .k dks le>dj] f'k{kd Nk=k dh euks n'kk ds vuq :i f'k{kk ns lds xkA d{kk vkS ipkfjd f'k{kk iz kIr djus dk iz eq [k LFkku gSA ;gk¡ ckyd O;ofLFkr vkS j mn~ ns ';ijd f'k{kk iz kIr djrk gSA ckyd vius vè;kid ,oa vius lkfFk;ks a ds lkFk vUr%fØ;k djrk gSA d{kk es a lEiz s "k.k ekS f[kd ;k fyf[kr gks rk gSA vè;kid dks ckyd ds lkFk lkekU; Hkk"kk es a lEiz s "k.k djuk pkfg,A vè;kid dk dÙkZ O; gS fd og f'k{k.k ds lkFk&lkFk Nk=kks a dh ftKklk o 'ka dkvks dk lek/ku djrk pysA '; n` ,oa JO;&n` '; lk/uks a dk iz ;ks x izHkkoh la pkj ds fy, fd;k tk ldrk gS A
tulapkj (Mass Communication) tula pkj ds ekè;e ls 'k ns es a yks xks a dks LoLFk euks ja tu ds lkFk&lkFk jk"Vª h; uhfr vkS j dk;Z Øeks a ds iz fr tkx:d cukus rFkk jk"Vª fuekZ .k ds iz ;kl es a Hkkxhnkj Hkh cuk;k tkrk gS A lw puk] iz lkj.k vkS j fiQYe {ks =k rhu iz eq [k tulapkj ds lk/u gS aA budk fu;eu ,oa fu;U=k.k lwpuk vkS j iz lkj.k eU=kky; djrk gSA lekpkj&i=k ds dkedkt ij Hkkjrh; iz s l ifj"kn~ utj j[krh gSA ljdkj dh ehfM;k bdkb;k¡ Hkh gS a& i=k lw puk dk;kZy;] iQks Vks izHkkx] lekpkj i=k ia th;d] xos "k.kk ,oa iz f'k{k.k foHkkx] iz dk'ku foHkkx] xhr o ukVd izHkkxA iz lkj.k ds {ks =k es a iz lkj Hkkjrh] ftls o"kZ 1997 ds vf/fu;e ls xfBr fd;k x;kA nw jn'kZ u vkS j vkdk'kok.kh
254 Communication Skill-II
dks blds vUrxZ r yk;k x;kA 'kHkj ns es a djhc lkS futh pS uy rFkk ds cy VodZ us iz lkj.k {ks =k ds vUrxZ r gS aA fiQYe fuekZ .k xS j&ljdkjh {ks =k es a gS ys fdu fiQYe izHkkx] fiQYe lekjks g funs 'kky;] jk"Vª h; fiQYe fodkl fuxe] ds Unz h; fiQYe iz ek.khdj.k cks MZ] Hkkjrh; fiQYe vfHkys [kkxkj vkS j cky fiQYe lks lk;Vh ds ekè;e ls ljdkj fiQYeks a ds {ks =k es a Hkkxhnkjh djrh gS A ljdkj us nks fiQYe ,oa yhfotu Vs la LFkku LFkkfir fd, gS aA 1980 ds n'kd es a jn'kZ nw u us vius pS uyks a ds jk"VªO;kih iz lkj.k ds fy, buls V dk ;ks iz x 'kq: fd;k vkS j ns 'kHkj es a 1000 ls vf/d Hkw &fLFkr Vª ka lehVj LFkkfir fd, x, agSA lw puk ds la dyu vkS j lkj iz es a dEi;w Vj ds mi;ks x ls ØkfUrdkjh iz xfr gq bZ gSA duots l Z ;kuh la lk/uks a ds cgqfo/ mi;ks x dk iz pyu ,d vkS j iz kS |ks fxd iz xfr gS] ftlus lew ps ehfM;k ifjn` '; dks iz Hkkfor fd;k gSA fiQYe] Vs yhfotu vkS j la xhr m|ks x dh fofHkUu 'kk[kkvks a es a ;gh iz .kkyh viukbZ tk jgh gsA jla nw pkj] dEI;w Vj ;k iz lkj.k lHkh ds fy, ,d gh mixz g vkS j vkW fIVdy iQkbcj dks lw puk iz lkj ds ew y
iz lkj Hkkjrh ns 'k es a lkoZ tfud iz lkj.k ls ok gSA blds nks ?kVd gS a& vkdk'kok.kh rFkk nw jn'kZ uA 23 uoEcj] 1997 dks iz lkj Hkkjrh dk xBu fd;k x;kA bls fuxe cuk fn;k x;kA fuxe dk dk;Z la pkyu izlkj Hkkjrh cks MZ }kjk fd;k tkrk gS] ftles a ,d vè;{k] ,d dk;Z dkjh lnL; (eq [; dk;Z dkjh vf/dkjh)] ,d foÙk lnL;] ,d dkfeZ d lnL; rFkk N% va 'kdkfyd lnL; gks rs agSA bldk vè;{k va 'kdkfyd lnL; gks rk gS] ftldk dk;Zdky 6 o"kZ dk gks rk gSA iz lkj Hkkjrh dk eq [;ky; ubZ fnYyh es a gSA vkdk'kok.kh (Akashvaani)
Hkkjr es a fM;ks js dk igyk dk;Z Øe o"kZ 1923 es a eq EcbZ ds fM;ks js Dyc }kjk gq vkA blds ckn o"kZ 1927 es a eq EcbZ rFkk dks ydkrk es a futh LokfeRo okys nks Vª ka lehVjks a ls izlkj.k ls ok dh LFkkiuk gq bZ A o"kZ 1930 es a bUgs a ljdkjh fu;U=k.k es a ys fy;k x;k vkS j Hkkjrh; iz lkj.k ls ok ds uke ls iz kjEHk fd;k x;kA o"kZ 1936 es a bldk uke vkW y bf.M;k fM;ks js rFkk o"kZ 1957 es a vkdk'kok.kh dj fn;k x;kA LorU=krk kfIr iz ds le; ns 'k es a Ng vkdk'kok.kh ds Unz vkS j 18 Vª ka lehVj Fks vkS j 11 iz fr'kr tula [;k rd bldh igq p ¡ FkhA bl le; 215 vkdk'kok.kh ds Unz vks j 337 Vª ka lehVj gS] ftudh igq p ¡ ns 'k dh 99-13 iz fr'kr tula [;k rd gSA vkdk'kok.kh ^cgq tu fgrk;]cgqtu lq [k;* ds y{; ij è;ku ds fUnz r djrs gq , dke djrk gS rkfd lw puk] f'k{kk vkSj euks ja tu ds ekè;e ls tuer dh [kq 'kgkyh vkS j muds dY;k.k dks iz ks Rlkgu fn;k tk ldsA vkdk'kok.kh fuEuka fdr pS uyks a ds }kjk viuh ls ok,¡ iz nku djrk gS& (i) iz kFkfed pS uy (ii) jk"Vªh; pS uy (iii) fofo/ Hkkjrh (iv) ,iQñ ,eñ pS yu (v) fons 'k lkj.k iz pS uy 1 viz S y] 2004 ls vkdk'kok.kh ds 12 ds Unz ks a ls ^fdlkuok.kh* dk;Z Øe 'kq : fd;k x;k gSA ,iQñ ,eñ ij ^Kkuok.kh* pS uy iz kjEHk fd;k x;k gS] ftlds pkj ?k.Vs ds iz lkj.k es a 'kkL=kh; la xhr]
Group-II ( fgUnh )
255
d{kk&f'k{k.k] foKku o cPpks a ds fy, dk;Z Øe gks rs gS aA 'kke es a bldk iquiz lkj.k Z fd;k tkrk gSA ;g bXuw ds lg;ks x ls cuk;k x;k dk;Z Øe gSA ca xkyq : es a ,iQñ ,eñ ij ^'kkL=kh; la xhr* pS uy 'kq : fd;k x;k gSA bUVj,fDVo fM;ks js ls ok ds ekè;e ls Jks rk] dk;Z Øe Lrq iz rdrkZ ls ckrphr dj ldrs agS vkS j viuh ilUn dk xhr lqukus dk vkxz g dj ldrs gS aA vkdk'kok.kh dk fons 'k ls ok izHkkx Hkkjr vkS j 'ks"k fo'o ds chp lw =k dk dke djrk gSA bl le; nq fu;k Hkj ds yxHkx 100 ns 'kks a ds fy, 16 fons 'kh rFkk 11 Hkkjrh; Hkk"kkvks a es a ;g iz lkj.k djrk gSA lkeq nkf;d fM;ks js LVs 'ku@iz lkj.k ds ykbLks Ul ekU;rk iz kIr lq O;ofLFkr f'k{kk la LFkkuks a@ la xBuks a dks fn;s x, gS aA
nw jn'kZ u (Doordarshan) nw jn'kZ u dk igyk iz lkj.k 15 flrEcj] 1959 dks vkdk'kok.kh Hkou] ubZ fnYh es a fd;k x;kA o"kZ 1965 es a lekpkj cq ys fVu dk fu;fer lkj.k iz 'kq : gqv kA lkr o"kZ ckn eq EcbZ es a nw ljs yhfotu Vs ds Unz es a lkj.k iz ls ok 'kq : gq bZ A xhu ja iz lkj.k dh 'kq:vkr o"kZ 1982 es a ubZ fnYh es a vk;ks ftr ,f'k;kbZ [ks yks a ds nkS jku bZ gq A bl le; jn'kZ nw u ds 25 pS uyks a ls dk;Z Øe fn[kk, tk jgs agSA MhñMhñ] us 'kuy MhñMhñ U;w t] MhñMhñ Liks V~ lZ ] MhñMhñ Hkkjrh] MhñMhñ Kkun'kZ u vkfnA MhñMhñ us 'kuy ij jk"Vª h; dk;Z Øe fn[kk, tkrs gS] ftudk eq [; mn~ ns '; jk"Vª h; ,drk dks c<+ kok ns uk rFkk ,dtq Vrk ,oa HkkbZ pkjs dh Hkkouk iS nk djuk gSA n'kZd aks dh la [;k dh f"V n` ls 'k ns es a bl pSuy dk igyk LFkku gSA MhñMhñ Hkkjrh f'k{kk vkS j euks tu ja ^,tq Vs ues UV* ij vk/kfjr pS uy gSA bl pS uy ds rhu [k.M gS&LokLF;] cky] dyk ,oa la Ld` frA xq .koÙkk;q Dr f'k{kk rd lcdh igq p ¡ dk;e djus ds mn~ ns '; ls jn'kZ nw u us 26 tuojh] 2000 ls 'kS{kf.kd pS uy Kku n'kZ u vkjEHk fd;k gSA ;g mixz g pS uy bXuw vkS j ekuo la lk/u fodkl eU=kky; ds lg;ks x ls la pkfyr fd;k tk jgk gSA blds dk;Z Øeks a es a kFkfed] iz ekè;fed vkS j fo'ofo|ky; Lrjh; f'k{kk] rduhd vkS j O;kolkf;d f'k{k.k iz ds ckjs es a tkudkjh nh tkrh gS A ;g f'k{kk ds fr iz lefiZ r Hkkjr dk izFke pS uy gSA fodkl la pkj izHkkx dh LFkkiuk ekpZ 2001 esa dh xbZ A bldh LFkkiuk ljdkj ds eU=kky;ks a rFkk lkoZ tfud {ks =k ds miØeks a ds fy, foi.ku rFkk dk;Z Øe djkus ds fy, dh xbZ A bl izHkkx ds dY;k.kh vfHk;ku us o"kZ 2004 es a jk"Vª e.My dk iz frf"Br ^xs V~ l eys fj;k vokMZ* thrkA
iz s l ,oa fiz UV ehfM;k@lekpkj i=k iath;d (Press and Print Media) lu~ 1953 es a iz Fke iz s l vk;ksx dh fliQkfj'k ds vk/kkj ij 1 tq ykbZ ] 1956 dks Hkkjr ds lkekpkj i=k ia th;d ;k iz s l th;d ia dk dk;kZ y; vfLrRRo es vk;kA o"kZ 2003&2004 dh fjiks VZ ds vuq lkj 31 ekpZ ] 2004 rd ia thd` rekpkj i=k@if=kdkvks a dh dq y la[;k 58]469 FkhA bles a 6]287 nS fud] 361 f=k@f} lkIrkfgd] 20329 lkIrkfgd] 7]694 ikf{kd] 17]124 ekfld] 4]101 =kSekfld] 541 okf"kZ d ,oa 2]032 vU; dky vof/ ds FksA fnYyh es a 11 Hkk"kkvks a es a i=k&if=kdkvks a dk iz dk'ku gqv kA blds ckn egkjk"Vª es a
256 Communication Skill-II
10 Hkk"kkvks a es a] ds jy rFkk dukZ Vd es a 9&9 Hkk"kkvks a es a rFkk if'peh ca xky es a 7 Hkk"kkvks a es a iz dk'ku gqv kA mÙkj iz ns 'k es a lcls vf/d (9]492) lekpkj i=kks a dk ia thdj.k gqv kA egkjk"Vª ls iz dkf'kr gks jgk ^ckEcs lekpkj* ns'k dk lcls iq jkuk v[kckj gSA
i=k lw puk dk;kZy; % ubZ fnYyh (Press Information Bureau ) i=k lw puk dk;kZ y; (ihñvkbZñ chñ) ljdkj dh uhfr;ks a] dk;Z Øe igy vkS j miyfC/;ks a ds ckjs es a lekpkj i=kks a rFkk bys DVª kW fud ehfM;k dks lw puk ns us okyh iz eq [k ,ts Ulh gSA ;g iz s l foKfIr;ks a] is z l uks V] fo'ks "k ys [kks a] lUnHkZ lkexz h] iz s l cz hfiQax] iQks Vks xz kiQ vkfn dks la oknnkrk lEes yu] lk{kkRdkj] s l iz nkS js vkS j dk;kZ y; dh os clkbV ds ekè;e ls lw puk dks loZ =k igq pkrk ¡ gSA blds {ks =kh; rFkk 'kk[kk dk;kZy;] vius {ks =k es a] ds Uæ ljdkj ds lHkh dk;kZ y;ks a ds fy, ize [k q lw puk dk;kZ y; ds :i es a dk;Z djrs gS aA fofHkUu iz k:iks a es a gS .MvkmV] iQhpj rFkk iQks Vks] iz s l dks tkjh djuk i=k lw puk dk;kZ y; ds iz eq [k dk;Z dykiks a es a 'kkfey gS aA
lkekpkj ,ts fUl;k¡ (Mred Shrmvord ) iz s l Vª LV vkW iQ bf.M;k (ihñVhñvkbZñ)& ;g Hkkjr dh lcls lekpkj ,tsUlh gS] tks fcuk fdlh eq ukiQs ds pykbZ tkus okyh lgdkjh la LFkk gSA bldh LFkkiuk 27 vxLr] 1947 dks gq bZ vkS j 1 iQjojh] 1949 ls blus viuh ls ok,¡ iz kjEHk dj nhaA ihñVhñvkbZñ va xz s th vkS j fgUnh es a viuh lekpkj ls ok,¡ ns jgh gSA ^Hkk"kk* ,ts Ulh dh fgUnh lekpkj ls ok gSA M U;w t vkW iQ bf.M;k dh LFkkiuk o"kZ 1956 ds ;w ukbVs M U;w t vkW iQ bf.M;k (;w ñ,uñvkbZñ)& ;w ukbVs dEiuh dkuwu ds rgr 19 fnlEcj] 1959 dks bZ bq A blus 21 ekpZ ] 1961 ls dk;Z djuk 'kq : fd;kA o"kZ 1982 es a blus iw.kZ :i ls fgUnh rkj ls ok ^;w fuokrkZ * dk 'kq HkkjEHk fd;k vkS j Hkkjr dh igyh fgUnh lekpkj ,ts Ulh cu xbZA ;wñ ,uñvkbZñ fo'o dh lcls cM+h lw puk dEiuh ^jk;Vj* ds ekè;e ls fo'o ds lekpkj forfjr djrh gSA {k ns 'kks a dh lekpkj ,ts fUl;ks a ds chp lekpkj vknku&iz nku xq Vfujis {k lekpkj ,ts Ulh iw y& ;g xq Vfujis dh O;oLFkk FkhA ;g o"kZ 1976 es a 'kq : gqv kA iw y ds lekpkj pkj Hkk"kkvks a es a sizf"kr fd, tkrs gS a& va xz s th] Lis f'ku] Ús ap vkS j vjchA Hkkjrh; iz sl ifj"kn~& bldh LFkkiuk lekpkj i=kks a dh LorU=krk dh j{kk djus vkS j Hkkjr es a lekpkj i=kks a vkS j lekpkj ,ts fUl;ks a ds Lrj dks cuk, j[kus vkS j mles a lq/ kkj ykus ds mn~ ns '; ls la ln ds vf/fu;e ds rgr dh xbZA bl ifj"kn~ ds vè;{k Hkkjr ds mPpre U;k;ky; ds ls okfuo` r U;k;k/h'k gks rs gS aA 11 ekpZ] 2005 dks U;k;ew frZ Jh thñ,uñ js dks vè;{k cuk;k x;kA ifj"kn~ dh vk; ds vius L=kks r agSA ;g ia thd` r lekpkj i=kks a vks j lekpkj ,ts fUl;ks a ls 'kq Yd olw y djrh gSA ds Unz ljdkj ls vuq nku Hkh izkIr djrk gSA ;g ,d lokZ f/d rFkk v¼Z U;kf;d la xBu gSA
Group-II ( fgUnh )
257
iz dk'ku foHkkx % ubZ fnYyh (Publishing Department : New Delhi ) iz dk'ku foHkkx] jk"Vª h; egÙo rFkk Hkkjr dh le` ¼ ijEijk dks n'kkZ us okyh iq Lrdks a rFkk i f=kdkvks a dk iz dk'ku Hk.Mkj gSA og okf"kZ d lUnHkZ xz UFk ^Hkkjr* dk iz dk'ku djrk gSA foHkkx iz fro"kZ 120&150 iq Lrdks a dk iz dk'ku djrk gS] ;g foHkkx 18 ekfld if=kdkvks a dk iz dk'ku djrk gS] ftles a cky Hkkjrh] vktdy] ;ks tuk] dq :{ks =k] jks txkj lekpkj vkfn iz eq [k gS aA
n` ';&JO; ehfM;k (Audio-Visual Media) o"kZ 1895 es a Yrq fe;j cU/q v aks }kjk eks 'ku fiDpj iQks Vks xz kiQh ds ckn '; n` ehfM;k vfLrRo es a vk;kA ew d fiQYe ds x ;q es a o"kZ 1912&13 es a vkjñVhñ Vks uh us ,uñthñ fp=ks ds lkFk ,d fiQYe ^iq .Mfyd* cukbZ FkhA nw ljh fiQYe ^jktk gfj'pUnz* nknk lkgs c iQkYds us cukbZ FkhA igyh Hkkjrh; cks yrh fiQYe ^vkyevkjk* vkns 'khj Z jkuh bZ us cukbZA
fiQYe izHkkx % eqEcbZ (Film Institution : Mumbai) o"kZ 1943 es a LFkkfir ^bf.M;u U;w ijs M rFkk bUiQkW es a 'ku Z fiQYel~ vkW iQ bf.M;k* dk iq u% ukedj.k dj tuohj] 1948 bZ ñ es a fiQYe izHkkx dk xBu fd;k x;kA
ds Uæh; pyfp=k iz ek.ku cks MZ % eq EcbZ (Central Film Certification Board : Mumbai) flus ekVks xz kiQ vf/fu;e] 1952 ds rgr LFkkfir ds Uæh; pyfp=k iz ek.ku cks MZ] Hkkjr es a lkoZ tkfud n'kZ iz u ds fy, fiQYeks a dk iz ek.ku djrk gSA bl cks MZ es a ,d vè;{k vkS j 25 vU; xS j&ljdkjh deZ pkjh gks rs gS aA
jk"Vªh; fiQYe fodkl fuxe fyfeVs M ( National Film Development Corportation Limited) bl fuxe dh LFkkiuk o"kZ 1975 es a gq bZ FkhA o"kZ 1980 es a Hkkjrh; pyfp=k fu;kZ r fuxe vkS j fiQYe foÙk fuxe ds foy; ds ckn bldk iq uxZ Bu fd;k x;kA bl fuxe dk eq [; mn~ ns '; Hkkjr es a flus ek dh xq .koÙkk es a lq/ kj ykuk rFkk JO;&n` '; ,oa lEcf/r {ks =kks a es a vfr vk/q fud iz kS |ks fxdh fodflr djuk gSA fuxe }kjk :i;s 4-48 djks M+ dh jkf'k ls LFkkfir flus dykdj dY;k.k dks"k Hkkjrh; fiQYe m|ks x dk lcls cM+ k U;kl gSA fiQYe lekjks g funs 'kky; dh LFkkiuk o"kZ 1973 es a dh xbZA bldk mn~ ns '; vPNs flus ek dks iz ksRlkgu uk ns gSA
jk"Vªh; fiQYe vfHkys [kkxkj % iq.ks ( National Film Museum : Pune) bldh LFkkiuk o"kZ 1964 es a lwpuk ,oa lkj.k iz eU=kky; ds v/hu ,d LorU=k ehfM;k bdkbZ ds :i es a dh
258 Communication Skill-II
xbZ A
Hkkjrh; cky fiQYe lfefr % eq EcbZ (Indian Children Film Society : Mumbai) bldh LFkkiuk o"kZ 1955 es a cPpksa dks fiQYeks a ls mPp vkn'ks a Z dh iz s j.kk us ns okyk euks ja tu iznku djus ds mn~ ns '; ls dh xbZA ;g iz R;sd nw ljs o"kZ vUrjkZ "Vª h; cky fiQYe lekjks g dk vk;ks tu djrh gSA
foKkiu ,oa n` '; iz lkn funs'kky; % fnYYkh (DABP)
(Directorate of Advertisement and Visual Pulicity: Delhi) ;g Hkkjr ljdkj dh iz eq [k eYVhehfM;k foKkiu ,ts Ulh gSA ljdkjh uhfr;ks a vkS j dk;Z Øes ka dks fofHkUu ekè;eks a ls iz pkfjr djus okyh ;g fla xy foa Mks ,ts Ulh gSA
oLrq fu"B iz 'u 1-
2-
3-
4-
5-
dEI;w Vj&lgk;&vuq ns 'ku fopkj&lEiz s "k.k lcls gks rk gSA vki bl dFk ls fdrus lger gS a\ (a) ljy fopkj ( b) vR;Ur gh dfBu fopkj (c) lkekU; fopkj (d) lHkh iz dkj ds fopkj fLuX/ fopkj&lEiz s "k.k lcls vPnk gks rk gSA vki bl dFku ls fdrus lger gS a\ (a) iw .kZ lger ( b) iz k;% lger (c) lEHkor% vlger (d) iw .kZ vlger YkEcs okD; rFkk udkjkRed Hkk"kk] fopkj&lEiiz s "k.k dks cukrs gS a (a) vizHkkoh ( b) izHkkoh (c) dfBu (d) lkekU; dfBu ,oa tfVy fo"k;&oLrq dks i<+ uk pkfg, (a) ckn es a ( b) [k.Mks a es a (c) chp&chp es a (d) Nk=kks a dh bPNkuq lkj KkukRed Lrj ij i<+ krs le; vè;kid dks i<+ kuk pkfg, (a) ljy o lq xerkiw oZ d ( b) tYnh&tYnh (c) dfBu fo"k;&oLrq (d) Nk=kks a dh bPNkuq lkj
Group-II ( fgUnh )
6-
7-
8-
9-
10-
11-
la pkj dks izHkkoh cukus gs rq fuEufyf[kr es a ls dkS u&lk dk;Z Øe vf/d izHkko'kkyh gks xk\ (a) Vhñohñ dk ( b) iz kst DV s dk (c) f'k{k.k fof/ dk ( d) bu lHkh dk Nk=kks a esa Hkk"kk ds mfpr fodkl gs rq fuEufyf[kr es a ls dkS u&lk dk;Z Øe vf/d izHkko'kkyh gks xk\ (a) dfo lEes yu ( b) ys [ku iz fr;ks fxrk (c) okn&fookn iz fr;ks fxrk (d) Hkz e.k dk;Z Øe f'k{k.k ds le; fopkj&la pkj }kjk Nk=kks a ij izHkko Mkyk tk ldrk gS (a) eukso Kkfud S ( b) lkekU; (c) nyxr (d) 'kS f{kd tc vki d{kk es a f'k{k.k djkrs gS a rks d{kk es a --------- ds lkFk&lkFk pyuk pkfg,A (a) ekS f[kd fopkj&la pkj ( b) xS j&'kkfCnd fopkj&la pkj (c) ljy lEiz s "k.k (d) lHkh iz dkj ds lEiz s "k.k ;gk¡ ij fdlh O;k[;ku ds iz kjfEHkd pj.k ls lEcfU/r dqN fØ;kvks a dk mYys [k fd;k x;k gS 1- iz Lrq r izdj.k dks Hkkoh vf/oku ls lEc¼ djuk 2- iz Lrq r izdj.k dks iw oZ ifBr iz dj.k ls lEc¼ djuk 3- Nk=kksa es a :fp txkuk vkS j mUgs a vfHkiz fjr s djuk 4- iw oZ tkudkjh dks tk¡ puk 5- fo"k;&oLrq la{ i.k ks fdlh O;k[;ku ds iz kjfEHkd pj.k ds fy, fuEufyf[kr es a dkS u&lk es y lokZ f/d mi;q Dr gS\ (a) 1] 2 vkS j 3 ( b) 1] 3 vkS j 4 (c) 1] 4 vkS j 5 (d) 3] 4 vkS j 5 ;gk¡ ij fdlh O;k[;ku dh iz Lrq fr 'kS y h ls lEcfU/r dq N dkS 'ky dk mYys [k fd;k x;k gS 1- la pkjo¼Z d ;q fDr;ks a dk iz ;ks x 2- mn~ nhidks a es a fofo/rk 3- Nk=kks a dk vfHkiz s j.k 4- iw .kZ Kku dh tk¡ p 5- iz 'u Kku dh tk¡ p O;k[;ku dh Lrq iz r 'kS yh ls lEcfU/r f'k{k.k dkS 'kyks a dk dkS u&lk es y lokZ f/d mi;q Dr gS\ (a) 1] 2 vkS j 3 ( b) 1] 3 vkS j 4 (c) 2] 3 vkS j 5 (d) 1] 2 vkS j 5
259
260 Communication Skill-II
12-
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fdlh O;k[;ku ds nkS jku la pkj iz fØ;k ds dq N i{kks a dk mYys [k fuEufyf[kr gS 1- foi;Z ; 2- ewY;ka du 3- lad Uæ.k s 4- fun'kZ u 5- vfrja tu fdlh lUns 'k ds foij.kks a ls cpus ds fy, lEiz s "k.k fØ;k iz ds fuEufyf[kr es yks a es a ls dkS u&lk lokZ fèkd mi;q Dr gS\ (a) 1] 2 vkS j 3 ( b) 1] 3 vkS j 4 (c) 2] 3 vks j 4 (d) 3] 4 vkS j 5 fujUrj vkUrfjd ijh{k.k ls fuEufyf[kr es a ls dkS u&lk ykHk lcls vf/d egÙoiw .kZ gS\ (a) blds dkj.k Nk=k iw jk o"kZ ifjJe djrs gS a ( b) blls vuq 'kklu cuk, j[kus es a lgk;rk feyrh gS (c) blls Nk=k vè;kidks a dk vf/d vknj djrs gS a (d) blls Nk=kks a dks vf/d va d iz kIr gks rs gS a fuEu es a ls fdl vè;kid dks vki lcls vf/d ilUn djs xs a \ (a) og vè;kid tks ';keiV~ V dk cgq r gh de iz ;ksx djrk gS ( b) og vè;kid tks pkVZ rFkk ekufp=kks a dk iz ;ksx djrk gS (c) og vè;kid tks fiQYe iz ks ts DVj dk ';keiV~ V ds lkFk&lkFk mfpr
Group-II ( fgUnh )
17-
18-
19-
20-
21-
22-
23-
24-
25-
261
fdlh Hkh izHkkoh la pkj iz .kkyh es a iz friq f"V iz .kkyh dk iz ;ks x fd;k tkrk gS] rkfd& (a) iz fØ;k es a vko';d mikUrj.k fd;k tk lds ( b) vUroZ Lrq ds ckjs es a vkS j T;knk le>k tk lds (c) iz s "kd (vè;kid) ds nks "kks a dk irk yxk;k tk lds (d) xz kgd (Nk=k) ds nks "kks a dk irk yxk;k tk lds fuEufyf[kr es a ls dkS u&lk rjhdk f'k{kkFkhZ dks ,d&nw ljs dks izHkkfor djus dh vf/d NwV ns rk gS\ (a) y?kq lewg es a ppkZ ( b) fiQYe iz ks ts DVj dk iz ;ks x (c) nw jn'kZ u ij ns 'kO;kih d{kk dk; Øe Z ns [kuk (d) fo'ks "kKks a }kjk ys Dpj vè;kid ds fy, i<+ kuk ftruk egÙoiw .kZ gS mruk gh egÙoiw .kZ gS Nk=kks a }kjk iw Ns x, iz 'uks a ds dq 'kyrkiw oZ d mÙkj ukA ns vki bl dFku ls dgk¡ rd lger gS a\ (a) iw .kZ vlger ( b) iw .kZ lger (c) vka f'kd lger (d) lEHkor% ljy fuEuLrjh; RkFkk KkukRed Lrj ds fo"k; dk lEiz s "k.k djus ds fy, fdl iz dkj dh lEiz "k.k&uhfr s dh vko';drk gks rh gS\ (a) fu.kZ;&lkj.kh ( b) lrr jkxkRed (c) Hkk"kkxr (d) JO;kRed vkids Nk=kks a dh vks j ls lnSo ;g f'kdk;r jgrh gS fd vki d{kk es a i<+ krs le; tYnh&tYnh cks yrs gS aA bldk iz eq [k dkj.k gks ldrk gS& (a) miyC/ le; de gS ( b) vki es a vkRfo'okl dh deh gS (c) Nk=k vknh gks x, gS a (d) dg ugha ldrs d{kk&d{k f'k{k.k vè;kid ds fopkj iz Lrq rhdj.k ds dkS 'ky ij vk/kfjr gks rk gSA ;g dFku& (a) lR; gS ( b) vlR; gS (c) vka f'kd :i ls lR; gS (d) dgk ugha tk ldrk fuEufyf[kr es a ls dkS u&lh fof/ oS ;fDrd fofHkUurkvks a dh mis{kk djrh gS\ (a) lewg fof/ ( b) O;k[;ku fof/ (c) lw{ e lew g f'k{k.k fof/ (d) ;w fuV fof/ la pkj dkS 'ky vftZ r fd;k tk ldrk gSA ;g dFku& (a) lR; gS ( b) yxHkx lR; gS (c) vlR; gS (d) vLi"V gS f}i{kh; la pkj izHkkoh gks rk gS& (a) dHkh ugha ( b) lnS o
262 Communication Skill-II
(c) vf/dka 'kr% (d) dHkh&dHkh 26fuEu dFkuks a es a ls dkS u&lk lgh ugha gS\ (a) ,d vPNk lEiz s "kd ,d vPNk f'k{kd ugha gks ldrk ( b) ,d vPNk lEiz s "kd vPNk gkL;&cks/ j[krk gS (c) ,d vPNk lEiz s "kd O;kid vè;u okyk gks rk gS (d) mijks Dr es a ls dks bZ ugha 27,d izHkko'kkyh la pkj fdldh vis{kk ugha djrk\ (a) okd~ &i¼fr es a ifjorZ u ( b) lVhd gko&Hkko (c) fo"k;oLrq ij vf/dkj (d) vkd"kZd O;fDrRo 28fuEu es a ,d dks Nks M+ dj lHkh f}&ekxhZ ; lk/u ds mnkgj.k gS aA og ,d dkS u&lk gS\ (a) tulHkk,¡ ( b) in ;k=kk (c) lM+ dks a ij ukVdks a dk vk;ks tu (d) iz n'kZ u rFkk yh jS 29fuEu es ls a dkS u xz keh.kks a ds vUnj lk{kjrk dks c<+ kok ns us es a la pkj dk vPNk <+ x a ugha gks ldrk\ (a) djds fn[kkuk ( b) fy[kuk rFkk i<+ uk (c) ds oy fy[kuk (d) ds oy i<+ uk 30la iz s "k.k esa Hkk"kk gS& (a) vekS f[kd ( b) ekS f[kd (c) iz rhdkRed (d) fp=kkRed mÙkj&Øe&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 1& ( b) 2& (a) 3& (a) 4& ( b) 5& (a) 6& ( b) 7& ( b) 8& (a) 9& ( b) 10& ( b) 11& (c) 12& ( b) 13& (a) 14& (c) 15& (c) 16& ( b) 17& (a) 18& (a) 19& ( b) 20& ( b) 21& ( b) 22& (a) 23& (a) 24& (a) 25& (d) 26& (a) 27& (d) 28& (c) 29& ( b) 30& (c)
Group-II ( fgUnh )
263
Sem-I (Group-II) Model Paper-B
F.M-20
[k.M&I 1. (i) la iz s "k.k dh D;ks a vko';drk gS\ (ii) (iii)
[2]
la çs "k.k çfØ;k dh ifjHkk"kk ns a\ çLrq fr es a ';] n` pkVZ Vs cq y D;ks a vko';d gS a\
[2] [1]
[k.M&II 2. (i) la iz s "k.k fdrus çdkj ds gks rs gS\ uke fy[ks aA (ii)
[1]
Hkkf"kdk ,oa xS jHkkf"kdk es a va rj Li"V djs aA
[4]
[k.M&III 3. (i) izHkko'kkyh la ns 'k dh rS ;kjh D;ks a vkS j dS ls dh tk,\
(ii)
iQhMcS d D;k gS\
[2
[2
1 2 1 2
]
]
[k.M&IV 4. (i)
(ii)
vk/kjHkw r f'k"Vkpkj D;ks a vko';d gS\ 'kkjhfjd Hkk"kk }kjk la iz s "k.k dSl s laH ko gS\
lkew fgd ifjppkZ dh D;ks a vko';drk gS a\ es a gSA Note: lHkh mÙkj ikB`; iq Lrd (iii)
[2
[1
1 2 1 2
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[1]