Information Technology (IT) / Information Technology Enabled Services (ITES) IT Service Desk Attendant NVEQ Level 1 – Class IX

Teacher's Handbook

PSS CENTRAL INSITITUTE OF VOCATATIONAL EDUCATION SHYAMLA HILLS, BHOPAL A constituent unit of NATIONAL COUNCIL OF EDUCATIONAL RESEARCH & TRAINING (MINISTRY OF HUMAN RESOURCE & DEVELOPMENT) Version 2.0Last Updated: August 2012 Government of India Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query

Copyright © Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE), a division of NCERT

This document is developed and funded by Wadhwani Foundation which retains free joint rights to this content for open usage under its Memorandum of Understanding (MOU) with NCERT.

Copyright protects this publication. Except for purposes permitted by the Copyright Act, reproduction, adaptation, electronic storage and communication to the public are prohibited for others without prior written permission.

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PREFACE Background

This program is offered under Government of India Ministry of HRD’s revised Centrally Sponsored Scheme of Vocationalisation of Secondary School Education. This is aligned to their National Vocational Educational Qualifications Framework (NVEQF), which integrates Industry driven Career and Skill education into general education at the school and college level. Levels 1, 2, 3 and 4 are offered at the school level corresponding to standard IX, X, XI and XII respectively as optional / additional classes.

This course is geared towards the Information Technology/Information Technology Enabled Services (IT/ITeS) sector. It seeks to enable “IT­enable” the students to equip them for typical and local jobs in the industry. The curriculum and content has been guided by industry needs as specified by the National Occupational Standards (NOS) for the typical qualifications pack (QP) for such jobs as published by National Skill Development Corporation (NSDC). While the QP/NOS specified requirements is for a Service Desk Attendant, the developed curriculum and training can also equip the students for other typical IT jobs like Rural/Domestic/International BPO operators, IT Assistants/Administrators for small businesses, Computer Service Engineers/Technicians, Internet Café Operators, etc.

A Competency Based Approach for Job­oriented Teaching

The students are expected to play an active role in this learning and the teacher takes on the role of a “Facilitator”. This is done by applying principles of constructivism in class and includes: (a) A student centric method of instruction as compared to typical classroom teaching. The teacher acts primarily as a coordinator (b) the material is more prescriptive and self explanatory so the teacher doesn’t need to lecturer extensively.(c) Learning under the competency based model is experiential. It involves the learner engaging with the world and extracting meaning from his/her experiences. For IT jobs, there are two parallel sets of competencies needed. One is Domain skills in IT while the other is general workplace skills. IT domain skills include Computer/Internet competence as well as Typing ability. Workplace skills include English Communication skills (spoken and written fluency – over and above the typical school English syllabus). This way, holistic competencies can be built in students. The curriculum has been designed in a manner so as to make the student aware of the basic concepts in the IT industry by simulating live scenarios where possible. Care has been taken to accommodate learning elements across the above different competencies – Language and IT Skills. The whole concept has been designed to have fun at learning. Each practice also includes practical exercises, games and activities to learn by doing rather than by rote. In addition, regular and focused exposure to Industry Practitioners through Industry Guest Lectures in the class­room as well as Industry site visits to familiarize the students with the workplace are made part of the course. An integrated Industry­oriented project, leveraging all the skills being taught, is planned at the end of each term to help the student absorb the various concepts and skills learnt. The topics and contents have been designed to enable the students to acquire enough knowledge and confidence and face the corporate world with confidence and familiarity.

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The methods and procedures for teaching each of these subjects are very different due to diverse nature of each domain and is reflected in the varied format of their respective training. As the students will be in the IT field and will have to become conversant in using IT web tools to get information, we have also used an eLearning package to expose them to Computer Based Training to further enhance their real­world skills. Similarly, typing is taught by a Simulator Tool. The different sections (with different learning appropriate formats) are: 1. Functional English – is taught in a structured format using Comprehension, Sentences practice, Activity and Grammar. It is classroom based and drives learning through practice backed up by revision of theory/grammar/usage concepts. 2. Mastering the Keyboard. If one uses computers, typing ability is essential. An electronic typing tutor software package helps students learn and evaluate their typing skills. These exercises are self explanatory and should be done as part of hands­on practice by each individual students in the computer lab. They can be supervised by the facilitator. 3. IT ­ Computer and Internet, Productivity Tools(Word Processing, Spreadsheets, Presentation, Email and Databases). This is primarily taught hands­on in the computer lab. The Digital Literacy Program uses an eLearning package which is student driven but moderated by an instructor. The e­Learning material is self­explanatory and hence details aren’t reproduced in the text in this book. In addition some conceptual material for the underlying theory and hands­on exercises are described and the students should be guided accordingly. 4. IT Basics ­ Computer and Internet. This is primarily taught hands­on in the computer lab. The Digital Literacy Program uses an eLearning package which is student driven but moderated by an instructor. The e­Learning material is self­explanatory and hence details aren’t reproduced in the text in this book. In addition some conceptual material for the underlying theory and hands­on exercises are described and the students will be guided accordingly. 5. IT Basics – Mastering the Keyboard. If one uses computers, knowledge of key positions and speed in typing is essential. An electronic typing tutor software package helps students learn and evaluate their typing skills. These exercises are self explanatory and should be done as part of hands­on practice by each individual student in the computer lab. They will be supervised by the facilitator. 6. IT –Digital Literacy (Computer, Internet, Security & Privacy, Digital Technologies) and Productivity Tools (Word Processing, Spreadsheets, Presentation, Email). This volume 3 covers Productivity Tools and will be taught primarily through hands­on practical exercises which illuminate the concepts and give students first hand exposure to typical application of such tools. 7. INDUSTRY INTERACTION AND INTEGRATED PROJECT Industry Interaction. The industry guest lectures and work­site visits are integral to exposing the student to the world of work. General guidelines are given, but sessions should be arranged to complement concepts being taught in

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school by the facilitators. Integrated Project. All the concepts and learning is to be brought together through an integrated project which makes the student apply their learning in English, IT basics and typing to do the project and submit the output.

Note to the Facilitator

The role of a facilitator / teacher is of utmost importance in shaping the career of a student. It not only equips them with adequate skills to compete in the corporate world but also inculcates the necessary values and discipline for the overall development of a student. This handbook has been prepared to give a general sense of direction to the facilitator in delivering the curriculum through a structured, step­by­step manner, ensuring that no element is left out during the teaching process. Details on how to use this exercise and practical oriented guide is given in the first chapter. Note that various sessions also use a corresponding PowerPoint presentation. In addition, some also show videos as part of the session flow. Both the presentations and videos can be installed on the computer before the class session and projected in the classroom or AV hall using the school projection system. The sessions may not flow as neatly as suggested by this book, nor may all student understand all the concepts uniformly or in time. For this purpose, there are periodic “revision” sessions scheduled. The topics and flow for this revision session isn’t specified; it is expected that the Facilitator will evaluate what areas are most necessary to revise based upon the status of each session completion and/or what the students are finding difficult to understand and will hold revision sessions on those topics. Learning is a continuous process. The subjects covered in this course are also very dynamic, changing constantly in accordance with market needs. In that sense, no handbook is ever complete in itself. Suggestions for refinement of the course curriculum and its delivery are always welcome.

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Acknowledgements

In addition to the content developed in­house, to leverage on real vocational training experience and avoid re­inventing the wheel, a survey of diverse existing material was done and the best was selected to create the curriculum and content. Selection was based upon quality of the material and its application in real­life job­preparation training. The following partners were instrumental in providing the content: 1. Accenture India’s Corporate Citizenship Program (Skills 4 Life). Accenture has provided the content material they have commissioned and developed as well as access to their implementing partners (Dr. Reddy’s Foundation and QUEST Alliance) for this material. 2. Microsoft Free Digital Literacy Program eLearning package has been used to supplement the content. 3. In addition, various public domain sources have been leveraged to create material across modules.

The contributions of all these sources is gratefully acknowledged and recognized. The Wadhwani Foundation team involved in designing and building this curriculum and content include Darshika Sanghani, Sonia Kakkar, Toral Veecumsee, Rekha Menon, Ajay Goel and Austin Thomas. We hope that students are truly empowered through the experience of this course to fulfill their career aspirations.

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TABLE OF CONTENTS Suggested Flow of Sessions at Level 1...... 8 Pre-Requisites and Class Preparation Checklist...... 8 Unit Information...... 9 Unit 1: Functional English - Communication – Basics of Grammar and Spoken English...... 14 Preface: How to use Facilitators Guide, Course Structure and Requirements...... 15 Session 1: Ice Breaker 1 - Self Introduction by Students...... 19 Session 2: Greeting a Person...... 21 Session 3: Ice Breaker 2 – Know more about each other...... 27 Session 4: Talking About One’s Family...... 28 Session 5: Ice Breaker 3 – Tell about each other...... 32 Session 6: Introducing Oneself...... 34 Session 7: Ice-Breaker 4 - Form Teams/Pairs...... 37 Session 8: Tellingthe Time...... 38 Session 9: Describing Someone...... 45 Session 10: Asking Simple Questions...... 49 Session 11: Talking about the Weather...... 56 Session 12: Likes and Dislikes...... 62 Session 13 Strengths and Weaknesses...... 67 Session14 : Talking about Aspirations...... 72 Session 15: Talking about Influences...... 76 Session 16: Talking about Values...... 79 Session 17: Favorite Things...... 83 Session 18: Inviting Someone...... 86 Session 19: Shopping for Necessities...... 91 Session 20: Asking the Price...... 96 Session 21: Negotiation...... 101 Appendix 1 – Review of Common Grammar and Usage Concepts...... 106 Tenses...... 108 Subject Verb Agreement...... 112 Reported Speech...... 116 Reporting Verbs...... 118 Adjectives and Adverbs...... 119 Dangling Modifiers...... 123 Articles...... 124 Prepositions...... 126 Pronouns...... 130 Countable and Uncountable...... 133 Verb-Preposition Combinations...... 135 Modals...... 137 Clause and Phrase...... 140 Active and Passive Voice...... 141 Types of Sentences: Simple Sentences...... 142 Hyphen and Dash...... 145 Its vs. It’s...... 147 That vs. Which...... 148 The Apostrophe...... 149 The Gerunds and Infinitives...... 150 Redundancy in Language...... 151 General Writing...... 152

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How to Write a Formal Letter or Application...... 155 How to Write AN e-mail...... 156 Shades of Meaning...... 157 Confusing Words...... 159 Unit Objectives Attainment Form...... 165 Unit Information...... 170 Unit 2: Mastering the Keyboard – Letters and Keys...... 172 Session 1: The Importance of Keyboard Skills; Introduction to Typing Tutor ...... 173 Sessions 2-9: Beginners Keyboard Practice – Letters and Keys...... 191 Sessions 10-19: Intermediate Keyboard Practice – Syllables and Words...... 193 Appendix 1: System requirements and Software setup...... 195 Appendix 2: Rapid Typing Options...... 200 Unit Objectives Attainment Form ...... 209 Pre-Requisites : Setting Up The System...... 216 Introduction to Word Processors...... 219 Session 1: Getting Started with a Word Processor...... 223 Session 2: Edit and Save a Document...... 226 Session 3: Identify Elements of The User Interface...... 228 Session 4: Format a Document – Bold, Italics and Underline...... 231 Session 5: Check Spelling...... 233 Session 6: Check Grammar and Use Thesaurus...... 236 Session 7: Copy - Paste and Cut - Paste...... 239 Session 8 Find and Replace Text...... 240 Session 9: Create Lists Using Bullets and Numbers...... 243 Session 10: Format Font Style...... 245 Session 11: Aligning the Text...... 248 Session 12: Views of a Document...... 250 Session 13: Print a Document...... 252 Session 14: Create a Table ...... 254 Session 15: Format a table ...... 256 Session 16: Convert Text to Table and Table to Text ...... 259 Session 17: Add Borders to Pages, Paragraphs and tExt...... 263 Session 18: Add Shading to Pages, Paragraphs and Text ...... 266 Session 19: Preview a Document, Adjust margins and Orientation...... 268 Session 20: Align Text using Tabs ...... 270 Session 21: Design, Create and Modify Business Documents...... 272 Exercise-: Create A Resume...... 274 Exercise-: Notice for Picnic...... 275 Exercise-: Letter for a Job...... 276 Unit Objectives Attainment Form – Word Processor...... 276 Mastering Spreadsheets...... 278 Session 1: Introduction to Spreadsheet...... 282 Session 2: Open, Save and Close Spreadsheet...... 286 Session 3: Enter Data in a Spreadsheet...... 289 Session 4: Basic Calculation - Addition...... 291 Session 5: Basic Calculation - Subtraction...... 293 Session 6: Basic Calculation - Multipilcation...... 296 Session 7: Basic Calculation - Division...... 297 Session 8: Insert Columns and Rows...... 299 Session 9: Format Cell and its Contents...... 302 Session 10: Customizing The Interface...... 305

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Session 11: Use Currency Symbols...... 308 Session 12: Format Cell Contents – Font Style and Size...... 311 Session 13: Delete Columns and Rows...... 314 Session 14: Spell Check...... 316 Session 15: Border The Cells...... 317 Session 16: Colour The Cells...... 319 Session 17: Managing Worksheets in a Workbook...... 321 Session 18: Print a Worksheet...... 323 Unit Objectives Attainment Form ...... 326 Mastering Presentations...... 327 Session 1: Introduction to Digital Presentation...... 331 Session 2: Create, Save and Close a Presentation...... 336 Session 3: Create a Simple Presentation...... 338 Session 4: View a Presentation – Slide Show View...... 343 Session 5: Edit Text Font Style, Size and Color...... 345 Session 6: Edit Text in a Presentation...... 346 Session 7: Insert Image in a Presentation...... 348 Session 8: Add Shapes in a Presentation...... 351 Session 9: Presentation Themes...... 354 Session 10: Change Design of a Presentation...... 357 Session 11: Slide Sorter View – Arrange, Delete and Add Slides...... 359 Session 12: Print a Presentation...... 361 Exercise-1: Create a Presentation on a Topic...... 363 Exercise-2: Create a Birthday Card...... 363 Exercise3: Create a Poster...... 363 Unit Objectives Attainment Form - Presentation...... 364 Introduction to Email...... 365 Session 1: Introduction to Email...... 367 Session 2: Creating an Email Account with Gmail.com...... 372 Session 3: Creating an Email Account with Outlook.com...... 375 Session 4: Link Email Address to Email Application...... 377 Session 5: The Email Interface...... 381 Session 6: Writing an Email Message...... 383 Session 7: Receive and Reply To Email Messages...... 386 Session 8: Format and Spell Check an Email Message...... 387 Session 9: Attach a File to an Email Message...... 390 Session 10: Using Help...... 394 Session 11: Print an Email Message...... 396 Session 12: Adding and Modifying a Contact...... 398 Session 13: Using Folders to Organize Email Messages...... 404 Unit Objectives Attainment Form - Email...... 407 Appendix 1: System requirements and Software setup...... 408 Microsoft Office 2007...... 408 Apache OpenOffice.ORG 3.4...... 410

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SUGGESTED FLOW OF SESSIONS AT LEVEL 1 We use the term “Sessions” instead of “periods” or “lessons” or “class” to indicate extra time needed to conduct the work oriented modules.

The sessions could be in the following format: 1. Each Session would be approximately 2 hours. This can be done by combining 3 classes (which are of 40 minutes each) twice a week. These include activities, peer­based interactive learning as well as hands­on computer based exercises. 2. It is suggested that English and Keyboard Practice classes be run in parallel – 1 English Communication class alternating with the Mastering Keyboard lab sessions. 3. The exact schedule can be determined by the school as per local considerations and constraints.

PRE­REQUISITES AND CLASS PREPARATION CHECKLIST

For all sessions, the teacher should appropriately prepare before the class and make sure that all things are in place for a smooth and correct delivery of the session

Task  Read the Facilitators Guide for the session in detail and review concepts and points to be made for each topic. Anticipate and prepare for possible questions. Prepare for the session and check if any Flashcards are to be made for the session. If yes, have them ready before the session. Check if any Charts are needed for the following two sessions and, allocate the chart preparation to students. It ensures student participation too. Obtain and test LCD projector and personal computer if they are being used. Test for the Power­point presentation and/or any Audio­Visual Files that are being used. Obtain and test PowerPoint file for the session on the system. Obtain and test any Audio­Visual material . Obtain flip charts and markers if they are needed for the session: Prepare the Flip Charts if needed. Double­check that all students have their Student workbook with relevant worksheets with them. Check if students need to bring in any material for the next session. If yes, make a note of it and inform them in the class.

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UNIT INFORMATION

1. Unit name: Functional English­ Communication – Basics of Grammar and Spoken English 2. Unit code: U101­NVEQF2012 3. Pre­Requisite: Assuming limited knowledge (8th class) with English as a second language in school, this Unit will start revising basic grammar rules through exercises. 4. Unit descriptor: This unit provides the skills and knowledge for • Introducing oneself ;Greeting another Individual • Talking about one’s family and Learning to form teams and pairs • Asking for time, date, etc • Describing someone • Asking simple questions • Talking about the weather • Talking about likes and dislikes • Talking about strengths and weaknesses • Talking about aspirations • Talking about influences • Talking about values • Talking about one's favorite things • Inviting someone • Shopping for necessities and Asking the price • Negotiation • Additionally, the Grammar concepts learnt and practiced are : • Subject­Verb Agreement • Perceptions • Framing questions • Adjectives and adverbs • Complete sentences with sentences fragments • Simple present tense • Simple future tense • Simple past tense • Making meaningful sentences • Quantifiers • Pronouns • Active passive voice • Articles • Comprehension • Enhancing Vocabulary 5. Resources: Notebooks, Pen, Pencil, Eraser, Registers 6. Nominal hours: 20 hours

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Elements and Performance Standards

1. Elements define the critical learning outcomes of a unit of competency. 2. Performance standards specify the level of performance required to demonstrate the achievement of the element by the student. Element Performance Standards 1. Self Introduction 1.1 Introduce self to others 1.2 Feel comfortable in new surroundings 2. Greeting a Person 2.1 Greet any person met (friends, neighbors and strangers) 2.2 Identify degrees of formality in greeting people 2.3 Understand and speak some standard sentences used for greeting people 2.4 Understand, practice, and make sentences that correctly employ the concept ­ subject­verb agreement 3. Know more about 3.1 Become more familiar with the names, and each other other information regarding fellow students 4. Talking About One’s 4.1 Talk about one’s family Family 4.2 Identify words for the people who comprise a family 4.3 Understand and speak some standard sentences used to describe one’s family 4.4 Understand, practice, and make sentences that correctly employ the concept ­ subject­verb agreement 5. Tell about each other 5.1 Be more expressive about perceptions of one another 5.2 Establish goodwill in the class 6. Introducing Oneself 6.1 Identify points that are usually covered in making introductions 6.2 Understand and confidently speak some standard sentences for an introduction 6.3 Learn how to make an introduction during an interview 6.4 Understand, practice, and make sentences that correctly employ the concept ­ subject­verb agreement 7. Form Teams/Pairs 7.1 Learn to form pairs 7.2 Empathize with the needs and expectations of their partners 8. Telling The Time 8.1 Confidently ask for and telling time in everyday situations 8.2 Understand and tell time for different activities 8.3 Understand and speak some standard phrases and sentences used to ask for and tell time

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8.4 Understand and practice framing questions 9. Describing Someone 9.1 Understand what is involved in describing a person 9.2 Understand and speak some standard phrases and sentences used to describe someone 9.3 Confidently describe people in real life 9.4 Understand, practice, and make sentences that correctly employ the concept ­ adjective and adverb 10. Asking Simple 10.1 Learn to frame questions for given situations Questions 10.2 Learn to frame questions with question words and modals 10.3 Understand and practice framing questions 11. Talking about the 11.1 Understand all that can be mentioned when Weather talking about the weather 11.2 Understand and speak some standard phrases and sentences used to talk about the weather 11.3 Confidently talk about the weather in real life 11.4 Identify the difference between a sentence and a sentence fragment 11.5 Understand and practice framing correct sentences 12. Likes and Dislikes 12.1 Understand and appreciate various likes and dislikes 12.2 Understand and speak some standard phrases and sentences used to describe one’s likes and dislikes 12.3 Discuss likes and dislikes at length 12.4 Understand, practice, and make sentences that correctly employ the concept ­ simple present tense 13. Strengths and 13.1 Identify one’s strengths and weaknesses Weaknesses 13.2 Understand and speak some standard phrases and sentences used to describe strengths and weaknesses 13.3 Understand, practice, and make meaningful sentences 14. Talking about 14.1 Understand what is meant by an aspiration Aspirations 14.2 Understand and speak some standard phrases and sentences used to describe one’s aspiration 14.3 Understand, practice, and make sentences that correctly employ the concept ­ simple future tense 15. Talking about 15.1 Identify who or what has been the biggest Influences influence in one’s life 15.2 Talk about the things, events, or people that have influenced one’s life

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15.3 Understand and speak some standard phrases and sentences used in the context 15.4 Discuss one’s influences at length 15.5 Understand, practice, and make sentences that correctly employ the concept ­ simple past tense 16. Talking about Values 16.1 Identify the values one would like to be associated with 16.2 Talk about the values one believes in 16.3 Understand, practice, and make sentences that correctly employ the concept ­ quantifiers 17. Favorite Things 17.1 Identify some of favorite things 17.2 Discuss details of why something is one’s favorite 17.3 Identify words of a similar meaning 17.4 Guess the meaning of words from the context 18. Inviting Someone 18.1 Identify the different ways of inviting people to an occasion 18.2 Differentiate between the correct and impolite ways of inviting someone 18.3 Understand, practice, and make sentences that correctly employ the concept ­ pronouns 19. Shopping for 19.1 Understand what is meant by shopping for Necessities necessities 19.2 Learn to communicate with reference to shopping for necessities 19.3 Understand, practice, and make sentences that correctly employ the concept ­ active and passive voice 20. Asking the Price 20.1 Understand how to ask for the price of an article 20.2 Learn to speak and form sentences to ask for the price of different article 20.3 Understand, practice, and make sentences that correctly employ the concept ­ articles 21. Negotiation 21.1 Understand the meaning of negotiation 21.2 Understand and speak some standard sentences used to negotiate 21.3 Confidently negotiate in real life 21.4 Comprehend written text and answer questions based on it

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UNIT 1: FUNCTIONAL ENGLISH: COMMUNICATION, BASICS OF GRAMMAR AND SPOKEN ENGLISH

Assuming limited knowledge (8th class) with English as a second language in school, this module will start revising basic grammar rules through exercises.

PREFACE: How to use Facilitators Guide, Course Structure & Requirements

Overview The curriculum for the English course has been developed with the understanding that the students training to be employed, will be required to communicate effectively in situations they are likely to face in their profession. The course is intended for the urban/semi­urban youth with a High School education that has equipped them to comprehend and read very simple English. This course has been designed to enhance the students’ spoken English, with special emphasis, in the later half of the course, on English required in the workplace. The course is structured in four parts – the first focuses on Everyday Simple English, the second on Intermediate English with professional overtones, the third on English for Workplace, and the fourth focuses on IT and IT enabled services industry specifics via Reviews & Role Plays. The learning of English is situational. For each of these parts of the course, relevant situations have been identified for which words, phrases, sentences, as well as conversations (where possible) are provided in the Lesson Plans. Each session also covers a language concept –the Take Away of a session is therefore a combination of what to say in asituation and the learning of a language fundamental. So when the student has progressed from this course, he is supposed to be conversant enough in the language to able to speak relevantly in a situation with a fair degree of grammatical correctness. The Courseware Lesson Plans are guides for the facilitator to conduct the sessions. It has a maximum of four and a minimum of two sections that cover activities and situation and language discussions. The activities and discussions are timed for the benefit of the instructor and each step outlined in detail. The Courseware Resources are Charts, Handouts, and Flashcards that are either displayed or distributed among the students as pointers for some discussion or as props or exercises for some activities. The Courseware Exercise Sheets reinforce the learning that takes place in the Grammar/Language point of the Lesson Plan. They are short exercises that the students attempt outside class hours or in the class (time permitting). Effort has been made to make these exercises as closely mapped to the situation of the lesson as possible. The Review & Role Play Sheets have mock situations on which the students prepare role plays and present as a demonstration of language and professional skills.

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The Course ware Concept Notes are meant to be read by the facilitators (if they wish) so that they can brush up on core language concepts before the start of each session. Note that this is also included as an Appendix in the Student Handbook. While the material may be of a higher standard, it is provided to use as a reference to clarify doubts, etc. In addition to the above, there are Ice Breakers that the facilitator might want to start the course with. These have been designed to make students overcome initial hesitation in getting to know each other and their facilitator better. In doing the activities of the Ice Breakers, they should begin to feel more comfortable in their surroundings and leave behind notions of a non­participative, instructor­led learning.

How to Use the Session Plans The Session Plans are guides for the facilitator on how to conduct each session. However, they are not inflexible. The facilitator is the best judge of how a particular session can be conducted for s/he has a finger on the pulse of the class. The Session Plans are divided into 2­4 sections over Comprehension, Sentences, Activity, and Grammar/Language point. The Comprehension section initiates a discussion on the situation, the objective being to elicit responses from the students and to get them talking. The Sentences section introduces words, phrases, and sentences that are relevant to a situation and which the student can use to communicate in the situation. The Activity section has an activity in the form of a role play, individual, pair, or group work that simulates a real life situation as closely as possible. The Grammar/Language section discusses the grammar or language competency identified for the lesson. It is replete with examples, cross­references to other Lesson Plans where the concept may have been covered, and a quick round of questions that tests the understanding of students. Each of the above sections has been timed so that the activities and discussions are completed in the period of the class. However, depending on the mood and receptivity of the students, you may omit an activity or steps in an activity to engage the students in a discussion or activity more intensively. The activities have been marked Suggested or Mandatory, allowing you the flexibility to conduct them as closely or as distantly as the need may be. In the Comprehension section, try to elicit as many responses from the students as possible – so ask questions, pick students at random for answers if they are shy to volunteer, and add and build on their responses. In the Sentences section, ensure that the students copy in their note books any material that may be written on the board (material provided in Handouts should be taken away by the students). Encourage the students to read the sentences aloud. Correct pronunciation issues. The Activity section should be followed as strictly as possible as it is a demonstration of skills after a situation is understood (Comprehension) and the communication

Page 16 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query required therein practiced (Sentences). The Grammar/Language is crucial for on it depends the language learning of the students at a more fundamental level. It is also important to cover this section well, with as many supporting examples as possible, so that the students are more confident of attempting the Exercise Sheets. So ideally, do not conclude any session with a concept unexplained or still unclear to students. At the end of each session and time permitting, always encourage the students to come up with simple sentences of their own employing correctly the language concept discussed. How to Use the Charts, Handouts, and Flashcards The Charts, Handouts, and Flashcards are Resources to be used for an activity or discussion. The Charts are always meant for display, which the class as a whole can read and refer to or note down material from. You can ask the students to prepare the requisite chart. The Handouts are available in the Student Hand Book. These are to be used by the students for the given exercise or activity. The Flashcards are mainly props for the Activity section. They are meant to be shown to or selected by the students, based on which they do a pair work or attempt a role play. The Facilitator should prepare them before the session. How to Use the Exercise Sheets The Exercise Sheets are meant to be attempted by the students in their spare time and brought to the next session for review and correction. It is important to cover the Grammar/Language section in the Lesson Plans well for the students to be able to attempt the exercise with confidence. If it is of help, you may run through the Exercise Sheet with the students before the class concludes. How to Use the Role Plays The Role Plays come at various points in the course. As the students’ language skills may be fairly low, Role Plays are more towards the end of the course so that by the time the students enact them, they have gained some level of confidence in speaking the language. However, if the students feel enthusiastic about it, you can initiate very short role plays at various intervals over the course duration. Each Role Play on a situation carries a reference to Lesson Plans that cover the situation. It may be of help to the students to carry with them the Handouts that they may have used for those lessons and their notebooks where they may have copied useful material as a guide to the Role Plays. Give emphasis to the enactment of the situation and not just the delivery of dialog. Show emotions and use gestures. The aim should be to engage the students in an animated conversation. Evaluate the presentation of each Role Play on the basis of the parameters given at the end of the Role Play sheet. You may choose a grading method of your choice and vary the weightage of the parameters according to your discretion. How to Use the Concept Notes The Concept Notes are meant for the facilitator and are also included in the Student Handbook for reference. Read them to brush up on language fundamentals. Refer to the Concept Notes to clear any doubt or confusion that may come up during

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Hence, Materials/Equipment needed are: Blackboard at the front of the class to draw and explain concept LCD Projector and Screen (Optional; if not projecting on the screen) Flip charts for select exercises Flash cards and charts as needed

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Course Structure is laid out below:

COURSE STRUCTURE Lesson No. SITUATION COMPETENCY LEVEL1: Basic Everyday Usage and Spoken Practice Ice Breaker 1 ­ Self­introduction by Speaking in English; get 1 students comfortable 2 Greeting a person Subject­Verb Agreement Ice Breaker 2 ­ Know more about Speaking in English; get 3 each other comfortable 4 Talking about one's family Subject­Verb Agreement 5 Ice Breaker 3 ­ Tell about each other Speaking in English; Perceptions 6 Introducing oneself Subject­Verb Agreement 7 Ice Breaker 4 ­ Form Teams/Pairs Speaking in English; Groups 8 Asking for time, date, etc. Framing questions 9 Describing someone Adjectives and adverbs 10 Asking simple questions Framing questions Complete sentences/ sentences 11 Talking about the weather fragments 12 Talking about likes and dislikes Simple present tense Talking about strengths and Making meaningful sentences 13 weaknesses 14 Talking about aspirations Simple future tense 15 Talking about influences Simple past tense 16 Talking about values Quantifiers 17 Talking about one's favorite things Vocabulary 18 Inviting someone Pronouns 19 Shopping for necessities Active passive voice 20 Asking the price Articles 21 Negotiation Comprehension

SESSION 1: ICE BREAKER 1 ­ SELF INTRODUCTION BY STUDENTS

Duration : 1hr Keywords: None Objective: The students are able to introduce themselves to others. The students begin to feel comfortable in their new surroundings. Preparation Required: Steps: • Start the class by introducing yourself. You can tell them where you are from,

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where you grew up, what your native language is, etc. • Remind them that you are a guide to help them and that they should not be afraid to approach you or open up to you. • Give each student a piece of paper and ask them to write their name on it (in case they are unable to do that, go around the class and help them write it). • Collect these pieces and put them in a bowl. Now pick up each chit and call out the name written on it. • Ask the student whose name is called out to come and introduce himself. Each student must include: Name, Age, Village, Native language • They can also include details about their occupation, family, childhood dreams, why they want to learn English, etc. • Encourage the students to speak phrases such as: My name is______; I am ______years old; I am from______village; etc

Notes: As the students introduce themselves, ask them if they see any familiar face in the class, or ask the class if there are other students from the same town or village or who have the same occupation. This will indirectly foster a feeling of commonality among the students. At the beginning of the session, before the activity starts, you can ask the students who inspired them to attend this course – whether they motivated themselves to attend the course or they came here on the insistence of someone else. For your better understanding of the profile of the class, you can divide the class into “Self­motivated” and “Influenced by Others”. Assess how the two groups perform when they are asked to come to the front of the class and introduce themselves. Make a mental note of which students are more forthcoming or make a better effort to do the task, and the group they fall under.

SESSION 2: GREETING A PERSON

Duration : 1hr Goal: The student will be able to greet any person he meets. Competency: Subject­verb Agreement Preparation: • Read up the Concept Note on Subject­Verb Agreement. • Prepare and bring the “Greeting Sentences” chart (as shown under “Sentences” below) made on full size chart paper to the class. Summary: The situation for this Lesson Plan is Greeting a Person. The Lesson Plan is divided into 4 sections: • The first section Comprehension explains the situation. This Lesson Plan has identified 3 different kinds of people that the student may be required to greet – a friend, an acquaintance, and a stranger. • The second section Sentences has standard phrases and sentences that the

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student can use in the situation. • The third section Activity has three role plays on the situation that the students enact in pairs. • The fourth section Grammar discusses the competency identified for this lesson.

Comprehension Time: 10 min

Objective: The student will be aware of degrees of formality in greeting people. Suggested activity: Greet the class. Write out on the board what you said by way of greeting. For example, you could write: • Hello all of you. So how are we today? • Hello! How are things going with you all?

Ensure that some, if not all students, in the class try to give a reply to your question. It could be as various as: We are good; Fine; Things are fine; etc.

Now divide the class into pairs. Ask some pairs to pretend that they are friends, some others to pretend that they are acquaintances (someone you know but not very well), and ask the remaining pairs to pretend that they are strangers.

Ask the partners of each pair to greet each other. They can do this activity in the vernacular if they wish. After each pair presents, write out their sentences on board.

At the end of this activity, what you have written on the board could resemble something like this:

PAIR 1 Friends – Arre kaise ho yaar? Bahut din baad mile! Haan…tu kaisa hai? Main theek hoon. PAIR 2 Acquaintances – Namaste. Aap kaise hai? Sab kushal to hai? Haan sab kushal mangal hai. PAIR 3 Stranger – Namaste. Mera naam Ram Kishore hai. Main aapka naya padosi hoon. Namaste. Mera naam Manish hai. Aapse milkar khushi hui. PAIR 4 ……………….. PAIR 5 ………………..

Or if some pairs are able to present in English:

PAIR 1 Friends – Hey! What’s up? Hi! As usual yaar. What about you?

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PAIR 2Acquaintances – Hello! How are you? I am fine. And how have you been?

PAIR 3 Stranger – Hello/Good Morning/etc. I am Ram Kishore. Good Morning. I am Maneesh. Nice to meet you. PAIR 4 ……………….. PAIR 5 ………………..

Now point out to the class how the tone and content of their expressions change with the kind of person they greet. Mention that the same applies for English or any other language.

Sentences Time: 10 min

Objective: The student is able to understand and speak some standard sentences used in the situation.

Mandatory activity: Show the class the “Greeting Sentences” chart.It has the following sentences written on it:

Greeting a friend: • Hi! How are you doing? • Hey! It has been a long time since we last met! • Hi! What are you doing now? • Hey! How’s life? Greeting an acquaintance: • Hello! How are you? • Hello! How have you been? • Good morning/afternoon/evening! All’s well? Greeting a stranger: • Hello! • Good morning/afternoon/evening! • How do you do? • My name is Aarti. May I know your name?

Help each student to read the sentences aloud. Explain the meaning of each phrase and sentence. Correct pronunciation mistakes, if any.

Now ask the students to write down these sentences in their notebooks. Encourage them to read out the sentences even as they write. Once the students have written all the sentences, ask the same pairs to enact the greeting using any one of the sentences given on the chart. Ensure that each pair comes up with a response to the greeting.

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Note:The greetings are not fixed expressions. They can vary not only in the form of expression used but also for the different people one may come across. You can provide other useful examples of greetings.

Activity Time: 15 min

Objective: The student will be able to greet friends, neighbors and strangers. Mandatory activity: Preparation time: 10 min Presentation time: 5 min Situation props: None Language props: None

Divide the class into 3 groups. Explain the following 3 situations to the class and ask each group to select one situation for a role play:

Situation 1: You have met a friend after a long time. The last time you saw him was in school. How would you greet each other?

Situation 2: You meet your local grocer while you are taking your morning walk. You ask him if his shop will be open today. He says it will be open for the morning only.

Situation 3: You see a person come down the stairs of your building. You have not seen him before, but you guess that the person may be your new neighbor. You want to greet him and introduce yourself.

Now ask each group to select two students from amongst them to come forward and enact the situation in front of the class. You can engage the students in this activity in the form of a game. The game could be like this:

Each group starts the game with 10 points each. The two students who come forward from a group have to start speaking after a countdown (or any other prompt, like the fall of a chalk or handkerchief!). The rule of the game is that if one or both students in the pair hesitate or grope for words, the group the pair belongs to loses a point and the pair has to return to the group. The group then sends the next pair. This way the scores of the groups could range from 10 (for no points lost) to any integer less than 10. The group with the highest score wins.

Grammar Time: 20min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept.

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The competency identified for this lesson is subject­verb agreement.

Mandatory activity: Write on the board the following sentences: • I greet you every day. You greet me every day. He greets me every day. • We greet you good morning. You all greet us good morning. They greet us good morning. Ask the class whether they see any change in the two sets of sentences. If they are able to point out that in the third sentence of the first set, it is “greets” and not “greet”, you have a very intelligent set of students! Now go on to mention the rule which is the reason behind the change: For any subject (name of a person, place or thing) that is in the third person and singular (Ram, Rita, he, she, it, Delhi, bus, chair, etc), the verb will take an “s” or “es” after it. Examples: Ram meets new people every day. He works as a sales person. Delhi gets rain in the month of July and August. The bus goes to Munirka. The chair makes a noise when you sit on it. For every other subject – first and second person, singular or plural, and third person plural (Ram and Rita, they, Delhi and Bombay, buses, chairs, etc) – the rule will not apply. Examples: I meet new people every day. We meet new people every day. You meet new people every day. You all meet new people every day. Ram and Rita meet new people every day. Write out more sentences, some incorrect ones this time. They can be like the following: I wish (√) my neighbor every morning. He wish (X) me back. I ask (√) him how he is doing. He say (X) that he is doing well. Then we goes (X) to the Mother Dairy booth to buy milk. We talk (√) about the day’s news. We walk (√) back and says (X) “bye” to each other. Then we gets (X) ready for office. Now divide the class into pairs and ask each pair to point out the errors. The pair of students who point out all the errors win.

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Ask students to go through Exercise No. 2. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review. Encourage the students to make simple sentences using the Third Person Singular rule. For example: o I/You take English classes. Exercise No. 2 Competency: Grammar o S/he takes English classes. Topic: Subject Verb Agreement o Etc. Read this: When a subject (name of a person, place or thing) is in the third person and singular (Ram, Rita, he, she, it, Delhi, bus, chair, etc), the verb will take an “s” or “es” after it. Examples: Ram meets new people every day. He works as a sales person. Delhi gets rain in the month of July and August. The bus goes to Munirka. The chair makes a noise when you sit on it. For every other subject – first or second person, singular or plural, and third person plural (Ram and Rita, they, Delhi and Bombay, buses, chairs, etc) – the rule will not apply. Examples: I meet new people every day. We meet new people every day. You meet new people every day. You all meet new people every day. Ram and Rita meet new people every day. Instruction: Fill in the blanks with the correct option. 1. Hello, Sir! How ______you? (a) is (b) are (c) am 2. One of the best ways to greet a stranger ______a simple “Hello!” (a) is (b) are (c) has 3. Both Meena and Reena ______people nicely. (a) greets (b) greet (c) greeting 4. One of those girls who ______at the office said “Hi” to me. (a) works (b) work (c) working 5. If it is morning, you can ______“Good morning” as a form of greeting. (a) says (b) say (c) saying 6. One of my favorite ways of greeting people ______“What’s up?” (a) is (b) are (c) being 7. The Japanese way of saying goodbye ______“Sayonara”. (a) is (b) are (c) being 8. “Bon jour” ____ what the French ______to greet someone.

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(a) is, says (b) are, say (c) is, say 9. No form of greeting ____ as popular as “Hello!” (a) is (b) are (c) has 10. Neither Preety nor Kirti ______Ritu when they meet her. (a) wishes (b) wish (c) wishing

Answers to Ex. 2 1. Hello, Sir! How are you? 2. One of the best ways to greet a stranger is a simple “Hello!” 3. Both Meena and Reena greet people nicely. 4. One of those girls who work at the office said “Hi” to me. 5. If it is morning, you can say “Good morning” as a form of greeting 6. One of my favorite ways of greeting people is “What’s up?” 7. The Japanese way of saying goodbye is “Sayonara”. 8. “Bon jour” is what the French say to greet someone. 9. No form of greeting is as popular as “Hello!” 10. Neither Preety nor Kirti wishes Ritu when they meet her.

SESSION 3: ICE BREAKER 2 – KNOW MORE ABOUT EACH OTHER

Duration : 30 min Keywords: Objective: The students become more familiar with the names, and other information regarding their fellow students. Preparation Required: Bowl of chits with names of the students written on them Steps:  Place the bowl of chits on the table.  Ask each student to come forward and pick up a chit from the bowl. He should read out the name written on the chit and point out the person of that name in the class. If the student is unable to read out the name, you can help.  If the student correctly identifies the person, he is required to recall the information given by this person about himself in the first Ice Breaker session.  If the information is incorrect, then the person whose name was called from the chit can stand up and correct/add/delete information as he thinks fit. This one to one interaction can ease a formal atmosphere and help students open up to one another.  Continue this way till the names of all students have been called out.

Notes: This activity is not meant to test the students’ memory. In fact the more they err, the merrier the class will be. For example:

The student reads out a name but points to a different person in the room. The person

Page 26 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query pointed out shakes his head, and the guessing game continues till the right person is identified.

If the student is unable to recall any information about the person called out, you can ask him to say where he thinks the person is from, what his age is, whether he is married or not, etc. The student will most probably be way off the mark, and that can give rise to a lot of humor in the class.

If the picks out his own name, he should drop the chit back into the bowl.

SESSION 4: TALKING ABOUT ONE’S FAMILY

Duration : 1hr Goal: The student will be able to talk about his family. Competency: Subject­verb Agreement Preparation: • Read up the Concept Note on Subject­Verb Agreement. • Prepare “My Family” flashcards on "3 inches by 5 inches" chart paper cards which read the 14 sentences listed under “Mandatory Activity” under “Sentences” topic below (one sentence on each card). Summary: The situation for this Lesson Plan is Talking About One’s Family. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. o The second section Sentences has standard phrases and sentences that the student can use to talk about his family. o The third section Activity has three role plays on the situation that the students enact. o The fourth section Grammar point discusses the competency identified for this lesson.

Comprehension Time: 10 min

Objective: The student is able to identify the people who comprise his family. Suggested activity: Write out the following words on the board:

Father, Mother, Sister, Brother, Grandfather, Grandmother, Uncle, Aunt, and Cousin

Now ask each student to say the following line and complete it with the words from the board: I live with my………………. (ask them to mention the number of brothers or sisters, or uncle or aunts). For example, a student may say: I live with my father, mother,

Page 27 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query grandmother, one brother, and two sisters, etc. Some students may use the phrase “cousin brother/sister” while mentioning their family members. Correct them as the usage “cousin brother/sister” is incorrect. Mention that they are to say only “cousin”. Next help them to complete the following sentences: My father is a ……………….. My mother is a ……………… My sister ……………….. My brother ……………….. For example, they could say: My father is a shop owner/driver/technician/tailor/farmer/clerk/etc. My mother is a teacher/shop assistant/housewife/etc. My sister studies in a school/college/works at an office/shop/is married/etc. My brother studies in a school/college/works at an office/shop/etc. Correct mistakes, if any.

Sentences Time: 20 min

Objective: The student is able to understand and speak some standard sentences used to describe one’s family. Mandatory activity: Distribute the “My Family” Flashcards among the students. They have the following sentences written on them:

1. I study in DAV College. 2. I am a sales assistant at Shopper’s Stop. 3. My father is a tailor; My mother is a teacher; My brother studies in DAV College; My sister is a sales assistant at Shopper’s Stop. 4. I am a tailor. 5. I am a teacher. 6. I am a technician. 7. I am a housewife. 8. I am a car driver. 9. My brother is a car driver; My sister is a telecaller at ICICI Bank; My father is a technician. My mother is a housewife. 10. I am a telecaller at ICICI Bank. 11. I am a farmer. 12. My grandfather is a farmer; My mother is a beautician; My sister is a college student. 13. I am a beautician. 14. I am a college student.

Each student reads out his Flashcard. Once they have all read out, they should be able to identify their family members. For example, the students who have read the

Page 28 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query sentences 1, 2, 3, 4, and 5 should come together and form a group or what can now be called a “family”. In this manner, three families will have been formed (this can vary depending on the number of students in the class, in which case you have to be careful while distributing the cards so that no card is distributed without its complement). Now ask each group to describe the person who has talked about his family in the group, that is, the person who spoke the sentences 3, 9, and 12; as no one knows anything about this person yet. The descriptions can be any that the students in the group or “family” can come up with. For example, He works at the local bookstore; She stitches very well; He is a nurse at a hospital; She teaches children painting and craft; etc. Encourage the students to come up with as many descriptions as possible.

Activity Time: 15 min

Objective: The student is able to talk about his family. Mandatory activity: Preparation time: 10 min Presentation time: 15 min Situation props: None Language props: None The groups or “families” that had been formed in the previous activity remain the same for this activity. Present before them the following situations and ask them to choose one: 1. The family has a father, mother, 2 boys, and a girl. The father has a paper printing business. The mother is a housewife. The two brothers are young and are at school. The sister studies Mathematics and Economics in a college. 2. The family has a father, mother, 2 girls, and a boy. The father suffers from bad health and so has to stay at home. The mother is a teacher at a local primary school. The two sisters give tuitions to small kids at home. The brother goes to college where he studies commerce. 3. The family has a grandfather, mother, and a young girl. The grandfather is retired and stays at home. The mother runs a small tiffin business. Her daughter is in the 5th Standard at Government Girl’s High School. Now ask each group to come forward. Each member of the group will have to describe his/her family by turns.

Grammar Time: 15 min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept. The competency identified for this lesson is subject­verb agreement. You can refer to Lesson Plan 1 Greeting a Person where this competency has been explained in detail. You can briefly explain the concept again to the class. Mandatory activity:

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Write on the board the following sentences: o I am a college student. o I studies science at college. o The name of my college are DAV Public College. o My father is a teacher. o He teach math and science at Government Boy’s High School. o I has two sisters. o They works at my Aunt’s shop. o My mother works very hard. She take care of all of us. Now ask the groups or “families” to identify the errors in the sentences. The family which spots the maximum number of errors wins.

Ask students to go through Exercise No. 4. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review.

Encourage the students to make simple sentences using the Third Person Singular rule correctly. For example: o I have a brother and a sister. o My parents work at the same office. o My grandmother and grandfather live with us.Exercise No. 4 o My Aunt teach es at a school. Competency: Grammar Topic: Subject Verb Agreement o Etc.

Read this:

Refer to Exercise Sheet 2for a discussion on subject­verb agreement. Here are a few more examples: o Ram does all the house work. (third person singular) o His little sister helps him out. (third person singular) o They take time out to study as well. (third person plural)

Instruction: Fill in the blanks with the correct option. 1. Saumya _____ a Punjabi. a. is b. are 2. She _____ in Ambala. a. lives b. live 3. Her father and her mother ______teachers. a. is b. are

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4. Her grandmother ______with them. a. live b. lives 5. Her sister ______to college a. go b. goes 6. Her brother ______a carpenter. a. am b. is 7. He ______in Delhi. a. work b. works 8. Saumya ______to join the Army. a. wants b. want 9. Her father ______in the army for 3 years. a. are b. was 10. Saumya ____ to her brother every week. a. speak b. speaks

Answers to Ex. 4: 1. Saumya is a Punjabi. 2. She lives in Amritsar. 3. Her father and her mother are teachers. 4. Her grandmother lives with them. 5. Her sister goes to college. 6. Her brother is a carpenter. 7. He works in Delhi. 8. Saumya wants to join the Army. 9. Her father was in the army for 3 years. 10. Saumya speaks to her brother every week. SESSION 5: ICE BREAKER 3 – TELL ABOUT EACH OTHER

Duration : 30 min

Keywords: None

Objective: The students are able to be more expressive about their perceptions of one another. This activity will help to establish goodwill among the students in the class.

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Preparation Required:

Steps:

 Place the bowl of chits on the table.

 Ask each student to pick a chit. The person will have to describe the person whose name is written on the chit. He can describe his attire, his manners, his features, etc. For example, he can say that the person is tall or short; fair or dark; has short or long hair; has a moustache or is clean shaven; etc.

 Next, the student has to mention one good quality that he thinks the person has. For example, he can say that the person is helpful, or polite, or has a sense of humor.

 Continue the activity till all students have spoken about some other student in the class.  If the student picks up his own name, he can drop the chit back into the bowl and pick up another.

 Ensure that no student has been left out – the qualities of all students must have been expressed in the class.

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Notes: By way of a variation, ask the students not to drop the chit back into the bowl if it carries their own name. Some humor can be brought into the class if a student picks up his own name and has to describe his physical self as well as mention the good qualities he possesses. You can encourage the shy students to be more expressive about themselves. For example, to a student who refuses to mention anything good about himself, you can ask playful questions like: “So are you not helpful”; “So if somebody asks you something, do you not answer truthfully?”, etc.

SESSION 6: INTRODUCING ONESELF

Duration : 1 hr Goal: The student will be able to introduce himself. Competency: Subject­verb Agreement Preparation: • Read up the Concept Note on Subject­Verb Agreement. Summary: The situation for this Lesson Plan is Introducing Oneself. The Lesson Plan is divided into 4 sections: o The first section Comprehension helps students identify certain points of personal information which are usually given when introducing oneself. o The second section Sentences has standard phrases and sentences that the student can use in the situation. o The third section Activity has role plays on the situation that the students enact. o The fourth section Grammar discusses the competency identified for this lesson.

Comprehension Time: 15 min

Objective: The student will be able to identify various points that are usually covered in making introductions. Suggested activity: Start by asking each student to make a quick introduction in any way they can. Keep jotting down on the board whatever points they cover. Some of the points may be: o Their name o Where they live o What they are doing presently o What their hobbies are Congratulate them on their effort and proceed to make an introduction of yourself. Make sure that you cover the above points in your introduction: “Hi, I am ______. I live at ______. I am a trainer/I am working as a trainer with (name of the organization you are working with) presently. I like ______.” Now, divide the class into pairs. The partners in each pair have to introduce themselves to each other.

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Sentences Time: 15 min

Objective: The student is able to understand and speak some standard sentences used in the situation. Mandatory activity: Write the following phrases on the board: “I would like to introduce myself. I am…” “Hi/Hello, I am...” “Hi/Hello! My name is…” “Hi/Hello! My name is…but you can call me…” “I live at…” “I am from…” “I am working as a …” “I am a …” “I studied at…” “I am/came here to…” “My hobbies are…” “I like…” Now, ask the students to write down the phrases in their notebook. Then, tell them to complete the phrases with their own personal details. Help them read the sentences aloud and correct the pronunciation issues wherever necessary.

Activity Time: 15 min

Objective: The student is more confident of introducing himself in various situations. Here, he will make the introduction during an interview. Mandatory activity: Preparation time: 5 min Presentation time: 5 min for each team Situation props: None Language prop: You can write down the following on the board: 1. Interviewer: (a) Tell us something about yourself. OR (b) Please give us an introduction of yourself. 2. Candidate: “I am from ______. I graduated from ______with a ______degree in ______. I have come here to interview for the post of ______. I like ______” Now, ask the students to prepare their introductions based on this example.As soon as the preparation time is up, divide the students into four teams – A, B, C, and D. For the students of Team A, a student from Team B will act as the interviewer and ask the questions. Each student of Team A will step forward and answer the question. Similarly a student from Team C can act as the interviewer for Team B, and so on. This is how you will award the team their points. Each team starts with 5 points. If

Page 34 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query the first speaker gives the introduction well, i.e. without forgetting anything in between or making any mistakes, then she/he will be awarded +1. If not, ­1. The next speaker gets the chance to recover the points if he performs well. The team that gets the highest points wins.

Grammar Time: 30 min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept. The competency identified for this lesson is subject­verb agreement. You can refer to Lesson Plan 1 Greeting a Person where this competency has been explained in detail. You can briefly explain the concept again to the class. Mandatory activity: Write on the board the following sentences: o My name is Nisha. And you are? o I am a doctor. I works at Safdarjung Hospital. o It is a pleasure to meet you. o Her name is Nisha. And the two men she is talking to is Manoj and Rahul. o She is a doctor. She work at Safdarjung Hospital. o The two men is saying that it is a pleasure to meet her. Now, ask the students to identify the errors and correct them. Ask students to go through Exercise No. 6. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to theExercise No. 6 class the next day for review. Competency: Grammar Topic: Subject Verb Agreement Read this:

Refer to Exercise Sheet 4for a discussion on subject­verb agreement. Here are a few more examples: 1. I have a dog. 2. Do you have a dog? 3. We have a dog. 4. He hasa dog.

Instruction: Fill in the blanks with the correct option. 1. Hi! I ___ Priya. a. is b. am c. are 2. _____ am 21 years old. a. He b. I c. She 3. I ______in Delhi. a. live b. lives 4. There ______six members in my family.

Page 35 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query a. is b. are c. was 5. My parents ______me very much. a. loves b. love 6. My brothers ______working. a. is b. am c. are 7. My father ______a farmer. a. is b. am c. are 8. My mother ______a housewife. a. are b. is c. am 9. I ______one sister. a. has b. have c. having 10. She ______studying. a. is b. am c. are

Answers to Ex. 6: 1. Hi! I am Priya. 2. I am 21 years old. 3. I live in Delhi. 4. There are six members in my family. 5. My parents love me very much. 6. My brothers are working. 7. My father is a farmer. 8. My mother is a housewife. 9. I have one sister. 10. She is studying.

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SESSION 7: ICE­BREAKER 4 ­ FORM TEAMS/PAIRS

Duration : 30 min

None Keywords:

The students are able to form pairs. They are able to empathize with the needs and expectations of their partners. Objective:

Preparation None Required:

Steps:

 Assign one number to two students. So in a class of 20, the students can be numbered from 1-10.

 Ask the students with the same number to come together.

 Thus the students form same-number pairs.

 Give the students 10 minutes to talk to each other. They should tell each other what they expect in a friend.

 After this time, ask each pair to come to the front of the class and say what they have discussed.

 Ask each pair whether they can fulfill their partner’s expectations. Ask also whether the same expectations hold true for the rest of the class.

Notes: The purpose of this activity is to foster bonding among the students and make them aware of their neighbor. Discuss that all the students have come for the IT course with the common objective of finding a better livelihood. All the students must see this as a shared goal and help each other in achieving it.

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SESSION 8: TELLINGTHE TIME

Duration : 1hr Goal: The student will be able to ask for and tell time. Competency: Framing questions Preparation: • Prepare the “Digital Time” Flashcards on "3 inches by 5 inches" chart paper cards which read the 9 digital times listed under “Sentences” section below (one on each card). Summary: The situation for this Lesson Plan is Telling the Time. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. The students practice some very common questions and answers relating to time. o The second section Sentences has standard phrases and sentences that the student can use to tell time. o The third section Activity has role plays on the situation that the students enact in pairs. o The fourth section Grammar discusses the competency identified for this lesson.

Comprehension Time: 10 min

Objective: The student is able to understand and tell time for different activities. Suggested activity: Write out the following on the board: Quarter to (2:45 = quarter to 3) Quarter past (2:15 = quarter past 2) _ to ___ (1:55 = 5 to 2) _ past __ (1:05 = 5 past 2) Half past __ (2:30 = half past 2) After explaining the use of the above mentioned formats for telling time, divide the class into pairs. Now write the following sentences on board: Questions Answers “What time do you wake up?” “I wake up at ” “What’s the time?” “It’s ” “What time do you have lunch?” “I have lunch at…” “When do you go to bed?” “I go to bed at….” “What time does the movie start?” “The movie starts at….” Ask the pairs to practice asking and answering the questions above. So a pair can, for example, come up with the following set of question and answers:

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Questions Answers “What time do you wake up?” “I wake up at 7 am.” “What’s the time?” “It’s half past ten.” “What time do you have lunch?” “I have lunch at 1 o’clock.” “When do you go to bed?” “I go to bed at quarter past two.” “What time does the movie start?” “The movie starts at 8 pm”

Make sure that each pair practices these questions and answers.

Sentences Time: 10 min

Objective: The student is able to understand and speak some standard phrases and sentences used to ask for and tell time. Mandatory activity: Show the “Digital Time” Flashcards to the class. They have the following written on them: 1:25 1:15 2:05 9:10 6:45 7:55 10:30 10:45 9:05 The pairs have to tell the time correctly, using expressions such as quarter past, quarter to, half past, past, etc. Now write out the following on the board: What time is it? It is quarter past one. Can you tell me the time? It is five to two. What is the time? It is five past two. What time is it by your It is half past ten. watch?

Encourage each student to read the sentences aloud. They can also write them down in their notebooks

Activity Time: 20 min

Objective: The student is more confident of asking for and telling time in every day

Page 39 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query situations. Suggested activity: Preparation time: 10 min Presentation time: 15 min Situation props: A bowl with chits of paper with various phrases written on them, such as:wake up; eat lunch; play in the evening; time of favorite TV serial; catch office bus in the morning; leave office; take bath; go to sleep; etc. Language props: None

Ask each pair to come to the front of the class and pick up a chit from the bowl. Based on what is written on the chit, the pair has to ask a question and give an answer pertaining to time. For example, if a pair picks up “leave office” chit, the student can ask the question: When do you leave office?, the answer to which can be “I leave office at 6 o’clock.” Note: In the answers, encourage the students to say complete sentences and not just mention the time.

Grammar Time: 30 min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept.

The competency identified for this lesson is framing questions. Mandatory activity Write on the board the following sentences: o Oh I am late already…what is the time? o Excuse me…can you please tell me the time? o Hey! What time does the movie start? o When do we have to meet Mr D’Souza? o What time is the appointment? o When is he going to come? Point out to the class that questions usually start with words like what, when, how, where, why, is, can, do, did, will, would, could, etc. And that they are always placed at the beginning of the sentence. So we cannot say: o The time is like what? o You can please tell me the time? o The movie starts what time? o The appointment is what time? o He is going to come when? Also mention that if the question pertains to asking for time, they will typically begin with: When… or What time… or Can you tell me…

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Now write out the following questions on the board: o Can you do the work for me? o When do you want this book? o I can find the class where? o You will meet me at the station? o You can get the file? o Why are you so sad? o You are why so happy? o Do you work at the mall? o Where do you live? o What is the price of the book? o You do want some help? o Did you see the movie? o When did the movie start? o You will do me a favor? Ask the pairs to point out the questions that have been framed in the correct way. The pair of students who point out all the correctly framed questions win.

Ask students to go through Exercise No. 4. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review.

Encourage the students to make simple questions using what they have practiced. For example: o When do I have to come? o What time does the class start? Exercise No. 8 Competency: Sentence Structure o Can you tell me the reporting time for the flight?Topic: Framing questions o Etc. Read this: Questions usually start with words like what, when, how, where, why, is, can, do, did, will, would, could, etc. They are always placed at the beginning of the sentence. So we cannot say: o The time is like what? o You can please tell me the time? o The movie starts what time? o The appointment is what time? o He is going to come when? If the question pertains to asking for time, they will typically begin with: When or What time… or Can you tell me… Example: a. What time is it? √ b. Where is the time? X

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Instruction: Choose the correctly framed questions. a. Is we on time? b. Are we on time? 2. a. When is the time by your watch? b. What is the time by your watch? 3. a. When does the train leave? b. What does the train leave? 4. a. At what time is the meeting? b. At when time is the meeting? 5. a. On time are we? b. Are we on time? 6. a. Could you tell me the time please? b. You could please tell me the time? 7. a. When wake up do you? b. When do you wake up? 8. a. Are you come on time? b. Will you come on time? 9. a. Is your flight on time? b. Your flight is on time? 10. a. When are you planning to leave for Bangalore? b. Are you when planning to leave for Bangalore?

Answers to Ex. 8: 1. b. Are we on time? 2. b. What is the time by your watch? 3. a. When does the train leave? 4. a. At what time is the meeting? 5. b. Are we on time? 6. a. Could you tell me the time please? 7. b. When do you wake up? 8. b. Will you come on time? 9. a. Is your flight on time? 10. a. When are you planning to leave for Bangalore?

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SESSION 9: DESCRIBING SOMEONE

Duration : 1 hr Goal: The student will be able to describe a person in detail. Competency: Adjectives and Adverbs Preparation: • Bring several pictures of people to the class. Summary: The situation for this Lesson Plan is Describing Someone. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. The students are encouraged to describe themselves. o The second section Sentences has standard phrases and sentences that the student can use to describe others. o The third section Activity has a role play on the situation that the students enact individually. o The fourth section Grammar discusses the competency identified for this lesson.

Comprehension Time: 10 min

Objective: The student is able to understand all that can be included in the description of a person. Suggested activity: Write out the following on the board: Tall, short, dark, fair, plump, thin, young, aged, long, moustache, long hair, short hair, etc Polite, rude, helpful, friendly, quiet, talkative, reserved, outgoing, simple, fashionable, studious, fun­loving, serious, intelligent, smart, tactful, etc Now ask each student to describe himself. You can help them by writing out the following sentence on the board. They can follow the pattern of the sentence when they give their descriptions. I am tall, dark, and plump. I have long hair. I am 24 years old. I am friendly and helpful. I talk a lot to people. Write on the board any other word they use to describe themselves. Now describe yourself. Write out the sentences that you have used to describe yourself on the board. Make sure that every student gets the chance to describe himself.

Sentences Time: 15 min

Objective: The student is able to understand and speak some standard phrases and sentences used to describe someone. Mandatory activity: Distribute blank chits of paper among the students. Ask them to write a description of

Page 43 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query themselves on the chits. Now collect the chits and put them in a bowl. Ask each student to come by turns and pick up a chit. The students have to read aloud the description on the chit and identify the person. Once that is done, ask each student to read out the descriptions one by one. Write them on the board. While writing, correct grammatical issues. For example, if a student reads out: I tall and fair. I help others and very talkative, while writing, you can correct the description as: I am tall and fair. I help others. I like to talk to others/am very talkative. Once you have written all the sentences on board, ask the students to read their descriptions from the board. Encourage them to add to the descriptions. For example, a student may point out that in addition to being helpful and talkative, the person is also very fun­loving.

Activity Time: 15 min

Objective: The student is more confident of describing people in real life. Suggested activity: Preparation time: 5 min Presentation time: 10min in all Situation props: Several pictures of people. Distribute a picture to each student. Language props: None Explain the situation to the class – the student has to file a missing person report in a police station! Place a table and two chairs at the centre of the room (they may already be there). Now pretend that you are the police officer. Ask each student to come forward and describe the person from the picture they have. Help them in their descriptions if they hesitate or fumble for words. You can bring in humor by having some pictures of caricatures.

Grammar Time: 20 min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept. The competency identified for this lesson is adjective and adverb. Mandatory activity: Write on the board the following sentences: o Dev Kumar is my favoritefilm star. o He is tall, dark, and handsome. o The clothes he wears are so fashionable. o His style of dressing verysoon sets a trend that all follow. o I loved his latest movie Kab Tak. o In the movie, he plays the role of a thief superbly. o He wears dark clothes when he goes to burgle people’s homes at night. o He is almostnever caught. He manages to escape everytime.

Page 44 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query o Once, hearing some noise, the owner of the house switches on the lights. o DK quickly puts on his ghost mask and the owner gets so scared that he jumps off the balcony! o Then DK silently leaves the place but not without his booty. Now divide the class into pairs. Ask each pair to point out the adjectives and adverbs in the sentences. For each correct answer, the pair gets a point. The pair that gets the maximum number of points wins. Explain to the class that an adjective describes a noun – a person, thing or place. Example: Delhi is very hot in summer. (describing noun summer) An adverb describes an adjective, a verb, or another adverb. Example: Delhi is very hot in summer. (describing adjective hot) The temperature quickly rises to over 40°C. (describing verb rises) It almost never comes below 40°C in the month of June. (describing the adverb never) Ask students to go through Exercise No. 9. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review. Exercise No. 9 Competency: Grammar Encourage the students to make simple questions using what they have practiced. Topic: Adjectives and adverbs

Read this:

Adjectives describe a noun/pronoun: This tea is sweet. I am angry right now. In the above sentences, the words “sweet “and “angry” describe the noun “tea” and the pronoun “I” respectively. Therefore, the words “sweet” and “angry” are adjectives. More examples are given below: It looks like we have a clear sky today. She looks happy, doesn’t she? Adverbs describe adjectives, verbs, or other adverbs. This tea is very sweet. She gets angry quickly. He was smiling rather sadly. In the first example, the adverb “very” describes the adjective “sweet”. In the second example, the adverb “quickly” describes the verb “gets”. In the third example, the adverb “rather” describes the adverb “sadly”. More examples are given below: She is so excited about the party. We arranged the place nicely. Spring gets over too soon.

Instruction: Read the passage and identify whether the words in bold are adjectives

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There is this girl called Helen in our class. If you want to know how she looks, then here are the details: she is quitetall, she has dark skin, and her hair is long and shiny. Oh! She also has dimples (which we don’t get to see often as she doesn’t smile much!). She doesn’t talk much or take an active part in any group programs. No wonder why she stays alone most of the time. But she looks verynice when she smiles. As I have already said, she has dimples which we don’t see often (as she doesn’t smile much). I think it was the smile that made me strongenough to talk to her one day. “Hey Helen!” I said to her (I was reallyafraid she might not want to talk to me). “Hi!” said Helen. “Would you like to have lunch with me?” “That’s nice of you. But I do not eat meat. I hope you haven’t brought meat?” “Uh…yes...sorry!” So, now I have one more thing to tell you about Helen. She is a vegetarian. 1. quite: 2. tall: 3. dark: 4. long: 5. shiny: 6. much: 7. active: 8. alone: 9. very: 10. nice: 11. strong: 12. enough: 13. one: 14. really: 15. afraid:

Answers to Ex. 9:

1. quite: ADVERB 2. tall: ADJECTIVE 3. dark: ADJECTIVE 4. long: ADJECTIVE 5. shiny: ADJECTIVE 6. much: ADVERB 7. active: ADJECTIVE 8. alone: ADJECTIVE

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9. very: ADVERB 10. nice: ADJECTIVE 11. strong: ADJECTIVE 12. enough: ADVERB 13. one: ADJECTIVE 14. really: ADVERB 15. afraid: ADJECTIVE

SESSION 10: ASKING SIMPLE QUESTIONS

Duration : 1 hr Goal: The student will be able to ask simple questions. Competency: Framing questions Preparation: • Review the list of Question Words ( in the section “Sentences”). Summary: The situation for this Lesson Plan is Asking Simple Questions. The Lesson Plan is divided into 4 sections: o In the first section Comprehension, the students learn to frame questions for particular situations. o In the second section, Sentences,the students learn to frame questions with different words. o The third section Activity has a game on the situation. o The fourth section Grammar discusses the competency identified for this lesson.

Comprehension Time: 10 min

Objective: The student will be able to frame questions for given situations. Suggested activity: Write down the following situations on the board: 1. You want to ask a person his/her name. 2. You want to ask a person where he/she lives. 3. You want to ask what he/she is doing presently. 4. You want to ask why he/she is here. 5. You want to ask how he/she goes to office. 6. You want to ask when he/she is going back. Now ask each student to frame a question for any one situation. Ensure that the entire class has been asked and all the 6 situations addressed. Jot down the responses on the blackboard. Now, write down the following questions for the above situations and compare them with the students’ responses with the class. Point out any mistake they have made and help them correct them. 1. What is your name? 2. Where do you live?

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3. What are you doing presently/ what are you doing these days? 4. Why are you here? 5. How do you go to office? 6. When are you going back?

Sentences Time: 15 min

Objective: The student is able to frame questions with question words and modals. Mandatory activity: Ask the students to look at the list of “Question Words”. They have the following exhaustive list of words used for framing questions in the Student Handbook:

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Word Examples what 1. What are you doing tonight? 2. What are we having for dinner? when 1. When is the match starting? 2. When are we leaving? where 1. Where is my diary? 2. Where will the World Cup be held this year? which 1. Which one is your book? 2. Which color should we buy? Who 1. Who is that girl? 2. Who stole the cell­phone? whom 1. With whom did you go to see the movie? 2. Whom did you meet at the party? whose 1. Whose towel is this? 2. Whose dog is barking this late at night? Why 1. Why didn’t you do your homework? 2. Why are we visiting her? How 1. How are we going to tell him about the situation? 2. How is the book that you are reading? Are 1. Are you Akanksha’s sister? 2. Are you going to see him again? Is 1. Is she doing her homework? 2. Is Manisha ill? Am 1. Am I really going to take that chance? 2. Am I happy? Have 1. Have you seen the new movie? 2. Have I done the right thing? Has 1. Has she completed her shift? 2. Has it started boiling? Do 1. Do we need to confirm the time and place? 2. Do you have to go to the bank today? Does 1. Does he ever knock before entering a room? 2. Does the cat often steal from your kitchen? Can/could 1. Can I go to the mall? 2. Could you give me that magazine? 3. Can you play chess? Will/ would 1. Will you be there on my wedding? 2. Will my book be published? 3. Would you sing if they ask you to? Shall/shoul 1. Shall we go now? d 2. Shall I do the job for you? May 1. May I come in? 2. May I go out for a moment?

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Make each student read out one word and its example question. Then, ask him to give an example of his own. Ensure that no student is left out.

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Activity Time: 15 min

Objective: The student is able to frame questions of their choice.

Mandatory activity: Preparation time: 10 min Presentation time: 5 min Situation props: None Language props: None

There are 20 words in the “Question Words” Handout. Make four teams (A, B, C, D) and assign each team five words. The teams have to frame five questions using the five words. Next, pair the teams – A with B, and C with D. Five members from Team A will ask a question each to five members of Team B and vice versa. Same with teams C and D. Only one member from a team will be allowed to answer one question. There will be only 3 seconds to answer each question.Reward 2 points for a question correctly framed and 2 points for an answer. If a member fails to frame a question properly or answer a question, deduct a point.

Grammar Time: 20 min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept. The competency identified for this lesson is framing questions. You can refer to Lesson Plan 4 Telling theTime where this competency has been explained in detail. You can briefly explain the concept again to the class. Mandatory activity: Write down the following sentences on the board: 1. I am Mina. 2. My name is Mina. 3. I am from Delhi. 4. I am here to meet a friend. 5. I came by bus. 6. Yes, I am Indian. 7. No, I will not shop with my friend. 8. Yes, I have called her up. Now, ask each student to frame question for each statement. Jot down their questions on the board. Congratulate them on their effort. Now, write down on the board the questions to the above statements and ask them to compare with their own answers: 1. Who are you? 2. What is your name? 3. Where are you from? 4. Why are you here?

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5. How did you come? 6. Are you Indian? 7. Will you shop with your friend? 8. Have you called her up?

Ask students to go through Exercise No. 10. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review. Encourage the students to make simple questions using what they have learnt and practiced. For example: • Shall we go to the movies today? • When will the next session start? Exercise No. 10 • Competency: Grammar How many lessons have we covered so far?Topic: Framing questions • etc. Read this: While framing questions, the sentences should begin with the question words (see Handout: Question Words) Examples: Which student was absent yesterday? Is he present today? Did he bring his leave report today? Instruction: Choose the correct question for the following statements. 1. It is the name of a person. a) Is it the name of a person? b) The name of a person is it? 2. The person is male. a) Is the person male? b) The person is male? 3. He is Indian. a) Is he Indian? b) He is Indian? 4. He is an actor. a) An actor he is? b) Is he an actor? 5. He is married. a) Is he married? b) Married he is? 6. He has two children. a) How many children does he have? b) How many he has children? 7. He has a son and a daughter. a) How many sons and daughters does he have? b) Sons and daughters how many he has?

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8. He lives in Mumbai. a) Where does he live? b) In Mumbai he lives? 9. He was brought up in Delhi. a) He was brought up in Delhi? b) Where was he brought up? 10. His name is Shah Rukh Khan! a) What is his name? b) Shah Rukh Khan his name is?

Answers to Exercise 10: 1 Is it the name of a person? 2. Is the person male? 3. Is he Indian? 4 Is he an actor? 5. Is he married? 6. How many children does he have? 7 How many sons and daughters does he have? 8. Where does he live? 9 Where was he brought up? 10. What is his name?

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SESSION 11: TALKING ABOUT THE WEATHER

Duration: 1 hr Goal: The student will be able to talk about the weather. Competency: Sentence and Sentence Fragments (meaning ­ part of a sentence) Preparation: • Prepare and bring the “Talking about Weather” chart (in the section “Sentences”) on a full­size chart paper sheet to the class. Summary: The situation for this Lesson Plan is Talking about the Weather. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. The students are encouraged to talk about the weather. o The second section Sentences has standard phrases and sentences that the student can use to talk about the weather. o The third section Activity has a role play on the situation that the students enact in pairs. o The fourth section Grammar discusses the competency identified for this lesson.

Comprehension Time: 10 min

Objective: The student is able to understand all that can be mentioned when talking about the weather. Suggested activity: Enter the class shivering as if from cold. If it the height of summer, you may find puzzled, giggling faces. If not, the put on act would still elicit smiles and laughter. Ask the class what kind of weather it is today. You may get the reply, “Very cold weather”. Write out the replies on the board. Next, fan yourself with a copy or paper and mop your forehead with your handkerchief. Ask the class the kind of weather that makes you do so. Write the replies on the board. Likewise mimic the holding of an umbrella to denote a rainy day, or even a smiling face and happy gait to denote the perfect day! The sentences on the board could look like this: o It is very hot today. o It is very cold today. o It is raining today. o Today the weather is pleasant – it is neither too hot nor too cold. Finally, you can describe that day’s weather yourself. Write on the board the sentences you say and encourage the students to copy them down in their notebooks.

Sentences Time: 15 min

Objective: The student is able to understand and speak some standard phrases and sentences used to talk about the weather.

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Mandatory activity: Show the “Talking about Weather” chart to the class. It will have the following written on it:

Day’s Weather City’s climate It is quite cold today. It is very hot in summers.

It is very chilly today. It is very cold in winters.

It is so hot today. It gets very less rainfall.

It is quite warm today. It gets a lot of rain in the monsoon season. It seems it is going to rain. It is neither too hot nor too cold.

What a downpour! It is very cold in winters but pleasant in summers. Haven’t seen such rains for quite some time. It is very hot in summers but cool in winters. We are going to have a shower. It rains almost throughout the year. It is very pleasant today. It is very hot during the day but cooler at nights. It is neither too cold nor too hot. It is hot and humid in summer. The skies look clear. No chances of rain. It is hot and dry in summer. Lovely day, isn’t it? Looks like it isn’t going to stop raining today!

I think the skies are going to clear up later.

Read out the weather and climate descriptions and encourage the class to read them aloud too. Now ask each student to come forward and describe the weather of that day or any day of the week gone by, as well as the climate of the city to which he belongs. He can pick the sentences from the chart or add any new sentence to describe the weather or the climate, which then you can write on the board. Continue this way till all students have had the chance to talk about the weather. Note: If the students want to talk about any day of the week gone by, remind them that they should speak in the past tense. So “It is quite cold today” will become “It was quite cold that day” and so on.

Activity Time: 20 min

Objective: To make the student confident of talking about the weather in real life. Mandatory activity:

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Preparation time: 10 min Presentation time: 5 min each Situation prop: None Language prop: Ask the students to read the conversation given below:

A: Hi! How are you doing? B: I am fine…what’s up? A: Nothing new. I was just going across to the shop to get a magazine. I am going to stay indoors and read all day today. B: Yeah…I know. It is too hot to go out to play. A: But you know, I think it is going to rain later in the day…do you see the dark clouds? B: That would indeed be a welcome relief. A: Yes, a cool shower would be great! B: As it is so hot, why don’t we go for a swim today? A: Mmm…it may rain in the evening…how about a dance in the rain instead?

Divide the class into pairs. Distribute copies of the Handout among the pairs. Tell the pairs that they have to make changes to the conversation based on the premise that it is a very cold day. The students need not follow the same flow of conversation. They can also come up with a completely new piece of conversation. There may be mistakes of logic in the sentences that the students make. For example, they can say “It is too cold to go out to play”. You can correct them by saying that people usually love to play outdoor games when it is cold. A better sentence would be “It is too cold to step out of the house.”

Grammar Time: 30 min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept. The competency identified for this lesson is sentence and sentence fragments. Mandatory activity Write on the board the following sentences: o Is a cold day. o It was freezing cold yesterday. o Going to rain very soon. o The sky clear. o It is so hot and humid. o The rain has only increased the humidity. o A nice breeze blowing. o Lovely weather this. Now divide the class into pairs. Ask each pair to point out the sentences that are

Page 56 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query complete. For each correct answer, the pair gets a point. The pair that gets the maximum number of points wins. Now ask the class to complete the sentences that are incomplete. So they can say: o It is a cold day today. o It is going to rain very soon. o The sky is clear. o There is a nice breeze blowing. o The weather is lovely. Next, bring in slight changes to the sentences above to show how differently they can be expressed: o What a cold day it is today! o It looks like it is going to rain very soon. o The sky looks clear – no signs of clouds. o What a pleasant breeze! o What a lovely weather! Explain to the class that a complete sentence should have a subject and a verb; otherwise, it is just a fragment of a sentence. For example: “Is a cold day” does not have the subject “It”. “The sky clear” does not have the verb “is”. You can also mention that typically, a sentence in English has the order SVO (Subject – Verb – Object). For example: The rain (subject) brought (verb) welcome relief from the heat (object).

Ask students to go through Exercise No.11. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review. Exercise No. 11 Competency: Grammar Encourage the students to make simple sentences using what they have learnt. Topic: Framing complete sentences

Read this:

A complete sentences is one that as a subject and a verb. For example, the sentence “I a good dancer” is not a complete sentence as it does not have a verb. Now, if we added the verb “am” to this sentence, it would be complete: I am a good dancer.

Similarly, the sentence “Am a good dancer” is not complete as a subject is missing. Therefore, we should add a subject to complete the fragment. For example: I am a good dancer. Examples: We have an English class today. I go to office every weekday. She likes oranges.

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Instruction: Identify the option which is a complete sentence. 1. (a) Today a fine day. (b) Today is a fine day. (c) A fine day. 2. (a) It is bright and sunny. (b) It bright and sunny. (c) It bright sunny 3. (a) It rained yesterday. (b) It raining yesterday. (c) Yesterday it raining. 4. (a) It was very cold. (b) It very cold. (c) It cold 5. (a) It is not cold today. (b) It not cold today. (c) It cold not today 6. (a) We on a picnic today. (b) We could go on a picnic today. (c) Could go on a picnic today. 7. (a) The sky seems clear and bright. (b) The sky clear and bright. (c) The seems clear and bright 8. (a) Thank god it is not raining. (b) Thank god it not raining. (c) Thank it raining not 9. (a) Should we umbrellas just in case? (b) Should take umbrellas just in case? (c) Should we take umbrellas just in case? 10 (a) It will not rain today. (b) It not will rain today. (c) It not rain today Answers to Ex. 11:

1. (b) Today is a fine day. 2. (a) It is bright and sunny. 3. (a) It rained yesterday. 4. (a) It was very cold. 5. (a) It is not cold today. 6. (b) We could go on a picnic today. 7. (a) The sky seems clear and bright. 8. (a) Thank God it is not raining. 9. (c) Should we take umbrellas just in case? 10. (a) It will not rain today.

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SESSION 12: LIKES AND DISLIKES

Duration: 1 hr Goal: The student will be able to talk about his likes and dislikes. Competency: Simple Present Tense Preparation: • Read the Concept Note on Tenses. • Bring to the class a bowl containing chits of paper, with the names of students written on them. Summary: The situation for this Lesson Plan is Likes and Dislikes. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. o The second section Sentences has standard phrases and sentences that the student can use to talk about his likes and dislikes. o The third section Activity has role plays on the situation that the students enact individually. o The fourth section Grammar discusses the competency identified for this lesson.

Comprehension Time: 10 min

Objective: The student is able to understand and appreciate various likes and dislikes Suggested activity: Divide the class into two groups. Ask each student of the first group to name one thing that they like and why. Ask the students of the other group to name one thing that they don’t like, and why. Now, state your own likes and dislikes and explain the reasons behind your choices. For example: 1. I like classical music. It gives me peace and helps me relax. However, I don’t like the kind of music played in discos and parties. They are loud. And sometimes, the lyrics are really bad! 2. I like Indian food as long as they are not too spicy. 3. I like dancing with my friends. It is a lot of fun! But I don’t like to dance on stage in front of so many people. I find it scary!

Sentences Time: 15 min

Objective: The student is able to understand and speak some standard phrases and sentences used in the situation. Mandatory activity: Write down the following phrases on the board and ask the students to jot them down in their notebooks. 1. I like ______.

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2. ______is my favorite pastime/ my favorite pastime is ______. 3. My hobby is______/ My hobbies are ______, ______, … 4. I am passionate about ______5. ______is my passion. 6. I have a passion for______. 7. I ______for a hobby. 8. I enjoy ______, … 9. I am fond of ______. 10. I do not like ______/ I dislike ______/ I am not fond of ______

Explain the meaning of words like “favorite”, “pastime”, “hobby”, “passion”, “passionate” and “fond” with the help of the following table.

WORD MEANING favorite most liked pastime a pleasurable means of passing the time hobby an activity for enjoyment passion • A strong liking for something (as in phrase 6) • An object of strong liking and enthusiasm (as in phrase 5) passionate Having a strong liking for fond Having a strong liking for

Now, ask each student to tell what he likes or dislikes using any number of phrases on the board. This must be done till all the students have volunteered and the all the phrases have been used.

Activity Time: 15 min

Objective: The student is able to discuss her likes and dislikes at length. Mandatory activity: Preparation time: 5 mins Presentation time: 20 mins Situation Prop: A bowl containing chits of students’ names. Language prop: Write the following on the board: Music: I like listening to music because ______The kind of music I like is______But I do not like music which is ______My favorite songs are ______

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My favorite singers’ are______Movies: I like watching movies because______I like to watch movies which______But I avoid movies which are______My favorite movies are______My favorite actor is______Ask the students to prepare their presentation based on the sentences above.As soon as the preparation time is up, start the game. Pick up a chit from the bowl, and announce the name of the student. The student then comes forward and talks about his likes and dislikes regarding movies and music.

Grammar Time:20 min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept. The competency identified for this lesson is vocabulary.

Mandatory activity:

Briefly tell the class when the Simple Present Tense is used. It is used to express an action that may be: • A habit: Examples: I write letters to my friends often. I eat a lot of ice­cream. I do not drink water from public taps. • A hobby: Examples: Tara and Myna are fond of cooking. You play the guitar. • A daily event: Examples: I study every night. My father reads newspapers. • An event that is/is not going to happen: Examples: The film releases this Friday. We do not meet him today but on Saturday. • Something that happens often: Example: We holiday at a hill­station every year. • Something that is happening/is not happening now: Examples:

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I am here with you. She does not need help from anyone. Do you have your resume with you? • A fact: Examples: He has a liking for sea­food. The teacher I admire the most is Ma’am Tara. Now, write down the following on the board and ask the students to fill in the blanks: 1. I ____drinking tea. (like, liking) 2. Sholay______my favorite movie. (is, was) 3. She______a passion for reading. (has, having) 4. Of all the sports that I ______(enjoy, enjoying) watching, hockey _____ the best. (is, being) 5. I ______a cricket fan. (are not, am not)

Ask students to go through Exercise No. 12 If time permits, the students can try to Exercise No. 12 attempt the exercise in class. Otherwise, they can attempt it at home and bring to the Competency: Grammar class the next day for review. Topic: Simple Present Tense

Read this:

Simple Present Tense is used to express an action that may be: • A habit: • A hobby: • A daily event: • An event that is/is not going to happen: • Something that happens often: • Something that is happening/is not happening now: • A fact: Instruction: Choose the option which is NOT in the simple present tense. Some examples are given below to help you understand this tense.

Examples:

I like dancing.She does not like fried potatoes.

1. (a) Painting is one of my hobbies. (b) Painting is not one of my hobbies. (c) Painting is being one of my hobbies. 2. (a) Do you like movies? (b) Does she like movies? (c) I did not like movies.

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3. (a) My favorite pastime is playing badminton. (b) One of your favorite pastimes is playing badminton. (c) Badminton usedto be a favorite pastime for many people. 4. (a) He collects stamps for a hobby. (b) He is collects stamps for a hobby. (c) They collect stamps for a hobby. 5. (a) I am passionate about reading books. (b) Aren’t you passionate about reading books? (c) We all passionate about reading books. 6. (a) She says that she enjoys cooking. (b) She told us she enjoys cooking. (c) Cooking is enjoyable for her. 7. (a) He dislikes the smell of cabbage. (b) He does not like the smell of cabbage. (c) He and I both will not like the smell of cabbage. 8. (a) You drank a glass of milk every day even though you don’t like it. (b) Even though my brother doesn’t like milk, he drinks a glass of milk every day. (c) I like milk and I drink a glass of it every day. 9. (a) I love plants. I am quite good at gardening. (b) My cousin hates gardening. Actually, she doesn’t like getting her hands dirty. (c) My sister has planted flowers in our garden. 10. (a) Our likes and dislikes keep changing. (b) She has finished painting her favorite flowers. (c) He has a large collection of Kishore Kumar songs.

Answers to Ex. 12:

1. (c) Painting is being one of my hobbies. 2. (c) I did not like movies. 3. (c) Badminton usedto be a favorite pastime for many people. 4. (b) He is collects stamps for a hobby. 5. (c) We all passionate about reading books. 6. (b) She told us she enjoys cooking. 7. (c) He and I both will not like the smell of cabbage. 8. (a) You drank a glass of milk every day even though you don’t like it. 9. (c) My sister has planted flowers in our garden. 10. (b) She has finished painting her favorite flowers.

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SESSION 13 STRENGTHS AND WEAKNESSES

Duration: 1 hr Goal: The student will be able to talk about his strengths and weaknesses. Competency: Meaningful sentences Preparation: • A bowl containing chits of paper, with the names of students written on them. Summary: The situation for this Lesson Plan is Strengths and Weaknesses. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. o The second section Sentences has standard phrases and sentences that the student can use to talk about his/her strengths and weaknesses. o The third section Activity has a role play on the situation that the students enact individually. o The fourth section Grammar discusses the competency identified for this lesson.

Comprehension Time: 15 min

Objective: The student is able to identify his/her strengths and weakness. Suggested activity: Select one student (A) from the class and ask him/her: What in your life gives you support and encouragement? Give prompters if he/she cannot reply: Is it a quality that you have – like determination, patience, etc? Or is it your parents? Write down the reply on the blackboard. Then, select another student (B) and ask: What is that one quality you have that is disadvantageous or bad for you? Give prompters if he/she cannot reply: A bad quality like a bad temper, impatience, laziness, etc.Write down the reply on the blackboard. Now, explain to the class what is meant by a person’s strength and weakness. A person’s strength is someone or something which gives the person support and encouragement. For example: “(Student A)’s strength is his (reply).” A person’s weakness is an imperfect quality that he has. For example: “(Student B)’s weakness is his (reply)”. Then, cite your own examples, and write them on the board: “My strength is my patience/willingness to listen to others’ opinions/etc.” “My weakness is my laziness/inability to forgive easily/etc.” Ask each student to name at least one strength and one weakness that he/she has.

Sentences Time: 15 min

Objective: The student is able to understand and speak some standard phrases and sentences used in the situation.

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Mandatory activity: Write down the following sentences on the blackboard and ask the students to write them down in their notebooks: 1. My strength is my______. 2. My______is my strength. 3. One of my biggest strengths is my______. 4. My greatest strength is my______. 5. My strengths are my ______, my ______, and my ______. 6. My ______, my ______, and my ______are my strengths. 7. My weakness is my ______. 8. My ______is my weakness. 9. My weaknesses are my ______, my______, and my ______. 10. My ______, my______, and my ______are my weaknesses. Ask each student to fill in the blanks. Make the students read out a sentence of their choice. Make sure the entire class volunteers.

Activity Time: 15 min

Objective: The student is able to talk about his strengths and weaknesses.

Mandatory activity: Preparation time: 5 mins Presentation time: 10 mins Situation Prop:A bowl containing chits with students’ names written on them Language prop: Write the following on the board:

Interviewer: Q 1: What is your greatest strength? How does it help you? Candidate: A 1: My greatest strength is my friendliness. It helps me make friends everywhere I go. Interviewer: Q 2: What is your greatest weakness? How does it become a problem for you? Candidate: A 1: My greatest weakness is my shyness. It becomes a problem for me when I am around strangers. I can’t speak a word!

Tell the students about the situation: They are facing an interview and two of the questions asked are What is your greatest weakness? and What is your greatest strength? As soon as the preparation time is up, start the activity. Pick up a chit from the bowl, and announce the name of the student. The student has to come forward and give answers to the two questions mentioned on the board. The students have to

Page 65 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query answer after the pattern shown in the language prop. Continue in this fashion till all the students have spoken about their strengths and weaknesses.

Grammar Time: 15 min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept. The competency identified for this lesson is meaningful sentences. Mandatory activity: Explain the structure of a sentence briefly. Every sentence must have a subject, a verb and although it is not necessary, an object.And the sentence must make complete sense. For example, • I eat: Subject+Verb • I eat vegetables: Subject+Verb+Object In order for a sentence to be meaningful, a sentence must have its parts in the above orders. For example: • I eat vegetables – is a sentence • I vegetables eat – is not a sentence Provide further examples: • I like dancing. • I am here. • You go to school. • She has a nice smile. Now, write out the following on the board and ask the students to identify the sentences that are meaningful and the ones that are not. 1. I very happy. X (verb missing) 2. She is very happy.  3. He goes to school. 4. He does not go to school. 5. I oranges like. X (wrong sentence order) 6. Oranges I like. X (wrong sentence order) 7. She and Meeta to theatre. X (verb missing) 8. Meeta is going to the theatre. 9. You do your homework well. 10. Do your homework well.

Ask students to go through Exercise No. 13. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review.

Page 66 of 346 Exercise No. 13 Competency: Sentence Structure Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing.Topic: Contact theMaking Coordinator meaningful on [email protected], sentences 9425018802 for any Query

Read this:

Every sentence must have a subject, a verb,and although it is not necessary, an object.And the sentence must make complete sense.

For example, • I eat: Subject+Verb • I eat vegetables: Subject+Verb+Object

In order for a sentence to be meaningful, a sentence must have its parts in the above orders. For example:

• I eat vegetables is a sentence • I vegetables eat is nota sentence

Examples: • I like dancing. √ I dancing like. X • I am here. √ I here am. X • You go to school. √ You go school to. X • She has a nice smile.√ She has a smile nice. X

Instruction: Identify the option which is a meaningful sentence. 1. (a) I am person hardworking. (b) I am a hardworking person. (c) I hardworking. 2. (a) I am not lazy. (b) I lazy am not. (c) I not am lazy. 3. (a) I work team in well. (b) I work well in a team. (c) I team work well. 4. (a) I have good skills communication. (b) I good communication skills. (c) I have good communication skills. 5. (a) I don’t give up easily. (b) I don’t give easily up. (c) I give up easily don’t. 6. (a) I get angry quickly. (b) I quickly angry get. (c) I angry get quickly. 7. (a) I not very patient. (b) I very patient am not. (c) I am not very patient.

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8. (a) I could not finish my degree. (b) I could not my degree finish. (c) I could not finish degree. 9. (a) I don’t have any work experience. (b) I don’t any work experience have. (c) I don’t have work experience any. 10. (a) I can be very moody. (b) I be very moody. (c) Moody very I can be. Answers to Ex. 13:

1. (b) I am a hardworking person. 2. (a) I am not lazy. 3. (b) I work well in a team. 4. (a) I have good communication skills. 5. (a) I don’t give up easily. 6. (a) I get angry quickly. 7. (c) I am not very patient. 8. (a) I could not finish my degree. 9. (a) I don’t have any work experience. 10. (a) I can be very moody.

SESSION14 : TALKING ABOUT ASPIRATIONS

Duration: 1 hr Goal: The student will be able to talk about his aspirations. Competency: Simple Future Tense. Preparation: • Read the Concept Note on Tenses. • Coordinate with the School Vocational Coordinatorand arrange for a small token gift. • Bring blank chits of paper. Summary: The situation for this Lesson Plan is Talking about Aspirations. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. o The second section Sentences has standard phrases and sentences that the student can use to talk about their aspiration. o In the third section Activity, the student with a unique aspiration is appreciated. o The fourth section Grammar discusses the competency identified for this lesson.

Comprehension Time: 15 min

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Objective: The student is able to understand what is meant by aspiration. Suggested activity: Begin the class by asking what had motivated them to attend this course on English for IT. Are they attending the course because they have been asked to, or do they feel the course is going to enable them to achieve a goal for example – a good livelihood, desired income, and a certain standard of living, etc. Note down whatever the students say on the blackboard. To ensure 100% participation, ask each student by turns why he is attending the course, and write out all answers on the board. At the end of the exercise, the board may have the following or some similar sentences: o I am attending this course because I want to be a IT assistant. o I am attending this course because I want to join the Information Technology sector. o I am attending this course because I want to earn well for my family. o I am attending this course because I want a career in IT business. o I am attending this course because I want to work in a big software firm. o Etc. [Note: Correct grammatical issues in the sentences even as you write them out] After all the sentences have been written on the board, you can talk about your own reason as to why you have chosen to be a course trainer. It can be something like: “I train students because I want to contribute towards the social and economic development of society.” You can write it out on the board as well. Now point out to the class that all the sentences written on the board actually talk about the different aspirations of students.

Sentences Time: 15 min

Objective: The student is able to understand and speak some standard phrases and sentences used in the situation. Mandatory activity: Write out the following on the board: o I want to… o I wish to… o I dream of… o I would like to… o What I really want to do is… o I aim for… o My ambition is to… o What I aspire for is… o My aspiration in life is… o I aspire to… Now ask each student of the class to select any one sentence fragment and complete it by stating what he/she aspires to do in life. After all the students have spoken, select any one aspiration and complete the sentences. They could be similar to the ones given

Page 69 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query below: o I want to earn well and live well. o I wish to earn well and live well. o I dream of earning well and living well. o I would like to earn well and live well. o What I really want to do is earn well and live well. o I aim for earning well and living well. o My ambition is to earn well and live well. o What I aspire for is to earn well and live well. o My aspiration in life is to earn well and live well. o I aspire to earn well and live well. Once the sentences have been written, point out the changes to the verb “earn” and “living”. Make the class repeat the sentences with their aspiration mentioned. Correct any grammatical issues, if any (it will mainly be in the infinitive and gerund form of the verbs). You can mention that the “­ing” form denotes a thing – What is the thing that you dream of? I dream of earningwell and living well. The “to ­” for denotes action – What do you want to do? I want to earn well and live well.

Activity Time: 10 min

Objective: The student is able to talk about his aspiration.

Mandatory activity: Preparation time: 5 mins Presentation time: 2 mins each Situation Prop: A token gift – a book, a pen, etc. Blank chits of paper Language props: None Mention to the class that in this activity, all students will talk on what they aspire for and the student who talks about the most unique aspiration shall be given a token of appreciation. After the preparation time, call each student by turns and ask him to talk about his aspiration in life. Jot down the points that each student makes. After all have come forward and spoken, you can refresh the memory of the class by reading out the aspirations stated by the students. For example, you can say: “Harish had said that he wants to…”, “Ram had said that he aspires for…”, etc. Now ask the class to vote for the best aspiration. Distribute the blank chits of paper among the students. They will write on their chits the name of the student they think has a unique aspiration, and give them to you. The student who has the maximum number of chits to his name wins. You can then award the token of appreciation to him.

Grammar Time: 20 min

Objective: The student will be able to understand, practice, and produce sentences

Page 70 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query that correctly employ this language concept. The competency identified for this lesson is simple future tense. Mandatoryactivity: Write on board the following sentences: I will try to complete my education and get a good job. I willtry to do a ITcourse for ITis the fastest growing industry. I hope to do well in my exams tomorrow. I want to be happy in life, doing whatever. I should be able to enjoy the work that I am doing – that is the most important thing for me. I aspire to be the best singer in the next Indian Idol contest. I shall be rich and famous by the time I turn 30. Now ask the class which of the above sentences denote a future action. The student who is able to get the maximum number of sentences right wins. Point out that some sentences may appear to speak about a future time but they do not denote a future action. For example, the sentences, I aspire to be the best singer in the next Indian Idol contest, or, I hope to do well in my exams tomorrow, are not in the future tense. The action is in the present – I aspire, and, I hope. Compare with other sentences such as, I will try to complete my education and get a good job, or, I shall be rich and famous by the time I turn 30, where the action mentioned is in the future – I will try, and, I shall be.

Ask students to go through Exercise No. 14. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review. Exercise No. 14 Competency: Grammar Encourage the class to come up with short, simple sentences in the future tense.Topic: Simple future tense

Read this:

Simple Future Tense describes a future action. Verbs in the Simple Future Tense should have the following form: Will+verb For example: I will go to the market tomorrow. They will be here any moment. She will be very sad to leave us. Instruction: Select the sentences that are in the simple future tense. o Ria wants to be an actor. o She will go for the TV show auditions to be held in Mumbai. o Her mother will accompany her. o Ria’s family is a little unsure about Ria’s aspirations.

Page 71 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query o But Ria says (1) she knows what she wants and (2) she will try her best. o The auditions will be held next month. o Ria has already started preparations. o (1) She attends acting sessions and (2) will probably attend dancing classes too. o Her parents warn her not to be over ambitious, for she may not be able to overcome failure. o But the only mantra on Ria’s mind is “They will know one day…”

Answers to Ex. 14: o Ria wants to be an actor. o She will go for the TV show auditions to be held in Mumbai. √ o Her mother will accompany her. √ o Ria’s family is a little unsure about Ria’s aspirations. o But Ria says (1) she knows what she wants and (2) she will try her best. √ o The auditions will be held next month. √ o Ria has already started preparations. o (1) She attends acting sessions and (2) will probably attend dancing classes too.√ o Her parents warn her not to be over ambitious, for she may not be able to overcome failure. o But the only mantra on Ria’s mind is (1) “They will know one day…” √ SESSION 15: TALKING ABOUT INFLUENCES

Duration: 1hr Goal: The student will be able to talk about the things, events, or people who have influenced him. Competency: Simple Past Tense. Preparation: • Read up the Concept Note on Tenses. Summary: The situation for this Lesson Plan is Talking about Influences. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. o The second section Sentences has standard phrases and sentences that the student can use while talking about his influences. o The third section Activity has a role play on the situation that the students enact in pairs. o The fourth section Grammar discusses the competency identified for this lesson.

Comprehension Time: 15 min

Objective: The students are able to identify who or what has been the biggest

Page 72 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query influence in their lives. Suggested activity: Greet the class. Ask them if there is someone/something in their life which has affected their way of thinking, action, etc. positively? Encourage students to come forward on their own and talk about their influences. Congratulate the students who volunteer to talk. Write down their responses on the board. Then go on to cite the person or thing that has influenced you the most. If you do not get any volunteers, then cite your own example first: “The biggest influence in my life has been my father.” “I have also been influenced a lot by my school teachers.” Now, ask each student who or what has influenced them the most.

Sentences Time: 15 min

Objective: The student is able to understand and speak some standard phrases and sentences used in the situation. Mandatory activity: Write the following on the board and ask the students to copy them in their notebook. 1. The biggest/greatest influence in my life has been______. 2. One of the biggest/greatest influences in my life has been______. 3. ______is the biggest/greatest influence in my life. 4. ______has been one of the greatest/biggest influences in my life. 5. I have been influenced by______. 6. ______has acted as a huge influence on my life. Ask the students to fill in the blanks. Then, make each of them read out a sentence of their choice. Make sure that all students get a chance to speak.

Activity Time: 15 min

Objective: The student is able to discuss his influences at length. Mandatory activity: Preparation time: 5 mins Presentation time: 3 mins each Situation props: None Language props: None Write on the board the following question and answers: Q: What is the biggest influence in your life and why? A: 1. “The biggest influence in my life has been my father. He has taught me to be strong.” 2. “I have also been influenced a lot by my school teachers. I am a teacher now because of them.”

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Tell the class that they now have to enact a situation wherein two friends discuss their influences in life. Divide the students into pairs. In each pair, the partners will ask each other the question and give the answer after the sentence patterns shown above. After the preparation time is over, ask the pairs to come to the front of the class by turns and enact the role play. Make sure that the entire class participates. If any student is left unpaired, then he could enact with you.

Grammar Time: 15 min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept. The competency identified for this lesson is simple past tense. Mandatory activity: Write down the following sentences on the board: o I ate a heavy breakfast today. o She finished makingbreakfast. o He was a good singer. Now, explain to them when the Simple Past Tense is used: It is used to express: • An action that took place in the past: Example: I ate a heavy breakfast today. • A completed action: Example: She finished making breakfast. • A past status: Example: He was a good singer. Write down the following on the board and let the students identify the sentences which are in the simple past tense. 1. My mother influenced me.  2. One of the biggest influences in my life is my mother. X 3. I am influenced by my mother. X 4. My mother was a big influence in my early years. 5. I was influenced by my mother.

Ask students to go through Exercise No. 15. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review.

Encourage the class to make short sentences using the simple past tense.

Read this: Exercise No. 15 Competency: Grammar The Simple Past Tense is used to express: Topic: Simple past tense

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• An action that took place in the past: I ate a heavy breakfast today. • A completed action: She finished making breakfast. • A past status: He was a good singer. More examples: We were great friends. I just had my dinner. She did her homework.

Instruction: Change the following sentences into Simple Past Tense. The first two have been done for you.

1. My mother inspires me to become a good human being. Simple Past Tense: My mother inspired me to become a good human being. 2. I am influenced by my parents. Simple Past Tense: I was influenced by my parents. 3. Meghna’s energy has a good effect on her team. ______. 4. We need to listen to his words of wisdom in difficult times. ______. 5. Music is the one thing that helps me work peacefully. ______. 6. My biggest inspiration is my hardworking brother. ______. 7. Her songs are the reason behind my desire to become a singer. ______. 8. Their kindness makes us want to become better people. ______. 9. The story of her success serves as an inspiration to a lot of young actors. ______. 10. Your faith in me motivates me to try harder. ______.

Answers to Ex. 15: 1. Meghna’s energy had a good effect on her team. 2. We needed to listen to his words of wisdom in difficult times. 3. Music was the one thing that helped me work peacefully. 4. My biggest inspiration was my hardworking brother. 5. Her songs were the reason behind my desire to become a singer. 6. Their kindness made us want to become better people.

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7. The story of her success served as an inspiration to a lot of young actors. 8. Your faith in me motivated me to try harder.

SESSION 16: TALKING ABOUT VALUES

Duration : 1hr Goal: The student will be able to talk about the values he believes in. Competency: Quantifiers Preparation: • Read up the Concept Note on Quantifiers. Summary: The situation for this Lesson Plan is Talking about Values. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. o The second section Sentences has standard phrases and sentences that the student can use while talking about values. o The third section Activity has a role play on the situation that the students enact in pairs. o The fourth section Grammar point discusses the competency identified for this lesson.

Comprehension Time: 10 min

Objective: The students are able to identify the values they would like to be associated with. Suggested activity: Start the session by writing the following words on the board: o Honesty o Helpfulness o Sincerity o Loyalty o Respect o Etc. Ask the students with which of these qualities would they like to be associated the most. When a student points out a certain quality, ask him why he would like to be associated with that quality, and whether he practices the quality in his life as well. Also ask whether he finds the practice of the quality difficult in real life.

Sentences Time: 20 min

Objective: The student is able to understand and speak some standard phrases and sentences used in the situation.

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Mandatory activity: Write the following on the board and ask the students to copy them in their notebook. 1. I believe in______. 2. The value I cherish the most is______. 3. I have grown up with the values of______. 4. My parents have taught me the values of______. 5. I think ______and ______are the values that should be present in very individual. 6. It is good to be guided by the values of ______and ______in one’s life. Ask the students to fill in the blanks. Then, make each of them read out the complete sentences. Make sure that all students get a chance to speak.

Activity Time: 15 min

Objective: The student is able to practice the values they believe in. Mandatory activity: Preparation time: 5 mins Presentation time: 3 mins each Situation props: None Language prop: None

This activity is not so much to enable the students to talk about values but to engage them in the practice of it. You have to present the following situation in front of the class: You are three brothers. Your youngest brother has slapped your neighbor’s son. Divide the class into pairs. The pairs are the two elder siblings of the erring brother. In each pair, one brother will enact the role of Loyalty and the other will enact the role of Honesty. Each pair will have to enact a role play where they discuss what should be done in the situation. Ask each pair to come to the front of the class and present their role play. To help out the students, you can say that Loyalty may respond to the situation by keeping mum as he feels he should be more loyal to his family than to the neighbor his brother has wronged. On the other hand, Honesty may respond to the situation by urging his brother to apologize. As the situation evolves, Loyalty may want to say that his stance does not mean that he would not try and make his brother turn for the better. Honesty, on the other hand, may want to mention that he would ensure that his brother does not feel humiliated while admitting his mistake.

Grammar Time: 15 min

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Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept. The competency identified for this lesson is quantifiers. Mandatory activity: Write the following words on the board: o Many o Much o Some o Few o A lot of o Etc. From the above list of words ask the students to choose one that can be used to describe how much of a certain quality one has. For example, would they choose Many honesty or Much honesty or Some honesty or Few honesty? After each student has picked up a word, mention that qualities or values cannot be counted just as many other things such as water, milk, gas, etc. So they can only take the words Much and Some from the list above, as these are the words used to describe the quantity of something that cannot be counted (mention too that Some is also used for things that can be counted) Give examples: o My grandfather is a farmer. Last winter, I ate a lot of apples from my grandfather’s orchard. (apples is countable) o My grandfather has some very good qualities, such as honesty and sincerity. (good qualities is countable as you can count the number of good qualities. In this case, it is two – honesty and sincerity) o The whole family loves and respects my grandfather. He gets much respect from other farmers in the area too. (respect is uncountable)

Ask students to go through Exercise No. 12. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review. Exercise No. 16 Competency: Grammar Encourage the class to make short sentences using quantifiers.Topic: Quantifiers

∕ Read this:

Quantifiers are words that describe the quantity of a noun. Different quantifiers are used depending upon whether the noun is countable or uncountable. For example: Countable Nouns some, many, few/a few, a lot of, several, none I kept some/many/afew/alotof/several oranges in the basket. None of the oranges in the basket were ripe.

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Uncountable nouns some, much, little/a little, a lot of We need to add some/a little/a lot of sugar. How much sugar should we add?

∕ Instruction: Choose the correct option.

1. ______people may value money but I value love more.(Some, Little) 2. I believe ______things in this life are as priceless as a true friend. (none, few) 3. A ______kindness can do a lot for those who need it. (little, few) 4. There are ______things which we do not need in life but we still go after. (much, many) 5. ______people make the mistake of thinking only wealth can bring happiness. (A lot of, Much) 6. Fame, beauty, money – _____ of them can fool the wise into chasing them. (any, none) 7. Sharing a laugh with friends is a ______better way of dealing withsadness than crying. (little, much) 8. Love, kindness, generosity – ______of them is worth more than jewels or gold. (a lot of, any) 9. I believe that ______of the hatred in this world is caused by lack of respect. (many, much) 10. ______(Any, Few) of us are ready to say “Sorry” but ______of us always demand it from others. (many, much)

Answers to Ex. 16: 1. Some people may value money but I value love more. 2. I believe few things in this life are as priceless as a true friend. 3. A little kindness can do a lot for those who need it. 4. There are many things which we do not need in life but we still go after. 5. A lot of people make the mistake of thinking only wealth can bring happiness. 6. Fame, beauty, money – none of them can fool the wise into chasing them. 7. Sharing a laugh with friends is a much better way of dealing with sadness than crying. 8. Love, kindness, generosity – any of them is worth more than jewels or gold. 9. I believe that much of the hatred in this world is caused by lack of respect. 10. Few of us are ready to say “Sorry” but many of us always demand it from others.

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SESSION 17: FAVORITE THINGS

Duration: 1hr Goal: The student will be able to discuss their favorite things. Competency: Vocabulary Preparation: • A bowl with chits of paper with music, food, theater, books, author, films, film star, radio host, TV serial, public personality, etc. written on them. Summary: The situation for this Lesson Plan is Favorite Things. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. o The second section Sentences has standard phrases and sentences that the student can use to discuss their favorite things. o The third section Activity has role plays on the situation that the students enact in pairs. o The fourth section Language point discusses the competency identified for this lesson.

Comprehension Time: 15 min

Objective: student is able to identify some of his favorite things. Suggested activity: Begin the class by writing the following on the board: o Movies o Books o Songs o Food o Sport o Subject o Film star o Radio host Now ask each student if they have any favorite in each of the above categories. You can mention your favorites. For example, you can say that Taare Zameen Par is your favorite movie, or, that hockey is your favorite sport. Encourage the students to mention their favorites too.

Sentences Time: 15 min

Objective: The student is able to understand and speak some standard phrases and sentences used in the situation. Mandatory activity: Write the following sentences on the board:

Page 80 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query o Premchand is my favorite writer. o His novel, Gaban, is my favorite book. o I like the ghazals of Ustaad Amir Ali. The ghazal he sang in the movie Leela is my favorite. o The bookstore near my house is my favorite haunt. I always go there when I have the time to spare. Browsing through books is my favorite pastime. o Pizza is an all­time favorite snack. I can have it anytime, anywhere. o Tea is my favorite beverage. There is nothing like a hot cup of tea in winters and iced tea with lime in summers. o White is my favorite color. Whenever I shop for clothes, I invariably select ones that are white. [Note: Explain to the class the meaning of words that they may not know, such as parody and invariably] Now encourage the class to write down a list of things in their notebooks that they consider are their favorites. They can write sentences after the pattern of the sentences you have written on the board. Now ask each student to read out what they have written by turns. Correct language issues, if any.

Activity Time: 15 min

Objective: The student is able to talk about their favorite things at length. Mandatory activity: Preparation time: 0 min Presentation time: 2 mins each Situation Props:Bowl of chits Language props: None

Place the bowl of chits on the table. Tell the class that you will call out the names of students. The student whose name has been called out will have to pick a chit from the bowl. He has to mention what his favorite person or thing is in that category, and why. If he picks up a category that he is not interested in, he can drop the chit and pick up another one. Mention that each student has only 2 mins to talk about his favorite. If he fumbles or hesitates, he may lose precious time. Make a note of students who have been able to state their favorite and the reason for their fondness within the stipulated time. Have the class give them a round of applause at the end of this activity.

Language Time: 15 min

Objective: The student will be able to identify words of a similar meaning. The competency identified for this lesson is vocabulary. Mandatory activity:

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Write out the following sentences on the board: The event was unique – nobody complained about anything! I am my teacher’s pet. But I don’t think she should play favorites. Coffee Bean and Tea Leaf is our most preferred hang out. I have to select a gift soon – it is taking far too long to make a choice. The DJ played the song twice as it was the most wanted of all the tracks he played. The advertisement said that the shop had the best variety of clothes in the city. When we asked the team what would be the best place to go for an outing, Adventure Park emerged as a clear winner. Dr Ramanan was a special invitee at the ceremony. Divide the class into pairs. Ask them to identify the sentences that talk about a favorite thing. The pair that gets all the sentences right wins. Explain the meanings of the words: unique, pet, preferred, choice, and favored.

Ask students to go through Exercise No. 17. If time permits, the students can try to Exercise No. 17 attempt the exercise in class. Otherwise, they can attempt it at home and bring to the Competency: Vocabulary class the next day for review. Topic: Guessing the meaning of words from the context Instruction:

Guess the meanings of the words in bold from the options given.

Hi I am Rohit. I am going to tell you about my favorite things. 1. My favorite subject is Math. I think it is very interesting. a) boring b) exciting c) lazy 2. I enjoy jogging. It keeps me fit. a) healthy b) unhealthy c) small 3. I love cricket and I think MS Dhoni is an excellent cricketer. a) very bad b) very good c) boring 4. The color brown makes me feel relaxed. a) scared b) calm c) tense 5. In my free time I watch a lot of TV. a) see b) view c) Both a and b 6. I put on my favorite pair of jeans every evening. a) leave b) give c) wear 7. Playing with my dog Bruno cheers me up. a) makes me feel sad b) makes me hate him c) makes me feel happy 8. A good joke makes me grin. a) cry b) laugh c) sleep 9. I love eating oranges, they are delicious. a) tasty b) orange in color c) bad 10. When I grow up, I want to become a brilliant doctor.

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a) slow b) very good c) boring

Answers to Ex. 17:

1. My favorite subject is Math. I think it is very interesting. b) exciting 2. I enjoy jogging. It keeps me fit. a) healthy 3. I love cricket and I think MS Dhoni is an excellent cricketer. b) very good 4. The color brown makes me feel relaxed. b) calm 5. In my free time I watch a lot of TV. c) Both a and b 6. I put on my favorite pair of jeans every evening. c) wear 7. Playing with my dog Bruno cheers me up. c) makes me feel happy 8. A good joke makes me grin. c) laugh 9. I love eating oranges, they are delicious. a) tasty 10. When I grow up, I want to become a brilliant doctor. b) very good

SESSION 18: INVITING SOMEONE

Duration : 1hr Goal: The student will be able to invite someone to an occasion. Competency: Pronouns Preparation: • Read the Concept Note on Pronouns. • Review the “Inviting Someone” Snippets A, B, C, and D in “Activity” section. Summary: The situation for this Lesson Plan is Inviting Someone. The Lesson Plan is divided into 4 sections: o The first section Comprehension mentions different ways of inviting people. o The second section Sentences has standard phrases and sentences that the student can use while inviting someone to an occasion. o The third section Activity has role plays on the situation that the students enact in pairs. o The fourth section Grammar point discusses the competency identified for this

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Comprehension Time: 10 min

Objective: The student is able to identify the different ways to inviting people to an occasion. Suggested activity: Ask the students to imagine that they have a party tonight. Now, ask them to invite you to it. Write down the individual responses on the board. Then, write the following on the board and read them aloud with the right intonation: 1. Do you want to come to my party tonight? 2. I have a party tonight. You can come. 3. Come to my party tonight. 4. I am inviting you to come to my party tonight. 5. There is a party at my place tonight. Why don’t you come? 6. There is a party at my place tonight. I would like you to come. 7. Would you like to come to my party tonight? 8. I have a party tonight. I would love it if you came. First, ask the students if they notice any difference in tone between the first four examples and the last four. Tell the class that in all the examples given above, the speaker is inviting someone to his party that night. However, examples 1­4 are hardly used by people as they sound very casual and even rude (example 3). Examples 5­8, on the other hand, are polite ways of inviting people and so are preferable.

Sentences Time: 15 min

Objective: The student is able to understand and speak some standard sentences used in the situation. Mandatory activity: Write down the following on the board and tell the students to copy them in their notebook. Inviting someone to a special occasion: • Would you like to come to the party? • Why don’t you come to the party? • It would be nice/great if you came to my wedding. • I would be happy if you came to my wedding. • I would love it if you came to my wedding. • I would like to invite you to my wedding/party/… Inviting someone to go somewhere with you: • We are going to the movies/mall/… today. Would you like to come? • Would you like to go to the movies/mall/… with us? • We are going to the movies/mall/…. Do you want to come?

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Inviting someone to join you in something: • We are having lunch at the hotel. Would you like to join us? • Would you like to join us for lunch? Make the class practice saying the sentences aloud. Correct pronunciation issues, if any.

Activity Time:20 min

Objective: The student is able to invite people to various occasions. Mandatory activity: Preparation time: 10 min Presentation time: 5 min each Situation props: None Language props: Ask the students to study the conversation snippets A, B, C and D given below:

Snippet A: Invitation to a birthday party Student 1: It’s my birthday today. Student 2: Really? Happy Birthday! Student 1: Thanks. Actually, I am having a birthday party at my place this afternoon and I would like to invite you. Student 2: Sounds great! I would love to come. Student 1: Thanks. I will see you then. Snippet B: Invitation to an engagement Student 1: I am getting engaged! Student 2: That’s great news! When? Student 1: On the 15th of this month. Why don’t you come to the party? Student 2: Of course, I will come. Snippet C: Invitation to a picnic Student 1: Hey, are you free this Sunday? Student 2: Yes. Why? Student 1: We are planning to go on a picnic to Deer Park. Would you like to join us? Student 2: Definitely! Snippet D: Invitation to a show Student 1: Do you have any plans for this Saturday? Student 2: Not at the moment. Why? Student 1: I have two tickets for a play. Would you like to come? Student 2: Oh! I would love to. Thanks!

Divide the class into teams A, B, C, and D. Within each team, the students can pair themselves. Allocate the conversation snippet A, B, C, and D to the respective teams and let them study the conversations. All members of the team have to read the conversation and prepare for the role play.

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As soon as the preparation time is up, ask the students to stop. Call out a pair from a team. The pair has to enact the conversation assigned to their team. They can make changes to the conversation, as they like. If they are slow to begin or make more than three mistakes, then deduct a point. Call another pair from the same team. If they perform well, they can redeem the lost point. If not, another point gets deducted. Continue in this manner till all pairs have been called out from each team. Declare the team with the highest score as the winner.

Grammar Time:15 min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept. The competency identified for this lesson is pronouns. Mandatory activity: Briefly discuss pronouns. Pronouns are words which can replace a noun. For example: • Ram is a boy. He likes to drink milk. • Sita came here. She wanted to borrow a book. There are different kinds of pronouns. They are listed below: • Personal pronouns that act as a subject ­ he, she, we, they, I, you and it • Personal pronouns that act as an object ­ him, her, us, them, me, you and it • Pronouns that shows ownership ­ his, hers, ours, theirs, mine, yours and its Write down the following on the board and ask the students to identify the pronouns in each sentence: 1. Are you coming to my party? 2. Will she come with her friends? 3. Should I ask them to come too? 4. He should have asked me to invite them. 5. I didn’t know they were friends. 6. I hope they didn’t mind my late invitation. 7. But now that they are coming, we are all happy. 8. He must have apologized to them by now.

Ask students to go through Exercise No. 18. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review.

Encourage the class to make short sentences using pronouns.

Page 86 of 346 Exercise No. 18

Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. ContactCompetency: the Coordinator Grammaron [email protected], 9425018802 for any Query Topic: Pronouns Read this:

Pronouns are words which can replace a noun. For example: • Ram is a boy. He likes to drink milk. • Sita came here. She wanted to borrow a book. There are different kinds of pronouns. They are listed below: • Personal pronouns that act as the subject ­ he, she, we, they, I, you, and it • Personal pronouns that act as an object ­ him, her, us, them, me, you,it, myself, ourselves, himself, herself, themselves, yourself, and itself • Pronouns that show ownership ­ his, hers, ours, theirs, mine, yours, and its More examples: I completed the project myself. She went out with him. His pet dog is quite cute.

Instruction: Fill in the blanks with the correct pronouns. 1. The Prime Minister and ____ cabinet invited many party workers and leaders to the annual party meeting. a. his b. their 2. Sheila wants to invite all her friends to ____ son’s birthday party. a. we b. her 3. Mr. and Mrs. Bhartiyam are celebrating their daughter’s success in the Olympics. ______have invited all their friends and relatives to a party. a. They b. Their 4. My sister has requested ______to invite people and arrange food for her party. a. me b. I 5. Manish came to give me the wedding card ______. a. himself b. him 6. My brother gets more invitations for parties than ______. a. I b. my 7. The guests are requested to show ______invitation cards to the security guard before entering the hall. a. their b. them 8. Since John and his friends were not invited to Iqbal’s party, ______decided to watch a movie at John’s place. a. he b. they 9. My brother, Pankaj, is very popular with his friends. He is invited to all the parties that ______friends throw. a. his b. her 10. My sisters and ______friends have been invited to participate in We, The People forum. a. their b. her

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Answers to Ex. 18: 1. The Prime Minister and hi s cabinet invited many party workers and leaders to the annual party meeting. 2. Sheila wants to invite all her friends to _her_ son’s birthday party. 3. Mr. and Mrs. Bhartiyam are celebrating their daughter’s success in the Olympics. _They_ have invited all their friends and relatives to a party. 4. My sister has requested _me_ to invite people and arrange food for her party. 5. Manish came to give me the wedding card _himself_. 6. My brother gets more invitations for parties than _I_. 7. The guests are requested to show _their_ invitation cards to the security guard before entering the hall. 8. Since John and his friends were not invited to Iqbal’s party, _they_ decided to watch a movie at John’s place. 9. My brother, Pankaj, is very popular with her friends. He is invited to all the parties that _his_ friends throw. 10. My sisters and _their_ friends have been invited to participate in We, The People forum.

SESSION 19: SHOPPING FOR NECESSITIES

Duration : 1hr Goal: The student will be able to communicate while shopping for necessities. Competency: Active Passive Voice Preparation: • Read up the Concept Note on Active Passive Voice. • Prepare the “Shopping for Necessities” flashcards on "3 inches by 5 inches" chart paper cards with the words given under section on “Sentences” under the Activity there written on them. Summary: The situation for this Lesson Plan is Shopping for Necessities. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. o The second section Sentences has standard phrases and sentences that the student can use while shopping for necessities. o The third section Activity has a role play on the situation that the students enact in pairs. o The fourth section Grammar discusses the competency identified for this lesson.

Comprehension Time:10 min

Objective: The student is able to understand what shopping for necessities means. Suggested activity:

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Begin the class by asking what was the last thing that they shopped for from their local grocer – was it milk, or vegetables, or fruit, or cereal and pulses? To make the discussion informal, you can mention your method of shopping for necessities. For example, you can say that you buy most of the required things on a monthly basis rather than buy them as and when they get over. You could even recount some funny or embarrassing experience when you thought you had a provision but found out at the last moment that you did not. Ask the class whether they know how their family shops for necessities – how well­stocked is their local grocer, or whether they have to go to a different neighborhood to buy the things they require, or whether they have a monthly account with the shopkeeper, or whether they go to different shops for different things.

Encourage each student to participate in the discussion.

Sentences Time: 15 min

Objective: The student is able to understand and speak some standard sentences used to shop for necessities. Mandatory activity: Distribute the “Shopping for Necessities” Flashcards among the students. They have the following written on them: Milk, bread, eggs, rice, wheatflour, potatoes, pumpkin, tomatoes, masoordal, uraddal, sugar, jeerapowder, salt, cookingoil, butter, jam, cheese, bananas, apples, etc. Each student has to read the item written on his card and state a requirement for it. For example, the student who has milk written on his card can say: “I want 2 litres of double­toned milk”, and the student who has salt written on his card can say: “I want a packet of Tata iodized salt.” Start the activity. As each student states his requirement, write the same on the board. Encourage the students to be as specific in stating their requirements as shown in the above examples. They should state the amount, kind, and if possible, the brand of the product they want. Correct language issues even as you write the sentences. At the end of the activity, the board could have sentences similar to the following: o I want a litre of full­cream milk. Do you have Amul Gold or Mother Dairy? o Do you have Kissan jam? I want a 500 gm bottle. o Can you weigh me a kilo of potatoes? o I want a packet of Harvest Gold brown bread. o Do you have Britannia cheese slices? o I want a litre each of Sundrop sunflower oil and Dhara mustard oil. o I want a dozen bananas? Are these fresh? o I want a 10 kilo packet of Shakti Bhog Atta.

Ask the class to read the sentences aloud and then copy them down in their notebooks.

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Activity Time: 20 min

Objective: The student is able to communicate while shopping.

Mandatory activity: Preparation time: 5 min Presentation time: 3 mins each Situation props: None Language props: None

Divide the class into pairs. In each pair, one acts the role of a shopkeeper and the other acts the role of a customer. Keep all the “Shopping for Necessities” flashcards in a bowl. Each pair has to come forward and pick a card. Then they have to enact the situation of a customer asking for the item mentioned to the customer. As a variation to the activity, you can mention that a point will be deducted from each team if any partner fumbles or is slow to start speaking. The pair with the least number of points deducted wins.

Grammar Time: 10 min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept. The competency identified for this lesson is Active Passive Voice. Mandatory activity: Write on the board the following sentences: 1. Ram buys bread and milk daily. 2. Bread and milk is bought by Ram daily.

1. The shop stocks fresh fruits and vegetables. 2. Fresh fruits and vegetables are stocked by the shop.

1. My brother owns the garment shop in the locality. 2. The garment shop in the locality is run by my brother. Now ask the class if they notice any difference between the two sets of sentences. If they are able to say the difference, you have a very intelligent set of students! If not, you can point out that the subject and the object in the sentences change places.

The subject is the person or thing that the sentence talks about. The object is the person or thing that is affected by the action of the verb. So, in the first sentence, Ram (subject) becomes the object in the second sentence, and the object of the first sentence (bread and milk) becomes the subject of the second

Page 90 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query sentence. You can mention that the first sentences are more direct expressions, and the second sentences, with the “­by­” construction, are indirect expressions of the same thing. Therefore, generally, the first type of sentence construction is preferred. Give more examples: 1. Sita gave a book to Geeta to read. 2. Geeta was given a book to read by Sita.

1. Ravi paid the hospital bills. 2. The hospital bill was paid by Ravi.

1. The gardener has watered the plants. 2. The plants have been watered by the gardener. Now ask the students to change the subject­object places in the following sentences: o The teacher greeted the class. o Ritu read out a paragraph from the book. o My mother makes the best dosas. o This chair makes a lot of noise. o Smita gave some money to the child. After all have had a chance to attempt, you can give the correct answers: o The class was greeted by the teacher. o A paragraph from the book was read out by Ritu. o The best dosas are made by my mother. o A lot of noise is made by this chair. o The child was given some money by Smita.

Ask students to go through Exercise No. 19. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review. Exercise No. 19 Competency: Grammar Topic: Active and passive voice Read this:

In sentences which are in the Active Voice, the action expressed in the verb is performed by the subject. For example: I cooked the meal. He wateredthe plants. Meenu sang the song.

In sentences which are in the Passive Voice, the action expressed in the verb is received by the subject. For example: The meal was cookedby me. The plants were wateredby him. The song was sungby Meenu.

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Instruction: Change the following sentences into Active/Passive Voice as directed. The first two have been done for you.

1. I bought the eggs from Kuldeep’s store. Passive Voice: The eggs were bought from Kuldeep’s store. 2. Twenty rupees was charged by Kuldeep for the eggs. Active Voice: Kuldeep charged twenty rupees for the eggs. 3. We sell only refined sugar. Passive Voice: ______. 4. I was asked by my parents to choose anything from the mall for my birthday. Active Voice: ______. 5. At the mall, the salesman showed me a lot of pretty dresses. Passive Voice: ______. 6. I was given a discount on the blue dress. Active Voice: He______. 7. Ramu’s son sells potter ware at Kamla Nagar market. Passive Voice: ______. 8. Around ten to twelve pots are sold by him every week. Active Voice: ______. 9. The woman asked him to show her some big pots. Passive Voice: ______. 10. Three pots were finally bought by the woman. Active Voice: ______.

Answers to Ex. 19:

1. Passive Voice: The eggs were bought from Kuldeep’s store. 2. Active Voice: Kuldeep charged twenty rupees for the eggs. 3. Passive Voice: Only refined sugar is sold by us. 4. Active Voice: My parents asked me to choose anything from the mall for my birthday. 5. Passive Voice: At the mall, I was shown a lot of pretty dresses by the salesman. 6. Active Voice: They gave me a discount on the blue dress. 7. Passive Voice: Potter ware is sold by Ramu’s son at Kamla Nagar market. 8. Passive Voice: He sells around ten to twelve pots every week. 9. Passive Voice: He was asked by the woman to show her some big pots. 10. Active Voice: The woman finally bought three pots.

SESSION 20: ASKING THE PRICE

Duration : 1hr Goal: The student will be able to ask for the price of an article.

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Competency: Articles Preparation: • Read the Concept Note on Articles. • Bring a bowl containing chits of paper with the names of students and teams (A and B) written on them. • Review the dialogues written in the section Activity ­ “Asking the Price A” and “Asking the Price B”. Summary: The situation for this Lesson Plan is Asking the Price. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. o The second section Sentences has standard phrases and sentences that the student can use while asking for the price of something. o The third section Activity has role plays on the situation that the students enact in pairs. o The fourth section Grammar discusses the competency identified for this lesson.

Comprehension Time: 10 min

Objective: The student is able to understand how to ask for the price of an article. Suggested activity: Greet the class. Tell the students to imagine that they are in a bookstore and want to buy a book. Now, ask the students how they would ask the price of the book. Write down the responses on the board. Now, write the following on the board and let them compare: “Excuse me, how much does that book cost?” Now, mention some articles that are used daily: • Cinthol soap • A kilo of rice • A Cello ball­point pen Ask the students how they would find out the price of the above articles. Let them speak up one by one. Once all students have attempted, you can tell them that one can ask the following to know the price of the articles: • “How much does Cinthol soap cost?” • “How much does a kilo of rice cost?” • “How much does a Cello ball­point pen cost?”

Sentences Time: 15 min

Objective: The student is able to understand and speak some standard phrases used in the situation. Mandatory activity: Write down the following on the board. Ask the students to copy them in their

Page 93 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query notebook and fill in the blanks with any item of their choice. • How much do you charge for ______? • What is the price of ______? • How much does ______cost? • How much will I have to pay for ______? • Could you tell me the price of ______? Now, ask each student to read out what they have written. They can read out any two examples of their choice. Make sure each student gets a chance to read his sentences.

Activity Time: 20 min

Objective: The student is able to ask the price of various articles. Mandatory activity: Preparation time: 10 min Presentation time: 10 min each Situation props: None Language props: Dialouge as below “Asking the Price A” and “Asking the Price B”. Asking the Price A Customer: Excuse me, ______for a kilo of potatoes? Shopkeeper: 10 Rupees. Customer: And ______those mushrooms ______? Shopkeeper: 20 Rupees per packet. Customer: And ______of half a kilo of paneer? Shopkeeper: 60 Rupees. Customer: Ok. I will take them. ______for all of them? Shopkeeper: You will have to pay 90 Rupees.

Asking the Price B Customer: ______of that shirt? Shopkeeper: The price of that shirt is 240 Rupees. Customer: Do you have any socks? Shopkeeper: Yes. Here they are. Customer: ______that black pair______? Shopkeeper: 35 Rupees. Customer: And ______for that packet of handkerchiefs? Shopkeeper: 70 Rupees. Customer: ______for all of them? Shopkeeper: You will have to pay 345 Rupees.

Divide the class into two teams A and B with the help of the chits. As soon as the teams are formed, distribute the Handouts to each team. Ask Team A to fill in the blanks of Handout A and Team B to fill in the blanks of Handout B. They can do this with the help of the sentences given in the previous section. When the preparation

Page 94 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query time is up, call two students from Team A. Ask the pair to come with their Handbooks. The pair will enact the role of the customer and shopkeeper. If there is any mistake in Team A’s presentation, mention so but do not point out the mistake. Ask them to find it out and correct it while Team B presents. For Team B’s presentation, call two students from the team and ask the students to come with their Handbooks. If there is a mistake in their role play, make a note of it but do not point it out. They are to find it out and correct it when the next pair from Team A presents. The game continues in the same way with the two students enacting the role of the customer and the shopkeeper from each team by turns, till a pair has presented a flawless conversation. The team to which that pair belongs wins the game. Once the game is over, you can write out the complete conversations:

Asking the Price A Customer: Excuse me, how much do you charge for a kilo of potatoes? Shopkeeper: 10 Rupees. Customer: And how much do those mushrooms cost? Shopkeeper: 20 Rupees per packet. Customer: And what is the price of half a kilo of paneer? Shopkeeper: 60 Rupees. Customer: Ok. I will take them. How much do I have to pay for all of them? Shopkeeper: You will have to pay 90 Rupees.

Asking the Price B Customer: What is the price of that shirt? Shopkeeper: The price of that shirt is 240 Rupees. Customer: Do you have any socks? Shopkeeper: Yes. Here they are? Customer: How much does that black pair cost? Shopkeeper: 35 Rupees. Customer: And how much do you charge for that packet of handkerchiefs? Shopkeeper: 70 Rupees. Customer: How much do I have to pay for all of them? Shopkeeper: You will have to pay 345 Rupees.

Grammar Time: 15 min

Objective: The student will be able to understand, practice, and produce sentences that correctly employ this language concept. The competency identified for this lesson is articles. Mandatory activity: Briefly discuss the uses of the articles a, an,and the. • A ­ Before singular nouns beginning with a consonant sound Examples:a woman, a bag, a united country, etc.

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• An ­ Before singular nouns beginning with a vowel sound Examples:an Indian, an aeroplane, an open door, an egg, an upper floor, an honest boy, etc. • The ­ before particular nouns Examples:the girl who has long hair, the man in the car, the dog that barked at you, etc. ­ Uncountable nouns Examples:the water, the sand, the sugar, etc. Now write down the following on the board and ask the students to fill in the blanks with the appropriate article. 1. Could you tell me the price of _____ blue dinner set over there? (the) 2. How much does ______oven cost? (an) 3. What is the price of ______liter of mustard oil? (a) 4. How much do I have to pay for ____ kilo of onions? (a) 5. How much are you charging for _____ brand new plasma­screen TV at the back? (the) 6. I want to buy __ deodorant. How much does ____ the one by Fa cost? ( a, the) 7. I want to buy ____ potatoes. How much does ____ kilo cost? (no article needed, a)

Ask students to go through Exercise No. 20. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review. Exercise No. 20 Competency: Grammar Read this: Topic: Articles

The following are the uses of the articles a, an,and the.

• A ­ Before singular nouns beginning with a consonant sound Examples: a woman, a bag, a united country, etc. • An ­ Before singular nouns beginning with a vowel sound Examples: an Indian, an airplane, an open door, an egg, an upper floor, an honest boy, etc. • The ­ Before particular nouns Examples: The girl who has long hair, The man in the car, The dog that barked at you, etc. ­ Uncountable nouns Examples: the water, the sand, the sugar, etc.

∕ Instruction: Fill in the blanks with the correct articles A, AN, or THE. 1. How much does ______automatic camera cost? 2. I always buy my clothes from _____ market near my house. 3. I bought this phone in ____ exchange offer last week. 4. How much will I have to pay for ___ second­hand bike?

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5. What is ____ price of this book? 6. I want to eat ______orange. How much will I have to pay for one? 7. How much will I have to spend to reach Kingsway Camp from India Gate in ___ auto rickshaw? 8. This is ____ very pretty dress. But it must be very costly. 9. How much does ___ dozen bananas cost? 10. This watch is very expensive. Could you show me ___ cheaper one?

Answers to Ex. 20:

1. How much does an automatic camera cost? 2. I always buy my clothes from the market near my house. 3. I bought this phone in an exchange offer last week. 4. How much will I have to pay for the second­hand bike? 5. What is the price of this book? 6. I want to eat an orange. How much will I have to pay for one? 7. How much will I have to spend to reach Kingsway Camp from India Gate in an auto rickshaw? 8. This is a very pretty dress. But it must be very costly. 9. How much does a dozen bananas cost? 10. This watch is very expensive. Could you show me a cheaper one? SESSION 21: NEGOTIATION

Duration : 1hr Goal: The student will be able to negotiate in a given situation. Competency: Comprehension Preparation: • Prepare the “Negotiation I” and “Negotiation II” Chart (details of both are in the section ­ Sentences) on full­size chart paper and bring to the class. Summary: The situation for this Lesson Plan is Negotiation. The Lesson Plan is divided into 4 sections: o The first section Comprehension explains the situation. o The second section Sentences has standard phrases and sentences that the student can use to negotiate successfully. o The third section Activity has a role play on the situation that the students enact in pairs. o The fourth section Language point discusses the competency identified for this lesson.

Comprehension Time: 10 min

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Objective: The student is able to understand what negotiation means. Suggested activity: Explain the following situation to the class: You have approached a landlord to rent a room. He charges Rs 4000 for a single room and attached bath. You feel it is too expensive and your budget is Rs 3000. Now call volunteers from the class to come forward and enact the role of the landlord and the person seeking a place to stay. Mention that they at the end of each performance, a settlement must be reached regarding the rent charged. If you are lucky, you may find many volunteers in the class eager to enact the situation. If only a few volunteer, you too can participate in the performance. At the end of this exercise, ask the class what was it that they had witnessed. You may have varied responses but you will single out the one that states “negotiation” or something close to it. Ask the class if they now understand what a negotiation entails. Explain that it means “finding the middle ground” – to arrange or settle something by discussion and mutual agreement.

Sentences Time: 15 min

Objective: The student is able to understand and speak some standard sentences used to negotiate. Mandatory activity:

Show the “Negotiation I” Chart to the class. It will have the following table:

To agree on a point To disagree on a point

I agree with you on that point. I understand your point. However… That’s a fair suggestion. I am prepared to compromise, but… So what you are saying is that you… If you look at it from my point of view… In other words, you feel that… Well, I think of it differently. You have a strong point there. I am afraid this is not going to work for me. I think we can both agree that… I think we could also look at it this way… I don’t see any problem with that/harm inI have to disagree with you there. that…

Now mention that the sentences in the first column are used to agree to what the other person is saying during a negotiation. The sentences in the second column are used to disagree or state a different point of view during a negotiation. Ask the class to write down the sentences in their notebook. Now show “Negotiation II’ chart to the class. It has a dialogue between two people – a manager and a worker – on negotiating a raise in salary.

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Negotiating a Raise in Salary Manager: Hi Ajay! You wanted to meet me? Ajay: Yes Sir. There is something important that I want to discuss with you. Manager: Ok…what is it about? Ajay: Sir I wish to discuss my salary…I would like a raise. Manager: A raise!...Don’t you know the state of the economy?…you should feel lucky that you have a job! Ajay: I am aware of that Sir, but I also know that some companies are hiring in this sector. I have made a few calls and what they are offering is certainly much more than what I get here. Manager: But I thought you were happy with us, Ajay. You know that we offer many facilities and incentives to our employees. Ajay: I agree on that…but if you look at the rising cost of living, you will see that my salary over the last 2 years has effectively remained the same. Manager: You have a strong point there, Ajay. In other words you feel that you are underpaid. Ajay: Yes, I am afraid so. Manager: I can understand you problem, Ajay. But you also know that for in the past year we have hardly made any profits and the coming year does not look very bright either. Ajay: Yes I know Sir. I am prepared to compromise. I am not asking for what other companies in this sector are offering. But I do expect a salary revision. Anything less than that is not going to work for me. Manager: Ok…Let me see what I can do for you. Shall we meet again after two days to discuss this? Ajay: Yes Sir…I will expect your call. Thank you for considering my case. Now ask the students to identify parts of the conversation that are taken from the phrases and sentences given in the preceding table ( they have been highlighted in bold). Point out how the use of these sentences helps both contenders in the negotiation to present their case and forward their interest.

Activity Time: 20 min

Objective: The student is more confident of negotiating in real life. Mandatory activity: Preparation time: 10 min Presentation time: 3 min each Situation prop: A wedding invitation card Language prop: Write out the following on the board: o This is too costly… o Can you give me a discount… o That is not possible…

Page 99 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query o Look at the quality of the paper. It is the best quality… o I know but… o I am buying a large number of cards… o Okay, let me see… o That is the maximum discount I can give you… o Is that your last price… o Ok, let us settle for… Explain the situation to the class: There is a wedding in the family, and the person has to buy 500 invitation cards. Each card costs Rs 25. The budget for the cards is only Rs 10,000. The person has to negotiate and bring down the price of 500 cards from Rs 12,500 to Rs 10,000.

Now divide the class into pairs. One partner has to enact the role of the shopkeeper and the other has to enact the role of the person who has to buy the wedding cards. In their role play, they can make use of the sentences given in the Language props as well as in the table in the “Negotiation I” Chart.

Language Time: 15 min

Objective: The student will be able to comprehend written text and answer questions based on it. The competency identified for this lesson is comprehension. Mandatory activity: Show the “Negotiation II’ chart to the class again. Read it out so that all have read as well as listened to the passage. Now write the following questions on the board: 1. Whom did Ajay approach? 2. What did Ajay want to talk about? 3. Why was the Manager surprised when he heard what Ajay had to say? 4. What had the Manager thought about Ajay? 5. Did the Manager understand Ajay’s problem? 6. What “compromise” was Ajay willing to make? Ask the class to answer the questions. You can approach the students serially – the first student will answer the first question, the second student will answer the second question, and so on till all students have had a chance of answering a question. If a student cannot answer a question, you may ask other students to suggest the answer. Explain the meaning of any word or sentence that the students may not have understood. You may also ask the students questions that test their ability to “read between the lines” or understand what is implied in the passage but not explicitly stated. For example: 1. Select the correct option: a. The Manager was angry at Ajay b. The Manager was surprised c. The Manager disagreed with Ajay

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2. Select the correct option: a. Ajay knew he had a strong case, so he spoke with conviction b. Ajay knew he was asking too much, given the uncertain economic climate c. Ajay knew he had a strong case, but was unsure of his success at negotiating the raise

3. When Ajay says that he has made a few calls to other companies to know the salary they are offering, does it mean that he may leave and join some other company if he is not given a raise? Answer in “Yes” or “No”.

Ask students to go through Exercise No. 21. If time permits, the students can try to attempt the exercise in class. Otherwise, they can attempt it at home and bring to the class the next day for review. Exercise No. 21 Competency: Grammar Topic: Comprehending written text Instruction:

Read the following passage and answer the questions given below.

Negotiation is a tricky art that not many find easy to do. The important thing to keep in mind is that you have to listen to what the other person is saying. You cannot go on talking about what you want or what you think. The other person may have a point of view that you need not take note of too.

The other important point is that you should never disagree strongly or deny any point completely. For example, you should not say: I think you are wrong. Instead you should say: I see your point. However, I also think that…

So the ideal negotiation would be a situation where both parties feel that they have been heard and some of their demands have been met. Of course, if you feel that the other person is making a completely unreasonable demand, you could just walk away!

1. What do you think the line “Negotiation is a tricky art…” mean? o It is difficult o It is complicated o It is easy 2. What is the first important point about negotiation that one has to keep in mind? o You have to listen to what the other person is saying o You should first talk about what you want or what you think o You should first let the other person tell you what s/he wants 3. What is the second important point about negotiation that one has to keep in mind? o You should strongly deny what the other person is saying o You should completely agree with what the other person is saying

Page 101 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query o You should show that you understand what the other person is saying, but you have your own point of view too. 4. What does the line “…you could just walk away!” mean? o You could ask the other person to take a walk with you o You could drop the negotiation o You could walk to another place to negotiate. Answers to Ex. 21: 1. What do you think the line “Negotiation is a tricky art…” mean? o It is complicated 2. What is the first important point about negotiation that one has to keep in mind? o You have to listen to what the other person is saying 3. What is the second important point about negotiation that one has to keep in mind? o You should show that you understand what the other person is saying, but you have your own point of view too. 4. What does the line “…you could just walk away!” mean? o You could drop the negotiation

APPENDIX 1 – REVIEW OF COMMON GRAMMAR AND USAGE CONCEPTS

These notes give the underlying theory that is used for the interactive sessions. They could be revised by the students before, during or after the session to understand the underlying principles behind common concepts. NOTE: The details given here are to be used only as a reference, for a deeper understanding of the subject. While this is primarily intended for the Facilitator and is at a more advanced level, the students can use this as a reference. They can ask the Facilitator for further explanation if they do not understand any concept.

CONCEPT TOPICS OVERVIEW

GRAMMAR 1. Tenses 2. Subject Verb agreement 3. Reported speech 4. Adjectives and Adverbs 5. Dangling modifiers 6. Articles 7. Prepositions 8. Pronouns 9. Countable and Uncountable 10. Verb preposition combinations 11. Modals 12. Phrases and Clauses

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SENTENCE STRUCTURE 13. Active and Passive voice 14. Types of Sentences ­ Simple/Complex/Compound

MISCELLANEOUS 15. Hyphen and Dash 16. Its Vs It’s 17. That Vs Which 18. The Apostrophe 19. Gerunds and Infinitives

WRITING 20. Redundancy in Language (writing to the point as well as redundant words) 21. General Writing • Structuring ideas • Topic sentences • Linking sentences • Linking paragraphs 22. Writing formal letters / applications

VOCABULARY 23. Shades of meaning 24. Confusing words TENSES

A sentence is made of a subject and a verb. While the subject tells us what the sentence is about, the verb tells us what the subject does and when – it is this indication of time that is referred to as Tense.

Tenses denote three time frames:

Past Present Future Yesterday Today Tomorrow I studied tenses. I am studying tenses. I will study tenses Each kind of tense is further divided into four types: Simple • Continuous • Perfect • Perfect Continuous.

Refer to this table for examples of each:

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1 I play cricket every day. Present Simple 2 I amplaying cricket now. Present Continuous 3 I have played cricket all my life. Present Perfect 4 I have been playing cricket since I was four years of Present age. Perfect Continuous 5 I played cricket till 6 pm yesterday. Past Simple 6 I was playing cricket when my father came back from Past work. Continuous 7 I had played cricket for two hours when he came back. Past Perfect

8 I had been playing cricket since 4 pm when my father Past Perfect came at 6 pm. Continuous 9 I will play cricket with my father tomorrow. Future Simple

10 I will be playing cricket with my father at 5 pm Future tomorrow. Continuous 11 I will have played cricket for two hours by the time you Future Perfect come to my place tomorrow.

12 I will have been playing cricket for two hours if you Future Perfect come to my place at 6 tomorrow. Continuous#

# The Future Perfect Continuous Tense is rarely used in the English language. Let us now look at some tenses in detail…

Simple Present

Used to express an action that is repeated, usual, a universal truth, or a generalization: • I play cricket. • The train leaves every evening at 6 pm. • Twenty­four hours make a day.

Used to talk about scheduled events in the near future: • The train leaves tonight at 8 pm. • The party starts at 7 pm tonight. • When does the class getover tomorrow?

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Present Continuous

Used for an action going on at the time of speaking: • She is running a fever yet again. • Kishore is singing a song right now. • My mother is mopping the floor. • The children are dusting the carpet outside the house.

Used to indicate an action that is about to happen very soon: • Mani Ratnam is going to make a film with Abhi and Ash. • She is running for the college elections this year. • Kishore is singing a song at the annual function tomorrow. • We are leaving for a three­week tour of Europe next week.

Used for a temporary action that may not be actually happening at the time of speaking: • I am reading Arundhati Roy’s The God of Small Things. (I am not reading the book at this moment)

Present Perfect

Used to indicate an action that has just happened: • He has just arrived. • We havedone the required work!

Used to indicate an action that began in the past and is still current: • I havelived here ever since I was born. • The Sharmas havebeen a family friend for a long time.

Used to indicate an action that happened in the past but the exact time of the event is not clear: • I havebeen to almost all countries on the Continent. • Have you found the house of your choice?

Present Perfect Continuous

Used to indicate an action that is ongoing, together with a reference to the length of time it has been ongoing: She hasbeenworking on her research dissertation for the past three months. Work on the flyover hasbeengoing on for several months.

Past Continuous

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To understand this tense, let us look at a few examples first: • It’s said that King Nero was playing the fiddle as Rome burned. • I was studying in Class 9 when my grandmother passed away. • Kishore was singing a song at the annual function when the stage caught fire.

In each of these sentences, there is not one but two things happening in the past. The Past Continuous tense is used for that action which was taking place when the other action happened. Hence, the action of “Kishore singing” was happening at the time when “the stage caught fire”. Past Perfect

Here too, we have two past actions…

• She had run for the college elections when he proposed to her. • I had traveled to the United States twice before I went to Europe. • Kishore had just sung a song at the annual function when the stage caught fire.

…and one of them – the one indicated with the past perfect tense – got completed before the second one happened (they did not happen at the same time).

Past Perfect Continuous

Used to indicate an action that began before a certain point in the past and continued until (was not completed before) that point:

The report was not completed by the due date though the team had been working on it for a month.

• I hadbeenwatering the plants before the gardener arrived.

Future Continuous

Used to indicate an action that will be ongoing at a time in the future:

• By this time tomorrow, I will be cruising the Mediterranean.

Used to refer to an action that is already planned or expected to happen in the normal course of things:

My cousin will be coming tomorrow.

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Future Perfect

Used to indicate an action which is going to occur in the future before another action takes place. This second action is also a future action, but is denoted by the Simple Present Tense.

By the time the next world cup happens, India will have played two series against Australia. • I will have traveled to the United States at least twice before this year ends. • Kishore will have won all singing competitions by the time he graduates from the college.

In the figure below, the various tenses are placed on a Timeline. Refer to it if you are confused about what tense to use. Action

Note: Refers to an ongoing action Refers to a completed action

SUBJECT VERB AGREEMENT

The basic principle of subject verb agreement is that the verb must agree with the subject in number, that is if the subject is singular, the verb is singular, and if the subject is plural, the verb is plural.

The only variant to this basic principle happens in the instance of singular third person: he, she, it, or substitutes such as Tom, Sarah, bag/phone/laptop etc., which take an ‘­s’ or ‘­es’ at the end of the verb.

Example: He/Ravi works; She/Sujata works; the phone works The two tables below shows this exception to the rule. The verbs taken for all the subjects in the tables are “run” and “have”.

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First Second Third Person Person Person Singula I run You run He runs, She r runs, It runs, Ravi runs, Sujata runs Plural We run, You all They run, Ravi All of us run, All of and Sujata run run you run

First Second Third Person Person Person Singular I have You have He has, She has, It has, Ravi has, Sujata has Plural We have, You all They have, Ravi All of us have, All and Sujata have have of you have

When applying this simple rule, you could get make a mistake in the following cases:

Indefinite pronouns such as ‘everyone’ and ‘everybody’ feel plural, but they are always singular and take a singular verb.

• Everyone associated with the project is proud to be part of the effort. • Someone has to be responsible for this.

Don’t be confused by phrases that come in between the subject noun and its verb:

• Each of the project partners is responsible for writing a project summary.

The verb that accompanies pronouns such as ‘all’ and ‘some’ will be determined by whether the pronoun is referring to something that is countable or not.

• Some of the students in the cafeteria have voted already. • Some of the grain was ruined by the flood • Student is countable, but we cannot count grain; it is one lump, one quantity.

‘None’ is usually regarded as singular, but it can be used as a plural.

• None of the representatives has indicated how he or she will vote. OR • None of the representatives have indicated how he or she will vote.

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With fractions and decimals, the verb will be determined by what is being measured: whether it is countable or not.

• Two­fifths of the grain is ruined. • One­half of the students were convinced that there would be no final exams this year. • Of all the returns we have counted so far, fifty percent are in favour of the referendum. • A majority of the student body is in favour of asking the Dean to stay another year.

Phrases such as together with, along with, and as well as seem to join subjects, but they do not work the same way as ‘and’: they are not conjunctions.

• Some of the hay in the barn, as well as some of the major pieces of farm equipment,was ruined in the flood.

‘Either’ and ‘neither’ are always singular, even when they appear without or and nor or when the subject seems to be two things.

• Neither of these choices appears to be satisfactory • Either is fine with me.

When two or more singular nouns or pronouns are connected by ‘or’ or ‘nor’, use a singular verb.

• The book or the pen is in the drawer

However, when neither and either appear with ‘nor’ and ‘or’, the subject that is closer to the verb determines the number (singular or plural) of the verb.

• Neither the Principal nor the teachersare at fault. • Either the teachers or the Principalhas to be responsible for the year­end festival. • Has either the President or his aides been in touch with you?

In normal cases, two or more words connected by “and” form a Plural subject, and so take a plural verb.

• Bunty and Babli are good friends. • Success and failure have always been considered two sides of the same coin —

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However, when the two (or more) words connected by ‘and’ present the same idea, the subject becomes singular, and so takes a singular verb.

Bunty and Babliis a very interesting film. His sudden success and failurehas surprised many people.

Words that appear plural but are actually singular! Some words appear plural (they have an ‘s’ at the end) but they are actually singular….

• The newsis not good: India has lost the match. • Statisticswas my favorite subject in college. • Measles, along with Chicken Pox, is easily controlled by vaccinating the children at theright age.

When we talk of periods of time, amounts of money, or quantities as single units, they are considered as singular subjects:

• Thousand rupees hardly gets you anything these days. • Sixty minutes is all you have to finish this test. • Even twenty four hoursis not enough time to complete all the work that you haveasked me to finish in a few hours.

Words which are always singular!

Some words are always used in the singular…

• My informationis correct – the enemy is moving back.(There is no word as “Informations”) • The scenery of Kashmir is very beautiful. • All our luggageis arriving separately on the next flight. • The advice that I received from him is of no use. • Most of the furniture in this house is at least 50 years old. • All the machinery in this factory has been imported from Japan.

Words such as somebody, anyone, nothing… The words formed with (some / any / every / no) + (body / one / thing) are always singular

• Somebody in the room is to be blamed.

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• Nothingis impossible. • Everyone in this room believes in God. • No onewants to lead a lonely life. • Something about this painting bothers me. • If anythinghappens to the child, she will only blame herself. • As soon as anyoneenters that temple, the bell starts ringing.

Do not be misled by a phrase that comes between the subject and the verb. The verb agrees with the subject, not with a noun or pronoun in the phrase.

• One of the boxes is open • The people who can listen to music are few

Nouns such as scissors, tweezers, trousers, and shears require plural verbs. (There are two parts to these things.)

• These scissors are dull • Those trousers are made of wool REPORTED SPEECH

We often have to give information about what people say or think. In order to do this we can either use direct or quotedspeech, or indirect or reportedspeech. When reporting speech, there is a “backshift” in the tense. This is because when we use reported speech, we are usually talking about a time in the past (because the person who spoke originally spoke in the past). The verbs therefore are used in the past forms. FOR EXAMPLE: “I WILL GO TO THE CINEMA ON MONDAY” – SHE SAID SHE WOULD GO TO THE CINEMA ON MONDAY. SHOPPE Take a look at the following examples:

Direct speech Indirect speech Present simple Past simple They said, "It's late." They said it was late. Present continuous Past continuous He said, "I'm chatting with He said he was chatting with friends. friends." Present perfect simple Past perfect simple She said, "I've been in Delhi She said she had been in Delhi since since 2004." 2004. Present perfect continuous Past perfect continuous She said, "I've been teaching She said she had been teaching English English for seven years." for seven years.

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Past simple Past perfect She said, "I read a book She said she had read a book yesterday. yesterday." Past continuous Past perfect continuous He said, "I was studying He said he had been studying science science earlier." earlier. Past perfect Past perfect He said, "The lesson had NO CHANGE ­ He said the lesson had already started when he already started when he arrived. arrived." Past perfect continuous Past perfect continuous She said, "I'd already been NO CHANGE ­ She said she'd already teaching for five minutes been teaching for five minutes when he when he came in." came in.

Modalverbforms also sometimes change: Direct Indirect speech speech Will Would Renu said, "I'll do the Renu said she would do assessments later." the assessments later. Can Could Sakshi said, "I can Sakshi said she could teach very well." teach very well. Must had to She said, "I must go She said she had to go back home by 5pm." back by 5pm. Shall Would She said, "What shall She asked what I would you wear to the wear to the party. party?" May Might Natalie said, "May I Natalie asked if she come in?" might come in.

Note ­ There is no change to could, would, should, might, and oughtto.

Timechange If the reported sentence contains an expression of time, you must change it to fit in with the time of reporting. For example:

Expressions of time if reported on a different day

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This that (evening) (evening) Today Yesterday These (days) Those (days) Now Then (A week) (A week) before ago Last The weekend before last / the previous weekend weekend Here There Next (week) The following (week) Tomorrow The next/following day REPORTING VERBS

SAID, TOLD,and ASKEDare the most common verbs used in indirect speech. We use ASKEDto report questions; told with an object, for expressing directionsor commands, and said without an object. Take a look at the following examples: • I asked Radha what time the lesson started. • Radha told me she felt tired. (Note – Here me is the object.) • Radha said she was going to teach using computers.

There are many other verbs we can use apart from said, told, and asked.Take a look at the following examples: • He invited me to the party. • He begged me to come to the party. • He ordered me to come to the party. • He suggested that I should come to the party.

ADJECTIVES AND ADVERBS

Definition:

Adjectives and Adverbs are words or groups of words that modify (describe orprovide additional information about) a noun and a verb respectively. Additionally, adverbs also sometimes modify another adverb or an adjective. Take a look at the following sentences:

• Anita lives in a beautifulhouse which is verywellequipped. • Anita bought a yellowhummer which is a veryfastcar. • Anita is quicklylearning to drive longdistances.

Now, in the above sentences, “beautiful”, “yellow” and “long” are adjectives as they

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Similarly, “very” in the first two sentences is an adverb that modifies “well equipped” and “fast car” – “well” and “fast” being adjectives. In the third sentence, “quickly” modifies the verb “learning”.

Adjectives and Adverbs also function through groups of words. In this case, they are called adjectival/adverbial clauses or phrases.

An adjectival/adverbialclause is a group of words which together acts like an adjective/adverb and includes a subject and verb.

An adjectival/adverbial clause without a subject or a verb is called an adjectival/adverbialphrase. Here are some examples:

• Anita, whoismucholderthanIam, is an engineer. • Anita is the one refusingtomoveinwithme. • Whenthisweekisover, we'll go to the hills. • She works onholidays.

In the first sentence, “…who is much more than I am…” gives us more information about Anita and includes a subject (who) and a verb (is). This is therefore, anexampleof an adjectivalclause.

Similarly in the third sentence, “when this week is over…” gives us moreinformation about going to the hills and also includes a subject (this week) and a verb (is). This is therefore, an example of an adverbialclause.

In the second and fourth sentences, “…refusing to move in with me” and “…on holidays’ modify “Anita” and “work” respectively. As neither of these groups have both subject and verb, they are examples of adjectival and adverbialphrases, respectively.

Position of adjectives and adverbs Now that we’ve understood how to identify adverbs and adjectives, let us have a look at their position in a sentence.

Adjectives nearly always appear immediately before the noun or noun phrase that they modify. But as with everything in the language, there are conditions to the rule. Here are a few instances.

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• Sometimes there are multipleadjectives for a particular noun or noun phrase. In such a case, there is a particularorder to be followed. Take a look at the following table. l r r n n n a i e e i u o i g i r n f i i t o i e l r a t N a • m v O a

r In u r PhysicalDescription e M e t Q s e b D O

Size Shape Age Color A Dilapidated old Indian school bus

Some Delicious Thai food

Four Gorgeous Long Red silk roses stemmed Our small new brown Pup sentences beginning with “It is….”, “This is…..”, “He is….”, etc. the adjective is placed just before the word it describes. It is a bright day. Delhi is a huge city. She is a very nice girl. We are in a difficult situation.

• In sentences where the word being described by the adjective comesatthebeginning, the adjective is usually placed immediately after the connecting verb (is, am, are…). The day is bright. Delhi is huge. I am tired after running the marathon. The people are excited about the cricket match. The situation is tense. My hairstyle is different from yours.

• With indefinite pronouns such as “something”, “someone”, and “anybody”, the adjective comes after the pronoun. Anyonecapable of doing somethinghorrible to someonenice should bepunished. Somethingunfortunate came his way after he had met her.

• There are certain adjectives that, in combination with certain words, always come after the word that they modify. The presidentelect lives in NewYorkproper. • Adverbs on the other hand are easier to position. In most cases, the adverb is placed immediately after the verb it describes:

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The sun is shining brightly. The city is expanding very fast. She can sing beautifully. We must face the situation bravely.

• Sometimes, when there is need to emphasize the adverb, it can be placed right at the beginning of a sentence. Suddenly, the woman screamed at the top of her voice. Gradually, he learnt how to deal in shares and stocks.

• Adverbs such as “normally”, “usually”, “regularly”, “definitely”, etc., come immediately before the verb. I normally go to bed by 10 pm. Children usually like to listen to a story before bedtime. India will definitely win the last match against Sri Lanka.

• When an adverb describes an adjective, it is placed immediately before the adjective. The chef needs finely chopped vegetables to cook the dish. I usually come back home very tired. She is particularly worried about her second son.

Adjectives and adverbs for comparison

Adjectives and adverbs can also express degrees of comparison. For example: Natalie is tall. Upasana is tallerthan Natalie. Sakshi is thetallest.

• They are called the positive, comparative, and the superlative degrees of comparison.

• Most adjectives follow the “­er” and “­est” patterns. For example: Tall, taller, tallest Short, shorter, shortest Smart, smarter, smartest, etc

• Some adjectives (those with multiple syllables) and all adverbs follow the “more” and “most” pattern.

Beautiful, more beautiful, most beautiful Slowly, more slowly, most slowly

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Miserable, more miserable, most miserable

• Some adjectives are irregular in their comparative forms. Here are a few examples.

Good, better, best Bad, worse, worst Little, less, least Much, more, most Far, further, furthest/Far, farther, farthest

• Finally, there are some adjectives which due to the nature of their meaning do not admit comparisons. Unique, For example, means something different from the rest – one of a kind. So, saying moreunique or mostunique does not make sense. Here are some more such words: absolute, impossible, ideal, sufficient, and favorite.

DANGLING MODIFIERS

Having been thrown down from the terrace, the man caught the ball.

This sentence could mean that the man was thrown from the terrace (not the ball)! It is obvious that the speaker of this sentence had no intentions of throwing the man from the terrace – it must have been the ball!

Because word order is crucial to the meaning of English sentences, modifiers must be positioned very carefully. Otherwise the intended meaning can bemisinterpreted.

Modifiers are adverbs, adjectives, and phrases and clauses used as adverbs and adjectives that modify the grammatical element which is nearest. Misplacing themodifier results in ambiguity or confusion.

Let’s look some other examples While driving on Ashoka Road yesterday evening, a tree began to fall towards my car. Meaning, the tree was driving on the Ashoka Road yesterday evening!

OR

The modifier While driving on Ashoka Road yesterday evening seems to be modifyingan element that is absent (I).

The correct sentence is: When I was driving on Ashoka Road yesterday evening, a tree began to fall towards my car.

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The locker was empty, having shifted everything to the new bank.

Meaning, the locker had shifted everything to the bank! OR The modifier having shifted everything to the bank seems to be modifying anelement that is absent (Abhishek).

The correct sentence is: After Abhishek shifted everything to the new bank, the locker was empty. ARTICLES

Articles are used to determine a noun. The three articles in the English language Are‘a’, ‘an’ and ‘the’.

“A” and “an” are used for indefinite nouns. An indefinite noun is one whichhasn’t been referred to previously; something which is being mentioned for the first time.

“The” is used for definite nouns. A definite noun is one which has been mentioned before and is being referred to again.

Here is an example. Take a look at the following sequence and identify the articles

Here is a pen and a book. Megha is using the pen and the book to write a letter. She will send the letter to a cousin in Kolkata.

Did you notice the difference in the usage of “a” and “the”? When the pen and the book were introduced for the first time, “a” was used. When they were referred toagain, “the” was used. Similarly, notice the articles used for “letter” and “cousin”.

As a general rule, “a” is used to determine indefinite articles which start with aconsonant sound. And “an” is used to determine indefinite articles which start with a vowel sound.

Note: It is the sound which matters here not just the spelling. So even though

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University and European start with vowels, “Eu” is pronounced as “you”, so “a”is used before them. So, it is “aEuropean” and “auniversity”. Similarly as “hour” actually sounds like “our”, we say “anhour”.

By the same logic, “an” is also used before abbreviations such as MBA or STD. For example: I want to make anSTD call; she is anMA in English. For M sounds like “em” and S sounds like “es”.

Here are a few examples which explain the usage of “a”, “an”, and “the”.

• Use “a” to signify “one” thing or person. Can I ask you a question? Please get me a pen. We need a plumber and a carpenter to do the job.

• Use “a” to signify a “certain” thing or person. Yesterday, I talked to a salesperson. Aditya works in a shopping mall. We met a Disney Imagineer on the flight.

• Use “a” to signify “any” thing or person Can I have a chair? A son is a son till he gets a wife.

• Use “the” when you are clear about the thing or person that you are talking about. Aditya works in the shopping mall on MG Road. Can I ask you the question once again? Please get me the pen that I bought yesterday. Has the fire in my room been put out as yet? Sunny is theplumber who did the job.

• Use “the” with superlatives, ordinals (first, second, third, etc.), and specific dates. Her apartment is in the tallest building in our area. I liked the first and the last page of the book. I will see you on the 24th. The 1990’s was a very eventful decade for India. She is the most efficient woman I have ever seen. • Use “the” with adjectives that refer to specific persons or a group of people.

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The Japanese are very hard working. He is the adventurous guy I was telling you about. She is the brilliant painter I wanted to introduce you to. • Use “the” with a singular noun that stands for a whole class. The cell phone is an indispensable instrument. The grape vine is a kind of creeper. • Use “the” before names of oceans, seas, and rivers. The Brahmaputra is known as the Yarlung­Tsangpo in Tibet. I took a dip in the Indian Ocean at Kanyakumari. The Mediterranean Sea lies between Europe and Africa. PREPOSITIONS

The following is a commentary on the cricket match between India and Australia…….

“…the ball is now in the hands of the captain, Anil Kumble…who has now tossed it to his strike bowler, Pathan. There are three fielders in catching position on the slips...two more on the off side…one at long­on, one at the mid­wicketboundary…one standing next to the square­leg umpire…and Dhoni as usual behind the wickets...in comes Pathan…bowls round the wicket to Ponting…and Ponting is…OUT!”

Can you guess the role of the words in bold in the above excerpt?

A. They help to describe how cricket is played. B. They help to describe the position of various people and objects with respect to other people and objects on the field. C. They make the cricket commentary more interesting. D. They do not have any role in the above sentences.

If your answer is B, you’re absolutely right! These words in bold are prepositions, and in any sentence, their role is to show in what relation the thing or person denotedby it stands in regard to something else.Run through this list of the most commonly used prepositions: Phrase Prepositions

about By outside according to Belong to above down over because of Take care of across during since by way of Complain to after except through in addition to Consist of against for throughout in front of Depend on

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around from till in place of Hear about at in to in regard to Hear from before inside toward in spite of Look at behind into under instead of Look for below like until on account of Pay for beneath near up out of rely on beside of upon Account for Talk to besides off with Agree on/with Think about between on without Apply for Think of beyond out Wait for Prepositions are always used before a noun or a pronoun in formal English (“pre” means that which comes before). This is the best way to identify a preposition – if it does not come before a noun or a pronoun, it cannot be a preposition. Often, prepositions function as adverbs. For example:

He went inside the cyber café. He went inside.

In the first sentence, “inside” is a preposition (coming before the noun “cyber café”) and in the second, it is an adverb (qualifying the verb “went”).

Some common prepositions

A. Prepositions of time: at, on, in, during, since, until, by, etc

Look at the following sentences:

The train is scheduled to arrive at 6:30 pm. Every day, I go for a morning walk at 6 am. Yesterday, I managed to have lunch only at 4 o’clock.

The train runs on Sundays and Thursdays only. I was born on 31st December. The school is closed on Friday for Holi.

I go for walk in the mornings. I was born in December 1981. Delhi is very cold in winters and extremely hot in summers.

Can you identify the relation? See if you can get this right:

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To indicate… We use… . Days and dates at / on / in . Non­specific times at / on / in during a day, month, or year . Specific times at / on / in

DO NOT USE A PREPOSITION before words like “every”, “next” etc. when these words are used as adjectives before a day or date.

The train leaves on every Friday. I left for home in the next morning.

Other prepositions of time:

During the holidays, Anita kept herself busy by conducting summer camps for children. She is running high temperature since last night. Please wait until you receive my call. Be sure to reach there by 4 o’clock.

B. Prepositions of Place: at, on, in, over, above, under, beside, behind, etc.

Yes, the same prepositions can be used for places as well: Let’s meet at the Barista at Connaught Place this evening at 7. Mr. Bhatnagar lives at F44, Sushant Lok, Gurgaon. The school is opening a new branch at Sector 48, Noida.

Mr. Bhattacharya’s house is on Lamington Road. Our New York office is on the 5th Avenue, 42nd Street. There’s a new Big Bazaar on Richmond Road.

Mr. Bhatnagar has been living in Gurgaon for the last ten years. Industrialization in India has been growing steadily in the last decade. The district of Madhubani is in Bihar.

These examples tell us that at is used for specific places, on is used for roads, streets etc., and in is used for towns, cities, and countries.

Other prepositions of place:

She drew beautiful patterns all over the cloth. There was a spider dangling above my head.

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Did you search under the bed for the slippers? Will you sit beside me? Look behind. I think there is a man following us.

C. Prepositions of Direction: to, from, across, through, around, into, towards, etc.

TO

FROM

They decided to drive to Jaipur together. We were driving to Delhi from Jaipur when we saw the accident.

DO NOT USE THE PREPOSITIONTO before words like “downstairs”, “upstairs”, “inside”, “outside” and also “home”. FROM, however, can be used with these words.

We went to home after the play. The old lady moved to outside with great difficulty.

I came to the play directly from home. She emerged from inside the house with a plate in her hand.

We started moving towards the flickering light. The lance went through the shield. The boy walked across the road. She drew a circle around the tree. She put her hands into the box to take out the contents. Prepositions indicating other relationships: by, with, of, for, etc.

He sent the covering letter by fax. He replaced the car tire with the help of his friend. This sari is made of the finest silk. There is a surprise waiting for you.

PRONOUNS

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Generally pronouns (pro + noun) refer to a noun, an individual or individuals or thing or things whose identity has been made clear earlier in the text. Keep in mind the following chart for a clearer understanding of various pronouns and their usage. Reflexiv e (used to Determine indicate Nominati Objecti Determine rs (used to an Perso ve (used ve (used rs (used as indicate action n as as adjectives ownership that subjects) objects) ) ) “reflects ” back to the subject) 1st I Me My Mine myself Perso We us Our Ours ourselves n 2nd You You Your Yours yourself Perso yourselve n s 3rd She Her Her Hers herself Perso he him his his himself n they them their theirs themselv it it its es itself

Personalpronouns (which stand for persons or things) change form according to their various uses within a sentence. Thus “I” is used as the subject of asentence; “me” is used as an object in various ways and “my” is used as the possessive form. For example: I am Neeta. He taught me. He gave me a book. Do this for me. This is my book.

The same is true of the other personal pronouns: the singular “you” and “he”, “she”, “it” and the plural “we”, “you”, and “they”.

When a personalpronoun is connected by a conjunction to another noun or pronoun, its form does not change. For example:

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Sakshi and I (nominative) are taking a course together. Namrata gave all her books to Sakshi and me (objective). The relativepronouns (who/whoever/which/that) relate groups of words to nouns or other pronouns. For example:

The person who wrote The Alchemist is a well known author.

The expanded form of the relative pronouns — whoever, whomever, whatever — are known as indefinite relative pronouns. For example:

The coach will select whomever he pleases. He seemed to say whatever came to mind. Whoever crosses this line first will win the race. She will tell you what you need to know. (What is often an indefinite relative pronoun) The indefinitepronouns (everybody/anybody/somebody/all/each/every/some/ none/one) do not substitute for specific nouns but function themselves as nouns. For example:

Everyone is wondering if any food is left.

Note:Indefinitepronouns like "everybody", “everyone” feel as though they refer to more than one person, but they take singular verbs. If you think of this word as meaning "every single body," the confusion disappears. For example:

Everybody is accounted for.

The indefinite pronoun none can be either singular or plural, depending on its context. None is nearly always plural (meaning "not any") except when something else in the sentence makes us regard it as a singular (meaning "not one"). For example:

None of the food is fresh.

The reflexivepronouns indicate that the subject also receives the action of the verb. What this means is that whenever there is a reflexive pronoun in a sentence there must be a person to whom that pronoun can "reflect" back. For example:

Students who cheat on this quiz are only hurting themselves. She encouraged herself to do well.

Look at the sentence…..

Please hand that book to myself

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…This isincorrect because there is no "I" in that sentence for the "myself" to reflect back to. Here we should use "me" instead of "myself".

When pronouns are combined, the reflexive will take either the first person…

SIta, Renu, and I have deceived ourselves into believing in my sister.

…or, when there is no first person, the second person:

You and Renu have deceived yourselves.

The interrogativepronouns (who/which/what) introduce questions. What is that? Who will help me? Which do you prefer?

The interrogative pronouns also act as Determiners.

It doesn't matter which beer you buy. He doesn't know whose car he hit.

Reciprocalpronouns are “each other” and “one another”. They are convenient forms for combining ideas. If Rahul gave Akanksha chocolates for Diwali and Akanksha gave Rahul chocolates for Diwali, we can say that:

They gave each other chocolates Or They gave chocolates to each other.

If more than two people are involved we would say that They gave one another chocolates.

Reciprocalpronouns can also take possessive forms:

They borrowed each other's ideas. The scientists in this lab often use one another's equipment.

COUNTABLE AND UNCOUNTABLE

Countable: Things that we can count are countable nouns. They can be concrete (that is, not abstract) nouns and collective nouns.

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Example: Four books, many monkeys, two dozen apples, four classes, etc.

Uncountable: Something that cannot be counted is uncountable. All abstract nouns are uncountable. Some concrete nouns, when considered as a whole, are uncountable.

Example: Some rice, hunger, freedom, etc.

Adjectives for countable and uncountable nouns

• Much / Many

We use much with uncountable nouns.

Example: How much more time is left for the show to get over? She has so muchwork to complete before the weekend.

Many is used with countable nouns.

Example: How manyclothes will fill this suitcase? There are manychildren in the park.

• A lot of / lots of A lot of is used with countable nouns.

Example: There is a lot ofmoney in the bank.

Lots of is used with uncountable nouns.

Example: I want to drink lots ofwater. There are lots offlies in this room.

• Little, quite a little, few, quite a few

Little and quite a little modify only uncountable nouns.

Example: There is littleroom for you in the bus. (Meaning hardly any space) There is quitea littlespace left for you to fit in. (Meaning plenty of space)

Few and quite a few are used with countable nouns.

Example: There are a fewcoins in her piggy bank. (Meaning very less)

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There are quite a fewcoins in her piggy bank. (Meaning many) • A little bit of, quite a bit of Both these phrases are used with uncountable nouns.

Example: We mix a little bit ofyellow with red to make orange. (Meaning less) There is quite a bit of salt in the mutton. (Meaning much)

• Fewer / Less Fewer is used with countable nouns.

Example:Fewerpeople can be seen traveling in buses. Drink fewerglasses of alcohol.

Less is used with uncountable nouns.

There is lesswater in this bottle. One should take lesssugar.

However, there is an exception to this rule. When less is used in terms like “no less than” or “or less”, it is used with countable nouns.

His lesson had no less thanten redmarks on it. State your reasons in 25 wordsor less.

Also, we use lessthan for a countable noun that denotes a measure of time, amount, or distance.

Less thanthree months; less than50 km; less thanRs100

• Enough, plenty of, some, any, and no are used with both countable and uncountable nouns.

There is enoughcontent in the book. There are enoughpages in the note book.

There is plenty of food in the kitchen. There are plenty of trees in the orchard.

We have somemoney kept at home. We have somebottles in the fridge.

Are there any good shoes in the shop?

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Is there anywater in the well?

There is notime left. There are noducks in the pond.

VERB­PREPOSITION COMBINATIONS

There are some verb­preposition combinations that have definite meanings. And, if you change the preposition, the meaning changes. Here are a few examples:

Blowupmeanstoexplode or to beangry Blowoutmeansto extinguish Blowovermeansbeforgotten

Breakinmeansforceopen Breakupmeansendafriendship Breakdownmeansstopfunctioning

Callbackmeansreturn atelephonecall Calloffmeanscancel Callupmeansmakea telephonecall Carry on means continue Carry out means followplans Do in means beat up Do up means improve Drop by/in means visit without notice Drop out means stop going to school Fall formeans accept naively Fall outmeans endfriendshiporshed Get over means recover Get through means finish Get out means be dismissed or remove Give up means stop making an effort Give in means surrender to pressure Give out means distribute

Keep on means continue Keep away means not get close Keep out means notenter

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Look upmeans search for information Look through means examine and search Look after means take care of Look up to means respect Look intomeans investigate Look formeans search

Pass on means tell others Pass out means lose consciousness Pass by means ignore

Pick up means collect or give a ride to Pick on means selectively mistreat Pick at means scratch

Run outofmeans exhaustasupplyof Run intomeans meetbyaccident Run formeans seekelection

See to means take responsibility See through means detect

Stand for means believe in or allow Stand out means look differently Stand by means wait or give support

Take in means give shelter to Take off means remove or leave Take out means invite to go out Take over means assume responsibility

Think of/about means have in one’s mind Think over means consider carefully

Throw out/away means discard Throw up means vomit

Try to means make an effort Try on means put on to test Try out means use to test

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Turn on means start a machine Turn out means end/extinguish a light Turn away means face a different direction Turn up means appear unexpectedly Turn down means refuse an offer Turn over means move halfway around

Wear off means disappear Wear out means become useless

MODALS

Modals are helping verbs which help to express shades of mood and time. Modals like shall, will, may, can, etc., are used in conjunction with the main verb. For example:

• I shall go now.

Shall, will and should are used varyingly depending on the situation. Traditionally shall has been used to express the simple future for first person I and we. For example:

• Shall we meet by the river?

Will has been used in the simple future for all other persons. Using will in the first person expresses determination on the part of the speaker. For example:

• We will finish this project by tonight!

Using shall in second and third persons would indicate some kind of promise about the subject. For example:

• This shall be revealed to you in good time.

In recent times however, shall has been less frequently used owing to the increased usage of the ‘ll form which can be the shortened version of both shall and will. Shall is mainly used to frame polite questions such as:

• Shall we go to the movie tonight?

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Or in formal situations to express obligation, for example:

• We shall be personally responsible for your safety.

Or in place of the phrase “ought to”, for example:

• You really shouldn’t go out tonight with that cold.

Can is used to express ability (in the sense of being able to do something or knowing how to do something). For example:

• He can play the piano really well.

To expression permission (in the sense of being allowed or permitted to do something), as in:

• Can I stay up a little late tonight?

Could is used to express an abilityinthepast. For example:

• I could always beat you at chess when we were young.

To express past or futurepermission, as in: • Could I use your garden to walk our dog?

To express presentpossibility, for example:

• We could always buy a ticket for the regular class.

To express possibility or ability in contingentcircumstances, as in:

• If she studied harder, she could ace the test.

In expressing ability, can and could frequently also imply willingness. For example:

• Can you help me with my luggage?

In most cases, may and might can be used interchangeably. They mean the same. However, if you want to say that it was possible for something to happen but, in fact, it did not happen, use might. For example, it is better to say:

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• The driver's negligence might have caused an accident.

Because you want to say that there could have been an accident due to the driver's negligence. But you know that there was no accident. However, it is better to say:

• The driver's negligence may have caused the accident.

When you know that there was an accident but are not sure whether it was the driver's negligence that caused it.

Similarly, in certain contexts, will and would are also interchangeable. However, to express willingness will should be used. For example:

• I’ll meet you outside your office tonight.

It can also express intention (especially in the first person), as in:

• I’ll wash the dishes tonight.

And also to express predictions:

• The meeting will be over soon.

Would can also be used to express willingness. For example:

• Would you please wait outside?

It expresses characteristic activity, for example:

• He would take the bus to work every day.

In a main clause, would can also express hypothetical meaning. For example:

• If I were to meet him tomorrow, I would need to go early to work.

Would can also be used to express probability, as in:

• I hear a bus. That would be the 604 to Vasant Kunj. CLAUSE AND PHRASE

A clause is a group of words which contains a subject and a verb.

For example,

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• I am a twenty­year old woman. • I am a twenty­year old woman who likes painting.

A clause can be either an independent clause or a dependent clause. An independent clause expresses a complete thought whereas in a dependent clause, the thought expressed is not complete. In the sentence,“I am a twenty­year old woman who likes painting”, “I am” is the independent clause and “who likes painting” is the dependent clause.

A phrase, on the other hand, is a group of words which contains a single thought but does not necessarily express a complete thought. For instance, in the sentence “I am a twenty­year old woman who likes painting”, “a twenty­year old woman” is a phrase.

The basic difference between a clause and a phrase is that a clause contains a verb whereas a phrase does not. ACTIVE AND PASSIVE VOICE

Consider the sentence: She conceived the new business.

Consider the rewrite: The new business was conceived by her.

Both sentences convey the same message. But what makes the two different? Let’s find out.

In the first sentence, the doer of the action (she) comes first in the sentence And the thing being acted upon, or the receiver of the action (the new business idea)follows. Such a sentence when the doer of the action precedes the receiverof the action is called an active sentence.

In the second sentence, the receiver of the action (the new business idea) comes before the doer of the action (she). Such a sentence is said to be written in the passive voice.

Active: Doer Action Receiver Tim Wrote the report The Council declared its decision Passive: Receiver Action By whom

The report was written by Tim The decision was declared by the Council

Your choice of active or passive voice depends on whether you want to lay stress on the

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The passive voice enables us to do one thing though: it allows us to leave out the doer and thus hide responsibility. So consider this alternative structure for the passive voice: Receiver Action The report was written (By whom?) The decision was reserved (By whom?)

As a rule, if you are not clear about where the stress should be, choose the active over the passive voice. Sentences in active voice are generally clearer and more direct than those in passive voice. TYPES OF SENTENCES: SIMPLE SENTENCES

Sentences that have one subject and one predicate are known as Simple Sentences.

For example: • The park is open today. • Prasad studies at Harvard. • Biology was my favorite subject at high school. • We need to buy at least two laptops for the office. • R. Rehman is among the finest music composers of Hindi film songs.

Note that all these sentences convey one complete idea and follow a simple structure:

Subject + Verb + Object or Descriptive words.

Compound Sentences

The sentences that convey two thoughts of equal importance joined by a conjunction are known as Compound Sentences. We often need to convey two thoughts in quick succession, like this:

She smiled. He smiled back.

We can join these two sentences using conjunctions, like this:

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She smiled so he smiled back. Or She smiled and he smiled back.

Here are some more examples:

It was hot. It was humid. It was hot and it was humid.

She waited for the bus. It never came. She waited for the bus but it never came.

It started to rain heavily. The umpires called off the match. It started to rain heavily, so the umpired called off the match. We had only 80 runs to score in 15 overs. We lost the match. We had only 80 runs to score in 15 overs; yet we lost the match.

Do you have a mobile phone? Or do you have a landline phone? Do you have a mobile phone or do you have a landline phone?

All the words in bold in the sentences above are conjunctions. Sometimes a conjunction can change the meaning of the sentence. For example:

She smiled at him as he turned away. She smiled at him but he turned away.

In the first sentence, the conjunction ‘as’implies that the girl smiled at the boy while he was turning away. In the second sentence, the conjunction ‘but’impliesthat the girl smiled at the boy but the boy ignored her and turned away. This way, the use of conjunctions can change the relationship between the two clauses.

Note that in all these sentences, there are two subjects and two predicates joined by the conjunction. Hence, the structure for a compound sentence is:

Subject 1 + predicate 1 + conjunction + subject 2 + predicate 2

Complex Sentences

Sentences that join one or more dependent clauses to the independent (main) clause are known as Complex Sentences. Consider the following sentence:

As soon as I reached the office, there was a blast next door.

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In this sentence, the clause “there was a blast next door” makes sense by itself (and is therefore the mainclause) while “as soon as I reached the office” does not make sense until we add something to it (and is therefore the dependentclause).

As soon as I reached the office, there was a blast next door. Dependent Clause Main Clause

Here are some more examples:

If only you had agreed to what I said, you would not have been cheated. As Mr. Agarwal could not finish the assignment on time, the company decided to cancel his contract.

Also, note the words (in bold) we have used to combine the two thoughts in these sentences. These are known as “subordinate conjunctions” since they mark the beginning of the dependent (or the subordinate) clause.

Here’s a list of some conjunctions used for making complex sentences:

After, although, unless, as, because, before, if, since, that, though, till, when, where, while

After attending the workshop on tribal arts, Manita decided to use the art in her paintings.

Although the summer heat was at its peak, the stadium was jam­packed with spectators.

As soon as Shah Rukh Khan arrived at the stadium, people ran towards him to get his autograph.

Unless you start exercising, you will not be able to reduce your weight.

Before the robbers could escape, the police arrived at the crime scene.

Ifonly he had scored four runs on the last ball, Mumbai Indians would have won the match.

Since the government has announced free education for girls, people have started sending their daughters to schools.

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The car that won the vintage car rally belongs to the Maharaja of Rajasthan.

Even though no one was interested, she kept talking about her lavish lifestyle and high connections in London.

When hefinished writing the letter, he called his servant and asked him to postthe letter immediately.

The place where I spent my holidays last summer is one of the most beautiful hill stations in India.

While we wait for the match to begin, let us entertain ourselves by singing some songs.

If you look at the sentences above, you will see that each of these contain two thoughts, but one thought is dependent on the other.

HYPHEN AND DASH

Hyphens are generally used

• With compound numbers: fifty­six, seventy­five, ninety eight, etc. • With the prefix “self­”:self­esteem, self­help, etc. • With the prefix “ex­” when it is used to mean former: Ex­husband, Ex­Prime Minister, etc. • With a prefix to avoid double vowels: re­emphasize, pre­exist, etc. • With a prefix to a hyphenated word: non­techno­language • prefix main word • Between two or more words, which together serve as an adjective before a noun: State­of­the­art technology. • With words that can mean differently without a hyphen: She was asked to re­sign the petition (vs. Shewas asked to resign the petition)

We do not use hyphens

• After an adverb ending with “­ly”: Fully automated (the two words are not hyphenated). • Between adjectives formed by two words, one of which is in the comparative or superlative degree: A better built storage space. (better built is not hyphenated).

• Between chemical names: Carbon dioxide. (Carbon and dioxide are not hyphenated).

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• With words prefixed by “non­”, “un­, “in­”, “dis­”, “co­”, “anti­”, “hyper­”, “pre­”, “re­”, “post­”, “out­”, “bi­”, “counter­”, “de­”, “semi­”, “mis­”, “mega­”, “micro­”, “inter­”, “over­”, “under­”. [Note: 1. When the second word after any one of these prefixes is capitalized or begins with the same vowel with which the prefix ends, we use a hyphen: un­Indian; pre­exist. 2. Some of the above prefixes, such as “non­”, “anti­”, “pre­”, “counter­”, “bi­”, “semi­”, “post­”, and “co­”may take a hyphen after them in British and Indian English usage.]

Dashes

A dash can be “n­dash”, which is slightly smaller in size, or an “m­dash”, which is comparatively bigger in size.

N­dash is used to indicate a range: 4–5pm; 5–6 years; Open Mon–Thurs It is also used as a minus sign: 15 – 3 = 12.

M dash is used to communicate an afterthought or an explanation that shows a marked departure from the grammatical structure of the sentence. In such case, a full stop is too strong and a comma too weak to set off the parenthetical comment: I can smell something – maybe flowers? ITS VS. IT’S

These two English words are very often used incorrectly. Look at the following examples:

It's It's time to go. Do you think it's ready? I read your write­up ­ it's very good. It's raining today. It's been a long time since I saw you.

It's, as you can make out in the above sentences, is a contraction of "it is" or "it has."

Its That's an expensive device ­ what is its purpose? The school kept its music class closed today This electric kettle has its own timer. With time, the game lost some of its charm.

Its, as you can make out in the above sentences, is the possessive form of “it”.

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The confusion between it's and its occurs because normally with every other word in English, 's indicates the sense of belonging or possession. With “it”, on the other hand, it is the absence of ‘s that denotes possession. It's is only used when it's a contraction of it is or it has.

When in doubt, replace “it's” with “it is” and check if the sentence still sounds right. THAT VS. WHICH

That, without a comma preceding it, is used with restrictive clauses (a clause that restricts or limits the identity of the subject in some way).

Which, with a comma preceding it, is used with nonrestrictive clauses (a clause that does not restrict or limit the identity of the subject; it gives information that is only incidental to the subject). For example:

• This bed sheet, which I bought yesterday, is mine.

[Here, “which I bought yesterday” gives additional information about the bed sheet. The sentence can completely stand on its own, without this information: This bed sheet is mine]

• The bed­sheet that has red and yellow flowers on it is mine.

[Here, the bed sheet is being differentiated from others by describing its features, i.e., the one with red and yellow flowers. This, therefore, is a restrictive clause for it singles out the bed sheet]

Let us look at another example:

• Diamonds, which are so expensive, are her first choice in jewelry.

[Here, “which are so expensive” can be removed without affecting the meaning of the sentence]

• A diamond that is cut well shines the most.

[Here, we cannot do away with “that is cut well” without compromising the meaning of the sentence]

Incorrect use of “which”

• The painting, which was hanging in the living room, was stolen.

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[Here “which was hanging in the living room” is not incidental to the painting; it is the painting that was stolen. The clause cannot be removed without affecting the meaning of the sentence. So “that” should be used and not “which”]

• The painting that was hanging in the living room was stolen.

[Here, “that was hanging in the living room” identifies the painting that was stolen] THE APOSTROPHE

The apostrophe is a punctuation mark primarily used to express the following:

A noun’s belongingness

• Reema’s brother has qualified for the scholarship. • This is Sunaina’s handbag.

Here, the brother belongs to Reema; the handbag belongs to Sunaina.

Note: If the noun has the plural ending “­s” or “­es”, the apostrophe comes after the word: Boys’ hats; the guests’ welcome drink.

Word contractions

• Do not: don’t • Is not: isn’t • It is: it’s • 2003:’03

Note: The apostrophe is placed just where the letter/number is omitted.

Plurals of small letters and numbers

• The q’s in this printout are not very clear. • The style of the late 60’s is back in fashion now.

THE GERUNDS AND INFINITIVES

Gerunds are verb forms that end with “­ing” and function as a noun.

Infinitives, on the other hand, are verb forms that can function as an adjective, noun,or an adverb. It consists of the word “to” plus the verb.

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For example:

• Fifty percent of the work required dealing with customers. [dealing: gerund]

But if we say

Fifty percent of the work required one to deal with customers. [to deal: infinitive]

Infinitive as subject

To wait for further results seemed foolish for it seemed to be a foregone conclusion.

Infinitive as adjective

He lacked the strength to stand up for what was right.

Infinitive as adverb We must jog to exercise. REDUNDANCY IN LANGUAGE

Redundancy in language means the use of more words or phrases than necessary. Remove redundant words and phrases to make your sentences easy to understand and read better. Consider the following examples.

• They are giving a free gift with all their products. (A gift is always free.) • I promise I will not repeat this mistake again. (Repeat means to say again) • I have enough past experience in this field to manage this project efficiently. (Experience is always in the past, isn’t it?) • Let’s join hands together for this noble cause. (Can you join your hands if they are not together?) • Please get my drink without frozen ice. (If it’s not frozen, it can’t be ice.) • I am really excited about the end result of this experiment. (Result always comes in the end, no?) • This is a wonderful unexpected surprise. (Will it be a surprise, if it was expected?)

In the above sentences, the words in bold are redundant. The sentences would make perfect sentence even without these words. Here are a few more examples of how sentences can be made crisper by removing extra words and phrases.

• I need your support to help me with this work that I am doing. I need your help in this work.

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• People who are newcomers in the company are normally not allowed toenter the fourth floor unless they have got prior permission from the Managing Director of the company. Newcomers in the company cannot enter the fourth floor without theManagingDirector’s permission. • He has the ability by which he can make the ball bounce on any sort of a pitch which is quite unbelievable. His ability to make the ball bounce on any pitch is unbelievable. • I got to spend very little time with him, and in this little time, the only thing that I managed to give to him was a sympathetic nod. In the short time that I had with him, I could only give him a sympathetic nod. OR I spent very little time with him and could only give him a sympathetic nod. • There are many books in the market that promise to give you a powerful vocabulary in 30 days but most of these do not work because they provide only a quick­fix approach to vocabulary building. Most books that promise a powerful vocabulary in 30 days do not work because they have a quick­fix approach to vocabulary building.

GENERAL WRITING

While structureyourwriting, few things need to be kept in mind. • What you want to write. • Who you are writing for. • A list of major and minor points that you want to include. • A list of key words to include from a dictionary/ thesaurus. Here is an example: During the summer months, it gets very hot in Delhi. On some days, the maximum temperature is over 45 degrees C. On such days, most people prefer to stay indoors and the streets appear empty. Every year, some people who do not have proper shelter even lose their lives because of the heat. Major point Minor points ­ Delhi is very hot in ­ Maximum. temperature is over 45 summer C ­ Prefer to stay indoors; streets are empty ­ Homeless people can die in the heat

It is extremely important to begin your writing with the right sentence. It prepares the reader to expect what is coming. A good topicsentence should

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• Capture the reader’s attention. • Provide an overview of the subject. • Provide a definition in case the reader doesn’t understand the subject well.

Take a look at this passage and identify the best topic sentence from the given options. ______. When they were introduced in India in the year 1996, no one would have believed that in just eight years, the number of mobile phones in India would be more than the number of landline phones. Now, in 2008, there are close to 6 mobile phone connections for every landline connection in India. The growth projections continue to be optimistic as over 75% of India’s population is still out of the telecommunication network map. More importantly, mobile phone companies are now looking at rural India – with its vast network of over 6,00,000 villages – as the one area that promises future growth.

Which of the following will make the best opening sentence for this passage?

1. Among mobile service providers in India, Airtel has the maximum market share. 2. The history of telecommunications in India is now over 100 years old, though mobile phones are a recent entry. 3. In the last ten years, the use of mobile phones in India has seen phenomenal growth. 4. Mobile phones provide various features like music players, camera, SMS, etc. that are very popular with the young.

Sentence 3 seems to be the best opening sentence for this passage. Sentence 1 and 4 are not directly related to the topic. Sentence 2 can lead to the passage, but Sentence 3 is better because it states the main topic, which is the growing popularity of mobile phones in India. To maintain the coherence of the paragraph, each sentence should logically from the previous. All the sentence should therefore, be logically linked to its preceding and following sentences. While linkingsentences, the following should be kept in mind. • The sentences should express a logical flow of thought. • The sentences should be linked with the desired ending kept in mind. This allows the passage to be neatly tied up. • The sentences should be ordered such that, the overall paragraph reads as a concrete discussion/argument of the writer’s point of view.

Sometimes, connectors need to be used to introduce sub points and to substantiate the previous point with examples, description, explanations, etc. Some helpful words are and, but, for instance, on the other hand, however, even though, because, etc. Here

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Purpose Connecting Word/Phrase

To add another idea furthermore, in addition, also, moreover, likewise, similarly To order ideas in time or first, finally, meanwhile, eventually, next, sequence subsequently, ultimately, at the same time To add an illustration or To add an illustration or explanation explanation To conclude or sum up hence, therefore, thus, accordingly, in brief, in conclusion, consequently To connect two contrasting on the other hand, however, yet, conversely, ideas; to differentiate ideas nonetheless, nevertheless, rather, although, on the contrary To emphasize or confirm indeed, naturally, of course, certainly, undoubtedly, admittedly, plainly

Similarly, paragraphs also have to be linked. Each paragraph should be a concise and structured writing, detailing a single issue. Just as sentences should be logically linked, paragraphs should also be linked according to a logical flow of thought, developing into a conclusion which summarizes and concludes with the objective of the write up. Here are a few topics with suggested order of ideas. 1. My favorite singer/film actor • Include a short biography of the person • Highlight his/her major achievements • Explain why you like him/her so much. • Mention what you would like to say to him/her if you get a chance to meet him/her.

2. Statement of Purpose (SOP) for Job application • Give a good introduction of yourself, stating something that you think is unique about you. • Mention what you think have been the most important achievements in your life so far, and what dreams you want to fulfill. • State why you think getting the job will help you fulfill your dreams. • Finally, argue your suitability for the job by outlining ways in which you can contribute to the role and why you are a suitable candidate for it.

3. The Thing That Bothers Me (rising crime, neglect of the poor or disabled, student suicides, increasing commercialism, etc) • Describe the issue as you see it, stating why you think it has

Page 145 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query assumed such proportions. • Mention what you feel about it, and if there is a specific reason for you to feel that way. • Outline what you think must be done to address the issue – steps that government authorities, politicians, journalists, industry, or common citizens should take. • Conclude by explaining how the world will be a better place to live in if the issue gets resolved.

4. That Funny Incident • You saw a film, or a real life incident happened to you or someone you know, or a newspaper cartoon got you rolling on the floor… • Describe what happened and your role in it. • Explain why you found it so funny.

5. My Secret Fantasy • You may have imagined yourself as a superhero (like Spiderman), a superstar (like Shahrukh Khan or Aishwrya Rai), a star cricketer like Yuvraj Singh, or a super scientist who discovers a way to convert water into fuel… • Describe how you think life would change for you if you really became like them. Here is an example. The paragraphs in the following passage aren’t in the correct order. Identify the correct sequence.

(1) As I grew up and had to move to the city to pursue higher education and a career, the instinct was to stay as close to nature as possible. While choosing a university, for example, I gave maximum priority to the location of the campus, as I just could not cut myself off from nature.

(2) Now that I am close to retirement, I am looking forward to spending the last phase of my life as I did my first one – in the lap of nature. Last week, my wife and I became the proud owners of a small farmhouse in the countryside, set against the backdrop of hills and surrounded by a variety of trees. I can hardly wait for this fall, when we will be leaving our home in the city to live in this farmhouse – just the way that we had planned it. (3) Nature is one of the things very close to my heart. Much of my childhood was spent in the lap of nature as we used to stay in a farmhouse amidst green and peaceful surroundings, far away from the hustle and bustle of a city.

(4) Even when it came to taking up a job after graduation, I gave more importance to the location – its proximity to nature – than to the nature of the job itself. Even though this meant that I had to compromise on what I was earning, I have no regrets whatsoever.

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The correct sequence is 3 – 1 – 4 – 2. This sequence represents a logical flow of thought and gives a concrete structure to the passage. HOW TO WRITE A FORMAL LETTER OR APPLICATION

While writing a formal letter, there are some rules to follow and a format to be adhered to.

• Use the opening paragraph to indicate the purpose of the letter. Keep this paragraph short and simple. • The second paragraph should contain the information that you think will be most useful to the reader of your letter. In a job application, for example, it is best to use the second paragraph to tell the reader why you think you are suited to do the job that has been advertised. • The third is paragraph optional — write it only if you want to convey something that will make a difference to your message. Leave out any unnecessary details. In a cover letter for a job application, you may use this paragraph to highlight the one or two most important points in your resume. • The last paragraph is used to end your letter on a polite note. Though it is okay to write something like “hoping to hear from you soon”, it is actually meaningless. • The accepted format of putting a date (in India) is DD Month YYYY; for example, 14 June 2008. However, you can also write June 14, 2008 or even 14­06­08. Be consistent with whatever format you choose. • Make sure that your writing is very clear and to the point. Do not repeat yourself, or use flowery language. Divide your writing into short, clear paragraphs. • Check the grammar and spelling carefully. Do not rely on the Spell Check or Grammar Check features of the computer — the computer will not know the difference if you have written “there” instead of “their”. • Be polite in your letters, even if you are writing a complaint letter. • Sign the letter by hand just above your printed name. How to write an informal letter

• You do not have to write the complete address of either the recipient of the letter or your own in the letter • It’s advisable to write the place and the date, and you can write it on the top right corner. You can also place these at the bottom of the letter on the right side. • You can address the person by his/her first name • It still makes sense to be to the point and convey the message clearly • It also makes sense to check for correctness of spelling and grammar, and be polite in your tone throughout

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HOW TO WRITE AN E­MAIL

While writing an e­mail, few things need to be kept in mind.

1. Since most e­mail programs have a “spam filter”, make sure that the Subject of e­mail is not just one word such as “Thanks” or “Hello” as these are likely to find their way in the Spam Folder instead of the Inbox. The subject line should be meaningful, alerting the receiver of the message contained in the email.

2. Keep the message short, simple, and straightforward. Assume that the reader will not have the patience to go through a long message. Get to the point immediately.

3.Do not use short forms or SMS language (plz cud v meet dis Monday) in e­mail messages. Also, do not use all CAPS — in an e­mail, using all capitals is equivalent to shouting at someone!

4. For addressing the recipient, use the same formats as suggested in the sections on formal and informal letters. Dear Sir/Madam is acceptable in formal e­mails to people whose names are unknown. In informal emails, it is always better to use the first name of the person in your greeting.

5. Make sure you can be clearly identified by the reader. If you think the reader may not be able to identify you by your email address (for example, if you have an e­mail such as [email protected]) make sure that you provide your full name (and even your location) at the bottom of the e­mail.

6.Proofread! Remember that once you press the “Send” button, the e­mail’s out of your hands! So before you go for this button, make sure that you have read your mail very carefully and have corrected any errors in it.

7. Distinguish between formal and informal situations. Between friends, it is okay to take a few liberties such as using “emoticons” or smileys such as J or K. But in a formal mail, you have to stick to the rules as we defined in the section on formal letters.

8. Politeness counts! Using “please”, “thank you”, and polite expressions such as “May I please request you…” is always helpful.

9. Be careful while using “cc”. Add cc recipients only when you want your main recipient to know that others will also get a copy of the mail. If you want to send the same message to more than one person, it is best to put all the e­mail addresses in the “To:” line rather than in the “cc” line.

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10. To end, you can use any of the following: - Best regards, - Regards, - Best wishes, “Yours sincerely” or “Yours faithfully” is not so common in e­mails, though accepted in letters. SHADES OF MEANING

Even though many words appear to be synonyms of each other, specific words are appropriate in particular situations. For example, angry, livid, furious all mean “to be angry”, each word has a different connotation to it. Take a look at the following sentences:

• She was angry with herself for forgetting her bag at home again. • The children would not stop making objectionable graffiti on her garden walls. She kept yelling at them, telling them to stop. They still wouldn’t listen, their disobedience made her furious. • The very mention of the communal riots which forced her to flee her homeland would make her livid.

All three underlined words express anger. The shades of intensity of the words however are different; extremely angry would be furious and extremely furious would mean livid. Here are a few more sets of words with similar but different shades of meaning.

• It is really difficult for me to wake up every morning. • The strength of my opponent was formidable, that’s why I lost the game so easily. • Learning to play the piano is challenging, but very fulfilling nonetheless.

• My dad forbids me to go for late night parties. • The employees were denied access to the meeting room. • These books are prohibited by the clergy.

• This ATM has been out of order for months. Somebody needs to fix it. • My handwriting is so bad, people have trouble even understanding which language it is! I really need to improve it. • Education is often considered to be the panacea of all evils. It is thought to be the only way to ameliorate poverty.

• Obama had to keep up with a grueling campaign schedule this year. • Cycling all the way school is very tiring. • Teaching physics to a class of young adults is a very demanding job, but

Page 149 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query she absolutely loves the intellectual challenge.

• Arunima was shocked when the teacher accused her son of repeatedly hitting the girls of the class; she had to chastise him in front of the whole class. • She would berate him about coming back so late every night to no avail. • Mrs. Simpson was tired of scolding Bart for keeping his room is dirty.

• Aditi was perplexed at the state of her finances. She had no idea that she had withdrawn so many times this month. • I’m completely confounded by modern day gadgets, I have absolutely no clue how to operate them • This house is so confusing. All the corridors are like a maze.

• Abhija was very happy that her mother had come to visit her for an entire month. • Abhija had cleared her exams with flying colors; she was elated with her results. • After two whole years of preparation, when Abhija was selected as a Miss India Finalist, she was ecstatic. • As the daylight waned and night came, Pankaj felt a sense of calm within him. • His receding hairline left no doubts about his age. • Even after rigorous training and preparation, Sushmita found herself regressing; maybe, it had something to do with stress.

• His talk on recession was admirable considering that it was extempore. • His academic record is exemplary. He hasn’t gone below 90% in any exam ever! • I don’t know why you were so reluctant to sing, I think you are pretty good. • To outsiders, Geeta appears somewhat morose and serious but to her family and friends she is affectionate and cheerful. • Ever since she found out that she hasn’t been selected for the Dancing Queen competition, she has been dejected. • The sight of children begging, wearing hardly any clothes during these cold winter months, makes me really sad. CONFUSING WORDS

In English, a lot of words can be confusing because they look or sound similar but have different meanings.

Same Spelling, Same Sound, Different Meanings

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Many words in English can have two (or sometimes even more) meanings that are not related to one another. They are called homonyms. Consider the following two sentences:

1. Yuvraj could not find a place to park his car; so he did not go to the mall. 2. Gautam and Yuvraj were taking a walk in the park when Preeti met them.

In the first sentence, the word park means “to leave a vehicle for some time at a certain location” while in the second sentence, it means “playground or recreational area”.

Here are some more examples:

1. (a) I’ve been working continuously for the last six months; I need a break. (b) He was worried that the children might break the glass; so he asked them to play elsewhere.

2. (a) You can see the most beautiful view of the river from this spot. (b) The dirty spot has spoilt the beauty of the cut­glass mirror.

3. (a) Priya was looking gorgeous in a pink top and black skirt. (b) When asked about the latest scam, authoritiesprefer to skirt the issue rather than answer questions. 5. (a) The investigation seemed to be leading nowhere, so the investigators decided to review the case from a different angle. (b) The Leaning Tower of Pisa leans at an angle of 3.97 degrees.

6. (a) The red Maruti Swift parked near the café is mine. (b) Apart from being one of the largest manufacturers of steel in the world, the Gupta family also owns a gold mine in South Africa.

7. (a) On our way to the Kempty Falls, we went past some of the most beautiful views. (b) The seed of the present lies in the past.

8. (a) I must reach the institute on time, because I do not want to miss my English class. (b) Our society is divided along the lines of class and caste.

9. (a) The movie Bride and Prejudice is based on Jane Austen’s novel, Pride and Prejudice.

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(b) To construct a building such as the Qutub Minar, the base needs to be very strong.

10. (a) What did you mean when you said that? (b) I think it was really mean of you to suggest that I was responsible for this mess.

11 (a) Can you please speak a little louder? The sound is not very clear. (b)The idea is sound — we should now focus on implementing it well.

In each of these pairs of sentences, the words in bold are spelt the same, they sound the same, but convey different meanings.

Same Sound, Different Spellings, Different Meanings

The words that sound the same but are spelt differently are known as homophones. For Example:

• Ascent — Assent The ascent to the top of the mountain was made more difficult because of the strong winds. You must get your father’s assent before you decide to go for the mountaineering trip with your friends.

• Brake — Break My car brakes are not working properly. Please handle the parcel carefully; the contents may break easily.

• Cite — Sight — Site To explain his point, he cited a ‘shloka’ from the Gita. The old man was nearly blind; he was losing his sight rapidly. Is this the site where the new hotel is supposed to come up?

• Coarse — Course This fabric is too coarse for this dress; we need something smoother. Our teacher completed the course two weeks ago.

• Complement — Compliment The two politicians complement each other very well — one makes up for nearly all the shortcomings of the other. The two politicians complimented each other for the good show of their party in the general elections. • Descent — Dissent

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Descent = Opposite of Ascent Dissent = Opposite of Assent • Desert — Dessert The camel is sometimes called the Ship of the Desert. I’m feeling too full after having this dinner — I’ll skip the dessert.

• Device — Devise This new device can connect my mobile phone to my audio CD player. They have devised a new way to connect a phone to a CD player. Device is anounwhile devise is averb.

• Discreet — Discrete As a diplomat, you learn to be very discreet (tactful) about what you say. His style of music is distinctly discrete (different) from that of his father.

• Forth — Fourth The movie about the lonely child brought forth a range of emotions in her mind — she was reminded of her own childhood. This is the fourth (4th) movie I’ve seen this year.

• Hair — Hare Hair is what grows on your head, and hare is the animal (that raced the tortoise and lost in the old fable).

• Lessen — Lesson I thought the ointment would lessen the pain; instead, it aggravated. I have now learnt a lesson — I will never use this ointment again.

• Lose — Loose Lose is the opposite of “Win” as well as “Find”. We will lose the match. He loses his car keys all the time. Loose means “not tight”, “Unattached”. I can’t wear these shoes as they are very loose.

• Plane — Plain On the basics of business, my partner and I were on the same plane. (Level of thought or existence) Since the fares have come down, I prefer to travel by plane (short for airplane) than by train. The states of Bihar and Uttar Pradesh are benefited by the fertile plains of the Ganga. She chose to wear a plain (simple) sari for the occasion instead of a bright and colorful one.

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• Principal — Principle The principal of this college is very strict. Lage Raho Munnabhai was a great attempt to talk about Gandhiji’s principles in today’s times. (Remember: the word principLE is related to a ruLE)

• Stair — Stare Stairs are steps to go up or down. The stairs led to a long corridor with several rooms along the passage. Stare is to look, used both as a verb and a noun. Ayesha stared at me as if I had just landed from Mars! • Stationary — Stationery The planets are not stationary — they do not stay in one place. Various stationery items such as pens, paper clips etc. were scattered on the floor.

• Weather — Whether We should not move out in this weather — it is too stormy. We wondered whether we should move out in the stormy weather.

Different Spellings, Different Sounds, Yet Confusing Words

• Accept — Except — Expect He refused to accept the award. Everyone went to the party except Parineeta. I did not expect Australia to lose the match.

• Among — Between The teacher distributed sweets among all the students in her class. The teacher distributed sweets between the two sections.

• Altar — Alter The young priest was looking magnificent standing at the altar in front of the worshippers. This shirt is too tight for me; please alter its size.

• Assure — Ensure — Insure The police assured us that they will catch the thief. We must get our office insured as we have a lot of equipment now. We must ensure that the shipment reaches by 6am; otherwise it will get very hot.

• Bare — Bear — Beer

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The little girl with bare feet was working all by herself in the hot sun. Little Darsheel was fascinated to see the huge bear at the zoo. In some countries, there is no age restriction on the consumption of mild alcoholic drinks such as beer.

• Beside — Besides I will sit beside (next to) the window. Besides (other than) you, all others will go to Preeti’s wedding.

• Conscious — Conscience The word conscious has three different meanings: (i) awake; (ii) aware; and (iii) deliberate. (i) Despite being given anesthesia, Sanjay was conscious through most of the operation. (ii) From his expression, it was clear that he was not even conscious of the huge mistake he had committed. (iii) Because it was raining so heavily, I had to make a conscious effort to drive very slowly and keep my eyes fixed on the road. Conscience is the sense of right and wrong within each of us (antar­aatma) His conscience did not allow him to keep quiet once he came to know about the fraud that his colleagues were planning against the company.

• Continual — Continuous We had continual rain throughout the day. (The rain was starting and stopping again and again) We had continuous rain throughout the day. (The rain never stopped once it started) • Elicit — Illicit The police tried hard to elicit a confession from the criminal, but to no avail. Many people think that he has an illicit relationship with his secretary.

• Emigrate — Immigrate To emigrate is to leave one’s country of residence. To immigrate is to settle in a new country to which one is not native. She emigrated to the US in 2002 with her husband. He was not allowed to immigrate to India as he did not have the necessary papers.

• Eminent — Imminent Since he won the elections, Mr. Goyal has become an eminent (famous) personality in our colony. The exit polls seem to suggest that a victory for the Mr. Goyalis imminent (certain) in the next elections.

• Especially — Specially

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I especially value this ring; it was made specially for our wedding ten years ago. Especially = Particularly; Specially = For a special reason

• Explicit — Implicit His instructions were loud and explicit — the ganster was to be shot at sight. Though he did not say it, it was implicit that he wanted the gangster to be shot at sight.

• Farther — Further The hotel is much farther from the airport than I thought — it took me over an hour to reach there. I had already waited for three hours — I did not want to wait any further. Farther is used to indicate distance; further to refer to additional time, amount, or abstract ideas.

• Formally — Formerly Mrs. Ambani formally issued an invitation. I was formerly with the Reliance Group; now I have joined the Mittals.

• Human — Humane In the Matrix movie series, the entire human race is shown to have become a prisoner of machines. The doctor is known not only for his knowledge of medicine, but also for the kind and humane touch that he brings to his practice.

• Idol — Idle — Ideal The crime branch has recovered the stolen idol of Lord Ganesha from the jungle hideout of the gangsters. Please don’t sit idle in the house — do something worthwhile! Because of his impressive personality and his deep voice, he was considered as the ideal candidate for the master of ceremonies.

• Imply — Infer Her letter clearly implies (means) that she is no longer interested in you. You can infer (understand) from her letter that she is no longer interested in you.

• Later — Latter I’m in a meeting right now; can you please call me later (afterwards)? I like the latter (second) design more than the former (earlier) one.

• Lay — Lie — Laid I will lay the table for dinner.

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If you are not able to sleep, at least lie down for some time. After being hit by a bike, he laid on the road for two hours. Laid here is the past tense of lie. Note: Lie also means the opposite of truth. In this case, the past tense is lied. E.g., He lied to me that he has a job; actually, he is looking for one.

• Lighting — Lightening The lighting in the hall is not good enough — it needs to be brighter. The rain was accompanied by a lot of thunder and lightening.

• Moral — Morale His stories were not only interesting; they also provided simple moral lessons like truthfulness and righteousness for children. The morale of the soldiers was already quite low; they got depressed further when it started raining heavily.

• Personal — Personnel This is her personal matter — I will not interfere in it. The CEO of the company decided to personally head the personnel (human resource) department of the company.

• Peruse — Persuade — Pursue Peruse is to read thoroughly. My boss peruses each and every document several times before he approves it. I am attaching the budget for the project for your perusal. Persuade is to plead with someone or try to convince someone about your point­of­view. The little boy finally managed to persuade his father to take him to the new shopping mall. Pursue is to follow or chase. He is pursuing a career in animation technology. The police jeep pursued the speeding thieves but they managed to get away.

• Quite — Quiet I am quite upset with her behavior. Please be quiet in the library.

• Raise — Rise Why don’t you raise (bring up) the question of a raise (increase) in salaries at the staff meeting today? I will not rise (get up) from my desk till I complete this work.

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UNIT OBJECTIVES ATTAINMENT FORM Objective Sno. Performance Standards Attained YES NO 1. Introduce self to others 2. Greet any person met (friends, neighbors and strangers) 3. Identify degrees of formality in greeting people 4. Understand and speak some standard sentences used for greeting people 5. Understand, practice, and make sentences that correctly employ the concept ­ subject­verb agreement 6. Talk about one’s family 7. Identify words for the people who comprise a family 8. Understand and speak some standard sentences used to describe one’s family 9. Be more expressive about perceptions of one another 10. Identify points that are usually covered in making introductions 11. Understand and confidently speak some standard sentences for an introduction 12. Learn how to make an introduction during an interview 13. Confidently ask for and telling time in everyday situations 14. Understand and tell time for different activities 15. Understand and speak some standard phrases and sentences used to ask for and tell time 16. Understand and frame questions 17. Understand what is involved in describing a person 18. Understand and speak some standard phrases and sentences used to describe someone 19. Confidently describe people in real life 20. Understand, practice, and make sentences that correctly employ the concept ­ adjective and adverb 21. Learn to frame questions for given situations 22. Learn to frame questions with question words and modals 23. Understand all that can be mentioned when talking about the weather 24. Confidently talk about the weather in real life 25. Identify the difference between a sentence and a sentence fragment 26. Understand and practice frame correct sentences

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27. Understand and appreciate various likes and dislikes 28. Understand and speak some standard phrases and sentences used to describe one’s likes and dislikes 29. Discuss likes and dislikes at length 30. Understand, practice, and make sentences that correctly employ the concept ­ simple present tense 31. Identify one’s strengths and weaknesses 32. Understand and speak some standard phrases and sentences used to describe strengths and weaknesses 33. Understand what is meant by an aspiration 34. Understand and speak some standard phrases and sentences used to describe one’s aspiration 35. Understand, practice, and make sentences that correctly employ the concept ­ simple future tense 36. Identify who or what has been the biggest influence in one’s life 37. Talk about the things, events, or people that have influenced one’s life 38. Understand and speak some standard phrases and sentences used in the context 39. Discuss one’s influences at length 40. Understand, practice, and produce sentences that correctly employ the concept ­ simple past tense 41. Identify the values one would like to be associated with 42. Talk about the values one believes in 43. Understand, practice, and make sentences that correctly employ the concept ­ quantifiers 44. Identify some of favorite things 45. Discuss details of why something is one’s favorite 46. Identify words of a similar meaning 47. Correctly guess the meaning of words from the context 48. Identify the different ways of inviting people to an occasion 49. Differentiate between the correct and impolite ways of inviting someone 50. Understand, practice, and make sentences that correctly employ the concept ­ pronouns 51. Understand what is meant by shopping for necessities 52. Learn to communicate with reference to shopping for necessities 53. Understand, practice, and make sentences that correctly employ the concept ­ active and passive voice

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54. Understand how to ask for the price of an article 55. Learn to speak and form sentences to ask for the price of different article 56. Understand, practice, and make sentences that correctly employ the concept ­ articles 57. Understand the meaning of negotiation 58. Understand and speak some standard sentences used to negotiate 59. Confidently negotiate in real life 60. Comprehend written text and answer questions based on it

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UNIT INFORMATION

INFORMATION TECHNOLOGY Part II

1. Unit name: Mastering the Keyboard 2. Unit code: U102-NVEQF2012 3. Pre-Requisite: This unit assumes that the student has no prior exposure to typing. 4. Unit descriptor: This unit starts the student on Typing basics 5. Resources: PC with Rapid Typing Tutor installed 6. Nominal hours: 38 hours Elements and Performance Standards

INFORMATION TECHNOLOGY Part II 1. Elements define the critical learning outcomes of a unit of competency. 2. Performance standards specify the level of performance required to demonstrate the achievement of the element by the student.

Element Performance Standards 1. The importance of Typing skills 1.1 Understand the importance of typing in the current environment 1.2 Understand the software being used 2. Beginners – Practice 1 2.1 Punch the keys Fjdk sla ghty without looking at the keyboard 3. Beginners – Practice 2 3.1 Punch the keys Vmbn ruei woqp without looking at the keyboard 4. Beginners – Practice 3 4.1 Punch the keys C,x. z/\’\ ‘-=[] without looking at the keyboard 5. Beginners – Practice 4 5.1 Punch the keys Shift and FJDK SLA: GHTY without looking at the keyboard 6. Beginners – Practice 5 6.1 Punch the keys Shift and VMBN RUEI WOQP without looking at the keyboard 7. Beginners – Practice 6 7.1 Punch the keys Shift and C Z/|”| ~~+{} without looking at the keyboard 8. Beginners – Practice 7 8.1 Punch the Numeric Pad – 4560 789 123 + - &* / without looking at the keyboard 9. Beginners – Practice 8 9.1 Punch the Digits, Symbols – 56473 28190 %^$&# @*!() without looking at the keyboard 10. Intermediate Practice - 1 10.1 Syllable Practice a-e 11. Intermediate Practice – 2 11.1 Syllable Practice f-j 12. Intermediate Practice – 3 12.1 Syllable Practice k-o 13. Intermediate Practice – 4 13.1 Syllable Practice p-t 14. Intermediate Practice – 5 14.1 Syllable Practice u-z 15. Intermediate Practice – 6 15.1 Word Practice a-e 16. Intermediate Practice – 7 16.1 Word Practice f-j 17. Intermediate Practice – 8 17.1 Word Practice k-o 18. Intermediate Practice – 9 18.1 Word Practice p-t 19. Intermediate Practice - 10 19.1 Word Practice u-z

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UNIT 2: MASTERING THE KEYBOARD – LETTERS AND KEYS This level assumes no prior exposure to typing and starts the student on typing basics.

SESSION 1: The Importance of Keyboard Skills; Introduction to Typing Tutor Duration: 2 hrs Objective: Explain the importance of learning to efficiently use the keyboard in the current environment. Introduce the software to the students. Activity: • Ask Students for reasons as to why they should have keyboard skills. Write down the reasons that volunteers give on the board. • Ask Students for reservations they have on learning to use the keyboard which is very similar to typing. Write down those on the board. • Summarize the reasons (add ones from below if they are not covered). Dispel any reservations – based upon any stereotypes they have (only women type, secretarial work, etc.) Concepts. Let's face it; the world is changing. Gadgets abound as technology only becomes better, and computers have worked their way into just about everyone's life. That means that learning to use them becomes important to every individual. Whereas once, learning to type was restricted to women in office occupations, data entry clerks, or writers, everyone nowadays finds themselves facing a keyboard. Many individuals have no clue on how to use the keyboard. Sure, hammering out letters using two fingers works, but to be effective in occupations, this style of work doesn't help. Not only that, many people find it necessary to use the keyboard at home, whether it be to search for information on the internet or write an email to a loved one. Don't forget, phones are losing over computers as well. That leaves people at a disadvantage if they don't know how to use the keyboard. Communication is restricted and learning is limited without some fundamental keyboarding skills. Computers aren't going to go away, and keyboards are a major component in interacting with others. Adults are hit hard by a lack of keyboard skills. The opportunity to work lessens, unless you have a skilled trade or some profession in demand that requires no communication at all. You might get by for a while using pen, paper, and phones, but a lack of a typed text smells of a lack of professionalism and education. Outsourcing the job to those who can type isn't cost-effective either. What's more, your children are facing a world steeped in computers as much as you are, and learning to use the keyboard is soon going to be required - probably just after they learn to recognize letters and write by hand. By high school, children are almost solely communicating via the internet, and instant messaging programs are the way they interact. If they can't type on the keyboard, they may end up becoming isolated and ostracized by others. Socializing is important for teens and as we all know, peer groups can make or break a young adult. Some of the reasons why keyboard skills and learning to use the keyboard are important can be summarized as: • Keyboard skills allow us to better cope with a technological world based on text communication. • They open up new opportunities for careers and income-earning potential. • They provide important opportunities for socialization and interaction with others. Introduction to the Software – Rapid Typing Tutor

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Learn how to use your keyboard in a fun and entertaining way for absolutely free. Rapid Typing Tutor is designed to teach adults and kids to use their computer keyboard more efficiently than ever. Learning to type is fun with the typing game included with Rapid Typing Tutor, while its extensive training statistics and customized lessons are rarely seen in the much more expensive products. Full courses for Beginner, Advanced and Expert typists The beginner course helps to learn the position of keys on the keyboard. After completing this course, you will know which finger to use to hit each key without looking at the keyboard. The course also covers upper-case letters, special symbols, and the numeric pad. The advanced course helps to improve your typing speed by memorizing frequently used syllables and words. The expert course helps you to perfect the skills acquired by typing an actual text.

Virtual Keyboard To help you learn how to place your fingers on the keyboard, Typing Tutor displays a virtual keyboard with zone highlights. In this way, you'll always know which hand belongs to which zone. This way, you'll always know which hand belongs to which zone. Moving Hands To further simplify your typing lessons, Typing Tutor displays two moving hands over the keyboard. The hands show which finger you have to use to press the current key.

Progress Tracking You can evaluate your own performance or that of your kids or students at any time by simply looking at charts. Rapid Typing Tutor tracks your progress, and allows you to view your results at any time. Your statistics are represented as tables and charts, allowing you to view your progress and motivating you to take yet another lesson. The statistics reflect your typing speed and accuracy complete with a summary at the end of each lesson.

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Lesson editor You can also create a course of your own. Rapid Typing offers a built-in course editor that lets you insert txt or rtf text segments of any size. The editor can split a long text into lessons of specific length. The editor shows the number of words and symbols in a lesson and the ratio between letters and the TAB and ENTER special keys. The editor filters out symbols that are missing on the existing keyboard from the imported text (such as special Word symbols or foreign-language symbols). Symbols covered by the lesson are highlighted on the virtual keyboard.

Make Your Own Plan You can plan your lessons according to your skills and capabilities. Rapid Typing Tutor offers you complete freedom of learning, allowing you to make your own lessons and plan your studies. No need to force yourself into a Procrustean bed of pre-defined learning plans! Rapid Typing Tutor allows accessing any lesson at any time, from easiest to most advanced.

Uses a simple and colourful interface. Typing Tutor is not just another boring keyboard training tool. With numerous colourful themes and avatars and a game-like environment, Typing Tutor makes learning typing fun for both adults and children. A built-in typing game makes learning to type an easy and entertaining experience.

Typing game The built-in typing game makes your training more like a game, not studying. Your training will take place under the water. The better typist you become the more colourful creatures you will see.

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RapidTyping is completely free. -No usage limitation. It is Free for personal or corporate use. Getting Started with RapidTyping Typing Tutor is an easy-to-use keyboard trainer, so you'll hardly have any troubles with its usage and configuration. Follow the links below to get started: • First, get familiar with Typing Tutor's user experience. • Then, start your lessons and learn how to interpret your results and statistics. If you feel that the preset lessons and courses are not enough, you may also want to create your own with Lesson Editor. It's a quick and easy way to customize your learning process.

Touch Typing Technique

Touch Typing Touch typing improves typing speed and accuracy. A touch typist never looks at the keyboard. The fingers hit the right keys by force of habit. The typist is entirely focused on the text being typed, reading the words and phrases as the fingers type the text reflexively. Touch typing can be learned by performing special exercises. Stage one of the process begins with learning the home row of the keyboard (the row beginning with the Caps Lock key). Looking at the keyboard is strictly forbidden. This is followed by learning the lower and upper rows, the numbers row, upper-case letters and special symbols. Stage two involves memorizing frequently used syllables and typing words containing these syllables. Stage three involves typing actual text to perfect the skills acquired.

Touch Typing Rules

• The F, D, S, A, and J, K, L, ; keys (on a QWERTY keyboard) represent the base position. Keyboards usually have small protrusions on the F and J keys. They help your fingers locate the base position without looking at the keyboard. Try to return your fingers to the base position after each keystroke. • Color coding shows which finger should press each key. ( see the picture above ) The left index finger is reserved for all the red keys. The right index finger is reserved for green keys, and so forth. Use the thumb of whichever hand is more convenient for you to press the Space key.

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• The base position on the numeric pad is the number 5 key for the middle finger, 4 for the index finger, and 6 for the ring finger. The numeric pad simplifies and speeds up numerical data input. • Upper-case letters and symbols appearing on keys in the numbers row are typed by one hand with the little finger of the other hand holding down the SHIFT key. • Do not look at the keyboard. Try to locate the right key with your fingers. Advice for successful touch typing practice • Do not rush at the early stages of learning. High speed makes sense only when the fingers can hit the right keys by force of habit. Take your time when typing to avoid mistakes. The speed will pick up as you progress. • You should establish and maintain a rhythm while typing. This means that keystrokes should come at equal intervals. • Hit keys only with the fingers for which they have been reserved. • Limit your hand and finger movement only to what is necessary to press a specific key. Keep your hands and fingers close to the base position. This improves typing speed and reduces stress on the hands. • Don't look at the keys when you type. Just slide your fingers around until they find the home row marking. • Don't hammer on the keys. Try using the minimum force possible. • To switch between upper/lower case always use the opposite hand. Correct position of the hands and body

• While at the computer, sit straight.( see the picture above ) Always remember to keep your back straight. • Keep your elbows bent at the right angle. • Face the screen with your head slightly tilted forward. • There should be at least 50-80 cm of distance between your eyes and the screen. In other words, your outstretched arm should barely touch the screen. • The optimum height of the tabletop or under-desk keyboard drawer is 68 to 73 cm from the floor. • The chair and table height should be chosen so as to expose the shoulder, arm, and wrist muscles to the least possible strain. The wrists can touch the tabletop in front of the keyboard. Never shift even a portion of your body weight to the wrists by resting on them. Be patient and practice as often as possible. Despite the simple touch typing rules, it takes some time to gain high speed. By following the rules, you will see your speed and accuracy improve over

Page 166 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query time. User Experience Once you've configured settings in Wizard, RapidTyping's main window will appear as shown below.

The window is composed of the following controls: • Taskbar lets you set or change on the fly some basic options to start a lesson (keyboard layout, level, lesson, and background). • Three horizontal buttons in the top-right corner ( Options, About and Help) can display the corresponding dialogs. • Three vertical buttons in the top-left corner ( Lesson, Statistics and Lesson Editor) are used for switching between current lesson, User Statistics and Lesson Editor. • Text Panel is the area where the text to be typed is displayed. You can easily edit it in Lesson Editor, if necessary. • Lesson Control Panel includes several controls to pause/resume the current lesson, enable/disable sounds, and adjust the sound volume. • And Keyboard is the virtual keyboard that will help you to learn touch typing with all ten fingers. You can customize its appearance in the ' Lesson' section. When you're familiar with the Typing Tutor interface, go throughhow to start your first lesson. Remember to check our shortcuts� also.They'll make your interaction with Typing Tutor even more quick. How to Begin Lessons To start your first lesson in Typing Tutor, you have to select the keyboard layout, level and lesson category on the Taskbar shown below.

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There are four drop-down lists in the top-left corner of the screen. Therefore, moving from left to right, the procedure will be as follows: • Choose the layout (i.e. the language of your keyboard); it's "EN" on the picture above. • Then, select a level (there are three levels available — Beginner, Intermediate and Expert); it's "Beginner" on the picture above. • Specify lesson category (depending on the level chosen, the available categories may vary); it's "Basics" on the picture above. • And finally, choose the lesson you'd like to study. • When everything is ready, press any key, then put your fingers in the initial position shown on the keyboard and start typing the text.

There's also the Lesson Control Panel just above the Keyboard from where you can suspend/resume the current lesson or adjust the sound effects:

• To start/resume a lesson, click the button just above the top-left corner of the keyboard.

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• To pause a lesson, click the button that is displayed instead of the button.

• To restart the current lesson, click the button, which is the far right button on the Taskbar.

• To enable/disable sounds in the current lesson, click the button located above the top-right corner of the keyboard and set the sounds volume using the vertical slider. Notes: • You can also set the background image for the Text Panel by choosing an option (Animation, Wallpaper or Plain) from the drop-down list on the Taskbar in top-right corner of the window. • While making your way through the lessons, you'll probably mention two progress bars (one in green and another in yellow) on the Lesson Control Panel. The green progress bar (upper) shows you the percentage of completion for the current lesson, and the yellow progress bar (lower) reflects the acceptable time period for typing a single character. When the yellow progress bar runs out at least once, Typing Tutor records that you've broken the rhythm at this character (see How to View and Analyze Your Statistics for details). Upon the completion of each lesson, the Results window appears. Learn how to estimate your typing progress. How to Interpret Your Results Each time you complete a lesson, the Results dialog window displays your achievements in this lesson. The Results dialog window consists of two tabs called Rating and Errors. The first one looks like this:

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Here, you can review your metrics: overall skill level between Beginner and Champion (upper slider indicator) as well as words per minute, characters per minute and accuracy in percent (three remaining sliders below). In the text area, you can check your mistakes that occurred during the lesson. The color indication is as follows: • Green letters denote right inputs. • Yellow letters stand for right inputs exceeding the acceptable timeframe. • Red letters denote wrong inputs within the acceptable timeframe. • Orange letters indicate wrong inputs that also exceed the acceptable timeframe (it's the worst result). Error window On the Error tab you can view your detailed statistics for the current lesson:

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This tab shows your errors and delays percentage both in the graphical and table view. This will help you to better understand which letters are still hard for you to type. You can switch between the Errors in percent chart (by clicking the button just below the tabs) and Delay in percent chart (by clicking the button). On the bar chart, the X-axis corresponds to the letters used in the lesson, while the Y-axis shows you the errors/delays related to each letter. If there aren't any errors and delays for a certain character, it won't show up on the chart. The table below represents the same data with the exact numbers. Note: When you select a row in the table, the corresponding bar on the chart will be highlighted. When you select a column in the table, the chart will show either errors or delays. Then, you can click the Next button below to proceed to the next lesson, Repeat to go through this lesson once again, or Records to check whether your results are great enough for Typing Tutor's Hall of Fame. To view the results of all the lessons that you've already completed (not only the current one), go to the Statistics section.

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How to View and Analyze Your Statistics

To open the Statistics section, choose the button in the top-left corner of the main window. The Statistics screen will open as shown below.

Here, you can review your overall statistics and progress both in graphical and table view. The following options are available:

• Click the button in the top-left corner of the window (or press Ctrl+1 on your keyboard) to see your CPM speed (characters per minute) progress.

• Click the button (or press Ctrl+2 on your keyboard) to see your WPM speed (words per minute) progress.

• Click the button (or press Ctrl+3 on your keyboard) to see how your typing accuracy changes in the different lessons.

• To remove a metric from your statistics, select a lesson in the right table and click the button (or press Delete on your keyboard). On the Taskbar in the upper part of the window, you can choose keyboard layout, level and course for which you'd like to see statistics. You can also switch between the Lesson Group (that is, statistics by lessons) and Day Group (statistics by days) options in the far right drop-down on the Taskbar.

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Detailed Lesson Statistics To review the statistics for a particular lesson, choose this lesson in the right table and click the Lesson tab in the top-right corner. The Lesson tab contains the same data that are displayed upon completion of every lesson. For details, see How to Interpret Your Results section.

Working with Lesson Editor

To open Lesson Editor, click the button in the top-left corner of the RapidTyping window. The screen will appear as shown in the picture below.

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Lesson Editor window is composed of the following controls: • Taskbar lets you select the keyboard layout and level of the lesson you'd like to edit. • Toolbar includes buttons for adding a new lesson, inserting text from file and saving changes. • Navigation Tree shows the existing courses and lesson hierarchy. • Text Panel is the area where you can edit the text of the lesson currently selected in the Navigation Tree. • Lesson Metrics displays the number and percentage of words, characters, spaces and specific characters in the lesson. • And Keyboard is the virtual keyboard that highlights the characters used in the currently selected lesson. You can customize its appearance in the ' Lesson' section. Lesson Editor makes all the lessons fully customizable. You can add, insert, change, and delete lessons, group them in courses, and review the corresponding metrics. New Lesson To add a new lesson, perform the following: • Choose the keyboard layout and level from the drop-down list on the Taskbar. • In the Navigation Tree, choose the course where you want to add the lesson.

• Click the button on the Toolbar (or press Ctrl+N on your keyboard). The following dialog box will appear:

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• Fill out the fields in this dialog: specify the name of the lesson in Lesson Title, verify the course where the lesson should be added, select Lesson Type from the drop-down list and click OK. A new lesson will be added to the selected course and will show up in the Navigation Tree. Then, you can either type or copy and paste the lesson text manually, or insert it from an external file. If you prefer the latter, there are two buttons available to you:

• If you want to simply insert a text from a single file into a single lesson, click the button (or press Ctrl+I on your keyboard) and choose the corresponding text file ( txt and rtf files are supported).

• If you want to insert a text from multiple files into a multi-section lesson, click the button (or press Insert on your keyboard) and in the dialog box that appears specify a section, length of each subsection (in characters) and lesson type. All imported text will be split into several sections of nearly the same length. This function does NOT support RTF files.

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Notes: If a text that is being imported contains unsupported characters (such as special Word symbols or foreign-language symbols), RapidTyping will display a dialog box suggesting you to skip them. It's recommended that you click Yes.

To delete a lesson, select it in the Navigation Tree and click the button on the Toolbar (or simply press the Delete key on your keyboard).

You can also view and/or change properties of the current lesson by clicking the button on the Taskbar. New Course To add a new course, perform the following:

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• Click the button on the Taskbar. The following dialog box will appear:

• Specify the name of your course, then choose the level from the drop-down list and click OK. The new course will be opened, and you'll be able to add lessons in it as described above.

To delete a newly created course, click the button on the Taskbar. You can also view and/or change properties of the current course by clicking the button on the Taskbar. Notes: • Characters used in the current lesson are highlighted in black on the virtual keyboard. • You can scale the text of the lesson by choosing the scale value in the drop-down list just above the numeric pad of the virtual keyboard. • Borders of Navigation Tree, Text Area and Lesson Metrics are movable, so you can adjust the width of these sections, if required. FAQ Below are some frequently asked questions about Typing Tutor. Q: How to change the keyboard layout? A: You can change it in the ' Keyboard' section of the Typing Tutor's Options that is accessible via the button (which is the left button in the top-right corner of the RapidTyping window; alternatively you can press Ctrl+P). Q : How to change the keyboard fonts of the keyboard and/or lesson? A: You can change it in the ' Font' section of the Typing Tutor's Options that is accessible via the button (which is the left button in the top-right corner of the RapidTyping window; alternatively you can press Ctrl+P). Q: How can I use Typing Tutor to teach students in the classroom? A: Just install it on your local server, and the students will be able to run Typing Tutor from their workstations.

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Q: Where does Typing Tutor store its lessons? A : Setup version of Typing Tutor stores its lessons in the %SystemDrive %\ProgramData\RapidTyping\Lessons directory, while the Portable one saves them in its /Lessons subfolder. Note that if you have no permissions to write to these directories when installing RapidTyping, no lessons will be created. Q: What's a WPM? A: WPM stands for "Words Per Minute", which is the number of words that you can type for 1 minute. It is calculated as (Correct Words + Wrong Words)/Total Time (sec)/60 (sec). Q: What's a CPM? A: CPM stands for "Characters Per Minute", which is the number of characters that you can type for 1 minute. It is calculated as (Correct Chars + Wrong Chars)/Total Time (sec)/60 (sec).

SESSIONS 2-9: Beginners Keyboard Practice – Letters and Keys Duration:2 hours each Sessions Objective: Become comfortable with position and usage of various keys on the computer keyboard. The following practice will be covered in 8 sessions

Session Session Practice Items Comments No. Objective

2 Beginners – Fjdk sla ghty Typing practice Practice 1 of these keys

3 Beginners – Vmbn ruei woqp Typing practice Practice 2 of these keys

4 Beginners – C,x. z/\’\ ‘-=[] Typing practice Practice 3 of these keys

5 Beginners – Shift Keys – FJDK SLA: Typing practice Practice 4 GHTY of these keys

6 Beginners – Shift Keys VMBN RUEI Typing practice Practice 5 WOQP of these keys

7 Beginners – Shift Keys – C Z/|”| Typing practice Practice 6 ~~+{} of these keys

8 Beginners – Numeric Pad – 4560 789 Typing practice Practice 7 123 + - &* / . of these keys

9 Beginners – Digits, Symbols – 56473 Typing practice Practice 8 28190 %^$&# @*!() of these keys

Sessions 1-4 will cover the basic keys as shown below:

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Sessions 5-7 will cover Shift keys as shown below:

Sessions 8 and 9 will cover Numerical Keypad and Digits/Symbols

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SESSIONS 10-19: Intermediate Keyboard Practice – Syllables and Words Duration: 2 Hours each Objective: Become comfortable with position typing short words on the computer keyboard. The following practice will be covered in 10 sessions of practice on the keyboard. Session Session Practice Items Comments No. Objective 10 Intermediate – Syllable Practice a-e Typing Practice Practice 1 of Short Words 11 Intermediate – Syllable Practice f-j Typing Practice Practice 2 of Short Words 12 Intermediate – Syllable Practice k-o Typing Practice Practice 3 of Short Words 13 Intermediate – Syllable Practice p-t Typing Practice Practice 4 of Short Words 14 Intermediate – Syllable Practice u-z Typing Practice Practice 5 of Short Words 15 Intermediate – Word Practice a-e Typing Practice Practice 6 of Words 16 Intermediate – Word Practice f-j Typing Practice Practice 7 of Words 17 Intermediate – Word Practice k-o Typing Practice Practice 8 of Words 18 Intermediate – Word Practice p-t Typing Practice Practice 9 of Words 19 Intermediate – Word Practice u-z Typing Practice Practice 10 of Words

Sessions 10-14 will cover basic syllables as shown below:

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Sessions 15-19 will cover basic words as shown below:

APPENDIX 1: SYSTEM REQUIREMENTS AND SOFTWARE SETUP

System Requirements RapidTyping system requirements are as follows: • Typing Tutor supports: Windows 2000, XP, 2003, Vista, 2008, 7 and 8 (including all 64-bit versions). It should also run on Linux and other x86-based UNIXes, if you use Wine, and on Mac OS in the Parallel emulator or similar. • Minimum display area 680x420. • PC keyboard or touch-sensitive screen. • Display with more than 256-colors recommended (High Colour). • 25 MB free hard drive space recommended.

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• 128 MB RAM available. How to Download and Install Typing Tutor is available both in Setup and Portable versions. If you plan to work with Typing Tutor only on your local PC, choose Setup version. But if you want to use it from your flash drive or any external device while on the go, Portable version is exactly what you need. Setup version To download and install the Setup version of Typing Tutor, perform the following: • Go to http://www.rapidtyping.com/downloads.html • Click the green Download Setup button and save the .exe file in any folder on your PC. • Wait until the download is complete, and then run the downloaded file. • On the Welcome screen, click Next. Click on I Agree to accept the License Agreement. • On the Choose Components screen, customize the components to be installed (optionally) and click Next. • In the Choose Start Menu Folder window, set the name for the program folder in the Start Menu and proceed by clicking Install. • Once the installation is over, click Finish. Then, double-click the Typing Tutor icon on your Desktop to start the application. Portable version To download and setup the Portable version of Typing Tutor, perform the following: • Go to http://www.rapidtyping.com/downloads.html • Click the green Download Portable button and save the .zip archive in any folder on your PC. • Wait until the download is complete, and then unpack the downloaded file to any destination you need (either on a local PC or USB drive). • To start Typing Tutor, double-click the RapidTyping.exe in the folder where you've just unpacked the downloaded ZIP. When you run Typing Tutor for the first time, you'll see the Configuration Wizard, which will help you to set the Typing Tutor options step-by-step. For instructions, see How to Configure Settings in Wizard. How to Check for Updates

To check for Typing Tutor updates, click the button (which is the middle button in the top-right corner of the Typing Tutor window; alternatively you can press Ctrl+I) and click the Update button. If there are any updates available for your version, you'll be taken to the download page on the Typing Tutor website. For details about downloading and installation, see How to Download and Install. How to Remove To remove Typing Tutor software, perform the following steps: Setup version Choose Start > Programs > RapidTyping and click Uninstall shortcut, or

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Choose Start > Control Panel > Add or Remove Programs, then right-click RapidTyping in the list and choose Remove from the shortcut menu. • Note: By default, the Uninstallation Wizard will remove Typing Tutor and all user lessons and accounts as well. If you want to preserve them, disable the Remove user lessons and/or Remove user accounts checkboxes in the Wizard. Portable version Manually delete the folder containing Typing Tutor's files and remove desktop shortcuts to them (if any).

Contacts & Support RapidTyping is brought to you by the RapidTyping team The primary e-mail contact for this program is [email protected] Additional contact info can be found at www.rapidtyping.com/contacts.html

Get the latest news from Typing Tutor: Facebook, Google+, , RSS chanel, Release Notes. RapidTyping Features Typing Tutor software supports a variety of features, which include: Full courses for Beginner, Advanced and Expert typists • The beginner course helps to learn the position of keys on the keyboard. After completing this course, you will know which finger to use to hit each key without looking at the keyboard. The course also covers upper-case letters, special symbols, and the numeric pad. • The advanced course helps to improve your typing speed by memorizing frequently used syllables and words. • The expert course helps you to perfect the skills acquired by typing an actual text.

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Virtual keyboard • To help you learn how to place your fingers on the keyboard, Typing Tutor displays a virtual keyboard with zone highlights. In this way, you'll always know which hand belongs to which zone. • RapidTyping supports almost all keyboard layouts, included QWERTY, Dvorak, Dvorak for left or right hand, BEPO, Colemak, QWERTZ, AZERTY, ABNT2 and many others layouts. • RapidTyping supports one, two and tree block keyboards. The numeric pad is also covered. Moving hands • To further simplify your typing lessons, Typing Tutor displays two moving hands over the keyboard. The hands show which finger you have to use to press the current key. Lesson editor • You can also create a course of your own. RapidTyping offers a built-in course editor that lets you insert txt or rtf text segments of any size. • The editor can split a long text into lessons of specific length. • The editor shows the number of words and symbols in a lesson and the ratio between letters and the TAB and ENTER special keys. The editor filters out symbols that are missing on the existing keyboard from the imported text (such as special Word symbols or foreign-language symbols). • Symbols covered by the lesson are highlighted on the virtual keyboard. Progress tracking • You can evaluate your own performance or that of your kids or students at any time by simply looking at charts. Rapid Typing Tutor tracks your progress, and allows you to view your results at any time. • Your statistics are represented as tables and charts, allowing you to view your progress and motivating you to take yet another lesson. • The statistics reflect your printing speed and accuracy, complete with a summary at the end of each lesson. Classroom use • Multiple users with custom settings are supported. We recommend installing RapidTyping on a local server in a classroom, so that it can be easily run on each workstation over the network. Multi-language interface Interface language are available for your choice: • Albanian, Arabic, Bosnian, Bulgarian, Chinese Simplified, Chinese Traditional, Dutch, Estonian, English, Estonian, Farsi, French, German,Greek, Indonesian, Italian, Latvian, Lithuanian, Portuguese, Portuguese Brazilian, Russian, Serbian, Slovak, Spanish, Turkish, Ukrainian. How to Configure Settings in Wizard Once you've downloaded and installed Typing Tutor, the Configuration Wizard will appear. Follow the instructions below to customize typing tutor in this Wizard. In the first dialog window, choose the language that you'd like to use in typing lessons and click Next. You can always change this setting later, if required.

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In the second dialog window you have to select the keyboard type that you have on your PC. Make sure that the virtual keyboard you've chosen looks exactly like your physical one and then proceed by clicking Finish. You can always change this setting later, if required.

When all configurations are done, the main Typing Tutor window will appear.

APPENDIX 2: RAPID TYPING OPTIONS

• To access Typing Tutor options, click the button (which is the left button in the top-right corner of the Typing Tutor window; alternatively, you can press Ctrl+P). The Options window will appear. • For a complete description of RapidTyping options, see the Users, Interface and Lesson topics in this chapter. Users User Control Panel In the Users section of the Options window you can manage Typing Tutor user profiles.

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The User's data path field indicates the directory where all the data associated with the current user are stored. The Lessons path field indicates the directory where all the lessons associated with the current user are stored. User Properties Use Add, Remove and Properties buttons to create/remove a user in a table above or to review their properties like nickname, full name, description, and avatar.

User Avatar You can choose your own avatar from different Picture Sets in the Select Avatar dialog.

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Select User If you want to switch to another user, select their profile in the table above and press Activate. The program will load the selected profile with all its statistics and settings.

To apply changes that you've made without closing the dialog window, click Apply in the bottom. To apply changes and close window, choose OK. If you want to decline the changes or switch back to defaults, press Cancel or Restore respectively. Note that you can always read this manual by clicking the Help button. Interface In the Interface section of the Options window you can configure the Typing Tutor look-and-feel. Interface Language Options

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In the Language subsection, you can choose the interface language of the Typing Tutor by clicking the corresponding country flag.

Sound Options In the Sound subsection, you can configure and test sound effects for various actions in the program. You can either choose the preset sound scheme from the drop-down list or change it as required. Just select the action in the right list and then choose the sound, adjust its volume with the slider and then click the Test button to check it out. You can also enable or disable a sound for current action by means of the Enable/Disable checkbox.

Shortcut Options In the Shortcut subsection, you'll see the Typing Tutor's keyboard shortcuts bound to various actions. To change a shortcut, select the corresponding action from the list, put your cursor in the Customize field and then press the keys that you want to bind. If a shortcut that you've selected is already in use, the Shortcut currently used by field will notify you about it. In this case, you'll have to either unbind this shortcut (by clicking the Remove button to the next) or choose another one.

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Themes Options In the Themes subsection, you can configure and preview the overall appearance of the Typing Tutor window, including theme and colour scheme.

To apply changes that you've made without closing the dialog window, click Apply in the bottom. To apply changes and close window, choose OK. If you want to decline the changes or switch back to defaults, press Cancel or Restore respectively. Note that you can always read this manual by clicking the Help button. Lesson Options In the Lesson section of the Options window you can configure various parameters of lessons like keyboard layout, progress metrics and fonts. General Lesson Options In the Lesson section of the Options window you can configure various parameters of lessons like

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In the General subsection you can set up the program's basic configuration on each level. First, choose the level in the drop-down above and then set the following parameters: Lesson View area defines how the text of the lesson will look like on the screen: • One line, static cursor means that you'll see only a single line; the cursor will be fixed while the text itself will flow smoothly as you type. • One line, moving cursor means that you'll see only a single line; the cursor will flow smoothly as you type while the text itself will be fixed. • Multiline text means that you'll see multiple lines; the cursor will flow smoothly as you type while the text itself will be fixed (as in the previous option). • The drop-down list to the right lets you to define the font size of the text. For continue lesson area defines the program's behavior in case of typos: • Requires the right character type means that the lesson will be paused until you enter the right character to overwrite the wrong one. • Requires the fixing the wrong characters means that you'll have to delete the wrong symbol manually (using Backspace key) and then press the right key. • No requirements means that the program will ignore typos without pausing the lesson. Keyboard Options Show area defines whether to display virtual keyboard, hands on virtual keyboard and their base position from which you're advised to start typing.

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The Keyboard subsection is composed of two tabs named General and Layout. On the General tab you can choose and preview type, color scheme and view of the virtual keyboard used in lessons. On the Layout tab it's possible to specify languages available on your physical keyboard as well as fingers position that you prefer. Statistics Options

The Statistics subsection is composed of two tabs named Course and Lesson both containing Available parameters and Selected parameters lists. Here you can configure which metrics to display in the Statistics. Use the and buttons to add or remove a parameter from the

Selected Parameters list. Use the and buttons to change parameters order in the list. The parameters available for the entire course are as follows:

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• WPM stands for words per minute and measures your typing speed in words. • CPM stands for characters per minute and measures your typing speed in characters. • Accuracy is the total number of correct characters you've typed. • Accuracy% is the total percentage of correct characters you've typed. • Errors is the total number of incorrect characters you've typed. • Errors% is the total percentage of incorrect characters you've typed. • Length is the total length of lessons you've passed. • Section is a type of the lessons (letters, words, or text) • Date is the date when you've passed the lessons. • Title is the name of the lessons you've passed. • Duration is the total duration of the lessons you've passed. • Delay is the total time between releasing one key and pressing another. • Delay% is the total time percentage between releasing one key and pressing another. The parameters available only within the lesson's scope are as follows: • Char. is the total number of characters in the lesson. • Errors is the total number of incorrect characters that you've typed in the lesson. • Errors% is the total percentage of incorrect characters that you've typed in the lesson. • Title is the name of the lesson. Color Options In the Colors subsection, you can set the colors of correct (green by default) and wrong (red) characters in the text. You can also invert the default value by enabling the Invert colors checkbox.

Font Options In the Font subsection, you can set the fonts both for lessons text and virtual keyboard. First, choose the layout in the Keyboard Layouts drop-down list and then you'll be able to specify the font for Lesson as well as set the font and its size for Keyboard in the corresponding drop-down lists. You can specify the font size for the lesson in the General subsection as described above.

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To apply changes that you've made without closing the dialog window, click Apply at the bottom. To apply changes and close the window, choose OK. If you want to decline the changes or switch back to defaults, press Cancel or Restore respectively. Note that you can always read this manual by clicking the Help button. UNIT OBJECTIVES ATTAINMENT FORM Objective Attained Sn Performance Standards YES NO 1. Understand the importance of typing in the current environment 2. Understand the software being used 3. Punch the keys Fjdk sla ghty without looking at the keyboard 4. Punch the keys Vmbn ruei woqp without looking at the keyboard 5. Punch the keys C,x. z/\’\ ‘-=[] without looking at the keyboard 6. Punch the keys Shift and FJDK SLA: GHTY without looking at the keyboard 7. Punch the keys Shift and VMBN RUEI WOQP without looking at the keyboard 8. Punch the keys Shift and C Z/|”| ~~+{} without looking at the keyboard 9. Punch the Numeric Pad – 4560 789 123 + - &* / without looking at the keyboard 10. Punch the Digits, Symbols – 56473 28190 %^$&# @*!() without looking at the keyboard 11. Can type Syllables a-e without looking at the keyboard 12. Can type Syllables f-j without looking at the keyboard 13. Can type Syllables k-o without looking at the keyboard 14. Can type Syllables p-t without looking at the keyboard 15. Can type Syllables u-z without looking at the keyboard 16. Can type Words a-e without looking at the keyboard 17. Can type Words f-j without looking at the keyboard 18. Can type Words k-o without looking at the keyboard 19. Can type Words p-t without looking at the keyboard 20. Can type Words u-z without looking at the keyboard

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TABLE OF CONTENTS Suggested Flow of Sessions at Level 1...... 8 Pre-Requisites and Class Preparation Checklist...... 8 Unit Information...... 9 Unit 1: Functional English - Communication – Basics of Grammar and Spoken English...... 14 Preface: How to use Facilitators Guide, Course Structure and Requirements...... 15 Session 1: Ice Breaker 1 - Self Introduction by Students...... 19 Session 2: Greeting a Person...... 21 Session 3: Ice Breaker 2 – Know more about each other...... 27 Session 4: Talking About One’s Family...... 28 Session 5: Ice Breaker 3 – Tell about each other...... 32 Session 6: Introducing Oneself...... 34 Session 7: Ice-Breaker 4 - Form Teams/Pairs...... 37 Session 8: Tellingthe Time...... 38 Session 9: Describing Someone...... 45 Session 10: Asking Simple Questions...... 49 Session 11: Talking about the Weather...... 56 Session 12: Likes and Dislikes...... 62 Session 13 Strengths and Weaknesses...... 67 Session14 : Talking about Aspirations...... 72 Session 15: Talking about Influences...... 76 Session 16: Talking about Values...... 79 Session 17: Favorite Things...... 83 Session 18: Inviting Someone...... 86 Session 19: Shopping for Necessities...... 91 Session 20: Asking the Price...... 96 Session 21: Negotiation...... 101 Appendix 1 – Review of Common Grammar and Usage Concepts...... 106 Tenses...... 108 Subject Verb Agreement...... 112 Reported Speech...... 116 Reporting Verbs...... 118 Adjectives and Adverbs...... 119 Dangling Modifiers...... 123 Articles...... 124 Prepositions...... 126 Pronouns...... 130 Countable and Uncountable...... 133 Verb-Preposition Combinations...... 135 Modals...... 137 Clause and Phrase...... 140 Active and Passive Voice...... 141 Types of Sentences: Simple Sentences...... 142 Hyphen and Dash...... 145 Its vs. It’s...... 147 That vs. Which...... 148 The Apostrophe...... 149 The Gerunds and Infinitives...... 150 Redundancy in Language...... 151 General Writing...... 152

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How to Write a Formal Letter or Application...... 155 How to Write AN e-mail...... 156 Shades of Meaning...... 157 Confusing Words...... 159 Unit Objectives Attainment Form...... 165 Unit Information...... 170 Unit 2: Mastering the Keyboard – Letters and Keys...... 172 Session 1: The Importance of Keyboard Skills; Introduction to Typing Tutor ...... 173 Sessions 2-9: Beginners Keyboard Practice – Letters and Keys...... 191 Sessions 10-19: Intermediate Keyboard Practice – Syllables and Words...... 193 Appendix 1: System requirements and Software setup...... 195 Appendix 2: Rapid Typing Options...... 200 Unit Objectives Attainment Form ...... 209 Pre-Requisites : Setting Up The System...... 216 Introduction to Word Processors...... 219 Session 1: Getting Started with a Word Processor...... 223 Session 2: Edit and Save a Document...... 226 Session 3: Identify Elements of The User Interface...... 228 Session 4: Format a Document – Bold, Italics and Underline...... 231 Session 5: Check Spelling...... 233 Session 6: Check Grammar and Use Thesaurus...... 236 Session 7: Copy - Paste and Cut - Paste...... 239 Session 8 Find and Replace Text...... 240 Session 9: Create Lists Using Bullets and Numbers...... 243 Session 10: Format Font Style...... 245 Session 11: Aligning the Text...... 248 Session 12: Views of a Document...... 250 Session 13: Print a Document...... 252 Session 14: Create a Table ...... 254 Session 15: Format a table ...... 256 Session 16: Convert Text to Table and Table to Text ...... 259 Session 17: Add Borders to Pages, Paragraphs and tExt...... 263 Session 18: Add Shading to Pages, Paragraphs and Text ...... 266 Session 19: Preview a Document, Adjust margins and Orientation...... 268 Session 20: Align Text using Tabs ...... 270 Session 21: Design, Create and Modify Business Documents...... 272 Exercise-: Create A Resume...... 274 Exercise-: Notice for Picnic...... 275 Exercise-: Letter for a Job...... 276 Unit Objectives Attainment Form – Word Processor...... 276 Mastering Spreadsheets...... 278 Session 1: Introduction to Spreadsheet...... 282 Session 2: Open, Save and Close Spreadsheet...... 286 Session 3: Enter Data in a Spreadsheet...... 289 Session 4: Basic Calculation - Addition...... 291 Session 5: Basic Calculation - Subtraction...... 293 Session 6: Basic Calculation - Multipilcation...... 296 Session 7: Basic Calculation - Division...... 297 Session 8: Insert Columns and Rows...... 299 Session 9: Format Cell and its Contents...... 302 Session 10: Customizing The Interface...... 305

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Session 11: Use Currency Symbols...... 308 Session 12: Format Cell Contents – Font Style and Size...... 311 Session 13: Delete Columns and Rows...... 314 Session 14: Spell Check...... 316 Session 15: Border The Cells...... 317 Session 16: Colour The Cells...... 319 Session 17: Managing Worksheets in a Workbook...... 321 Session 18: Print a Worksheet...... 323 Unit Objectives Attainment Form ...... 326 Mastering Presentations...... 327 Session 1: Introduction to Digital Presentation...... 331 Session 2: Create, Save and Close a Presentation...... 336 Session 3: Create a Simple Presentation...... 338 Session 4: View a Presentation – Slide Show View...... 343 Session 5: Edit Text Font Style, Size and Color...... 345 Session 6: Edit Text in a Presentation...... 346 Session 7: Insert Image in a Presentation...... 348 Session 8: Add Shapes in a Presentation...... 351 Session 9: Presentation Themes...... 354 Session 10: Change Design of a Presentation...... 357 Session 11: Slide Sorter View – Arrange, Delete and Add Slides...... 359 Session 12: Print a Presentation...... 361 Exercise-1: Create a Presentation on a Topic...... 363 Exercise-2: Create a Birthday Card...... 363 Exercise3: Create a Poster...... 363 Unit Objectives Attainment Form - Presentation...... 364 Introduction to Email...... 365 Session 1: Introduction to Email...... 367 Session 2: Creating an Email Account with Gmail.com...... 372 Session 3: Creating an Email Account with Outlook.com...... 375 Session 4: Link Email Address to Email Application...... 377 Session 5: The Email Interface...... 381 Session 6: Writing an Email Message...... 383 Session 7: Receive and Reply To Email Messages...... 386 Session 8: Format and Spell Check an Email Message...... 387 Session 9: Attach a File to an Email Message...... 390 Session 10: Using Help...... 394 Session 11: Print an Email Message...... 396 Session 12: Adding and Modifying a Contact...... 398 Session 13: Using Folders to Organize Email Messages...... 404 Unit Objectives Attainment Form - Email...... 407 Appendix 1: System requirements and Software setup...... 408 Microsoft Office 2007...... 408 Apache OpenOffice.ORG 3.4...... 410

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INTRODUCTION TO WORD PROCESSORS Assuming no prior knowledge on productivity tools, this unit introduces the basic fundamental concepts of word processing software to the student. The student is encouraged to use different kinds of word processing softwares. This is done, to ensure familiarity with basic word processing concepts and simultaneously develop the ability to use any word processing software. Unit Information

INFORMATION TECHNOLOGY Part I

Unit Name: Introduction Word Processors Unit Code: U104-NVEQF2012 Pre-Requisite: This unit assumes that the student has basic knowledge of computers, GUI based environment and file management but no prior knowledge of the productivity tool - word processors.

Unit Descriptor: This unit enables the student to have the ability to do the following: Create and save a document Check spelling and grammar Select, modify, find and replace text Design, create, and modify a range of business documents Display different views of a document Align text using tabs, Display text as list items Apply borders and shading Preview a document, and adjust its margins and orientation. Insert and format a Table Convert text to a table Use the thesaurus Print with default or custom settings

Elements and Performance Standards

INFORMATION TECHNOLOGY Part II Elements define the critical learning outcomes of a unit of competency. Performance standards specify the level of performance required to demonstrate the achievement of the element by the student.

Element Performance Standards Getting started with word processors Understand the difference between a handwritten and word processed document. Start a word processor. Understand the components of a word processor screen. Edit and Save document Open a new document. Save a new document. Add text to an existing document. Save a document with changes with the same file name. Save a document with a new file name Close a document.

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Identify elements of the User Understand the term GUI environment. Interface Understand the GUI interface of a word processor. Format a document Able to select and modify text in a document. Mark text as Bold, Underline, and Italics. Check spelling Learn to identify spelling errors. Correct spelling errors in a document. Check grammar and using Identify grammatical errors. Thesaurus Correct grammatical errors. Understand what is a Thesaurus. Use Thesaurus to improve language in a document. Copy - Paste and Cut – Paste Learn to select, copy and paste text in a document Learn to select, cut and paste text in a document Understand the difference between copy/paste and cut/paste. Find and replace text Use the Find option to replace text in a document. Understand when not to use a global replace. Create list of items using bullets and Understand the use of bulleted and numbered lists in a numbers document. Create a bulleted list. Create a numbered list. Understand general rules for list creation. Format Font – Style Change the Font style of text using Icons from the toolbar. Change the Font style of text using a short cut menu. Change the Font size of text using Icons from the toolbar. Change the Font size of text using a short cut menu. Aligning the Text Learn about the different text alignments in a word processor. Apply text alignment in a sample letter. Views of a document Understand different views in a word processor. Understand where each view is used. Print a document Print a document with default settings. Print a document with customized settings. Create a table Understand need for a table. Learn to create a table. Format a table Change the design of a table. Learn to add rows. Learn to add columns. Convert text to table and Table to Learn to create data that can be converted into a table. text Convert text into a table. Add borders to pages, paragraphs Understand why to give page /paragraph a border. and text Learn to preview and apply a border to a page / paragraph. Add shadings to pages, paragraphs Understand why to shade a paragraph/ selected text. and text Learn to apply a shade to a paragraph/ text. Preview a document, and adjust its Learn to set margins for a printable document.

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margins and orientation Learn which orientation to use for a printable document. Learn to preview a printable document. Align text using tabs Understand about different tab stops in a word processor and their use. Learn to create tab stops in a document. Create sample documents Create business documents using templates..

SESSION 1: GETTING STARTED WITH A WORD PROCESSOR

RELEVANT KNOWLEDGE Word processors help us deal effectively with most of such issues. Let us understand how word processors have an edge over using the traditional paper and pen. Using word processors, you can create and use a Word document. Word processors provide flexibility, ease, neatness and speed. You can use it for writing documents such as, articles, letter, resume, report, poem and also making posters. To sum up, a word processor can help you to: Correct any spelling mistakes made and also prompt you when you make spelling error. Insert or overwrite a word or sentence or paragraph, anywhere in the word document. This helps to maintain the neatness of the document. This task is called editing the document. Print a document created by you and also store it for future use, without a worry of it getting misplaced/ fading. You can also print multiple copies of the document in a single command. Change the appearance of different portions of a document, by changing the size of the words, make them bold or italic or underlined etc. Insert, headers and footers and page numbers (which increment automatically, if you so desire!). Present information in a tabular form as a part of the document. Insert pictures, and images into the document. Some of the most popular Word Processing software are: OpenOffice.org Writer (desk top based) Microsoft Word (desk top based) Google Documents(Internet based) Notepad (limited features) Though you can choose any of the above listed software to start creating documents, it is preferable that you start learning word processing by using either the OpenOffice.org Writer or Microsoft Word. Make sure that this software is already installed in your computer. You can start using OpenOffice.org Writer software, by performing any one of the following steps: Double Click on a shortcut key of the OpenOffice.org Writer icon, if available, on the desktop

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OR Click Start > All Programs > OpenOffice.org 3.4 > OpenOffice.org Writer.

Figure 1.1 If you are using any other word processor, the steps to start that word processor would be almost identical to what is given above. Once you start OpenOffice.org Writer, the following screen (Figure 1.1) is displayed. The components of the screen displayed are as shown in Figure 1.1. Opening or Creating a Document To begin with, let us create a simple document. Before creating the document, create a folder “D:\IT Class IX\WP_Practice” where you shall store all the documents that you create. Start the word processor as learnt in the exercise 1. Write the following paragraph in the work area of your screen. Listening is an art. God gave us two ears and one mouth, so that we speak less and listen more. Only by listening carefully can we understand what the other person is saying and the meaning behind the words being spoken. This helps us understand the facts and opinions of the other person. This also helps us to improve the quality of the questions we can ask the other person. Saving a Document Till now this paragraph that you have written is present in the internal memory of the computer, which is also called RAM (Random Access Memory). You need to save this document as a file on the hard disk of your computer. You can do so by doing the following steps: Select File > Save As…. (Or use keyboard shortcut, CTRL+S)

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A Save As dialog box appears. Choose the directory (drive and folder) by clicking on the one that you want in the list shown on the left hand side. You will see the path on the D:\IT Class IX\WP_Practice displayed as you select the path. Enter the name which you would like to give to this document in the File name box. For example, you can give the name Listening to this file. Click Save. Now this word document would be saved in OpenOffice.org Writer with the name Listening.odt, in the directory specified by you. The first part of the filename­ Listening­is the name you gave to this file and .odt is the extension name for any document created under OpenOffice.org Writer. Closing a Document You can close this document by following one of the following steps: Click on the cross symbol “X”, that you see on the top right hand corner of the screen. OR Click the File ­> Close. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Start a word processor and identify the different toolbars. 2. Create a new document, save and close it. 3. Discuss the advantages of using a Word Processor 4. Identify the components of a word processor. SESSION 2: EDIT AND SAVE A DOCUMENT RELEVANT KNOWLEDGE What happens if you want to take an existing document and want to add a paragraph or some words in it or edit it? Here in this exercise you from where you left it in the previous exercise. In this session, you will be opening the file saved in the previous session (D:\IT Class IX\WP_Practice \Listening.odt), editing it and then saving it with a different file name. To begin, start the word processor. Open a document You can open a document only if it had been created earlier and saved on the hard disk / any other storage device. In the previous exercise, you had created a document and saved it with the name Listening.odt. To open this word document: Select File > Open. An Open dialog box appears. Select the drive and folder, select filename and click the Open button. The saved document opens. Edit a document After you open Listening.odt you can make changes to it, by adding another paragraph, or modifying any words or sentences which you had already written. Add one more paragraph in this document on” The Art of Listening”. You can add material

Page 201 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query on your own or use the follow paragraph: When we listen to another person, do not start judging what the other person is saying. Just listen and seek to understand the other person. This will help us to listen and seek to understand the point of view of the other person, without trying to judge whether you agree / disagree with what the other person is saying. By doing this you will become a more effective listener. Save the file with a different name Do remember that having made further changes; you need to save the changes by saving this modified document once again. You can save it with the same name Listening.odt, in which case the older file saved earlier will get overwritten by the changes which you made. Alternatively, you may like to keep the earlier file Listening.odt as it is, and save the modified document using a new file name, e.g. Listening2.odt. To save it with a different name, use the following steps: Select File > Save As…. A Save As dialog box appears. Choose the directory (drive and folder) by clicking on the one that you want in the list shown on the left hand side. You will see the path on the D:\IT Class IX\WP_Practice displayed as you select the path. Enter the file name which you would like to give to this document. For example, you may name this file Listening2.odt. Select File > Save. To practice once again what you have learnt, repeat the above three steps by opening any other existing document in your computer, making changes to the contents of that file and saving this file with another name. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Open a document from the specified location. 2. Type text and make insertions in an existing document. 3. Save an existing document with a new file name. 4. Open a new document and write one paragraph about your favorite leader. Save the document with the name of the leader. 5. Pick up one paragraph from an English newspaper or magazine or your English text book and write that paragraph and save it as a file, with an appropriate name.

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SESSION 3: IDENTIFY ELEMENTS OF THE USER INTERFACE RELEVANT KNOWLEDGE By now you would have observed that word processing software has very simple interface using dropdown menus. Most of the commonly used functions have a graphical symbol or icon. This kind of user interface is called Graphical User Interface or GUI (commonly pronounced “gooey”). GUI is a type of user interface that allows users to interact with electronic devices using images rather than text commands. This session will familiarize you with the elements of the word processor’s user interface. In this session, you will take a short tour of the different dropdown menus and some of the options under each dropdown menu.

Figure 3.1: User Interface As shown in Figure 3.1 the Ribbon has nine dropdown menus; namely, File , Edit, View, Insert, Format, Table, Tools, Windows and Help. Each dropdown menu further has submenus and commands; some commands are made available using toolbars. Some common operations under the Main Menu items are: File: Create, Open, Close, Save, Print files etc. Edit: Cut, Copy, Paste, Undo, Redo, find & Replace, Record changes (review) etc. View: Layouts, Ruler, enable or disable toolbars, hide/show non printing characters etc. Insert: Breaks, Comments, Header, Footer, Table, Picture, Objects etc. Format: Character and Paragraph formatting, Bullets and Numbering, Alignment, Change case, Grouping objects etc. Table: All Table & Cell operations (Insert, Delete, Select, Merge, Split. Borders), Formula, etc. Tools: Spelling and Grammar, Mail Merge, Foot Notes, End Notes, Macros, etc. Window: Close and Open new window. Help: Use Help and check Product Updates. Toolbars OpenOffice.org Writer displays Standard, Formatting, Bullets & Numbering and Find toolbars by default. If you want to add additional toolbars, do the following: Select View > Toolbars.

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Figure 3.2 Notice the items checked in the list. If you want to include Insert toolbar, select Insert from the Toolbars list. Notice the Insert toolbar displayed; by default toolbars float. To “fix” the toolbar, drag and drop it near the main menu.

Figure 3.3 To close a toolbar, select the small arrow at the end of a toolbar and select Close Toolbar.

Figure 3.4 EXERCISE Perform the following activities till you are confident: S.No. Activities

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1. Identify the purpose of different dropdown menus and menu items in each of them. 2. Customize the interface by adding the following toolbars: Picture Table 3. Arrange the toolbar: Picture toolbar at the top below the Formatting Toolbar. Table toolbar at the bottom above the drawing toolbar.

SESSION 4: FORMAT A DOCUMENT – BOLD, ITALICS AND UNDERLINE RELEVANT KNOWLEDGE When you create a document, you may want some words/phrases/sections to immediately catch the reader’s eye. As a student you have done that by underlining text in your textbooks. Similarly, using a word processor you can select and make parts of the documents bold or italics or underlined. This is also a part of “formatting” a document. To format a document, do the following: Open a new document in word processor and type in the following paragraph: What is A Team? “A team is a number of persons associated together in work or activity: as a group on one side (as in football or debate).” A Team is a group of people working together „or‟ come together as a team to achieve a common shared goal. In other words, when one person cannot complete a job alone and several individuals must cooperate to fulfill a mission, you need a team. The better the cooperation, communication, and coordination among team members, the more efficient the team. “Individually, we are one drop. Together, we are an ocean.” Now to make this paragraph to look better, you may need to format it like the paragraph shown below. You will notice that some words of this paragraph are in bold, some are in Italics and some are underlined. What is A Team? “A team is a number of persons associated together in work or activity: as a group on one side (as in football or debate).” A Team is a group of people working together „or‟ come together as a team to achieve a common shared goal. In other words, when one person cannot complete a job alone and several individuals must cooperate to fulfill a mission, you need a team. The better the cooperation, communication, and coordination among team members, the more efficient the team. “Individually, we are one drop. Together, we are an ocean.”

Selecting text To make the text “What is A Team?” bold, you need to first select this text. Use the following steps to do so:

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Move your cursor, so that it is on or just before the capital W at the beginning of “What”. Press and hold down the left button of your mouse, then drag the cursor, to the right, going over the words “What is a Team?”, and then release the left mouse button. What is a Team? will appear. The shaded background and highlighted letters indicates that these words have been selected. Note: To select just a single word, you need to double click on it.

Figure 4.1: Formatting Toolbar Bold: Click on the Alphabet B in the Font group, and you will see that the words “What is A Team?” is now bold. Go ahead use the same steps and make the required words bold. Underline: The steps for underlining, any word or a group of words is exactly the same as foe Bold, except that after selecting the text, instead of clicking B, you need to click U in the Font group. Italics: The steps for italicising, any word or a group of words is exactly the same as the above two, except that after selecting the text, you need to click I in the Font group. You may like to enter some more text from your English text book and practice making words Bold, Italics or underlined. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Mark text as Bold, underline it and convert it to Italics. 2. Write a paragraph about the sports activities in your school. Give a heading to this paragraph. Bold and Underline the heading. Save this document in your computer. 3. Write a Notice for your notice board saying you have lost your English Textbook. Give it a heading “Lost English Textbook”. Underline the name of the textbook in the main body of the notice.

SESSION 5: CHECK SPELLING RELEVANT KNOWLEDGE The word processor also helps us create flawless documents by checking the spellings. In case we have typed wrong spellings, the processor can highlight the words that have been spelt wrongly. To learn to use the Spelling and Grammar checker, do the following: Open a new document in word processor and type in the following paragraph. You would notice that some words given in this paragraph have spelling mistakes. Type the paragraph along with these mistakes.

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We spend years learning hwo to read and write but not even a class or two on listening! People think that listening is nattural and that they do not have to learn it. It’s like breathing. This is sad since listening is primarily responsible for the many problems we have with each other. We speak at an average of 150 words per minute but our mind with its billions of cells can process almost a thoujand words per minute. Managing this excess brain capicity is the clue to effective listening.

You would notice that the words which have spelling mistakes are highlighted with a wavy red line (for example: hwo). This is done automatically by the word processor. Select Tools > Spelling and Grammar…(F7).

Figure 5.1: Spelling and Grammar option in Tools dropdown menu The Spelling and Grammar dialog box appears. You can see that it is suggesting that the correct spelling is “how”. You can click on the suggestion “how” and the spellings will be automatically corrected and the dialog box will proceed to show you the next spelling mistake and give you multiple options through the dialog box. You can choose the applicable suggestion or option and move ahead. Note: Though the word processor may suggest changes, you need to use your own discretion whether to change / not to change the spelling; or, which spelling to choose from the list provided. Also, the word processor automatically runs through your entire document suggesting corrections for spelling and grammar. If you have selected some text, it will first check the selected text and then prompt you for checking the rest of the document. A word processor also provides another way to change a spelling mistake. The steps are listed below: Position the cursor on any part of the misspelt word (the word with a wavy red line below it). Right­click the mouse. A pop­up menu box appears (Figure 5.2).

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Figure 5.2: Pop­up menu box (Spelling) You can select the correct spelling option on the top (given as “natural) and the spelling will be corrected automatically in the text. Go ahead and correct the spelling mistakes in the paragraph (Figure 5.3).

Figure 5.3: Spelling and Grammar dialog box Standard dictionary includes commonly used words that are usually sufficient. However when you use terms or words that are not found in the dictionary, word processor displays those as misspelled words. In such cases you can add those new words to the dictionary. To add a word to the dictionary, do the following: Select the word that you want to add to the dictionary (highlighted in Red). Select Add dropdown menu (Refer Figure 6) and click Standard.dic. Now the word is added to the dictionary.

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EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Identify spelling errors in a document. 2. Run spell check for correcting spelling errors in a document. 3. Add the following words to the dictionary of the word processor: FireFox ; Linpus; Linux; OpenOffice; ReactOS.

SESSION 6: CHECK GRAMMAR AND USE THESAURUS NOTE TO INSTRUCTOR: DOWNLOAD AND INSTALL THE FOLLOWING (IF SPELL CHECK AND GRAMMAR FOUND NOT WORKING: http://extensions.openoffice.org/en/project/en_US­dict http://extensions.openoffice.org/en/project/languagetool http://www.languagetool.org/issues/ RELEVANT KNOWLEDGE As you create a document, you sometimes make grammatical mistakes or are looking for a different word to explain what we mean. Word processors help us in these corrections. Check Grammar The word processor can also check and point out grammatical mistakes in the sentences we have typed. Open a new document in word processor and type in the following paragraph. You would notice that each of these sentences have some grammatical mistakes. Type the paragraph along with these mistakes. Troubble. I will went to the market tomorrow. She will be very sad to left us. She finish making breakfast. You will notice that the spelling mistakes are automatically underlined by red color and grammatical mistakes by a wavy blue line. The method of correcting grammatical mistakes is exactly the same as that for correcting the spelling mistakes. Select Tools > Spelling and Grammar…(F7). The Spelling and Grammar dialog box appears. It will prompt you with suggestions. You can select the suggestion and the text will be automatically corrected and the dialog box will proceed to show you the next error with suggested changes. You can choose the applicable suggestion or ignore it and move ahead. Note: Though the word processor may suggest changes, you need to use your own discretion whether to change / not to change the text. A word processor also provides another way to change a grammatical mistake. The steps are listed below: Position the cursor on any part of the word with a wavy blue line below it. Right­click the mouse.

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A pop­up menu box appears (Figure 6.1).

Figure 6.1: Pop­Up menu box (Grammar) On the menu, you may be given a suggested correction. You can choose to ignore the error or click grammatical problem to see why the processor considers the text to be a mistake. So go ahead and correct the above grammatical mistakes. Practice more by writing text with spelling and grammatical errors and then correct them. Using Thesaurus Sometimes while creating a document, you search for a word similar in meaning to the word you have in mind. A word processor helps you to look up synonyms (different words with the same meaning) and antonyms (words with the opposite meaning) in the thesaurus. How is it different from a dictionary? A dictionary contains definitions and pronunciations, whereas thesaurus will have words with similar meanings or opposite meanings. Let’s check the thesaurus for words which have similar meanings to market. Select the text “market’. Position the cursor anywhere on the word ‘market’ and select Tools dropdown menu. Select Language > Thesaurus…. The Thesaurus dialog box opens. This is the area where the result of your search is displayed. You will see a list of words similar to the one you had selected. The selected word is displayed along with possible replacements are displayed in the longer list. Note: You can also use the shortcut key CTRL+F7 to open the Thesaurus dialog box. You can see that some of the similar words are: marketplace, etc. To use one of the words in the list of results, select the word from the list and click Replace.

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Figure 6.2: Thesaurus Practice more by entering the words like school, cinema, communication, etc. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Identify grammatical errors in a document. 2. Run spelling and grammar check for correcting grammatical errors in a document. 3. Run Thesaurus for inserting synonyms in the document. Create a document on any of the following topics and correct spelling and grammatical mistakes in the document: Plastic Bags and its effect on environment. Dental Hygiene Blue Cross Public Domain

SESSION 7: COPY ­ PASTE AND CUT ­ PASTE RELEVANT KNOWLEDGE In a handwritten document to repeat a paragraph, or, if a paragraph was to be moved elsewhere, you would need to write the whole document all over again! However, using word processor, this can easily be done using the Copy/Cut and Paste feature. Copy and Paste You can copy text from the document to a different position in the same document or to a new document. The original text is not altered. Enter the following text in a new document. Some good manners to keep in mind are: ­ Not interrupting others while they are talking; ­ Not carrying on side conversations while someone is talking;

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­ Considering other’s feelings and concerns when making decisions or comments; ­ Being respectful of the instructor and classmates; your peers and superiors at the workplace,` ­ Avoiding arguments and disagreements; ­ Providing assistance when asked; ­ Using terms such as “please” and “thank you.” Note: Copy means to select text and then copy that text onto your “clipboard”. The “clipboard” is a temporary short­term data storage area in your computer where the text is temporarily placed. Paste means to place the text that is on the “clipboard” into your document. To copy the first point “Not interrupting others while they are talking;” and paste it at the end of the last line, follow the steps given below: Select the text that is to be copied. Right­click the mouse anywhere on the selected text. A pop­up menu appears (Figure 10). Click Copy. The menu goes away but the text has been copied onto the clipboard. Click at the end of the last line in the document and press Enter. The cursor moves down to the next line. Right­click, then click Paste. The selected sentence is copied below the last sentence. Notice that the original sentence is still at the same place, it has been duplicated at the end of the last sentence. Cut and Paste There is a minor but very important difference between “Copy and Paste” and “Cut and Paste.” In “Copy and Paste” the original set of text remains where it was and it is also pasted to another place in the document. In “Cut and Paste” the original set of text gets deleted and it pasted to another place in the document. Note: Cut means to select text and then copy that text onto your “clipboard”. You can now try the “Cut and Paste” feature by cutting the line “Avoiding arguments and disagreements”, and pasting it as the first line of your document. To do so, use the following steps: Select the text that is to be copied. (You have learnt to select text in session 4.) Right­click the mouse anywhere on the selected text. A pop­up menu appears. Click Cut. The menu goes away. Click at the beginning of the first line in the document and press Enter. Right­click, then click Paste. The selected sentence is copied below the last sentence.

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Notice that the original sentence has been deleted. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Select, copy and paste text in a document. 2. Select, cut and paste text in a document.

SESSION 8 FIND AND REPLACE TEXT RELEVANT KNOWLEDGE The documents that we create in a word processor are not always small paragraphs of a few sentences. Mostly these documents are multi­page. Study notes are a good example of such documents. Suppose you have created Social Science notes using word processor. You notice that at some places in the document the word Delhi has been misspelled as Dlehi. Now to correct it you have to go each specific location in the document where correction is to be made. You can use the Find and Replace feature of word processor to easily do this task. Using this feature, you can find all the occurrences of a specific word or group of words in a document and also replace them with a new word or a group of words. Enter the following text in a new document and save the file with the name Global Warning. What is Global Warning? Global warning is when the earth heats up (the temperature rises). Global warning happens when greenhouse gases (carbon dioxide, water vapor, nitrous oxide, and methane) trap heat and light from the sun in the earth‟s atmosphere, which increases the temperature. This hurts many people, animals, and plants. Many cannot take the change, so they die. Global warning is a very important issue for the survival of life on earth. In the above text you would notice that four words have been highlighted. You have entered the word “Warning” instead of “Warming.” You will now learn how to find the “warning” at each of the places it occurs in the document and replace the word with “warming”. Follow the steps given below: Select Edit dropdown menu and click Find & Replace… (figure adjacent)or press CTRL+F keys together. A Find and Replace dialog box appears (figure below).

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To just find the word, click Find. Enter text you want to search in the Find what box. To find one such word, or phrase, click Find Next. To find all occurrences of the word or phrase, click Find in , then click Main Document. To find and replace, click Replace. Enter text to find in Find what. Enter text to replace in Replace with. Choose the action to be taken by clicking on – Replace, Replace All, Find All, buttons accordingly. What is Global Warming? Global warming is when the earth heats up (the temperature rises). Global warming happens when greenhouse gases (carbon dioxide, water vapor, nitrous oxide, and methane) trap heat and light from the sun in the earth‟s atmosphere, which increases the temperature. This hurts many people, animals, and plants. Many cannot take the change, so they die. Global warming is a very important issue for the survival of life on earth. Note: You need to be careful while using Replace All. Replace All is a global function. It replaces the selected text with the specified text all over the document. There may be an instance where a word needs to be retained, but in a global replace, it gets over written. For example if in the text you had typed, there was a sentence “We must pay heed to the warning signals of nature.”, and you used a global replace (Replace All), the word warning would also be replaced as warming! EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Replace text in a document using Find option

SESSION 9: CREATE LISTS USING BULLETS AND NUMBERS RELEVANT KNOWLEDGE Very often, you need to create a list of items. This can be neatly done by using the features described below: You need to create a document as given below in the box. Every interaction starts with some form of greeting. Given below are some statements we generally make whenever we greet someone. Greeting a friend: Hi! How are you doing? Hey! It has been a long time since we last met! Hi! What are you doing now? Hey! How‟s life? Greeting an acquaintance: Hello! How are you?

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Hello! How have you been? Good morning/afternoon/evening! All‟s well? Greeting a stranger: Hello! Good morning/afternoon/evening! How do you do? My name is Aarti. May I know your name? Enter the above text in the document. Now do the following steps: Select the text of the group of first four statements below the heading “Greeting a friend”. Select Bullets On/Off from Formatting toolbar. You will see that the bullets appear at the beginning of each of the four sentences. Figure 9.1 Also notice the Bullets and Numbering toolbar appears (Figure 12.1). Select icon from this toolbar to open the Bullets and Numbering dialog box (Figure 9.2).

Figure 9.2 Bullets and Numbering toolbar Select the bullet style from the list displayed. Repeat the above given step 1 and 2 with the other two headings. Now create another document and create a bulleted list of items you would pack, when you for a family holiday. Try numbering this list, with the Numbering icon. Figure 9.3 Bullets and Numbering dialog box When is it better to use bullets than numbers? Use numbered lists when you're working with instructions to be done in a sequence i.e. steps to be followed, and the numbers suggest a hierarchy. The same applies when you refer to specific items by number. Numbered and unnumbered lists are more commonly used in scholarly publications. If numbers aren't essential (very necessary), use bullets, especially in business documents. When to capitalize the first letter in a bulleted item? In most cases, it is recommended that you start each bulleted item with a capital letter. Till now, you have capitalized only proper nouns and the first word of a complete sentence, so it almost seems wrong to capitalize single words and phrases.

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However, for the sake of a good presentation, you need to do it anyway. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Create a bulleted list of the items in a document. 2. Create a numbered list of the items in a document. 3. Create a document on the “Solar System” or “Computer Software” and summarize points using bulleted and numbered list.

SESSION 10: FORMAT FONT STYLE RELEVANT KNOWLEDGE We have learned some of the formatting options available in word processors, in some of the previous exercises. In this exercise you will learn to change the font style of the selected text in a document. Font refers to the style of writing i.e. how the characters look in the document. The look of characters can be changed using the Font face (name), Font Size, and Font Color. Create the document shown below. This is Cambria font. This is Times New Roman font. This is Bookman Old Style font. This is Courier New font. This is Book Antiqua font. This is Algerian font. In this exercise, you will learn to change the font in two ways; using the dropdown menu from the toolbar and using the shortcut menu. Using the Icons from the toolbar Select the text “This is Cambria font.” Select the Font Name dropdown menu. A screen displaying a list of Font types appears (Figure 10.2).

Figure 10.1: Font Scroll and click on the Cambria font. The font of the selected text will change to Cambria.

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Figure 10.2: Font Selection Now go ahead and follow the same steps for changing the font style of others sentences, to what is written in the text.

Figure 10.3: Font changed in line­1 Figure 10.4: Different fonts Using Short cut menu and the dialog box We will restart with the original document above. Select the text “This is Cambria font” and right click the mouse button. A short cut menu appears.

Figure 10.5: Short Cut Menu Click on the option Font . A list of fonts is displayed (figure above). Choose the font Cambria from the given font list. If needed use the scrollbar. Now go ahead and follow the same steps for changing the font style of others sentences, to what is written in the text. You can change font by right­clicking and selecting Character. The Character dialog box appears (figure below).

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Figure 10.6: Dialogue Box for changing Font Create the document as shown in left side of the figure 19. Then change the font size of each of the sentences, as shown in the right side of Figure 19. The steps to do this are similar to what you followed for changing the font style. The only difference is that now you need to use the option of changing the font size, instead of the font style.

Figure 10.7 EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Change the Font style of text using Font Name dropdown menu. 2. Change the Font style of text using a short cut menu. 3. Change the Font size of text using Font Name dropdown menu. 4. Change the Font size of text using a short cut menu. SESSION 11: ALIGNING THE TEXT RELEVANT KNOWLEDGE Now that we have seen some different capabilities of a word processor, let us see how this can be useful. A common usage or example of a document is a letter. We can use a Word Processor to type a letter in the proper form. You need to write the following letter in a document. Tagore Public School Ambala Cantt 5th January 2012 M/s New Star Sports Company

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Kalkaji New Delhi ­1100 Sub: Order for Sports Materials. Dear Sir, Kindly send the following Sports material at the above address through transport with proper cash bill. Foot Ball (10 Nos). Cricket Balls. (20 Nos). Tennis Balls (20 Nos). Cricket Bats (10 Nos). All the items should be in good condition and packed properly. Any damage to these items during transportation will be your responsibility. The items should reach the school within 10 days after the receipt of the letter; otherwise the order shall stand cancelled. Thanking you Yours sincerely Nitish (Head Boy) Now save the above document in the computer. The date in the above letter is on the right hand side. This is called Right Alignment of a text. Similarly, the subject line in the above letter is in the middle. This is called Centre Alignment of the text. On the Formatting toolbar you would notice the set of icons

Figure 11.1: Align Text To Right Align the date, select the date. Then click the icon for Align Right. Similarly, you can Centre Align the Subject line in the above letter. Do remember to save the above letter with the changes made! EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Align text to the left. 2. Align text to the centre. 3. Align text to the right. 4. Align text to both left and right margins.

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SESSION 12: VIEWS OF A DOCUMENT RELEVANT KNOWLEDGE Word Processors provide options to work on a document in different formats/layouts – Print Layout and Web Layout. Each of these layouts gives a different look to the document. You can use a particular view depending on what you want to do with the document. For example, if you want to print a document, use Print Layout view. If you want to create a web page, use Web Layout view. Open a new document and write the following text. Leadership Qualities Leadership can be defined as one's ability to get others to willingly follow. Every organization needs leaders at every level. Leaders can be found and nurtured if you look for the following character traits. A leader with vision has a clear, vivid picture of where to go, as well as a firm grasp on what success looks like and how to achieve it. But it's not enough to have a vision; leaders must also share it and act upon it. Jack Welch, former chairman and CEO of General Electric Co., said, "Good business leaders create a vision, articulate the vision, passionately own the vision and relentlessly drive it to completion." A leader must be able to communicate his or her vision in terms that cause followers to buy into it. He or she must communicate clearly and passionately, as passion is contagious. A good leader must have the discipline to work toward his or her vision singlemindedly, as well as to direct his or her actions and those of the team toward the goal. Action is the mark of a leader. A leader does not suffer "analysis paralysis" but is always doing something in pursuit of the vision, inspiring others to do the same. Select View dropdown menu

Figure 12.1: Document Views Print Layout: It is the default document view setting. This helps you to see how the printed document will look. Web Layout: Using this layout, you can see how the document will appear in a web browser. In this view the document looks like a web page. Click on the options for the layouts and see how the different view looks like. Look for differences between different views. In each of the views, a toolbar opens with tools for editing of the document depending on the view. When you have been through all the Views, save and close the document. Note: You cannot set a default for all documents you view as the view setting is stored

Page 220 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query with each individual document as a document property. However, you can save the document in the view with which you want it to open. Documents that you receive from others will open with the view in which they were previously saved. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Create a document on benefits of a word processor. View the document as it will appear on the Printed Page. View the document as it will look on a Web Page.

SESSION 13: PRINT A DOCUMENT RELEVANT KNOWLEDGE A copy of a saved document is accessible on the computer using the word Processor. However, after is completed, it needs to be printed to be read by others who are not using a computer. Good to Know: In IT jargon, a document saved on the computer is called a Soft Copy and one that is printed is called Hard Copy. Open a new document and write the following text. Integrity is the integration of outward actions and inner values. A person of integrity is the same on the outside and on the inside. Such an individual can be trusted because he or she never veers from inner values, even when it might be expeditious to do so. A leader must have the trust of followers and therefore must display integrity. Honest dealings, predictable reactions, well­controlled emotions, and an absence of tantrums and harsh outbursts are all signs of integrity. A leader who is centred in integrity will be more approachable by followers. Dedication means spending whatever time or energy is necessary to accomplish the task at hand. A leader inspires dedication by example, doing whatever it takes to complete the next step toward the vision. By setting an excellent example, leaders can show followers that there are no nine­to­five jobs on the team, only opportunities to achieve something great. You will now take a print out of this document. Make sure that there is a printer connected with your computer and has paper in it. Do the following: Click File > Print. A Print dialog box appears. There are many settings available in this dialog box, which you can use, as required. Make settings as per the following: Range and Copies: You can select what you want to print: All Pages: Whole document Pages: Specify the selected page numbers that need to be printed. For example, 2­6 means, print page numbers 2, 3, 4, 5 and 6 while1,3 means, print page numbers 1 and 3. Number of Copies: You can select the number of copies of the document to be printed.

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Properties: If you click on the Properties, a dialog box appears (Figure 22.1), with many more options which can be set. We will not discuss them right now. You will learn about them later (in advanced levels).

Figure 13.1: Print Dialog Box Click OK to print the document.

Figure 13.2: Printer Document Properties EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Print the whole document. 2. Print current page. 3. Print selected text. 4. Print selected pages.

SESSION 14: CREATE A TABLE RELEVANT KNOWLEDGE Like a list, information often needs to be presented in a tabulated, organized manner. You will learn to present tabulated information in this session. A table is an arrangement of rows and columns, as shown in Figure 14.1.

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Figure 14.1: A Table and its components A table helps you to present information in an organised form. Each of the rows given in the above able may also be called a Record. Now you need to create the above table, which has 4 columns and 9 rows. Click on your document where you want to create a table. Select View > Toolbars > Table.

Figure 14.2: Insert a Table Take your mouse pointer to the first left­hand upper­corner empty box in this menu. A single column, single row table appears on your document (at the position where you had last left your cursor). Keeping the left button pressed, drag and select four boxes for 4 columns and a few boxes for rows. (You can see the table being created on your document.) To complete the process click the left button of the mouse. An empty table having the selected number of rows and columns is inserted in the document. Enter the data (refer sample above) in the table by clicking on each cell. Note: You can move from cell to cell row­wise using the Tab key. When you reach the last cell (right hand bottom corner) of a table, and you press Tab key once again, a fresh row is added at the bottom. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Insert table in a document with specified rows and columns. 2. Insert rows to a table. 3. Create a table in which you list all the books in your school bag. You can have the columns : serial number, name of the book, subject

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name, no. of pages in the book etc. 4. Create a table in which you list the name, address and phone number of ten of your friends or relatives.

SESSION 15: FORMAT A TABLE RELEVANT KNOWLEDGE By formatting a table, you can improve the appearance of a table and make it more presentable and attractive. Create a table with the following headers: Serial Number (S.No.), Teacher‟s Name and Subject (the subject taught by the teacher). A sample is given below:

Formatting the table Select anywhere on the table which you have created. Make sure the table toolbar is available.

Figure 15.1: Format a Table Select Autoformat . The Autoformat dialog box appears.

Figure 15.2: Table layout icons Experiment with the different styles from the Format list. Select More dropdown arrow. If you are using a table that has text, uncheck Number Format. Click OK.

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Figure 15.3 Using some of these options, the above table can be formatted in the following manner:

Figure 15.4 Layout of the Table More settings are available in the table toolbar. Click on the each item to view them. You can go ahead and click on different options to experiment with varying ways of changing the layout of the table. Some of the tasks you can do are as follows: Add one more teacher for the third language. Do this by keeping the cursor on the last row of the table, right­click and select Row > Insert…. Type the number of rows to insert and click OK. Add one more column to this table. Position the cursor anywhere on the last column. right­click and select Columns > Insert…. Type the number of columns to insert and click OK. This inserts a column on the right hand side. In this column you can add the educational qualifications of the teacher. Now add one more row on top of the table. Merge all the cells in the new row added by selecting all the cells, right­click and Select Cell > Merge.

Figure 15.5 EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Change the design of a table.

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2. Add rows to a table. 3. Add columns to a table. 4. Create a notice from the Headmistress informing all your class mates about the details of the school picnic planned for the next weekend. The notice should inform the date, departure and return time, place of departure, fees to be paid, place to be visited, a picture of the place. The notice can also have a few instructions for the students. For example, students who are not attending the picnic to stay back at home / students attending to wear I­Cards etc. You must use the following features of word processing, while creating the notice: Table Bold and underline Check the Spellings and Grammar Save the document with the name Notice_{your name} to be used in later sessions.

SESSION 16: CONVERT TEXT TO TABLE AND TABLE TO TEXT RELEVANT KNOWLEDGE In most of the word processors, there is a feature to convert a normal text data into a table. In this exercise you will convert the text data into a table. Create a document with the following details: Ajay, 991049644, Delhi, Delhi Anita, 9891262366, Noida, UP Sudha, 8089942315, Hissar, Haryana Gautam Sen, 7467698234, Guwahati, Assam Rajshekhar, 9234987492, Coimbatore, Tamil Nadu Note: Commas have been inserted between the different data. This indicates where you want to divide the text into columns. Use paragraph marks (Press Enter key) to indicate where you want to begin a new row. Select the text that you want to convert from the document. Select Table dropdown menu.

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Figure 16.1: Text to Table Conversion Select Convert > Text to Table…. The Convert Text to Table dialog box appears.

Figure 16.2: Convert Text To Table dialogue box Select the separator character, for example select Other: Comma symbol in this case. Click OK. The table will look like the following:

Figure 16.3 You can also convert the table to text. Select the entire table. You can do this by dragging your cursor over the table, or by selecting Table dropdown menu > Select > Table. Once you have selected the entire table, select Table > Convert > Table to Text.

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Convert Table to Text dialog box will be displayed.

Figure 16.4 You need to specify the separator character. "Other:” and “," is selected by default, select Tabs and click "OK". Your table will be converted into a tabbed format, nicely and evenly spaced.

Figure 16.5 EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Convert text to table. 2. Convert table to text.

SESSION 17: ADD BORDERS TO PAGES, PARAGRAPHS AND TEXT RELEVANT KNOWLEDGE A border around text highlights the information and makes it look better. Word processors enable you to do that neatly for the entire document or part of it. Add borders to a Page Follow the steps given below to add a border to the complete page: Open a new document. Select Format dropdown menu and select Page….

Figure 17.1

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Page Style: Default dialog box appears. Select Borders Tab.

Figure 17.2: Borders and Shading Select Set All Four Borders under Line Arrangement Select 1.00 pt from Style Select a color from Color dropdown Select OK. Add borders to a paragraph or a text Type the following paragraph in a document. Assertiveness is not the same as aggressiveness. Rather, it is the ability to clearly state what one expects so that there will be no misunderstandings. A leader must be assertive to get the desired results. Along with assertiveness comes the responsibility to clearly understand what followers expect from their leader. Many leaders have difficulty striking the right amount of assertiveness, according to a study in the February 2007 issue of the Journal of Personality and Social Psychology, published by the APA (American Psychological Association). It seems that being under assertive or overassertive may be the most common weakness among aspiring leaders. Select Format dropdown menu and select Paragraph…. Paragraph dialog box appears. Select Set All Four Borders under Line Arrangement Select 1.00 pt from Style Select a color from Color dropdown Click OK.

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Figure 17.3 You can similarly create a border around a group of words, by selecting that group of words, and following the same steps as given above. An example is given below. A sense of humor is vital to relieve tension and boredom, as well as to defuse hostility. Effective leaders know how to use humor to energize followers. Humor is a form of power that provides some control over the work environment. And simply put, humor fosters good camaraderie. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Add borders to a page. 2. Add borders to a paragraph or text. 3. Add double­line border to the notice created in the previous session (Notice_{your name}).

SESSION 18: ADD SHADING TO PAGES, PARAGRAPHS AND TEXT RELEVANT KNOWLEDGE Similar to borders, shading highlights desired parts of the text. The steps to apply shading are almost the same as that for applying borders as given in figure 30. Select the text to which the shade has to be applied. Select Format dropdown menu and click Paragraph. The Paragraph dialog box appears. Select the Background tab.

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Figure 18.1: Background dialogue box There are two options in this box. You can apply a solid color as the background. Select a color from As dropdown list. Or… You can use an image or clip art as the background. Select Graphic from the As dropdown list. Select browse to choose a picture, select Open and select OK to apply the picture as the background. Two sample shadings are shown below as examples. Assertiveness is not the same as aggressiveness. Rather, it is the ability to clearly state what one expects so that there will be no misunderstandings. A leader must be assertive to get the desired results. Along with assertiveness comes the responsibility to clearly understand what followers expect from their leader.

EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Apply a shade to a paragraph. 2. Apply a light shade to the notice created in the previous session (Notice_{your name}).

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SESSION 19: PREVIEW A DOCUMENT, ADJUST MARGINS AND ORIENTATION RELEVANT KNOWLEDGE After the document is typed and formatted, the last step is to adjust it so that it prints in the desired manner on paper. Margins Page margins are the blank space around the edges of the page. You can position some items in the margins such as headers, footers page numbers etc. A document has top, bottom, left and right margins. In a document there are default settings of the margins. You can change the margins in a document. Typical process to adjust / change margins is as follows: Open the document that you want to print. Select Format dropdown menu, click Page…. Select Page tab in Page Style: Default dialog box. Notice the values for Left, Right, Top and Bottom sections under Margins. You can individually adjust any of the margins. Change the margins in it and see how the display changes on the screen. You can also do a Print Preview of the document, to see how it would be printed. Print Preview will be explained later in this exercise. Orientation Normally, when you open document will be in “Portrait Orientation.” Portrait means that the page is taller than it is wider. Portrait works for most documents, but sometimes you might want to put that page on its side or landscape, which is when the page is wider than it is taller. To change the page orientation, do the following: Select Format dropdown menu, click Page…. Select Page tab in Page Style: Default dialog box. Notice the current orientation set as Portrait under Paper Format. To change to Landscape orientation, click on the Landscape icon. Observe the effect of changing the orientation to Landscape as compared to Portrait. Print Preview Print Preview enables you to see

Page 232 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query what the document will look like when it is printed. You can Print Preview a document by selecting File > Page Preview. Based on how you want the final printout to look, you can adjust the Margins, Orientation etc. A sample Print Preview of a page (Figure adjacent). Print Preview EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Set margins for a printable document. 2. Change the page orientation to portrait or landscape. 3. Preview a document before printing. 4. Set the following margins to the notice created and modified in previous sessions. Left: 1” Right: 1” Top: 2” Bottom: 1”

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SESSION 20: ALIGN TEXT USING TABS RELEVANT KNOWLEDGE Tabs are often used to format documents. To understand the concept of tabs, look at the text below.

Figure 20.1 A Left Tab stop sets the start position of text that will then run to the right as you type. A Centre Tab Stop sets the position of the middle of the text. The text centers on this position as you type. A Right Tab Stop sets the right end of the text. As you type the text moves left. You can observe this by seeing how the tabs were set in the above table, by looking at the type of tab and its position on the ruler bar. Note: If you do not see the horizontal ruler that runs along the top of the document, click the View dropdown menu and select Ruler.

Figure 20.2: Type of tabs and their position To set Tabs, do the following: Click the tab selector at the left end of the ruler until it displays the type of tab that you want. Now click on the ruler at the location you want. The tab selector is shown in Figure 37.

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Figure 20.3: Tab Selector Use the tabs to create the text which was displayed above in this exercise. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Set left, centre and right tab stops in a document. 2. Write a letter – to a shop manager – asking for a job. You must use the following features of a word processor to write the letter: Bold and Underline some parts of the text. Bullets Change the margins Save the document Take a Print out. 3. Create your resume (Bio data). It should have your name, address, email address, date of birth, nationality, languages known, where currently employed, employment history if any, educational qualifications, extracurricular activities you have participated in, awards won etc.

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SESSION 21: DESIGN, CREATE AND MODIFY BUSINESS DOCUMENTS Learning Objectives: At the end of this session, you will be able to create business documents. RELEVANT KNOWLEDGE You learnt to use word processing software in the previous sessions. Using the word processing software templates, you can create documents that are used for daily business activity such as: Contracts Brochures Flyers Invoices Receipts Reports Plans Time Sheets, etc. To create a document from a template, do the following: Select File > New > Templates and Documents. Click Get more templates online… link. The link will open with your default browser (Sample above). Type the keyword in the search box and click search. For example if you want to create a tri­fold brochure, type trifold or tri­fold brochure. Notice the results displayed (sample adjacent). Select Tri­fold Brochure Design Template for example. Click the Use it! Button and select Save File. Once it is downloaded, double­click the file. A document based on this template will be created (Sample adjacent). Go ahead and modify this document according to your needs such as replacing logos, pictures, colours, text content, etc. Save the file once complete. If you want to save this as a template, then select File > Save As… > ODF Text Document Template (.ott). Now try downloading different

Page 236 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query document types such as business plan, invoices, receipts, etc. and modify them. Following is a list of websites where you can find more business document templates: http://sourceforge.net/projects/aoo­templates http://www.openoffice.us.com/free­openoffice­templates.php http://extensions.openoffice.org/project/SunTemplatepack_1 http://openoffice.blogs.com/openoffice/templates/ Use search engine such as Google to find more templates. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Create the following items using templates: A Flyer for promoting: Free Eye Check­up Campaign Blood Donation Camp 3G Data Card Promotion Free Home delivery promotion from a medical shop A Business plan for starting an Internet Café. An invoice sample to be provided for computer service. A Time sheet for employees working part­time in a sales store. 2. Discuss and create a list of business documents that you would like to create using the word processing software.

For session 21, some additional exercises have been given here which you can give to the students for practice. EXERCISE­: CREATE A RESUME

In this exercise, you will create your resume (Bio data). It should have your name, address, email address, date of birth, nationality, languages known, where currently employed, employment history if any, educational qualifications, extracurricular activities you have participated in, awards won etc. Note: Do this exercise twice: First time by using same word processing software, as you used for the other exercises till now. Second time by using different word processing software. What are the similarities and differences you noticed between these two word processing software? ______

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______EXERCISE­: NOTICE FOR PICNIC Create a notice from the Headmistress informing all your class mates about the details of the school picnic planned for the next weekend. The notice should inform the date, departure and return time, place of departure, fees to be paid, place to be visited, a picture of the place. The notice can also have a few instructions for the students. Eg students who are not attending the picnic to stay back at home / students attending to wear I­Cards etc. You must use the following features of word processing, while creating the notice: Table Bold and underline Borders and Shading Check the Spellings and Grammar Save the document Print the notice. Note: Do this exercise twice: First time by using same word processor, as you used for the other exercises till now. Second time by using different word processor. What are the similarities and differences you noticed between these two word processors? ______

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EXERCISE­: LETTER FOR A JOB Write a letter – to a shop manager – asking for a job. You must use the following features of a word processor to write the letter: Bold and Underline some parts of the text. Bullets Change the margins Save the document Take a Print out. Note: Do this exercise twice: First time by using same word processor, as you used for the other exercises till now. Second time by using a different word processor. What are the similarities and differences you noticed between these two word processors? ______UNIT OBJECTIVES ATTAINMENT FORM – WORD PROCESSOR Objective Sn Performance Standards Attained o. YES NO Start a word processor. Open a new document. Save a new document. Close a document. Open an existing document. Understand the components of a word processor screen. Add text to an existing document. Save a document with changes with the same file name. Save a document with a new file name. Able to select and modify text in a document. Mark text as Bold, Underline, Italics.

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Objective Sn Performance Standards Attained o. YES NO Identify and Correct spelling errors in a document. Identify and correct grammatical errors. Use Thesaurus to improve language in a document. Select, copy and paste text in a document. Select, cut and paste text in a document. Use the Find option to replace text in a document. Create a bulleted list. Create a numbered list. Change the Font style of text. Change the Font size of text. Align text – Left, Centre and Right. Understand different views in a word processor. Print a document with default settings. Print a document with customized settings. Create a table. Change the design of a table. Convert text into a table. Preview and apply a border to a page / paragraph. Understand why to shade a paragraph/ selected text. Apply a shade to a paragraph/ text. Set margins for a printable document. Understand which orientation to use for a printable document. Preview a printable document. Understand about different tab stops and their use. Create tab stops in a document. Create a resume. Create an official notice. Write a letter applying for a job.

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MASTERING SPREADSHEETS

Assuming no prior knowledge, this unit introduces the basic fundamental concepts of Spreadsheet and focuses on building basic spreadsheet abilities in the students. The student is encouraged to use different kinds of Spreadsheets, so that he/she becomes familiar with basic concepts and has the requisite skills and confidence to use any type of spreadsheet software.

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Unit Information

Unit name: Mastering Spreadsheets Unit code: U105­NVEQF2012 Pre­Requisite: This unit assumes that the student has no prior knowledge of using spreadsheets. This unit introduces the fundamental concepts of spreadsheets.

Unit Descriptor: This unit focuses on building the following abilities in the student: Construct a spreadsheet and populating cell data. Format cells ­ search worksheet data. Change fonts. Modify rows and columns in a spreadsheet. Manage worksheets and workbooks. Apply formulas and functions. Insert currency symbols. Merge cells. Spell check a worksheet. Add borders and color to cells. Print different outputs ­ a chart, worksheet, workbook ­ according to specifications.

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Elements and Performance Standards

Elements define the critical learning outcomes of a unit of competency. Performance standards specify the level of performance required to demonstrate the achievement of the element by the student. Element Performance Standards Introduction to Understand what is a spreadsheet. Spreadsheets Understand benefits of an electronic spreadsheet. Start spreadsheet software. Identify the elements of a spreadsheet. Open – Save – Close Open a new spreadsheet. Spreadsheet Enter different types of data in cells. Save a created spreadsheet. Understand file names given by different software. Close a spreadsheet. Enter Data in Spreadsheet Understand different types of data. Understand about alignment of each data type. Basic Calculations – Learn to calculate totals using addition in a Addition spreadsheet. Understand about automatic recalculation. Basic Calculations – Learn to subtract in a spreadsheet. Subtraction Learn to copy paste a formula. Learn to copy­click and drag – paste a formula. Basic Calculations – Learn to use multiplication in a spreadsheet. Multiplication Basic Calculations – Learn to use division in a spreadsheet. Division Apply the % symbol to cells. Insert: Column and Row Insert a column in a spreadsheet. Insert a row in a spreadsheet. Format Cell and its Wrap text in a cell. Contents Change the Font. Change the column width. Change the alignment. Create a cell border. Merge cells and center align text in it. Customizing the Interface Learn to add a toolbar and adding items to a toolbar as per individual requirement. Use Currency Symbols Apply currency symbol using Accounting Number Format button.

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Apply currency symbol using right click. Format Cell Contents Change the font style and size using icons on the ribbon Change the font style and size using the shortcut menu. Delete – Columns and Rows Delete row(s). Delete column(s). Spell check Identify and correct spelling errors using Spell check function. Border the cells Apply borders to cells using icons on the Ribbon. Apply borders to cells using shortcut menu. Colour the cells Apply color to cells using icons on the Ribbon. Apply color to cells using shortcut menu. Managing Worksheets in a Rename a worksheet. Workbook Add a worksheet. Delete a worksheet. Print a Worksheet Print a worksheet with default settings. Print a worksheet with customized settings.

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SESSION 1: INTRODUCTION TO SPREADSHEET Have you seen your father or mother keep track of family expenditure in a diary? How do they keep track of the expenditure? Have you noticed how they calculate the total, categorize similar types of items, prioritize expenses and also track the changes in expenses from month to month. A spreadsheet is an electronic document, very much like the way your parents maintain an expense sheet in a diary. RELEVANT KNOWLEDGE The term spreadsheet was derived from a large piece of paper that accountants used for business finances. The accountant would spread information like costs, payments, taxes, income etc., out on a single, big, oversized sheet of paper to get a complete financial overview. A spreadsheet provides much more flexibility, speed and accuracy, as compared to a manual expense sheet. It also has many features and functions built into it making it easy to use. For example, if you change one amount, the total is recalculated automatically. Spreadsheets are used for a variety of tasks, some of them are: Maintaining records. Analyzing data. Creating MIS (Management Information System) reports. Generating graphs (for pictorial representation of data). Doing financial calculations. Managing inventory. Budgeting. Some of the most popular spreadsheet software are: MS­Excel Open Office – Calc Google Documents Getting started with Spreadsheet: To start you can choose any of the above software to start creating a Spreadsheet. You may start learning to use Spreadsheet with either the OpenOffice.org – Calc or Microsoft­Excel. Make sure that this software is already installed in your computer. You can start using OpenOffice.org.org Calc software, by performing any one of the following steps: Double Click on a shortcut key of the OpenOffice.org.org Calc icon, if available, on the desktop OR Click Start > All Programs > OpenOffice.org 3.4 > OpenOffice.org Calc. If you are using any other spreadsheet software, the steps to start it would be almost identical to what is given above. Once you start the OpenOffice.org.org Calc, the following screen would be displayed. The components of the screen displayed are shown in Figure 1.1.

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Figure 1.1: Components of an OpenOffice.org Calc Spreadsheet Some of the key components of a spreadsheet are: Worksheet: This is a grid of horizontal rows and vertical columns. Workbook: A workbook contains one or more worksheets. Figure 1.1 has three worksheets, each named Sheet1, Sheet2 and Sheet3. The Sheet Tab is pointing to Sheet2. The current sheet shown in Figure 1.1 is Sheet1. Row: A row is a horizontal arrangement of cells. The rows are named by numbers (1, 2, 3, 4,). In Figure 1.1 the arrow points to Row 15. Columns: A column is a vertical arrangement of cells. The columns are named by alphabets (A, B, C, …., Y, Z, AA, AB, AC, …., AZ, BA, ….). In Figure 1.1 the arrow points to Column G. Cell: A Cell is where the rows and columns intersect. Worksheet is also called an array of cells. A cell may contain text, number, date or a formula. A cell is the fundamental element of a worksheet. This is where numbers/text are entered. A cell address in a spreadsheet identifies location of the cell. It is a combination of column name and row number of the cell, such as A2 or B16 etc. Note: When identifying a cell by its address, the column name is always listed first followed by row number. Active Cell: This is the cell on which the cursor is currently placed. It is outlined by a dark border. Data is always entered in the active cell. In Figure 1.1 the Active Cell is A1. Formula Bar: This is located below the toolbar. It displays the contents of the active cell. It can also be used to enter and edit data. Scroll Bar: These helps to scroll through the content and body of the worksheet. There are two scroll bars – horizontal and vertical.

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When an Microsoft Excel spreadsheet is opened, it looks like the Figure 1.2 shown below. Notice that the look and feel of MS­Excel and OpenOffice.org Calc spreadsheet is quite similar. Also observe differences in the icons on the toolbar. Most of the spreadsheet software have similar functions and features, with minor differences in the way, the tabs, icons, dialogue boxes and functions are arranged. If you learn to use one, it is fairly easy to use any other similar software.

Figure 1.2: Components of a Microsoft Excel Spreadsheet EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Identify the key components of spreadsheet. 2. Open a spreadsheet.

1

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SESSION 2: OPEN, SAVE AND CLOSE SPREADSHEET Let us start with understanding how to create a spreadsheet and save it for later use. To begin with, let us create a simple spreadsheet. Before creating the spreadsheet, create a folder “D:\IT Class IX\WP_Practice” where you will store all the spreadsheets that you create. RELEVANT KNOWLEDGE Create a spreadsheet To create a spreadsheet as the first step, start the spreadsheet as learnt in the previous exercise. When you create a spreadsheet, a default name is given by the software. OpenOffice.org Calc names it Untitled 1, whereas Microsoft Excel names it as Book1. When a new spreadsheet is opened in OpenOffice.org Calc, the sheet tab usually has three worksheets – Sheet1, Sheet2 and Sheet3. Enter data in a spreadsheet Enter the data shown in Figure ­2.1 in the spreadsheet. To go to cell B2, move cursor to the cell and then left click the mouse. Now type the word Hello World and press Enter key. You would notice that automatically the cell B3 becomes the active cell. You can move to cell B4 by using down arrow key of keyboard and type 423 and press Enter. Similarly enter 15­Aug­1947 in cell B6.

Figure 2.1: Entering Data Save a spreadsheet Save this workbook and give it the name First. To do so, the steps are the same as the ones you used for saving a document file in OpenOffice.org Writer. To quickly review the steps again: Select File > Save As…. A Save As dialog box appears. Choose the Directory (Drive and Folder) by clicking on the one that you want in the list shown on the left hand side. You will see the path on the D:\IT Class IX\WP_Practice displayed as you select the path. Enter the name which you would like to give to this document in the File name box.

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For example, you can give the name First to this file. Click Save. This workbook will be saved in OpenOffice.org Calc with the name First.ods. The first part is the name given to this file and .ods is the extension name for any worksheet created under OpenOffice.org Calc. Similarly if you are using Microsoft Excel, the file is saved with the name First.xlsx as Microsoft Excel gives an extension name.xlsx to a spreadsheet file. Close a spreadsheet Now you can close this spreadsheet by following one of the sets of commands given below: Click on the cross symbol “X”, that you see on the top right hand corner of the screen. OR Click File > Close. Re­Open and save a previously created spreadsheet Now re­open the above spreadsheet; make some more changes to it. Write the names of your class mates in rows B7 to B12, and save it with a different name. Save: Having made further changes, you need to save the changes. You can save it with the same name First.odt, in which case the file saved earlier will get overwritten by the changes which you made. Alternatively, you may like to keep the earlier file First.odt as it is, and save this modified spreadsheet using a new file name, e.g. Second.odt. To save it with the same name, just follow the steps explained earlier. To save it with a different name, use the following steps: Click the File > Save As. A Save As dialog box appears. Choose the Directory (Drive and Folder) by clicking on the one that you want in the list shown on the left hand side. You will see the path on the D:\IT Class IX\WP_Practice displayed as you select the path. Enter the file name for this document. For example, you may give the name second to this file. Click Save. Now this spreadsheet will be saved in OpenOffice.org with the name Second.odt. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Open a spreadsheet. 2. Save a spreadsheet with an appropriate name. 3. Close a spreadsheet. 4. Open a new spreadsheet, write the names of 10 of your classmates with their roll numbers and save the sheet.

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SESSION 3: ENTER DATA IN A SPREADSHEET Spreadsheets enable us to work with different kinds of data for organizing, calculating and presenting information. We will start by entering data in a spreadsheet. RELEVANT KNOWLEDGE Open a new spreadsheet and enter the data as shown in Figure 3.1.

Figure 3.1: Different data types Observe the three different kinds of data you have entered in the above spreadsheet. These are: Text: The names of the students are treated as Text type of data. Number: The roll numbers are treated as Number type of data. Date: The date of birth is treated as Date type of data (). There is another kind of data which you can enter, which is called Formula. You will learn about this a little later. You can also observe that Text data is automatically aligned to the left in a cell, the Number data is aligned to right and the Date data is also right aligned. Note: You can do calculations using a Number, Date and Formula type of data, but you cannot do calculations using Text data (also referred as alpha numeric data). Now save this workbook file by giving it a name and close it.

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EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Make a list of five of your friends with their name, phone number and date of birth. 2. Save the spreadsheet with an appropriate name. 3. Close the spreadsheet. 4. Open the workbook. Click on the tab Sheet2. You would see that a blank worksheet appears on the screen. If you click again on tab for Sheet1, the data you had entered earlier would appear. Why? This is because these are separate sheets in the same workbook; just like pages on your notebook.

SESSION 4: BASIC CALCULATION ­ ADDITION A spreadsheet helps you do many mathematical calculations – e.g. addition. RELEVANT KNOWLEDGE Open a new spreadsheet and enter the data as shown in Figure 4.1.

Figure 4.1: Adding Marks Now to total the marks of each of the students, do the following: Go to cell G3. In the cell G3 enter: +c3+d3+e3+f3 and press Enter. The total marks of Abhas appear in cell G3. In a similar way, we calculate the total marks of Anita. In cell G5 enter: =sum(C5:F5) and then press Enter. This is another way of entering a formula for addition, when the cells to be added are adjacent to each other. C5 is the address of the starting cell and F5 is the address of the last cell. C5:F5 is also called a Range of cells. In a similar way, calculate the total marks of Subbu, Priya and Gautam. You have totaled the marks by entering formula in two different ways. The cell does not display the formula, but it displays result of the calculation i.e. the total marks in the above example. When G7 is made the active cell, you will see formula displayed in formula bar (just below the toolbar). Now change marks of one of the students in one or more subjects. The total marks of that student will get calculated automatically. Automatic calculation of formulas is one of the most powerful features of electronic spreadsheets.

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EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Create a list of all your personal expenses made during the month and calculate the total expenses. 2. Create a list of names of the month and holidays in that month. Add and calculate the total number of holidays in a year. 3. Design a mark sheet for a student as shown in figure below:

Mark Sheet a) Calculate percentage of marks in each subject. b) Calculate total marks and total percentage. c) Depending on the total percentage write the following in remarks Excellent – 90% or more Very Good ­ 80%­less than 90%, Good ­ 70%­ less than 80%, Fair ­ 60%­less than 70%, Poor – less than 60% d) Use cell style to show colored cells e) Use thick outline border F) Use Font size, color and alignment for the text SESSION 5: BASIC CALCULATION ­ SUBTRACTION RELEVANT KNOWLEDGE Another math operation that can be done using the spreadsheet is subtraction.

Figure 5.1: Adding Marks Open new spreadsheet and enter data as shown in Figure 5.1.

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Figure 5.2: Subtraction Now to calculate savings in each month: Go to cell E3. Enter: +C3­D3 and press Enter on your keyboard. Note that as you are entering the formulae in the cell E3, the cells C3 and D3 automatically get highlighted. The savings for January will be displayed in cell E3. Now calculate savings for February. You would observe that you have been entering formula one by one in each cell. In a spreadsheet, you can copy a formula entered in one cell to many other cells, where you need to do exactly the same calculation. This feature of a spreadsheet is called copying formula. To do so: Go to cell E3.

Figure 5.3: Copy ­ Paste Click on the icon for Copy from Standard toolbar. Go to cell E5 and click on the icon for Paste. The formula gets automatically pasted in the cell E5. You can also observe in the Formula Bar that the address of the cells referred to in the formula automatically changes when Copy – Paste function is used. Now Copy the formula in other cells for calculating savings for April, May and June. There is an alternate and easier way to paste formula: Copy – Click and Drag – Paste. The method of Copy­Paste formula which you just learnt can become very time consuming, if the same formula has to be pasted in large number of cells, say one hundred cells. Spreadsheet has a faster way of pasting the formula that you have copied. In the same worksheet add six more records for the months July to December. Enter data for Income and Expense. The spreadsheet will look like Figure ­5.4.

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Figure 5.4: Subtraction Do the following steps: Take cursor to cell E8. Copy the formula, like you did earlier. Take the cursor over this rectangle. The cursor changes to . Now click the left button of your mouse and drag the cursor with your mouse, while keeping the left button pressed, and drag the cursor up to cell E14. Release the left button. You will see that the formula has been automatically pasted to the entire range specified.

Figure 5.5: Drag and Copy EXERCISE Perform the following activities till you are confident: S.No. Activities 1. In the above worksheet calculate the total savings across the twelve months and display the result in cell E15.

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SESSION 6: BASIC CALCULATION ­ MULTIPILCATION RELEVANT KNOWLEDGE Another math function that is frequently used is multiplication and in this exercise you will learn to multiply in a spreadsheet. Create the spreadsheet shown in Figure below.

Figure 6.1: Multiplication You will need to use the multiplication function here. It is used in the same way as addition and subtraction. The formula for calculating amount is: Unit Price * No. of Units Sold To calculate the amount in cell G3, enter: +E3*F3 Use the Copy – Paste command to enter formula in all the other cells. Calculate the Total Sale Value in cell G14. Cells B14 to F14 have been merged and the contents centered. Note that Unit price and Amount has values displayed up to one decimal place. Figure ­6.2: Hint: You can do this by using the Add Decimal and Delete Decimal options from Formatting Toolbar. You can see them in Figure ­6.2. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Change any of the numbers in the above spreadsheet and see how the amounts change automatically. SESSION 7: BASIC CALCULATION ­ DIVISION RELEVANT KNOWLEDGE Another basic mathematical function is of division. In this exercise you will learn how to divide values using spreadsheets. Open the spreadsheet created as marks.ods and calculate the percentage of marks obtained by each student. The final spreadsheet should look as shown in Figure ­7.2.

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Figure 7.1: Adding Marks

Figure ­7.2: Division You will need to use the Division function here. It is used in the same way as addition, subtraction and multiplication. The formula for calculating %age of marks is: (Total Marks) / (4 * 100) To apply the %age symbol, use the % button under the formatting toolbar, as shown in Figure ­7.3.

Figure 7.3: Percent icon

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EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Change any of the numbers in the above spreadsheet and see how the marks change automatically. 2. A common usage of a spreadsheet is to maintain lists of items along with quantities. A stock register is a good example of the same. You will create a simple stock register, which is used to keep track of number of units of different items kept in a shop or a store. Create the sample shown in the figure below.

Stock Register The formula for closing balance is: Opening Balance + Receipts ­ Sold Enter the formula in cell G2, using a combination of Addition and Subtraction. Use Copy – Paste to paste the formulas in all the cells. Format the cells as shown in the sample. Change the name of the sheet to Stock. Save the File as StockRegister.ods.

SESSION 8: INSERT COLUMNS AND ROWS RELEVANT KNOWLEDGE Using a spreadsheet, you can modify a worksheet or report created earlier. While working a on a spreadsheet you may realize that you need to insert some information between two columns. Now do you re­create the sheet all over again? In this exercise, you will use the same stock register saved as StockRegister.ods and learn the solution to such a problem. You will add a column which has the Unit Value of each item, after column C. Inserting a Column To learn how to insert a column, you will add a column for the Unit Value of each item, after column C in Figure ­8.1.

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Figure 8.1: Insert Column Position the cursor on the column header of Column D and click the left button of your mouse. The entire column gets selected as shown in Figure ­8.1. Click the right button of your mouse. A short cut menu box appears. Select the Insert Columns option (Figure 8.2). A blank column is inserted. There is a ripple movement of data, i.e. the contents of Column D move rightwards into Column E and so on. This is called inserting a column. You can now enter data in this column and update the worksheet. Note: The cell addresses in formulas have changed automatically.

Figure 8.2: Short Cut Menu Inserting a Row Just as you inserted a column, similarly a row can also be inserted in a spreadsheet. Position the cursor on the Row number (row header) on the left hand side, where you want to insert a row. The whole row is highlighted. Right click and insert a row! Add one more item in this spreadsheet by adding a row at row number 8. The spreadsheet will now look like the figure given below

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Figure 8.3: Insert a Row EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Practice by inserting more rows and columns in the spreadsheet above. 2. Prepare a stock register of the grocery items purchased at your home Create the spreadsheet as given below:

a) Calculate the total amount for each item (Quantity* Price per unit) and also the total amount for all items. b) Apply appropriate formatting to currency entries (Rs.) and numbers. c) Adjust the column widths where needed. Insert blank rows between column labels and data. d) Use alignments, fonts, borders and colors to format the “Furniture Details” worksheet. For example, put a border around the title, change the color of column headings to red and center all the entries in Column B. e) Create a header that includes your name and a footer that includes current date. Change page orientation to Landscape. f) Preview and print the worksheet.

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SESSION 9: FORMAT CELL AND ITS CONTENTS RELEVANT KNOWLEDGE Just as in a list that you create on paper or a report you may read, the information in a spreadsheet can be made more readable by formatting (bolding, shading, etc.) a cell and its contents. Open a new spreadsheet. Create the spreadsheet as given in Figure 9.1. It shows a partial list of items in a stationery shop. It shows the opening balance and closing balance for a month.

Figure 9.1: Items in a stationery shop You will now modify the appearance of the data i.e. format the data as shown in Figure 9.2.

Figure 9.2: Formatted Spreadsheet Notice that the above sheet has some additional effects to format it. What are adjustments and settings which have been done in the formatted spreadsheet? These are: Wrap Text: The text in row number 1 in Figure9.1 does not completely fit in the cell, as the cell width is smaller than the length of the text. Go to cell A1 and press the left button of the mouse and drag the mouse till cell E1 and release the left button. You will see that the cells A1 to E1 have been selected. Note: When a cell entry overlaps into adjacent cells and there is no entry there, the contents are visible. However, the moment and entry is made in the adjacent cell, the text gets truncated, i.e. It is there on the sheet but not visible. An alternate is to automatically make text appear on multiple lines in a cell. This means that you can format the cell so that the text wraps automatically using the Wrap Text function.

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Right­click and select Format Cells…. Click Alignment Tab Select Wrap text automatically Click OK

Figure 9.3: Format Cells dialog box OR Go to cell A1 and press the left button of the mouse and drag the mouse till cell E1 and release the left button. You will see that the cells A1 to E1 have been selected. Place the cursor anywhere between the selected cells and double­click. Notice the cells are auto­adjusted to fit content. Change Font: You have learnt to use Bold, italics and Underline in a word processor. The same functions are found in a spreadsheet too. The text in row number is Bold. Go to cell A1 and press the left button of the mouse and drag the mouse till cell E1 and release the left button. You will see that the cells A1 to E1 have been selected.

Figure ­9.4: Font option in formatting toolbar Press the Bold Icon from Formatting toolbar. The contents of the selected cells will change to Bold font. Similarly you can change the contents of any cell or a group of cells by selecting them and using the appropriate icon, B, I or U. Change Column Width: The text in column number C in Figure does not fit into the width of the column. The width of the column C can be increased to ensure that the entire text entered is visible. Figure 9.5 Take the cursor to the column header on top. Position it on the line between Column C and D. The cursor changes to a + with pointed right and left arrows.

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Click the left button of the mouse and you notice that the line dividing the columns is darker than the rest (refer. Now, with the left button pressed, drag to the right. You will notice that the width of the column starts increasing. Once you have the desired width, release the left button of the mouse. Cell Content Alignment: The numbers in Cells A2 to A11 are right aligned in that they are center aligned. To achieve this effect, do the following: Go to cell A2. Press the left button of the mouse, keeping it pressed, drag the mouse till cell A11 and then release the left button. You will see that the cells A2 to A11 have been selected. Click the symbol for Center alignment as shown in Figure 9.6.

Figure 9.6: Alignment Option in Formatting Toolbar To align position of the contents of a cell, you need to select that cell or the group of cells and then click on the appropriate symbol for Left, Center or Right alignment of text. Create a Border: The data in Figure 9.2 has Borders around each cell. To achieve this effect, do the following: Select cells A1 to E11.

Figure ­9.7: Adding borders Select Borders dropdown arrow from Formatting toolbar. Select (3rd row and 4th column) from the list of border designs. You will observe that each of selected cells get a border. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Open a new spreadsheet. Create the spreadsheet given in Figure 9.8.

Figure 9.8: Formatted Cells

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Note the following: Marks are displayed center aligned. Total marks are in Bold Font Names of the students are in italics. Contents in row 2 are in Bold and Italics. They are also center aligned. Cells B1 to H2 have been merged and center aligned. Hint: For merging the cells and center aligning the contents of the merged cell, use Merge Cells & Center Alignment shown in Figure ­9.9.

Figure 9.8: Merge Cells & Center Alignment Save the spreadsheet with the name Marks. SESSION 10: CUSTOMIZING THE INTERFACE RELEVANT KNOWLEDGE An interface is provided by the software vendor. There is a limited amount of customization possible. In this session, you will learn to customize the toolbar available at the top of the screen. Toolbars The toolbar is designed to help you quickly find the commands that you need to complete a task. Commands are organized in logical groups that are displayed together through toolbars. Things you can do Add to or rearrange the commands on the Toolbars. Change or remove a command or group on the Toolbar. Create new toolbars and include external icons. OpenOffice.org Calc displays Standard, Formatting, Formula Bar and Find toolbars by default. Adding a toolbar If you want to add additional toolbars, do the following: Select View > Toolbars. To display the Drawing toolbar, select Drawing from the list of toolbars. Figure 10.1: Toolbars Drawing toolbar will be displayed at the bottom of the spreadsheet as shown below.

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Figure 10.2: Drawing Toolbar Adding an item to the toolbar Select Tools dropdown menu and click Customize. Customize dialog box appears. Select Save As… from the Commands list (place a check in the checkbox). Click OK. Notice the command added to the toolbar as shown below.

Figure 10.3: Adding a button to the toolbar

Figure 10.4: Save As… command added to the toolbar EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Customize the Toolbar to include buttons that represent the commands that you frequently use.

SESSION 11: USE CURRENCY SYMBOLS RELEVANT KNOWLEDGE When spreadsheets are used in accounting, we often need to show money and cash balances using currency symbols. Create the spreadsheet shown in Figure 11.1.

Figure 11.1 The price given in this sample spreadsheet does not indicate whether it is in Dollars or Rupees or in Euros. If you want to display numbers as amounts, you need to format the numbers as currency. To do this, apply the Currency format to the cells. A currency symbol can be inserted in two ways. These are:

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Locate the Number Format: Currency button from the toolbar.

Figure 11.2: Number Format: Currency button Select Cell E3. Click on the Number Format: Currency button. The amount 40 would be displayed as shown in Figure 11.3. Repeat this procedure for other cells containing the price.

Figure 11.3 By default the current is set based on language preferences. To change the currency format, do the following: Select Tools > Options. Select Language Settings > Language.

Figure 11.4 ­ Currency settings Click dropdown menu under Default currency, scroll and select INR Hindi.

Figure 11.5 ­ Currency Selection List Click OK.

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Now select cell E3 and click on the Number Format: Currency button. Notice the currency displayed next to the number value (figure below).

Figure 11.6 Use right click button Select the cell in which currency symbol is to be applied, example E4. Right click the mouse. A short cut menu as shown in Figure 11.7 appears. Click on the option Format Cells. A Format Cells dialogue box appears. Select Numbers tab (Figure 11.8).

Figure 11.7

Figure 11.8 Select Currency from the list under Category. Select the currency from the dropdown list under Format. Choose the desired format, decimal places and leading zeroes, and click OK. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Create a spreadsheet with the quantity and price of items purchased at your home.

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SESSION 12: FORMAT CELL CONTENTS – FONT STYLE AND SIZE RELEVANT KNOWLEDGE We have already learnt to apply some formatting options. In this exercise we will learn some more formatting options. Create the spreadsheet given in Figure 12.1. You can change the font (style of writing), for a cell or a group of cells. You will learn to do it in two ways, in this exercise – using toolbar icons and using shortcut menu. Using the Icons from the toolbar From the formatting toolbar, click on the down arrow on the Font box (refer Figure 12.1). A list with various font options appears as shown in Figure 12.2. Select Trebuchet MS font. You would observe the font (style) of the text in cell A2 changes (refer Figure 12.3). Now go ahead and follow the same steps for changing the font style of others cells, to what is written in the text. The spreadsheet will appear as in Figure 12.4.

Figure 12.1 Figure 12.2

Figure 12.3: Trebuchet MS Font in Line­1 Figure 12.4: Different Fonts Use Short cut menu and the dialog box We will restart with Figure 12.1. Position the cursor in cell A2 and right click the mouse button. Shortcut menu shown in Figure 12.5 will appear. Click on Format Cells…. A Format Cells dialogue box appears. Click on the Font tab (refer Figure 12.6).

Figure 12.5: Short cut menu Choose the font Trebuchet MS. If needed, use the scroll bar.

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Repeat this for changing the font of text in all the other cells.

Figure 12.6: Format Cell dialogue box You have learnt how to change font style of contents of a cell or a group of cells. In a similar way it is possible to change font size of contents of a cell. Create the spreadsheet as shown in Figure 12.7. Then change font size of the contents of the individual cells, as shown in Figure 12.8.

Figure 12.7 Figure 12.8: Different font sizes The steps to do this are similar to what you followed for changing font style The only difference is that now you need to use the option of changing font size, instead of the font style EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Create any spreadsheet. Now change both the font style and font size of the contents of the individual cells.

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SESSION 13: DELETE COLUMNS AND ROWS RELEVANT KNOWLEDGE You had learnt to insert a row and a column in an existing spreadsheet. In a similar way, you can delete any row of column in a spreadsheet. Select the row or the column to be deleted. Right click the mouse. A short cut menu as shown in Figure 13.1 appears. Choose the option Delete. The selected row or column will be deleted. (Note: The data contained in that row or column will also get deleted.

Figure 13.1: Short cut menu Select Edit dropdown menu, click Delete Cells. A Delete Cells dialog box appears. Select Delete entire (row)s to delete the selected row, and click OK. Select Delete entire column(s) to delete the selected column, and click OK.

Figure 13.2, Delete Cells dialog box Create a spreadsheet as shown in Figure 13.3.

Figure 13.3 Delete the column containing the Roll No. Delete the row containing the record of Vikas Maheshwari. Once you have done this, the spreadsheet would like in as shown in Figure 13.4.

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Figure 13.4 EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Create a spreadsheet. Select two adjacent rows together and delete them. Now select two adjacent columns together and delete them. 2. Create a spreadsheet. Insert three columns together in this spreadsheet. Now insert four rows together in this spreadsheet.

SESSION 14: SPELL CHECK RELEVANT KNOWLEDGE Like a word processor, you can check spelling mistakes in a spreadsheet. Create a spreadsheet as shown in Figure 14.1. This spreadsheet has some spelling errors. Make sure that the text you enter has the same or more mistakes.

Figure 14.1: Spreadsheet with errors Figure 14.2 Select Tools > Spelling… as shown in Figure 14.2. Click on the Spelling option and the spreadsheet software will show the Spelling: English (USA) dialogue box, as in Figure 14.3. Either you accept the suggestion by clicking on the Change option, or, you type the correct spelling in the topmost box on the left (in this dialogue box). Once you have corrected the mistake, the rest of the worksheet continues to be checked.

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Figure 14.3: Spelling dialogue box EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Correct the spelling mistakes using the Spell check tool for the spreadsheet created in this session.

SESSION 15: BORDER THE CELLS RELEVANT KNOWLEDGE Under the formatting toolbar, there is an option of applying borders to the cells, as shown in Figure 15.1.

Figure 15.1: Icon for Border If you click on the down arrow, as shown above, a further list of options for borders appears, as shown in Figure 15.2. To apply the borders to a particular cell of a group of cells, first select those cells and then apply the border, using this option.

Figure 15.2: Different options for borders Create a spreadsheet as shown in Figure 15.3. Use formulas to calculate quarterly totals and profit.

Figure 15.3: Spreadsheet with borders Use another method to border the cells, as given below: Select the cell of the group of cells (Range), on which you want to apply the border and right click. A short cut menu appears, as shown in Figure 15.4. Choose the option Format Cells. A Format Cells dialog box appears. Choose the tab for Border as in Figure 15.5. Select the appropriate border.

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Figure 15.4 Figure 15.5 EXERCISE Perform the following activities till you are confident: S.N Activities o. 1. Create the following spreadsheet:

Apply a double­lined border.

SESSION 16: COLOUR THE CELLS RELEVANT KNOWLEDGE The method for Coloring cells is similar to that for bordering the cells as shown in Figure 16.1.

Figure 16.1: Icon for applying color Use the same spreadsheet which you created for bordering the cells. Use the Color option and apply grey color to some of the cells, so that it looks like the spreadsheet in Figure 16.2.

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Figure 16.2: Some cells with Color (shades of grey) You can now use other colors also, to further improve the appearance of the spreadsheet. Select the cells, right­click and select Format Cells…. Click on the Background tab.

Figure 16.3: Background color selection box EXERCISE Perform the following activities till you are confident: S.N Activities o. 1. Apply colors to the table created in the previous session (as shown below).

SESSION 17: MANAGING WORKSHEETS IN A WORKBOOK RELEVANT KNOWLEDGE When you open a new workbook, it has three worksheets as shown in Figure 17.1. The default names given to them is; Sheet1, Sheet2, and Sheet3. Each of these worksheets can have data entered in them. When you save the workbook in a file, the complete

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Figure 17.1: Workbook with three worksheets Figure 17.2: Sheet2 displayed If you click on Sheet2 tab, it gets displayed, as shown in Figure 17.2. Renaming a worksheet You can change the name of the worksheet, to give it a meaningful name. For example if the name of Sheet2 is changed to Attendance, and name of Sheet3 is changed to Marks, it is more meaningful. If you double click on the Sheet tab, it displays the Rename Sheet dialog box as shown in Figure 17.3. Now you can type in the new name. (Note: single click makes the sheet active and double click for renaming).

Figure 17.3: Rename Sheet dialog box Figure 17.4: Renamed worksheets Add a worksheet You can add more worksheets in a workbook. Right­click at the bottom near the sheet name and options will appear as shown in Figure 17.5.

Figure 17.5 Figure 17.6 Select Insert Sheet… from the menu, an Insert Sheet dialog box appears as shown in figure 17.6. Specify the number of sheets if you want to insert and click OK.

Figure 17.7

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Remove a worksheet You can delete (remove) any worksheet from a workbook. Select the worksheet to be deleted by right­clicking on its name. A confirmation dialog box pops up. Select Yes to delete the worksheet. In the workbook, Sheet1 has been deleted by following these steps, as shown in Figure 17.8.

Figure 17.8 EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Rename a worksheet. 2. Add a worksheet. 3. Remove a worksheet.

SESSION 18: PRINT A WORKSHEET RELEVANT KNOWLEDGE The method for printing a worksheet is almost similar to the one you used for printing a document in a word processor. Print a worksheet ­ with default settings Open any of the workbooks created be you in the earlier exercises. Select File > Print. The worksheet will be printed. Do make sure that you have a printer connected to your computer. To print a selected area of the spreadsheet, do the following: Select the cells that you want to print. Select Format > Print Ranges > Define. The automatic page break lines are visible on the screen. You can check the print range using the File> Page Preview option. After defining a cell range, you can add more cells to it enabling multiple areas of the same sheet (not the whole sheet) to be printed together. To practice, do the following Select the cells that you want to add, for example: select cells A1 to A10 and E1 to E10. Click Format > Print Ranges > Add.(This adds extra cells to the print range) to add the selected range. Select File > Print. Notice that only the selected cells are printed.

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Figure ­18.1: Print Range option in Format dropdown menu To modify the range, do the following: Select Format > Print Ranges > Edit. An Edit Print Ranges dialog box appears as shown in Figure 18.2. Notice the selected range is displayed.

Figure 18.2 To add another cell or range,do the following: Type the cell range separated by semicolon. For example, select cells G1 to G10 and Click OK. To view the print range, do the following: Select View > Page Break Preview.

Figure 18.3 Notice the range displayed. Print a worksheet – Using Page Layout This above specified method of printing is useful, when the data in the worksheet is not large and can easily fit into one page. In case the file has large amount of data, which will get printed on multiple pages, then you can adjust the settings using the options available under Format>Page. A Page Style: Default dialog box open. Use the Page tab of this dialog box to make further modifications. Margins: Using this option you can change the margin settings for Top, Bottom, Left and Right Margins of the printed page. Orientation: Using this option you can change the orientation of printing to either

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Portrait or Landscape. In portrait mode, the height of the paper is more than the width and vice­versa in landscape. Format: This option helps you to change the size of the paper being used for printing. Printing is usually done using either A4 or Letter sized paper.

Figure 18.4: Page Setup dialogue box EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Create your class time table using a spreadsheet. Apply borders, appropriate font style, font size, column widths, content alignment, etc. to make it appear attractive. Print this time table.

UNIT OBJECTIVES ATTAINMENT FORM Objective Sno. Performance Standards Attained YES NO Understand what is a spreadsheet. Start spreadsheet software. Identify the elements of a spreadsheet. Open a new spreadsheet. Understand about different types of data. Save a created spreadsheet. Understand file names given by different software. Close a spreadsheet. Enter data in cells. Understand about alignment of each data type.

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Objective Sno. Performance Standards Attained YES NO Calculate totals using addition in a spreadsheet. Subtract numbers in a spreadsheet. Copy­paste a formula. Copy­click and drag – paste a formula. Wrap text in a cell. Change the Font of a cell/range of cells. Change the column width. Create a cell border. Merge cells and center align text in it. Use multiplication in a spreadsheet. Use division in a spreadsheet. Apply the % symbol to cells. Insert and Delete a column in a spreadsheet. Insert and Delete a row in a spreadsheet. Apply currency symbol using Accounting Number Format button. Apply currency symbol using right click. Change the font style and size of cell contents. Identify and correct spelling errors using Spell check function. Apply borders to cells. Apply color to cells. Rename a worksheet. Add a worksheet. Delete a worksheet. Print a worksheet with default settings. Print a worksheet with customized settings.

MASTERING PRESENTATIONS

This level assumes no prior exposure to using presentation software and introduces the fundamental concepts of Presentations. The student is encouraged to use different presentation software, so that he/she becomes familiar with basic concepts and skills in using any presentation software.

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Unit Information

Unit Name: Mastering Presentations Unit Code: U106­NVEQF2012 Pre­Requisite: This unit assumes that the student has no prior knowledge of using presentation software. This unit introduces the fundamental concepts of presentation software.

Unit Descriptor: This unit focuses on building abilities in the student so that he/she can confidently perform the following tasks: Get started with presentations. Identify elements of the user interface, view a presentation. Save a presentation. Create a basic presentation. Select a presentation type. Enter and edit text, format text placeholders, add slides to a presentation. Arrange slides, work with themes. Format text on slides, apply character styles, format paragraphs. Add graphical objects to a presentation, insert images into a presentation, add shapes. Add visual style to text in a presentation.

Elements and Performance Standards

Elements define the critical learning outcomes of a unit of competency. Performance standards specify the level of performance required to demonstrate the achievement of the element by the student. Element Performance Standards Introduction to Digital Understand what is presentation software. Presentations Understand benefits of an electronic presentation. Start presentation software. Identify the elements of a presentation interface. Open – Create ­ Save – Open a new presentation file. Close Presentation Save the file. Close the file. Understand naming conventions of different vendors. Create a Simple Create a presentation with multiple slides. Presentation Add new slides. Save the file. Re­open the saved file. View a Presentation – Understand the types of Views in presentation

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Slide Show View software. Identify the GUI icons for Views. Start a slide show. Run a slide show. Exit a slide show. Edit Text Change the font size and style of text in a presentation. Change the color of text in a presentation. Create a listed text with bullets and numbering. Use bold, underline and italics on text in a presentation. Create several textboxes on the same slide. Enter text in text boxes. Insert Image in a Copy an image from the net and position it in a Presentation slide. Browse for an image on the computer and insert it in a slide. Add Shapes in a Add a shape in a slide. Presentation Format the shape. Use various shapes to create a diagram on a slide. Presentation Themes Understanding what are themes and why use them? Selecting a theme for a presentation. Change design of a Changing the background style of a Presentation presentation. Formatting the background of a presentation. Slide Sorter View: Understand use of a slide sorter view. Arrange, Delete and Add Add a slide in a slide sorter view. slides Delete a slide in a slide sorter view. Move slides in a slide sorter view. Understand the limitations of a slide sorter view. Print a Presentation Understand all elements of the print dialog box. Print using default and customized settings. Create a Presentation Create a presentation on a topic of your choice. Create a birthday card. Create a poster.

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SESSION 1: INTRODUCTION TO DIGITAL PRESENTATION Imagine a scenario ­ you want to make a presentation on a particular topic to your class along with text, images, figures, drawings, etc., ­ how would you go about doing it? You could have a choice of using a blackboard, posters, whiteboard, pamphlets, chart­paper, hand­outs or overhead transparencies. Presentations made using presentation software provides an alternative to the older kind of visual aids. Presentation software can be used to present a formal display of information organized onto slides. A digital presentation is a useful method to show or explain a concept to an audience. A presentation program (also called a presentation graphics program) is actually a computer software package used to display information; normally in the form of a slide show. It typically includes three major functions: An editor that allows text to be inserted and formatted A method for inserting and manipulating graphic images A slide­show system to display the content. Presentations can be used for a variety of tasks. For example: Creating slides to display information. Slides may contain text, pictures, shapes, sound and video. A collection of slides is called a presentation. Present the information in an attractive manner. Show the presentation using a computer, or display it using a data projector or take paper printouts. Why would you create a presentation vs. using a word processed document? It depends, but typically you would use a presentation under the following circumstances: When you want a large group of people to view what you are talking about on a projected screen you would use presentation software. But when you want to share information with a couple of people, you might use a document. In other words, if the material is to be viewed by others in a meeting, you may use presentation software. If it is to be viewed by the other readers on a screen or through print, use documents. When you want to make the material more interesting with graphics, tables, pictures and other media, you may use presentation software. Word processors have limited multi­media capabilities. When you have a lot of information that needs to be written down, use word processor documents. When shorter point­wise information (like a summary) would be sufficient, you may use presentation software.

RELEVANT KNOWLEDGE After having learnt the basics of a word processor and spreadsheet software, you are now familiar with selecting the commands from toolbar and also choosing different options by clicking on the appropriate icon. In this session, you will take a short tour of the different dropdown menus and some of the options under each dropdown menu.

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Figure 1.1: User Interface As shown in Figure 1 the Ribbon has nine dropdown menus; namely, File , Edit, View, Insert, Format, Tools, Slide Show, Window and Help. Each dropdown menu further consists of submenus and commands; commands are available through toolbars. File Menu: Create, open, Close and Print files. Edit Menu: Cut, Copy, Paste, Undo, Redo, etc. View Menu: Views, Ruler, enable or disable toolbars, etc. Insert Menu: Slides, Table, Picture, etc. Format Menu: Paragraph, Bullets and Numbering, Alignment, Slide Design, etc. Tools Menu: Spelling and Grammar, Gallery, Macros, etc. Slide Show: Slide Show settings, Animations, Slide Transitions, etc. Window Menu: Close and Open new window. Help Menu: Help and Product Updates. Some of the most popular presentation software are: MS­PowerPoint Open Office – Impress Google Documents Getting started with Presentation software To start you can choose any of the above software to start creating presentations. We would encourage you to start learning presentations by using either the OpenOffice.org Impress or Microsoft PowerPoint. Make sure that this software is already installed in your computer. You can start using OpenOffice.org Impress software, by performing any one of the following steps: a) Double Click on a shortcut of the OpenOffice.org Impress icon, if available, on the desktop; or b) Click Start > All Programs > OpenOffice.org 3.4 > OpenOffice.org Impress If you are using any other presentation software, the steps to start it would be almost identical to what is given above. After you start the OpenOffice.org Impress, the following screen (Figure 1.2) would be displayed.

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Figure 1.2 OpenOffice.org Impress displays options for creating presentation through the Presentation Wizard (Figure 1.2). Click Create to create a presentation. An empty presentation will be created and displayed. Some of the components of the screen displayed are given below.

Figure 1.3: Components of OpenOffice.org Impress If an Microsoft PowerPoint Presentation is opened, it looks like the figure below. You

Page 283 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query would notice that the look and feel of the MS­PowerPoint and OpenOffice.org­Impress presentation software is quite alike. You would also observe the differences in the icons and layout. Most of the presentation software have similar functions and features, with minor differences in the way the tabs, icons, dialogue boxes and functions are arranged.

Slides / Outline tab Slide Pane

Notes Pane

Figure 1.4: Microsoft PowerPoint EXERCISE Perform the following activities till you are confident: S.No. Activities 1. State the purpose of using a presentation software. 2. Identify the icons on the user interface and describe their uses. 3. Start digital presentation application.

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SESSION 2: CREATE, SAVE AND CLOSE A PRESENTATION This exercise begins with creating a new file in the presentation software and then saving it. To begin with, let us create a simple presentation. Before creating the presentation, create a folder “D:\IT Class IX\PPT_Practice” where you will store all the files that you create. RELEVANT KNOWLEDGE Opening a presentation file Start the presentation. When you start a file with a default name is given by the presentation software. Microsoft PowerPoint names it Presentation1, whereas OpenOffice.org Impress names it as Untitled1. After starting Impress, you will see a screen with two text boxes. Enter the text in each of the text boxes, as shown in Figure 2.1. This first slide of a presentation referred to as Title Slide.

Figure 2.1: Title Slide Figure 2.2: New Slide with Text Added Click on the Slide dropdown menu from Presentation Toolbar and select Title, Content from the list. Enter the text, as shown in Figure 2.2. Hint: Bullets are available by default. You have learnt to use them while creating documents. Use your knowledge to work with them here. Do you see any similarities? Saving a presentation Save this file and give it the name First. Follow the same steps as you used for saving a file in word processor or spreadsheet. Now this file will be saved in OpenOffice.org Impress with the name First.odp. The first part is the name of the file and .odp is the extension name. Similarly if you are using Microsoft PowerPoint, the file is saved with the name First.pptx. Microsoft PowerPoint gives an extension name of .pptx to a presentation file. Closing a presentation Now close this file by either clicking on the cross symbol “X”, that you see on the top right hand corner of the screen, OR, clicking File > Close. Re­Opening a presentation Now re­open the above file. Add one more slide to it and also add some text in the new slide. Save it with a different name – e.g. Second. EXERCISE

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Perform the following activities till you are confident: S.No. Activities 1. Create a new blank presentation. 2. Enter the text in the title slide. 3. Add a new slide and enter text in it. 4. Save the presentation. SESSION 3: CREATE A SIMPLE PRESENTATION RELEVANT KNOWLEDGE In this exercise you will create a simple presentation, using the default slide design provided by the presentation software. To make creating slides a simple task, each new slide comes with a pre­formatted template for you to enter your information. You can change this format to suit the type of information you want to display. In the earlier exercises, when you added a new slide in a presentation, it had two boxes, as shown in Figure 3.1. The box on the top is where you write the title of the slide. In the bigger box, you enter the main content.

Figure 3.1 It is also possible to create a slide, as shown in Figure 3.4 by using the built­in layouts. Notice that the there are two boxes for writing the content on the slide. Layouts You can change the layout of a presentation using pre­defined layouts available in the presentation software or create your own layouts. To insert a new slide using a default layout, do the following: Click on the Slide dropdown menu from Presentation toolbar as shown in Figure 3.2.

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Figure 3.2 Figure 3.3 Select Title and 2 Content from the list. Notice a slide with 2 content boxes is inserted as shown in Figure 3.3. A sample filled with content is shown below in figure 3.4.

Figure 3.4 Custom Layout To create a new layout by inserting additional textboxes, do the following: Click on the Slide dropdown menu from Presentation toolbar. Select Title, Content from the list. Click on the rectangular box at the bottom drag the side of the box to the left, to reduce the width of the box to approximately half. The slide will look as shown in Figure 3.5.

Figure 3.5 Figure 3.6 Enter one or two words in this text box. Select this box. Select Edit dropdown menu and click Duplicate… as shown in Figure 7. The Duplicate dialog box appears, click OK. You will find a copy of the rectangular box as shown in Figure 3.7.

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Figure 3.7 Figure 3.8 Move the duplicated textbox box by dragging it and place it as has been done in Figure 3.8. Repeat the procedure to create three or four text boxes in the same slide (Refer Figure 3.9).

Figure 3.9 Creating a simple presentation Open a new file using presentation software. Create the following presentation. Manners & Etiquette

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Save the presentation with the name Manners. Close the presentation software.

EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Create a simple presentation. 2. Create a presentation with text boxes.

SESSION 4: VIEW A PRESENTATION – SLIDE SHOW VIEW After you have created all the required slides in the presentation, you need to view the slides. You can project the presentation on the full screen of the computer. Your presentation can be also be viewed a projection device or an LCD screen if your computer is connected to it. RELEVANT KNOWLEDGE There are there primary ways in which you can view the presentation on your computer. The selection of a particular view is based on the purpose for which you want to view the presentation. The three primary views are: Normal: You are already familiar with this view. You used this view while creating the slides in the previous exercises. In this view, you can see slide pane, workspace, tasks pane, etc. (Refer Figure 1.3 Slide Sorter: This view enables you to easily arrange, move, delete, and reorder slides.

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Slide Show: This view is used to show the presentation to other people, either directly on your computer / computing device or by connecting it with a projector.

Figure 4.1 Slide Show view When you are creating slides, you see thumbnails in the Slides pane. However, you see how your presentation would look when executed (run), you use the Slide Show view. Open the presentation which you had created in the previous exercise (Manner.odp). When you open any presentation, the default view is the Normal View. On the top right of the screen, you will see the icon for slide show (Figure 4.1). To show the presentation in a slide show view, follow the steps given below: Open the presentation and click on the Slide Show icon. The current slide is shown on the entire screen. You can move to the next slide by clicking your mouse or using the Enter key. You can also move across slides by using the following keys : Pgup and Pgdn. Up Arrow and Down Arrow. Right­click the mouse. A short­cut menu appears which provides further options. Use these options and see what happens. To exit the Slide Show view, either use the Esc key or right­click and select End Show… from the shortcut menu. The view automatically moves to Normal mode, once you click on the last slide. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. View a presentation using slide show view.

SESSION 5: EDIT TEXT FONT STYLE, SIZE AND COLOR In this exercise you will learn to change and customize the font sizes, style and color, to make the presentation clear, eye­catching and meaningful. RELEVANT KNOWLEDGE Use the presentation you created earlier (Manners.odp). Change the font color of the titles of each of the slide, to your favorite color. To do this: Select the text, whose color has to be changed. Use the options from toolbar to change:

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Font Face. Font Size. Color of the fonts. Save your presentation. Make this presentation as attractive as you can make by using your creativity.

Figure 5.1: Text editing options Note: If the above toolbar is not visible, select any text within the presentation to display the toolbar. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Change the font size of the text. 2. Change the font style of the text. 3. Change the color of the text.

SESSION 6: EDIT TEXT IN A PRESENTATION

RELEVANT KNOWLEDGE In this session you will apply some of the options available in the formatting toolbar to edit the slides. You need to edit this presentation and make it look like as shown in Figure 6.1.

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Figure 6.1 To create the above slides, you need to use many options from the formatting toolbar. You can insert additional text through text boxes; to insert a text box do the following: Select View > Toolbar > Text. The Text toolbar appears as shown in figure below.

Figure 6.2: Text toolbar Select the Text icon . Click and drag to draw a text box anywhere on the presentation. Add and format text as required. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Add a text box in a presentation. 2. Enter text in the text box. 3. Edit the text in the presentation. 4. Save and close the presentation. 5. Identify the different options for formatting text in presentation software.

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SESSION 7: INSERT IMAGE IN A PRESENTATION RELEVANT KNOWLEDGE It is said that “A Picture speaks louder than a thousand words”. Presentations can be enhanced substantially by adding images and pictures in it. In this session you will learn to add a picture in a slide. You will also learn to search for a picture from the internet and insert it in a slide. Do the following: Open a new presentation file. Create the 2 slides as shown in Figure 1 & 2 and enter the text. Open any Web Browser. Search for an image of “Stephen Covey”. (He is the author of the book “Seven habits of highly effective people”) Save any of the images of Stephen Covey. (Hint: This you can do by right clicking on the image and selecting the option Save Image in the short­cut menu that appears.)

Figure 1 & 2 Select Slide­2. Select Insert > Picture > From File…. Browse on the net and select the picture, click Open. The selected picture is inserted on the slide.

Figure 7.3 Re­size the picture. (Hint: Click on the picture. You will see small rectangular boxes on the edges of the picture. Click on any one of these boxes. The cursor shape changes

Page 293 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query to that of an arrow. Now drag the box by left­clicking the mouse and keeping it pressed.). Re­size and position the picture at the appropriate position on the slide. For moving the image on your slide, keep the cursor in the middle of the image. The cursor shape turns into a plus symbol with four arrow head. Drag the image by keeping the left button of the mouse pressed. Save the presentation. Create the slides shown in Figure 7.4 & 7.5. Insert at least two relevant pictures in each of the above slides. Re­size and position them appropriately to get the best output.

Figure 7.4

Figure 7.5

EXERCISE Perform the following activities till you are confident: S.No. Activities

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1. Insert and manipulate an image in a presentation. 2. Resize and rotate the image. n.Session 8: Add Shapes in a Presentation RELEVANT KNOWLEDGE Slides in a presentation can be enhanced by adding Shapes. There are many shapes available as a part of the presentation software. In this exercise, you will add a shape as shown in the slide in Figure 8.1.

Figure 8.1 Open a new presentation file. Add a slide and enter the text shown in the slide above. Select View dropdown menu, point to toolbars and click Drawing from the list to display the drawing toolbar. Drawing toolbar will appear at the right bottom of the screen as shown below.

Figure 8.2 Choose appropriate shape from the Drawing toolbar (a cloud callout was selected in the figure above). In case the shape shown the slide is not available in the software you are using, select any other similar shape. The cursor changes to a + symbol when you move it on the slide. Left­click and drag the cursor and then, when you have the desired size, release the mouse button. The shape selected shape is created. Adjust the size of the shape added. You can enter the text “Do you know the origin of the term “Computer Bug”? in this shape. To add the text, select the shape and press F2 (Function key on the keyboard).

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To format this shape, i.e. changing its colour, outlines etc., do the following: Right­click and select Edit Style…. from the context menu as shown in figure below.

Figure 8.3 The Graphics Styles: Default dialog box appears as shown below. Select appropriate tab to change color, font, etc.

Figure 8.4 Shapes can be used to create diagrams in a presentation. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Create 6­7 slide presentation in any one of the following areas. A tourist place. Your family. Your favourite teacher. Your favourite leader. Your favourite actor / actress. A country. While making this presentation use the following features. Text Font, Style (Bold, Italic), Size, Color. Alignment of text – left, right, center, justify. Bullets, Numbering. Background effects – Fill gradient, texture, pattern, picture in the

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background of the slides, or color of the background. Insert a Picture. 2. Create a presentation showing Input­Process­Output concept.

SESSION 9: PRESENTATION THEMES RELEVANT KNOWLEDGE Presentation software helps in preparing attractive colourful presentations. When you open a new file in presentation software, the default design is simple black and white. However, It is possible to have different designs in a presentation. Most of the presentation software offer, pre­defined designs called Presentation Themes. You can use these to enhance presentations. They have different backgrounds, colours, designs and font types. Using a different “theme” can significantly change the way the presentation looks. Some examples of such Themes available in presentation software are shown in Figure 9.1.

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Figure 9.1 To view themes, do the following: In the Tasks pane, expand the subsection Master Pages. List of themes will appear as shown below in Figure 9.2.

Figure 9.2 You can select an existing theme, by doing the following: Choose a theme from the Available for Use section of the Master Pages. Click on the theme that you want to use. The theme is applied to the presentation. Use this file with the Theme selected by you and create a presentation with a title slide and four more slides. The text for the presentation is given below.

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GREETINGS Every interaction starts with some form of greeting. Given below are some statements we generally make whenever we greet someone. Greeting a friend: Hi! How are you doing? Hey! It has been a long time since we last met! Hi! What are you doing now? Hey! How’s life? Greeting an acquaintance: Hello! How are you? Hello! How have you been? Good morning/afternoon/evening! All’s well? Greeting a stranger: Hello! Insert some appropriate pictures and / or shapes in the above presentation. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Select theme and prepare a presentation. 2. Open an existing presentation, which you made in one of the earlier exercises. Change the Theme of this presentation. You need to select a theme from the Master Pages list. Try applying different themes to the same presentation. Save the presentation. SESSION 10: CHANGE DESIGN OF A PRESENTATION RELEVANT KNOWLEDGE Themes are an inbuilt part of the presentation software. You can also make changes in the design of the presentation by using other features available in the presentation software. In this session, you will learn to make basic design and visual changes to the presentation that you made earlier. In fact you can pick up any of the presentations which you have in the earlier exercises for this session. You can use different options to change background color or picture within the presentation software. To format the background with color, do the following: Right­click anywhere on the slide, a popup menu appears as shown below in Figure 10.1.

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Figure 10.1 Select Page Setup… from the context menu. Page Setup dialog box appears as shown below in Figure 10.2.

Figure 10.2 From the Fill dropdown menu, select Color. A list of pre­defined colors will be displayed. Choose a color from the list and Click OK. Page Settings dialog box appears as shown below Figure 10.3.

Figure 10.3 If you want this color to be applied to all slides, select Yes. If you want this color to be applied only to the current slide, select No. The selected color will be set as a background for the slide. To format the background using a picture, do the following: Right­click anywhere on the slide, a popup menu appears as shown below. Select Slide > Set Background Picture for Slide… from the context menu. The Set Background Picture for Slide... dialog box appears, browse and select a picture. Click Open. The Page Settings dialog box appears. If you want this picture to be applied to all slides, select Yes. If you want this picture to be applied only to the current slide, select No.

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The selected picture will be set as a background for the slide. Now try out other options of Gradient, Hatching and Bitmap. Observe what changes occur in the presentation. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Open a presentation and change the design of presentation.

SESSION 11: SLIDE SORTER VIEW – ARRANGE, DELETE AND ADD SLIDES RELEVANT KNOWLEDGE So far you have learnt to view a presentation using the Slide Show view. Another view that is frequently used in presentations is the Slide Sorter view. Slide sorter view is a window that displays thumbnail versions (small size) of all your slides, arranged in horizontal rows. This view is helpful when you want to: Make global changes to several slides at one time. Rearranging or deleting slides. Move, copy, or delete a lot of slides. However, there is a limitation that you cannot edit the contents of a slide in this view. To edit the contents of a slide you can use the Normal view. In Slide Sorter view, a presentation looks like the one in Figure 11.1.

Figure 11.1: Slide Sorter View To view the slides in a Slide sorter view, click the option Slide Sorter tab.

Figure 11.2

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To add a slide in Slide Sorter view: Position the cursor between the two slides, where you want to add the blank slide. Select Insert dropdown menu and click Slide. A new slide is inserted. To delete a slide in Slide Sorter view: Select the slide to be deleted. Press the Delete key on your keyboard or select Edit dropdown menu and click Delete Slide. The selected slide is deleted. To move a slide in this view: Select the slide to be moved, and drag it with the left button of the mouse pressed, to the place, where you want to move the slide. You can also select multiple slides by using the combination of Shift key (for slides adjacent to one another) or Ctrl key (for slides at different positions in the presentations) and the left button of mouse. Try selecting multiple slides and deleting them together. Try selecting three slides and then moving them together into another place. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Rearrange the slides using slide sorter. 2. Add slides in between the slides. 3. Delete the unwanted slides. 4. Move a slide.

SESSION 12: PRINT A PRESENTATION RELEVANT KNOWLEDGE Normally a presentation is made for showing it on a computer or data projector to a big audience. Many presenters also provide a print copy of the presentation. In this session you will learn to print a presentation. The basic steps to print a presentation are quite similar to what you followed for printing text documents and spreadsheets. These are: Click File > Print. The Print dialog box appears as shown in Figure 12.1.

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Figure 12.1: Print dialogue box From the Printer list, select the printer that you want to use if you have multiple printers. In the Number of Copies box, enter the number of copies you want to print. To print all slides, select All slides in Range and copies option. To print only the slide that is currently displayed, select Selection. To print specific slides by number, select Slides, and then enter the slide numbers, range, or both. Use commas to separate the numbers and no spaces, for example, 1, 3, 5­12. If you want to print Handouts, select Handouts from Document dropdown menu under Print section. Click Print.

EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Create a “Birthday” card for your friend or brother or sister or teacher. 2. Design a poster on any one of the following topics: Invite all students of your school to the Computer Festival. Invite all students of class 11­12 for a blood donation camp. Inviting all students of your class to a picnic. Inviting all students for the Annual Sports day of your school. 3. Print a handout of the presentation with 2, 4, 6 slides on a page.

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Here are some additional exercises that you can give to the students for practice. EXERCISE­1: CREATE A PRESENTATION ON A TOPIC In the above exercises, you have learnt the basics of creating a presentation. In this exercise you will create a presentation on a specific topic of your choice. You need to create a 6­7 slide presentation in any one of the following areas.

A tourist place Your family Your favourite teacher Your favourite leader Your favourite actor / actress A country While making this presentation use the following features. Text Font, Style (Bold, Italic), Size, Color Alignment of text – left, right, center, justify Bullets, Numbering Background effects – Fill gradient, texture, pattern, picture in the background of the slides, or color of the background Insert a Picture Insert a shape EXERCISE­2: CREATE A BIRTHDAY CARD Create a “Birthday” card for your friend or brother or sister or teacher.

EXERCISE3: CREATE A POSTER Design a poster on any one of the following topics: Invite all students of your school to the Computer Festival. Invite all students of class 11­12 for a blood donation camp. Inviting all students of your class to a picnic. Inviting all students for the Annual Sports day of your school. Or choose a topic of your interest for the poster.

UNIT OBJECTIVES ATTAINMENT FORM ­ PRESENTATION Objective Sno. Performance Standards Attained YES NO Understand what is presentation software. Start presentation software. Identify the elements of a presentation interface. Open a new presentation file. Save and Close a new file. Understand naming conventions of different

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presentation software. Create a presentation with multiple slides. Add new slides. Re­open a saved file. Understand the types of Views in presentation software. Start a slide show. Run a slide show. Exit a slide show. Understand the contents of each group in the Ribbon. Create several textboxes on the same slide. Enter text in text boxes. Change the font size and style of text in a presentation. Change the color of text in a presentation. Create a listed text with bullets and numbering. Use bold, underline and italics on text in a presentation. Copy an image from the net and position it in a slide. Browse for an image on the computer and insert it in a slide. Add a shape in a slide. Format the shape. Use different shapes to create a diagram on a slide. Understand what are themes and their usage. Select a theme for a presentation. Change the background style of a presentation. Format the background of a presentation. Understand use of a slide sorter view. Add a slide in a slide sorter view. Delete a slide in a slide sorter view. Move slides in a slide sorter view. Understand the limitations of a slide sorter view. Understand all elements of the print dialog box. Print using default and customized settings. Create a presentation on a topic of your choice. Create a birthday card. Create a poster.

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INTRODUCTION TO EMAIL

Assuming no prior knowledge, this unit introduces the basic fundamental concepts of Electronic Mail (email). The student is encouraged to use e­mail, so that he/she is familiar with basic concepts and skills in using any e­mail software.

Unit Information

Unit Name: Introduction to email Unit Code: U107­NVEQF2012 Pre­Requisite: None

Unit Descriptor: After going through this unit, the student has the ability to carry out the following functions of e­mail: Get started with messaging. Identify the user interface. Get familiar with the e­mail ribbon. Identify the tabs and commands in the message form. Use help. Create an email message, use formatting, check spelling and grammar, attach a file, and enhance an email. Send and receive email messages, read, reply to and forward, delete and print an email message. Open and save an attachment. Organize email messages, and move email messages into folders. Manage contacts, add a contact, and find contacts.

Elements and Performance Standards

Elements define the critical learning outcomes of a unit of competency. Performance standards specify the level of performance required to demonstrate the achievement of the element by the student. Element Performance Standards Introduction to Understanding the concept of an electronic mailing email system. Understanding the advantages of email over traditional postal mail. Understanding an email address. Understanding the basic email message elements. Create an email Create a Gmail account. account with Create an Outlook account. Gmail.Com and Understand the importance of password and concept

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Outlook.com of password strength. Link email address Starting an email application on the computer. to email Application Linking the email address to the application. The email Interface Understanding the email interface. Write and send an Understand the elements of a message page. email message Write an email message. Understand the email path from sender to receiver. Receive and Reply to Read and close a received email. email messages Read and reply to an email. Read and delete an email. Reply to all addressed in the mail. Forward an email. Format and spell Format an email message. check a message Spell check an email message. Attach a file to an Send an attachment with an email message. email message Receive and open an attachment with an email message. Identify that a message contains an attachment from the Inbox entry. Using Help Learn about online Help. Identify keywords to use for Help. Print an email Print an email message using default settings. message Exploring customized settings to print an email. Adding and Add a contact using MS­Outlook. modifying a contact Modify an existing contact using MS­Outlook. Add a contact using Mozilla Thunderbird. Modify an existing contact using Mozilla Thunderbird. Using folders to Create a folder. organise email Move an email from Inbox to another folder. messages Delete an existing folder. Rename a folder.

SESSION 1: INTRODUCTION TO EMAIL In this session, you will be introduced to the concept of email and the steps to create an online email account. RELEVANT KNOWLEDGE Electronic mail (E­mail) is an electronic message transmitted over internet/computer network from one user to another. E­mail is a text based mail consisting of lines of text, and can include file attachments. These attachments could be pictures, documents, spreadsheets, audio files, video files etc. The key features of e­mail are as follows: E­mail can be sent to one person or more than one person at the same time.

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The recipient of e­mail can open the e­mail at his/her convenience. Since messages are transmitted electronically over internet, it is a faster way to communicate with the people. Persons could be located in the same office, home, building, or anywhere in the world. E­mail messages can be sent or received at any time and are typically sent over a network (office network or more likely internet). If so desired, a copy of the sent e­mail message can be saved in the sender’s computer e­mail account for later reference. In addition to sending messages, e­mail is an ideal method for sending documents as attachments. The recipient of e­mail can read the mail, forward it to another person, or reply back. The recipient can also store the e­mail of delete it. Similarities to traditional postal system E­mail is quite similar to a regular postal service. A postal letter is sent to a postal address. An e­mail is sent to an e­mail address. E­mail address is much shorter. Just as in the case of a postal letter, the sender of e­mail composes the message and sends it to the e­mail address of the recipient. The postal letter is normally put by the postman in the letter box outside the house. Similarly an e­mail is received by the recipient in the inbox of the e­mail application. While postal letter travels from the sender’s post office via a postal bus / train / air / postman, the e­mail message travels electronically over the internet and computer network. E­mail Address: To use an e­mail, a user must have an e­mail address. The e­mail address contains all the information required to send or receive a message from anywhere in the world. An e­mail address consists of two parts separated by @ symbol (spelled as at) – the first part is the user_name and the second part is host computer name. The e­mail address might look like: [email protected] [email protected] [email protected] E­mail Services: There are two kinds of e­mail services: Application based e­mail is installed on the user’s computer. The mail is stored on the user’s computer (as well as a central server, typically for that specific organization). Some of the examples of application based e­mail program are: Microsoft Outlook Mozilla Thunderbird Opera Foxmail etc. The user must have an e­mail account either from an internet service provider (ISP) or through one of the free e­mail service providers on the internet.

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Web­based e­mail can be accessed by the user from any Internet­connected computer anywhere in the world. Web­based email is not stored on the user’s computer. Many web­based e­mail services are available such as gmail.com, outlook.com, yahoo.com etc. E­mail Message Format: The e­mail message format in any e­mail software, whether application based or web based, has many common elements. Their arrangement on the user’s computer screen may have a different look and feel, but the purpose of each of these elements is same.

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From: Sender’s email address To: Recipients’ email address Date: When the email was sent Subject: The topic of the message Cc: E­mail addresses of other people, who have been sent a copy of the email. The recipients of the email can see all of the e­mail addressed to which the copies have been sent. (Note: The full form of CC is “Carbon Copy”) Bcc: E­mail addresses of other people, who have been sent blind carbon copies of the email. The recipients of the email (in To and Cc) do not know that the same email has been sent to other e­mail address in Bcc. Message The body consists of the text of the message and any attachments to body be sent. Some examples of the message format of commonly used email applications are given in following figure.

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Figure 1.1 EXERCISE Perform the following activities till you are confident: S.No. Activities 1. List any three free email service providers. SESSION 2: CREATING AN EMAIL ACCOUNT WITH GMAIL.COM Creating an email address is the first step to using email. In this session you will learn to create an email address using Gmail. In the next session, you will learn to create an email account using Outlook. This would also help you understand the similarities and minor differences in different e­mail applications. RELEVANT KNOWLEDGE To create a Gmail account you only need a web browser and an internet connection. Open the Web Browser. On the address bar type www.gmail.com. You should now get to a page that looks something like the one below.

Figure 2.1 Click on Create Account and then proceed to the next step. After you click on the signup link, you shall be shown a form with several fields which need inputs. This is shown in Figure 2.2.

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Figure 2.2 Choose a login name or username: Choosing a login name is a combination of art and common sense. Since it determines what your email address will be, you may want to spend a little time over deciding on your username. Email addresses need to be unique which means that no two people in the world can have the same address. There is no guarantee that your preferred login name would be available. Given below is some advice and suggestions on how to choose a login or username: First check if you can get a login name of your name, first name, last name, or firs tname+last name. E.g. Shalini or dalal or shalinidalal or the more popular, firstname.lastname (e.g. shalini.dalal or dalal.shalini). Getting a Gmail email address of your name is indeed very fortunate because of the sheer number of subscribers to the service. Your login name needs to be catchy and at the same time describe you so people are able to recall it without much difficulty and associate it with you. You can also opt to choose your first name and your birth date: for e.g. vicky15. When you move the cursor to the next input field Password, in case the username is not available, a message is displayed. This is shown in Figure 2.3. You can go back to username field and change it.

Figure 2.3 Choosing a password for your email: Securing your Gmail email account with a strong password is important. Think of the password as the key combination to your safe and give it the same amount of importance. A combination of uppercase and lowercase letters with some digits would be a strong enough password. You need to enter the password twice. You can leave the "Remember me on this computer" box unchecked. Enter your birthday and gender (Male / Female).

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Current email address: In case you already have an existing email address, you can enter that here, or leave this blank. Prove you are not a robot: Enter the characters displayed in the picture, above the field. This is required so that Gmail knows that the inputs are from a human being and not some automated program. Now that everything is set, you can go through the Terms of Service and click on the "I accept. Create my account." button which will create your very own free Gmail account! Click Next. You will be asked to Add a profile photo. You can for the time being skip this and select Next Step. Your Gmail account is now ready and the inbox will open as shown in Figure 2.4. Note the email address and password in a secure place.

Figure 2.4 EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Open an email account with gmail.com.

SESSION 3: CREATING AN EMAIL ACCOUNT WITH OUTLOOK.COM In the previous exercise you created an email account using Gmail. In this exercise you will learn to create an email account with Outlook. The steps are almost similar and even a little simpler. RELEVANT KNOWLEDGE To create your Outlook account you only need a web browser and an internet connection. On the address bar of your browser type www.outlook.com. You will see a page that looks like the one shown in Figure 3.1. Choose the option “Sign up” (refer arrow in Figure 3.1).

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Figure 3.1 After you click on the signup link, a form is displayed. It has several fields that need to be filled (refer Figure 3.2). Provide all the inputs and click on “I accept”.

Figure 3.2 If all the inputs were provided correctly, the inbox of the outlook.com email will open. It looks like the one in Figure 3.3.

Figure 3.3 You have learnt to create an email addresses using two different free email providers on internet. Note that the details requested and the verification too is more or less the same. You can use any one of these email addresses for the exercises which follow. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Open an email account with outlook.com.

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SESSION 4: LINK EMAIL ADDRESS TO EMAIL APPLICATION In previous sessions, you created email address by using two different web based email applications. When you use web based email applications, you need to be connected to the internet, as all your emails and related data is stored on the computers of the email providers. It is not stored on your computer. In rest of the exercises, you will use an application based email software, just like the way you used the word processing, spreadsheet and presentation software. RELEVANT KNOWLEDGE There are many email software available such as Microsoft Outlook, Mozilla Thunderbird, Opera, Foxmail etc. You need to have one of them installed on your computer. You can use these packages even if you aren’t connected to the network or internet, although the e­mail messages can be received or sent only when this internet connection is available. As an example this exercise uses MS­Outlook to help you learn to use email application software. Getting started with Email software: To start you can choose any of the above software. We would encourage you to start learning to email by using either the MS­Outlook or Mozilla Thunderbird. Make sure that this software is already installed in your computer. You can start using Mozilla Thunderbird software, by performing any one of the following steps: Double Click on a shortcut key of the Mozilla Thunderbird icon, if available, on the desktop OR Click Start > All Programs > Mozilla Thunderbird If you are using any other email application software, the steps to start it would be almost identical to these. Once you start Mozilla Thunderbird, you will see a screen as shown in Figure 4.1. Some of the components of the screen displayed are given below. The look may vary in different email software or different versions of Mozilla Thunderbird.

Figure 4.1 Adding email address to the email software

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To start using email, you need to specify the email address (which you had created in previous exercises), to the software. The steps are as follows: Select File > Add New Account The Mail Account Setup dialogue box shown in Figure 4.2 appears. Enter the name, email address, and password you had provided while creating the email account. Click on Continue.

Figure 4.2 If the details entered are correct, the email address is added to the email software. (Note: Please note that the computer needs to be connected to internet, while performing this step). Now you are ready to start sending and receiving emails using this email software. At this stage the screen will look like in Figure 4.1. Note: Some service providers such as Gmail require you to enable specific settings; refer to respective service providers online help for detailed instructions. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Add email address to email software. From here on, in the subsequent sessions, there will be additional practice exercises to familiarize the student with MS­Outlook. You may give a demo of these exercises if there is a time constraint. Additional Practice Exercise: Configure your email account with Microsoft Outlook. Refer to service provider’s online help for specific instructions. Microsoft Outlook You can start using MS­Outlook software, by performing any one of the following steps:

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Double Click on shortcut of the MS­Outlook icon, if available, on the desktop. Or Click Start > All Programs > Microsoft office > Microsoft Office Outlook 2007. Once you start Microsoft Outlook, you will see a screen as shown in Figure below. The look may vary in different email software or different versions of Microsoft Outlook.

Figure 5.3 Microsoft Outlook Adding an account to Microsoft Outlook To start using email, you need to specify the email address (which you had created in previous exercises), to the software. The steps are as follows: Select Tools > Account Settings.

Figure 5.4 Click New… under E­mail tab. Add New E­mail Account popup appears (Figure 5.5).

Figure 5.5 Ensure that the option Microsoft Exchange, POP3, IMAP or HTTP is selected, click Next.

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Enter the details as per instructions from the ISP. Now you are ready to start sending and receiving emails using this email software. SESSION 5: THE EMAIL INTERFACE You have already become quite familiar with some of the common options in GUI software. This session will cover some commonly used options in email. RELEVANT KNOWLEDGE To view dropdown menu, select ALT+V on your keyboard.

Figure 5.1 Select View > Toolbars > Menu Bar. The Menu bar will be displayed. Elements of the Email messaging software

Figure 5.2 There are eight Dropdown Menus; File, Edit, View, Go, Message, Events and Tasks, Tools and Help. Main tab displays common action items such as composing and retrieving emails. Preview area displays content of a selected email. Search box is used for locating specific mails based on some criteria such as email address, name or keywords.

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Some of the other commonly used purposes of email messaging software include: Storing Contacts (Address book). Creating and managing appointments, Tasks etc. Use multiple email accounts; for example you can setup both personal and business email accounts. Use chat facility. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Explore different dropdown menus and options under each menu.

Additional Practice Exercise: Identify dropdown menu options in Microsoft Outlook. Refer to local help (F1) file or online help at Microsoft Website.

SESSION 6: WRITING AN EMAIL MESSAGE You are now ready to start using email. RELEVANT KNOWLEDGE Start the email software on your computer (You learnt the steps in the previous sessions). Your screen will look similar to what is given in Figure 6.1.

Figure 6.1 Select the option Write. A blank email screen will open. You can use this to write an email, as shown in Figure 6.2.

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Figure 6.2 You are already familiar with the components of the email messaging form. To revise again, these are: “To”: Write the email address of the person you want to send the email to. “CC”: Email address of the person to whom you need to send a copy of this email. “BCC”: Same as “CC”, however email address specified here will not be visible to the recipient. “Reply­To”: Specify a different email address to which the replies have to be sent instead of the originating address. “Subject”: Write the topic or subject of the email here. Write the main message of the email in the message box. Email Body is the area where the email is composed. “Send”: Once you have completed writing the email, post the mail by clicking this button. First the mail goes into the Outbox of email software. If you are connected to internet, the email is sent from the Outbox to the recipient, through the internet. The recipient would be able to read the email, when she / he opens the inbox of her email software and downloads all the emails. The recipient needs to be connected to internet to send / receive emails. Tips for writing an effective e­mail message Meaningful subject line: Since most e­mail programs have a spam filter, make sure that the Subject of e­mail is not just one word such as Thanks or Hello as these are likely to find their way in the Spam Folder instead of the Inbox. The subject line should be meaningful, alerting the receiver of the message contained in the email. Short message: Keep the message short, simple, and straightforward. Assume that the reader will not have the patience to go through a long message. Get to the point immediately. Etiquettes: Do not use short forms or SMS language (plz cud v meet dis Monday) in e­mail messages. Also, do not use all CAPS in an e­mail, using all capitals is equivalent to shouting at someone!

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Be respectful: For addressing the recipient, use the same formats as suggested in the sections on formal and informal letters. Dear Sir/Madam is acceptable in formal e­mails to people whose names are unknown. In informal emails, it is always better to use the first name of the person in your greeting. Also, distinguish between formal and informal situations. Between friends, it is okay to take a few liberties such as using emoticons or smiley’s such as J or L. But in a formal mail, you have to stick to the rules as we defined in the section on formal letters. Identify yourself: Make sure you can be clearly identified by the reader. If you think the reader may not be able to identify you by your email address (for example, if you have an e­mail such as [email protected]) make sure that you provide your full name (and even your location) at the bottom of the e­mail. Proofread: Remember that once you press the Send button, the e­mail is out of your hands! So before you go for this button, make sure that you have read your mail very carefully and have corrected any errors in it. Be polite: Politeness counts! Using “please”, “thank you”, and polite expressions such as “May I please request you” is always helpful. Address appropriately: Be careful while using “cc”. Add cc recipients only when you want your main recipient to know that others will also get a copy of the mail. If you want to send the same message to more than one person, it is best to put all the e­mail addresses in the “To:” line rather than in the “cc” line. To complete the message, you can use any of the following: Best regards, or, Regards, or, Best wishes. “Yours sincerely” or “Yours faithfully” is not so common in e­mails, though accepted in letters. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Write an email message.

Additional Practice Exercise: Compose email message in Microsoft Outlook and send it to your classmates.

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SESSION 7: RECEIVE AND REPLY TO EMAIL MESSAGES RELEVANT KNOWLEDGE When you receive an email, you can take one or more of the following actions: Read and close it. The email remains in the inbox. Read and Delete it. The email is deleted from the inbox and is moved into a folder called Trash or Deleted folder. Reply to the email, by choosing the Reply option. In this case, the email address of the sender, will automatically appear in the “To” field. You can write the email message and then send the email. Forward the mail. In this case, no email address will be selected. You can enter the email address to whom you want to forward the email received by you.

Figure 7.1 Go ahead and send at least 2­3 emails to your other class mates. Ask 2­3 of them to send you an email. And then use one or more of the above options. Note: To reply to an email, click Reply button located at the top of the mail. To forward an email, click forward button and specify a email address to which this mail has to be forward to. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Open the inbox and read the email messages. 2. Practice replying and forwarding messages using Microsoft Outlook

SESSION 8: FORMAT AND SPELL CHECK AN EMAIL MESSAGE Email software has basic features for text formatting, spelling checks and grammar checks. You are already familiar with these features, and have used them while learning word processing and spreadsheets. RELEVANT KNOWLEDGE Format an e­mail message: You would find the basic text formatting options in the ribbon. As seen in the adjacent figure, the icons for the format options are almost similar to that in a word processor.

Figure 8.1: Format options Compose an email message and then use these options to format the message. A sample message to use is given below. However, you can create your own message.

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Dear Didi,

Today in our English class, we learnt how to greet a stranger. I am sharing some of the questions, we can use while greeting a stranger.

Greeting a stranger: Hello! Good morning/afternoon/evening! How do you do? My name is Aarti. May I know your name?

I am going to practice using these greetings with at least two strangers every day. I will do this for a full month. I will also share my experience with you at the end of the month.

I hope you get good food in your hostel mess.

With Love, Shalini Spell check an e­mail message The icon for spell check is located at the top, based on the email software you are using.

Figure 8.2 Compose an email message. Make sure that you deliberately make some spelling errors and some grammatical errors in this message. Then click on the icon for Spelling, to correct spelling mistakes. Then click on Tools > Grammar, to correct grammatical mistakes; grammar check results will be displayed at the bottom. A sample email message is given in Figure 8.3. You can write a message of your own also. Note: Grammar check is not available in Thunderbird; download and install Grammar check extension.

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Figure 8.3 EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Align the text in the email message using format options. 2. Bold, underline and italicize the text. 3. Check and correct the spelling errors using spell check & grammar check. Additional Practice Exercise: Create and format email messages using Microsoft Outlook. You can locate the basic text formatting options in the ribbon. As seen in the adjacent figure, the icons for the format options are almost similar to that in a word processor. Correct spelling errors using Microsoft Outlook. The icon for spell check and grammar check is on the main ribbon or on Review tab, based on the email software you are using. The steps to perform this activity are exactly the same as you used in word processing.

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SESSION 9: ATTACH A FILE TO AN EMAIL MESSAGE When you send a letter in a postal envelope along with the covering letter, necessary paper documents can also be stapled or attached with a paper clip. Similarly, in an electronic mail along with the email message, you can attach one or many files. When you send the email, the file goes along with it. The recipient can read the message and also the attached file. Almost any type of file can be sent via email; videos, music, pictures, presentations and documents etc. However, some restrictions are placed on attachments, such as a file size and permissible file extensions. RELEVANT KNOWLEDGE You will now learn to send and receive attachments. Sending Attachments In this exercise you will learn to send a file stored in your computer to a class mate, using email. Compose a new email message. Write the main message in the email, along with a relevant subject. An example is given in Figure 9.1.

Figure 9.1 Click on the button Attach, as shown in Figure 9.2. A dialogue box for selecting files appears. Browse to the location of the file you want to attach. This could be any file on your computer; it need not be the one shown in Figure 9.3.

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Figure 9.2 Double­click on the file name or select the file. You can select more than one file to be attached by keeping the Ctrl key pressed and clicking on the files. Click Open. The selected file(s) get attached to the email. (refer Figure 9.3).

Figure 9.3 Receiving Attachments The icon in the inbox (generally the sign of a paperclip) or within the message, tells you that there is an attachment along with the message. (Refer Figure 9.4. and Figure 9.5)

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Figure 9.4

Figure 9.5 You can open the attachment by clicking on it (located at the bottom, refer Figure 9.5). You can save the attachment by doing the following:

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Figure 9.6 Select File > Attachments > Save All. Select the appropriate folder location to save the file. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Attach a file to email message. 2. Download attachment and save file(s) in a file with an appropriate name. 3. View the document (Attachment).

Additional Practice Exercise: Practice using attachments in email messages; use Microsoft Outlook.

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SESSION 10: USING HELP While working on a software, you may want to know how to perform a specific task. The Help feature, available in most of the GUI software, comes to your aid in such a situation. You do not have to open a book or search out an expert as you have help readily available! RELEVANT KNOWLEDGE To start using Help in email software, do the following: In Mozilla Thunderbird, press F1 or select Help menu > Help Contents as shown in Figure 10.1.

Figure 10.1 You will be redirected to the online help as shown below in Figure 10.2.

Figure 10.2 Enter the keywords related to the task, for which you need help in the Search box. For example: If you want to find, how to attach a file, you can enter: “Attach File”. If you want to find, how to delete an email message, you can enter: “delete email”. Online help is a great resource, but you may not be connected to the Internet all the time! To use help even when you are offline, you can download Thunderbird manual from the following website: http://en.flossmanuals.net/Thunderbird/ Now practice the use of Help feature by finding instructions for the following tasks: Using BCC Formatting email EXERCISE Perform the following activities till you are confident:

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S.No. Activities 1. Use the various features of help by entering appropriate key word.

Additional Practice Exercise: Refer Microsoft Outlook Help File. Press F1 on your keyboard to display help (Figure adjacent). Refer online help at Microsoft Outlook Website.

SESSION 11: PRINT AN EMAIL MESSAGE You can easily print an email message received by you. The steps to print an email are similar to those used for printing a document or a spreadsheet. RELEVANT KNOWLEDGE You will now print an email message received by you. Open the email message, which you want to print. Click File > Print.(Adjacent figure) Select the printer, to print the email message. (figure below – Print dialog box)

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Click OK. The email will be printed on the selected printer. You can also preview before you print by selecting File > Print Preview; It may look like the following Figure below.

In the session, we used the default (Standard) settings while printing the email. Print dialog box also provides options for print settings. For example, you can choose to print 5 copies of the same email. Go ahead and use some of the print options, to become familiar with them. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Print the email message using different style and options.

Additional Practice Exercise: Print an email message in Microsoft Outlook.

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SESSION 12: ADDING AND MODIFYING A CONTACT You can also maintain an address book of people using email software. The address book may contain information like name, name of the company, designation, email address, phone number, mobile number, residential address, office address, website URL, birth day, marriage anniversary etc. In some email applications like Mozilla Thunderbird, it is called Address Book Contact; and in some others it is called Address or Contact. RELEVANT KNOWLEDGE Add a Contact The steps to add a Contact in Mozilla Thunderbird are as follows: Select File > New > Address Book Contact….

Figure 12.1 New Contact dialog box appears as shown in Figure 12.2.

Figure 12.2 After adding the details, click OK. The contact is saved along with the information added. Add contacts for one friend and one relative of yours. Do not forget to add one more contact with your own details. Modify an existing Contact The steps to modify a contact are as follows: Select Address Book as shown in Figure 12.3.

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Figure 12.3 Address Book appears as shown in Figure 12.4.

Figure 12.4 List of contacts will be displayed. Select the contact you want to modify and click Properties. You can change/edit any of the existing information or add information in the blank fields. To Save and Close the contact, click OK. Finding Contacts To search for a contact in the address book from within the email messaging software, do the following: Open the email messaging software. Select Edit dropdown menu as shown below.

Figure 12.5 Click Find > Search Addresses. Advanced Address Book Search dialog box appears as shown below.

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Figure 12.6 Type the keyword in the search box, for example the first or last name of the contact. Click Search. Notice the search results displayed. Select the contact and click Properties to modify a contact. Select the contact and click Write if you want to send a mail to this contact. Now try opening the address book and search for contacts. Sorting Contacts To sort contacts, do the following: Open the Address book (Tools > Address Book). By default contacts are displayed alphabetically and Name, Email, Chat Name, Organization & Work Phone fields are displayed as shown below.

Figure 12.7 To sort, click on the arrow next to the field name. Notice the results displayed (sorted). To include additional fields such as Mobile number, Nickname, etc. click on the additional fields dropdown menu and click on the field names. Notice the fields displayed. You can also sort other field types by clicking on the arrow next to the field name. Note: you can also sort by selecting View > Sort by > Field Name.

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Additional Address Books By default, contacts are stored in Personal Address Book. If you want to organize and keep personal & official contacts separate, you can create additional address books. To create another Address Book, do the following: Select File > New > Address Book…

Figure 12.7 A New Address Book dialog box appears. Type a name for this address book, for example “Office Contacts”. Click OK. Notice the new Address Book displayed as shown in figure below.

Figure 12.8 Go ahead and create contacts in this new Address Book. To move a contact from Personal Address Book, select the contact in Personal Address Book and drag it to Office Contacts address Book. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Add a contact to the contact list or address book. 2. Modify the contact 3. Delete a contact Additional Practice Exercise: Add contacts to Microsoft Outlook Address Book.

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Select Go dropdown menu and select the option Contacts. Select New > Contact.

Enter details and click Save & Close.

SESSION 13: USING FOLDERS TO ORGANIZE EMAIL MESSAGES In a manual system, people use different files to organize the letters received or sent by them. In a similar manner, email messages can be arranged for easy access by using Folders. A Folder is like a file in which related email messages can be stored. RELEVANT KNOWLEDGE In an email application, some default folders are automatically created, when an email account is linked to it. In Figure 13.1, you can see the existing default folders.

Figure 13.1 Inbox contains the email messages which you receive. It is an electronic version of a

Page 336 of 346 Draft NVEQF Teacher's Handbook IT/ITES Level 1 under Pilot Testing. Contact the Coordinator on [email protected], 9425018802 for any Query letter box. Drafts folder contains messages that are meant to be sent later. Sent folder contains the email messages sent by you to others. Trash folder stores the email messages which have been deleted. Create a folder Suppose you want to create a folder in which you want to keep all the emails received by you from your father. You may want to give the name “Classmates” to this folder. Select File > New > Folder as shown in Figure 13.2.

Figure 13.2 New Folder dialog box appears as shown in Figure 13.3.

Figure 13.3 In the Name box, enter a name for the folder. For example, “Classmates”. Select the folder, under which you want to create this sub­folder. Click Create Folder. Notice the folder is created as shown in Figure 13.4.

Figure 13.4 Move an email to from Inbox to another folder You can now move any email message, which you want to file in the folder “Classmates”. Select the email (from the Inbox) that you want to move. Left click on it, and drag it to the folder “Classmates”.

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Release the left button of the mouse. The email will be moved from Inbox to the folder Classmates. To verify, click on the folder Classmates (Refer Figure 13.5). Note: Using the same steps it is possible to move emails from one folder to another.

Figure 13.5

Additional tasks to manage folders You can create more than one folder and subfolders. You can delete an existing folder, by right clicking it and choosing the option Delete. It deletes the folder and its contents and moves them to the Trash Folder. Note: You cannot delete any of the Default Folders. You can rename a folder by right clicking it and selecting the option rename to modify the existing name. EXERCISE Perform the following activities till you are confident: S.No. Activities 1. Create and name a folder for sorting the mails 2. Move the folder 3. Move the messages to the folder 4. Rename the folders 5. Delete the folders

UNIT OBJECTIVES ATTAINMENT FORM ­ EMAIL Objective Sno. Performance Standards Attained YES NO Understand the concept of an electronic mailing system. Understand the advantages of email over traditional postal mail. Understand parts of an email address. Understand the basic email message elements. Create a Gmail account. Create an Outlook account. Understand the importance of password and concept of

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Objective Sno. Performance Standards Attained YES NO password strength. Starting an email application on the computer. Link the email address to an email application. Understand the elements of a message page. Write an email message. Understand the email path from sender to receiver. Read and close a received email. Read and reply to an email. Read and delete an email. Reply to all addressed in the mail. Forward an email. Understand the email interface. Format an email message. Spell check an email message. Send an attachment with an email message. Receive and open an attachment with an email message. Use online Help. Identify keywords to use for Help. Print an email message using default settings. Exploring customized settings to print an email. Add a contact using MS­Outlook. i Modify an existing contact using MS­Outlook. Add a contact using Mozilla Thunderbird. Modify an existing contact using Mozilla Thunderbird. Create a folder. Move an email from Inbox to another folder. Delete an existing folder. Rename a folder.

APPENDIX 1: SYSTEM REQUIREMENTS AND SOFTWARE SETUP

MICROSOFT OFFICE 2007

Step 1

Insert Microsoft Office 2007 Compact Disc into your CD / DVD Drive.

Note: If Microsoft Office 2007 CD is not available, you can download trial version from

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Microsoft Website or you can get a copy from the IT Team. Ensure you have a valid license (Product Key) before installation.

System Requirements.

Source: http://www.microsoft.com/officebusiness/products/technical­requirements.aspx

OS: Microsoft Windows XP with Service Pack (SP) 2, Windows Server 2003 with SP1, or later operating system

Step 2

Double­Click X: (Replace X: with the drive letter of your CD / DVD Drive).

Double­Click Setup.exe.

You will see a window for entering the product key as displayed below.

Enter the 25 digit product key and click Continue.

You will see the licence agreement as displayed below.

Review the licence agreement and check I accept the terms of this agreement and

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Click Customize.

From the Installation Options tab, Select Run all from My Computer under Microsoft Office and Click Install Now.

Installation may take a while; you will see the following window once the installation is complete.

Click Close.

Click Programs>Microsoft Office>Application Name.

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APACHE OPENOFFICE.ORG 3.4

Step 1

Download OpenOffice.org from www.openoffice.org/download.

System Requirements

Source: http://www.openoffice.org/dev_docs/source/sys_reqs_aoo34.html

OS: Windows XP, Windows 2003, Windows Vista, Windows 7 and Windows 8 Step 2

Double­Click Apache_OpenOffice_incubating_3.4.0_Win_x86_install_en­US.exe.

You will see the following window.

Click Next.

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Since this download is a compressed package for easier download, Setup files are required to be decompressed before installation. Click Unpack to decompress the setup files. Note: You may remove this folder once the installation is complete.

Once it is decompressed, setup will automatically start and the following window will be displayed.

Click Next. You will see the registration details. Type your name and organization in the respective fields.

Click Next.

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Select Custom under the Setup type and click Next.

Ensure all components are selected from the list, change installation location if required and click Next. You will be presented with a window for handling different document types as displayed below; for example, if you have Microsoft Office installed and you need the documents created using Microsoft Office to be handled by OpenOffice.org, you check against Microsoft Word Documents, Microsoft Excel Spreadsheets and Microsoft PowerPoint Presentations.

Note: If the above mentioned options are checked, documents, spreadsheets and presentations will automatically open with OpenOffice when they are double­clicked.

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Click Next

Click Install Installation may take a while; you will be presented with the following window once the installation is complete.

Click Finish

You can verify the installation by launching the programs, Click Start > Programs >OpenOffice.org 3.4>Application Name.

Step 3

Download OpenOffice.org Templates Click Start > Programs >OpenOffice.org 3.4 >OpenOffice.org

You will be displayed with the following window.

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Click Templates…

Click Get more templates online… located at the bottom left corner. Note: You need Internet Connectivity to download templates using this method. You will be directed to OpenOffice.org template website as displayed below.

Browse, select and download templates that suit your requirement.

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