IT (802) Study Material (Part - A)

PART – A
EMPLOYABILITY SKILLS
Part – A Employability Skills
Part – A Unit - 1 Communication Skills
Introduction to communication
You probably hear people talking about communication all the time. Everyone needs it and
wants it, but what exactly is
communication? Let us try to understand
it.
In Figure right, you can see that

communication is the ‘sharing’ of
information between two or more
individuals or within the group to reach a
common understanding. The word
‘communication’ comes from the Latin
word commūnicāre, meaning ‘to share’. Figure: Communication Process
Importance of Communication
Your ability to communicate clearly and share thoughts, feelings and ideas will help you in all
your relations with other people. As a student, you may study any language, but it is important
that you are able to read, write, speak and listen well in order to communicate properly.
Speaking more than one language can help you to communicate well with people around the
world. Learning English can help you to communicate with people who understand English
besides the language you have been exposed to in your family, for example, your mother
tongue.
Communication skills are needed to
 Inform – for example, communicating the time of a meeting.
 Influence – for example, negotiating with a shopkeeper to reduce the price.
 Express feelings – for example, to say or show that you are excited about your success
or about a given task.
Elements of Communication
Communication is a two-way process of sharing information as shown in Figure below.
Figure: Elements of Communication
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As you can see, communication is a two-way exchange of information, i.e., giving and
receiving. Speaking and writing to someone are examples of giving information. Reading and
listening to someone are examples of receiving information.
Perspectives in Communication
Perspectives are ideas, views, or fixed ways of thinking. These sometimes affect our
communication. For example, if you have a fixed idea that your teacher or father is strict, even
when they are being friendly, you may think they are scolding you. In the same way, others
may also have fixed ideas about you, which affects whatever you say to them.
Factors Affecting Perspectives in Communication

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

Factor How the factor can become a barrier
Language In case of use of incorrect words, unfamiliar language and lack of detail,
language can act as a barrier to communicate what one wishes to
convey. For example, language can act as a barrier when an Indian who
only knows Hindi and a Chinese who only knows Mandarin want to
interact with each other.
Visual Judging people or situations by how they look. For example, a man
Perception wearing torn clothes is poor.
Past Experience Letting our earlier experience stop us from understanding or
communicating clearly. For example, “This shopkeeper cheated me last
time. Let me be careful.”
Prejudice Fixed ideas, such as thinking “No one in my class listens to me” may stop
a student from communicating openly in the class.
Feelings Our feelings and emotions, such as lack of interest or not trusting the
other person affect communication. For example, “I am sad. Let me not
talk.”
Environment Noise or disturbance in the surroundings may make communication
difficult. For example, speaking while walking on road.
Personal factors Your own feelings, habits and ways of thinking (for example, fear, low
confidence) may make communication difficult.
Culture Signs which have a different meaning in different cultures, such as
showing a thumb may mean ‘good job’ for some people but may be
insulting to others
Effective Communication
Effective communication can happen if we follow the basic principles of professional
communication skills. These can be abbreviated as 7 Cs, i.e., clear, concise, concrete, correct,
coherent, complete and courteous. There are different methods of communication — non-
verbal, verbal and visual. We will learn more about them in future. But for now the 7 C’s are
further explained in Figure in the next page.
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Courteous
Complete
Coherent
Correct
Concrete
Concise
Clear
Be clear Use simple Use exact Use correct Your words Your Be respectful,
about what words and words, spellings, should make message friendly and
you want to say only phrases, Use language sense and should have honest
say ad write what is facts and and should all the
needed figures grammar be related to needed
the information
main topic
Figure: 7Cs of Effective Communication
Practical Exercise
Check out http://www.psscive.ac.in/ Employability_Skills.html the e-learning module for
this lesson via. The module will include videos and e-content for the above topics as well
as detailed instructions for some activities below.
Initial thinking activity
After watching the initial video in the e-learning lesson for this topic, write the answer of the
following question —Why is it important to communicate clearly?
Activity
Group Exercise – Role-play on Communication Process
Material Required
None
Procedure
1. Form groups of three students each.
2. The situation is that you need to sell some items to an old couple who has come to
your shop.
3. One person can act as the salesperson and the other two as an old man and his wife.
4. Act out a conversation between the three people.
5. Discuss what you learned from this.
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Verbal communication
Verbal communication is the sharing of information using words. It is what most people use
as a method of communication. We will learn about non-verbal and visual communication
in the next session. Verbal communication is important because if you do not use the right
words, you will cause confusion and you will not be able to communicate what you want. The
important forms of verbal communication are given in Table below.
Table: Verbal Communication

Type of Verbal Examples
Communication
Oral or Spoken Face-to-face conversation: When you can see the
Communication: listener.
Communication which involves For example, group discussion, talking to family members
talking at home, public speeches, etc.
Talking on a phone: This is for personal and official
communication.
Phone conversations should begin with a greeting (Hello),
talking and listening to each other. The conversation can
end with a ‘Thank you’ and ‘Bye’.
Classroom teaching, business meeting and public
speeches are other examples of oral communication,
where one person talks to many others at once.
Written Communication: Writing on paper: letters, notes, etc.
Communication which involves SMS (Short Message Service): These can be sent through
written or typed words a phone to a person or a group.
Using email to share news, thoughts, documents and files
(including photos, videos, music, etc.). e-mail can be used
to send messages to a person or to a group.
Printed books and newspapers
Advantages of Verbal Communication

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

Since verbal communication depends on words, sometimes the meanings become confusing
and difficult to understand if the right words are not used.
Public Speaking
Speaking in front of a large group makes most people nervous. You can use the 3Ps (Prepare,
Practice, Perform) method to get over your fears, and become a confident and effective
speaker.
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The points are shown in Table below.

Table: 3Ps of Public Speaking
3Ps of Public Speaking
Prepare Think about your topic
Think about what your listeners need to know about the topic
Think about the best way to make your listeners understand
your topic Write what you plan to say
Practice Practice by yourself first. Talk in front of a mirror
Talk in front of your family and friends and ask them what they
think Speak clearly, loudly and at the right speed (not very fast
nor very slow)
Perform Take a few deep breaths if you are feeling nervous
Think about what you have prepared and start speaking
confidently
Practical Exercise
After watching the video in the e-Learning lesson for this topic write down why do you think
Tina’s directions were not understood? How would you give directions on the phone?
Activity
Group Exercise — Role-play of a Phone Conversation
Material Required
Notebook, pen
Procedure
1. Form groups with three students in each group. Write a phone conversation based
on a scene given by your teacher. Use proper sentences.
2. One student act as caller and the other as receiver. Speak out the conversation aloud.
The third student gives feedback. The students give feedback based on the 7 Cs of
communication.
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Non-Verbal communication
Non-verbal communication is the message we send to others without using any words as
shown in Figure below. We send signals and messages to others through expressions,
gestures and body postures. In this lesson, you will learn about non-verbal method of
communication skills, its types and importance.
You will learn to use correct body language, like gestures, eye contact, handshake, etc.
Figure: Non-verbal Communication
Importance of Non-verbal Communication

In our day-to-day communication, it is observed that most of the communication is done using
body movements (face or arms movements, etc.) and voice control (voice, tone, pauses, etc.)
and less than 10% is done using words.
Figure: Methods of Communication

As we can see in Figure above, maximum communication is non-verbal. We communicate
using words, tone of voice and body language as given in Table below.
Table: Non-verbal Communication

Non-Verbal Communication: Exchanging Information without Words
Hand movements (gestures) and body  Raising a hand to greet
language  Pointing your finger in anger
Expressions  Smiling to show happiness
 Making a sad face when you are
upset
Non-verbal communication makes our message stronger.
 Using the right gestures and postures helps us to be professional at work.
 Using the right gestures while speaking makes our message more effective.
 Knowing non-verbal communication helps us understand our audience’s reaction and
adjust our behaviour or communication accordingly.
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 If verbal messages are blocked by noise or distance, etc., we can use hand movements
to exchange our message. Placing a finger on the lips to indicate need for silence and
nodding the head up and saying ‘yes’.
We communicate non-verbally in many ways. Let us learn about some of these in Table below.
Table: Types of Non-verbal Communication

Type What it implies How to use effectively?
Facial Our expressions show our feelings:  Smile when you meet someone
Expression Happiness, sadness, anger, surprise, fear,  Keep your face relaxed
etc.  Match your expressions with what
you are saying
Posture Postures are positions of the body. They  Keep upper body relaxed and,
show our confidence and feelings. shoulders straight
 Sit straight, rest hands and feet in
relaxed position
 Keep hands by your sides while
standing
Gestures or Gestures describe movements of parts of  Avoid pointing at people with your
Body the body, especially hands or head, to finger
Language express an idea or meaning. This includes  Bend your head a little while
waving, pointing and using our hands talking or listening to show that
when speaking. For example, raising a you are paying attention
hand may mean asking a question. Biting
nails show nervousness.
Touch We communicate a great deal through  Shake hands firmly
our touch, such as shaking hands and  Avoid other touch gestures during
patting on the back. For example, a firm formal communication
handshake shows confidence. Sports
coaches give a pat on the back of players
to encourage them.
Space Space is the physical distance maintained  Maintain proper space depending
between two people. It is important to on the relationship, which could be
maintain a proper distance when formal or informal as the closeness
speaking with someone. with the person with whom you
are talking.
Eye Contact The way we look at someone can  Maintain proper space depending
communicate things, such as interest or on the relationship, which could be
anger. formal or informal as the closeness
Eye contact is when two people are with the person with whom you
looking directly into one another’s eyes. are talking.
It shows that we are paying attention to  Look at the person who is speaking
the person.  Keep a relaxed, pleasant look.
Looking away can make the other person  Break the look every few seconds
feel ignored.
Paralanguage Paralanguage means how we speak. The  Use a proper tone and volume
tone of our voice, speed and volume can while speaking
make a difference in the meaning we  Maintain a moderate rate(speed)
want to show. Speaking too fast may of talking
show happiness, excitement or
nervousness. Speaking too slow may
show seriousness or sadness.
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Visual Communication
Another important method of communication is visual communication, which involves
sending and understanding messages only through images or pictures. The main advantage
of this type of communication is that you do not need to know any particular language for
understanding it. It is simple, easy to understand and remains same across different places.
Table: shows some common types of visual communication.
Visual Communication: Exchanging Information through Images
Traffic symbol which Traffic Lights — Red
communicates us for Stop; Yellow for
not to blow horn Wait and Green for
Go
Sign for ladies and Sign showing railway

gents toilet crossing
Sign for flammable Sign for slippery

substances surface
Sign used to pause a Sign which

video or audio file in communicates that
smartphone an area is a no
or computer smoking zone
Practical Exercise
Check out http://www.psscive.ac.in/ Employability_Skills.html the e-learning module for this
lesson via. The module will include videos and e-content for the above topics as well as detailed
instructions for some activities below.
Initial Thinking Activity
After watching the initial video in the e-learning lesson for this topic write down how could
Rohit understand something was wrong with Amar? Can you understand how your friends
are feeling even when they do not tell you anything?
Activity
Role-play — Non-verbal Communication
Materials Required
Notebook, pen
Procedure
1. Form groups of three students each.
2. Prepare the script for the role-play, based on the scenario given by your teacher.
3. Act it out in front of your group.
4. One of the groups volunteers to act before the whole class.
5. Discuss how students used non-verbal communication.
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Pronunciation basics
Pronunciation is the way you say a word, or a language is spoken. If we do not say (or
pronounce) words correctly, others cannot understand what we are saying. In this lesson you
will learn about the common ‘sounds’ used while speaking in English. You will learn and
practice how to say common words correctly.
To communicate well when you speak, you need to know how to pronounce words correctly.
Correct pronunciation will help you express yourself in a clear and confident manner. It will
also help others to understand your words easily.
Speaking properly
A common mistake that people make is when they are not able to pronounce words.
Therefore, it is important to clearly and correctly pronounce the words. Say the following
words aloud.
Your World Chair Wear
Also try saying these words aloud.
Fall Fail Sail Sale Tail Tale
What did you notice? Sometimes words, which have similar spellings are pronounced
differently. Sometimes words, which have different spellings may be pronounced in the same
way. The best way to learn correct pronunciation of words is to listen carefully.
Phonetics
How do we pronounce words? We use sounds to speak. Every word is made up of one or
more sounds. We put these sounds together to pronounce words. Phonetics is the study of
the sounds that we make when we speak.
The English alphabet has 26 letters, from A to Z. But each of these letters can be pronounced
in different ways in different words. We use 26 letters to write in English. But we use more
than 26 sounds when we speak English. Therefore, a word’s spelling does not always match
its pronunciation.
Types of Sounds
We have now seen how the letters of the alphabet are not enough to exactly match the many
different sounds we make when we speak. Let us take a closer look at the sounds we use. All
English words are made of three basic types of sounds as shown in Table below.
Vowels Diphthongs (combination Consonants
sound of two vowels)
The English alphabet has 5 We make a diphthong sound A consonant sound is any
vowels (a, e, i, o and u) but 12 when we combine two vowels. sound that is neither a vowel
vowel sounds. This means most Diphthongs start as one vowel nor a diphthong sound.
vowels can be pronounced in sound and go to another.
different ways. We make a
vowel sound when we read a
vowel in a word.
Example: We pronounce the Example: The sound ou in the Example: We use consonant
letter ‘i’ in the word ‘bit’ by word ‘house’ is a diphthong or sounds to say the letters ‘p’ and
using a vowel sound. a combination. ‘t’. Pot.
Say the word ‘bit’ aloud and Say the word ‘house’ aloud and Say the word ‘pot’ aloud and
listen to how you are saying the listen to how you are saying the listen to how you are saying the
vowel sound. diphthong. consonant sounds.
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Practical Exercise
Activity
Group Exercise — Pronouncing Words
Material Required
Notebook, pen
Procedure
1. Form groups of four students each.
2. Make a list of five things in the classroom (for example, desk, table, pen, garden,
ground, water, floor, duster, etc.)
3. Each student speaks each word aloud and the teacher says if it is the right
pronunciation.
4. One group volunteer to speak their list. The other students will give feedback on the
pronunciation of the words.
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Communication Styles — assertiveness

You have learnt about the different types of communication. In this lesson we will learn about
a new concept ‘communication styles’. A ‘style’ of communication includes verbal and non-
verbal skills. Using the correct style of communication makes your communication more
effective as others will be able to clearly understand what you say and respond to you in a
better way.
Important Communication Styles

Have you ever wondered why you feel good after some conversations, but some
conversations make you feel angry? This may be due to the different communication styles
used. Table below shows some of the most commonly used communication styles.
Table: Communication Styles

Aggressive Passive/ Submissive Passive-Aggressive Assertive
What does it mean?
 Winning at any  Avoiding conflict  Trying to get your  Respecting
cost  Giving others own way without others and
 Not respecting control taking maintaining self-
others  Losing self-respect responsibility respect
 Hurting yourself
and others
Examples
 Not caring about  Keeping quiet and  Indirect ways of  Expressing
other’s views or not expressing showing anger, yourself while
needs yourself such as not doing listening to
 Dismissing,  Accepting even a task and lying others point
ignoring or wrong remarks about it  Understanding
insulting others from others  Resentment other’s views
 Shouting, using  Saying sorry even  Talking ill about and problems
strong language, when it is not your others in their  Disagreeing or
 and not listening mistake absence saying ‘no’
to others without hurting
others
Results in
 Ill-feeling, anger,  Hurt-feelings, loss  Not getting the  Effective
breakdown of of confidence, results you want communication
communication misunderstandings from the  You can
communication, understand
bad feelings for others much
everybody better and they
too can
understand you
As you can see, assertive communication is most effective. Let’s learn more about using this
style.
Assertive Communication
Being assertive is a healthier communication style. It involves
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 expressing your views without disrespecting others or yourself,

 respecting others,
 communicating your opinion and wishes clearly,
 being open to other’s points of view, and
 finding a balance between your needs and other’s needs.
Advantages of Assertive Communication

Being assertive
 builds self-confidence,
 builds self-respect,
 prevents you from saying words or doing actions that you may regret later,
 makes you and others feel positive,
 makes sure that everyone expresses their ideas and meets the needs of all, and
 helps you to become a more confident worker and a better communicator.
Practicing Assertive Communication

Practice using the seven actions shown in Table below to become more assertive in your
communication.
Table: Practicing Assertive Communication

7 Actions for Assertive Communication
Be confident
When someone walks into a room smartly and with confidence, he or she gets the attention
of others easily.
Tips
 Show confidence in the way you sit, stand or walk
 Keep your shoulders straight and your chin up
 Practise maintaining eye contact
 Control signs of physical nervousness, such as biting nails
Speak slowly and clearly
Talking too fast will not give people the time to listen and understand you. If someone is
accusing you wrongly or shouting and behaving aggressively, stay calm and reply slowly and
firmly.
Tips
 Use a clear, calm voice
 Be loud enough to be heard but don’t shout
 If people aren’t noticing you, say ‘Excuse me’
 Don’t be apologetic when you haven’t done anything wrong
 Make short and correct speeches
Dress correctly
People make judgments based on how we look. Dress neatly, smartly and correctly
according to the place and occasion
Tips
 Looking confident and attractive can change others’ minds
 People may not listen to you seriously if you are not dressed properly
 People respect you when you are dressed properly
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Be honest
Being honest builds trust and results in open communication
Tips
 Express your thoughts clearly and honestly
 Ask yourself what you actually want or what will work best for you before agreeing
to something that is not convenient
Don’t be aggressive
Getting angry, shouting, using bad language and pushing is not assertive communication
Tips
 Don’t confuse assertiveness with aggression
 When faced with an unfair situation, stay calm and try to understand the real
problem
 Insist on your rights by using logic and politeness
Speak up
Express your thoughts, ideas and opinions without worrying about other people’s reactions
Tips
 Don’t be silent if you have something to say
 Share your feelings
 Practise expressing your opinion
Learn to say ‘NO’
If you do not feel right doing something, then do not do it. It is okay to refuse.
Tips
 Respect yourself
 Don’t let others take advantage of you
 Agreeing with things you know are not correct may harm everybody
We will learn more about how to say ‘no’ while still maintaining good communication in the
next part.
Practical Exercise
After watching the initial video in the e-learning lesson on communication styles, write
answer for the following question
— Why is assertive communication important?
Activity
Group Discussion — Communication Styles
Material Required
None
Procedure
1. The teacher will ask some students to discuss their observations for the videos seen
by them on communication styles.
2. The students will identify the type of communication style(s).
3. Students will explain why they liked or did not like a particular communication style.
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Saying no — Refusal Skills

You have learnt about assertive communication styles in the previous lesson. One of the
important ways of being assertive is learning to say ‘no’ without upsetting others. Have you
faced situations where you wanted to say ‘no’, but found it difficult to say so as you did not
want to be rude or upset the other person. An example is shown in Figure below.
It is often difficult to say ‘no’ to your family, friends, colleagues and seniors. You may find it
difficult to say ‘no’ for various reasons —
 You may not want to make the other person upset or angry
 You may not want to start an argument or seem unhelpful
 You may not want to be left out of a group or a team
But it is important to say no in many situations. For example, when you cannot do what is
being asked, or you do not want to do what is being asked, or it is against the rules or your
own values. Let us learn how to say ‘no’ politely.
How to Say ‘No’?

Remember the vowels AEIOU? You can follow the steps for saying ‘No’ politely by using the
AEIOU model. Table below explains these steps using two situations where you need to say
‘no’, with examples of possible responses.
Table: Steps for Saying No — The AEIOU Model

Situation 1 Situation 2
Someone asks you to leave A friend asks you to do his
school (or work) early so or her school assignment (or
that you can go to a work) for him or her.
friend’s house together.
You think it is wrong.
A - Ask questions Why do we need to leave Why aren’t you going to do
Ask questions to find how school or work early? it?
important a task is before Why can’t we go after Is it correct for me to do it?
saying no school or work?
E- Engage by using polite I would like to go with you I would be glad to help you
statements to his or her house but… but … (give your reason)
If you are sure that you need (give your reason)
to say ‘no’ to the request, you
must refuse politely
I- Give reasons for saying no. I don’t like to ... It doesn’t feel right to ...
Two points to remember I can’t come because …. I can’t do it because I will not
when you are refusing have the time….
someone’s request:
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 Explain your feelings I would like to go to your

 Explain your reasons house, but I feel it is not the
right thing to do
O- Offer other options You I would like to go to your I would be glad to help you
may — house, but I feel it is not the with the assignment, but, I
 Suggest a different time right thing to do. Can we go am still not done with mine.
 Suggest a different place after school or work? But, if you want, we can
 Direct them to someone work on it together
else who can help
immediately
U- Thank the person Thank you for agreeing to Thank you for understanding
Thank the people for my suggestion
understanding your situation
Some more examples of different ways of saying ‘no’ politely are listed here:
I’m sorry I cannot come as I have other plans.
I’m sorry but I have a meeting to attend.
I have made other plans, so I won’t be able to join you.
I have an important meeting to attend so I won’t be able to join you.
Thanks for asking, but I have to attend an important meeting.
I would love to come, but I cannot miss the meeting with my manager.
Connecting Words (Conjunctions)

Did you notice a few words, such as — ‘and’, ‘but’, ‘or’, ‘because’ and ‘so’ which have been
used in the examples? Such words are called ‘conjunctions’ and are used to connect two
sentences. Conjunctions are often used in sentences where you say no. Table below shows
some examples.
Table: Connecting Words (Conjunctions)

AND ‘And’ is used to connect two ‘No, my brother won’t be able to come. No, I
words or sentences of equal won’t be able to come’ can be written as ‘No,
importance. my brother and I won’t be able to come.’
BUT ‘But’ is used to join two ‘I would love to come to your party. I can’t
sentences that suggest come because of other plans’ can be written
different ideas. as ‘I would love to come to your party, but I
can’t come because of other plans.’
OR ‘Or’ is used when we need to ‘No, you can go with Dia. No, you can go with
show a choice between two Ali.’ can be written as ‘No, you can go with Dia
words or sentences. or Ali.’
SO/ AS/ ‘So’, ‘As’, and ‘Because’ are ‘I have a meeting. I can’t come.’ can be
BECAUSE used to join two sentences, written as ‘I have a meeting, so I can’t come.’
when one sentence acts as a
reason for the second
sentence .
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Practical Exercise
Check out http://www.psscive.ac.in/Employability_Skills.html the e-learning module for
After watching the initial video in the e-learning lesson on ‘saying no’ think on the following
and write your answer
I. Have you ever had to say no to your parents?
II. If the answer to point no. 1 is yes, then what was the reason.
Activity
Group Discussion — Communication Styles
Material Required
None
Procedure
1. Form groups and based on the initial video of the lesson, discuss with each other —
 Is it rude to say ‘no’?
 How would you respond in a similar situation?
2. The teacher will ask some groups to volunteer and discuss their observations (for
example, what did you learn from the lesson?).
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Writing Skills — Parts of Speech

When we talk or write in English, we use sentences to express ourselves. Sentences are
important because if you do not clearly write sentences then, the meaning of the same cannot
be understood clearly. A sentence is a group of words that communicate a complete thought
(for example, Raju goes to school). A group of words, which does not make complete sense,
is known as a phrase (for example, Raju goes). A sentence always begins with a capital letter,
and it always ends with a question mark, full stop or exclamation mark. Read aloud the
examples given below.
 Did you work on your project?
 I completed it yesterday.
 That is good!
Using Capitals
We know that all sentences begin with capital letters. Do you know at what other points in a
sentence we should use capital letters?
It is easy to know what to capitalise if you remember the word ‘MINTS’. MINTS is a set of
simple rules that help you capitalise words correctly. Each letter in the word MINTS refers to
one capitalisation rule as shown in Table below.
Table: Capitalisation Rules

Alphabet M I N T S
What it Months word ‘I’ Names Titles Starting letter
shows: of sentences
Rule Capitalise Capitalise the Capitalise the Capitalise the Capitalise the
the first letter ‘I’ first letter in first letter in the first letter in
letter in all when it is the names of titles used every
the names used as a people, places before people’s sentence
of months word and days names
Example I will go to Every day, I This Tuesday, Dr Shah and Mr The cat ran
college in play tennis Vidya will be Patel work out of the
June. with him. in Rajasthan. together. house.
Punctuation
Punctuation is a set of marks, such as the full stop and the comma, which help us separate
parts of a sentence and explain its meaning. Like capitalisation, punctuation is also a very
important part of sentences and has some rules. Some common punctuation marks are
shown here in Table below.
Punctuation Sign Use Example
name
Full stop . Shows the end of a sentence. Also used This is a sentence. This is
to show short form of long words, for another sentence.
example, ‘doctor’ can be shortened Sanjay is a doctor. His
when we use it as a title before a name. patients call him Dr Sanjay.
Comma ,  Sometimes, we use a comma to After the waiter gave me a
indicate a pause in the sentence. menu card, I ordered food.
I bought apples, oranges
and grapes.
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 We can also use a comma to

separate items when we are listing
out more than two items in a row.
Question ? We use a question mark at the end of a What is your name? How
mark question. old are you?
Exclamation ! We use an exclamation mark at the end What a pleasant surprise!
mark of a word or a sentence to indicate a You are late!
strong feeling, such as surprise, shock
or anger.
Apostrophe ‘ We use an apostrophe followed by an That is Divya’s pen.
‘s’ to show that something belongs to Are these Abdul’s books?
someone. Let’s go. (Instead of Let us
We also use an apostrophe to indicate go.) He isn’t here. (Instead
the shortened form of some words in of He is not here.)
informal speech
Basic Parts of Speech
The different types of words we use in sentences are called parts of speech. Some examples
are nouns, pronouns, adjectives, verbs and adverbs as shown in Figure above. Let us read
more about them in Table below.
Table: Parts of Speech

Parts of What they do Example sentences Example
Speech words
Noun Nouns are words that referIn the sentence, “Reema Dog
to a person, place, thing or
wrote a letter.” both Kindness
idea. These are ‘naming Reema and letter are India
words’ nouns. Sanjay
Pronoun A pronoun is a word used In the second sentence, I
in place of a noun “Reema wrote a letter. She They
is tired.” ‘She’ is used in He
place of the noun Reema, You
and it is a pronoun
Adjectives Adjectives are words that In the sentence: “Reema Small
describe other words wrote a long letter.” Blue
‘Long’ is an adjective that Sharp
describes the noun ‘letter’. Loud
Verbs Verbs are words that show In the sentence: “Reema Run
action wrote a letter.” ‘Wrote’ is Eat
Think
18
the verb. It tells what Sit

action Reema did.
Adverbs Adverbs are words that In the sentence: “Reema Easily
add meaning to verbs, quickly wrote a letter.” Always
adjectives, or other ‘Quickly’ is an adverb. It Inside
adverbs. They answer the tells us how Reema did the Before
questions — How? How action (writing)
often? When? and Where?
Let us now see how these words are used. Read aloud the sentence given below.
Wow! Reema went to the studio and met a famous actor.
We already know that Reema, studio and actor are nouns. Famous is an adjective here
because it describes the noun ‘actor’ and the words ‘went’ and ‘met’ are verbs because they
describe an action.
What about the remaining words in this sentence: wow, to, the, and? What are these words
called? We use such supporting words to join the main parts of speech together and to add
information to the sentences we make. Let us now look at some types of these supporting
words.
Supporting Parts of Speech Types

Along with the main ‘Parts of Speech’, there are some more words we need for making a
sentence. These are shown in Figure below. Let us learn more about them using Table below.
Figure: Supporting Parts of Speech
Table: Supporting Parts of Speech

Supporting Parts of Speech Use Example
Articles The words ‘a’, ‘an’ and ‘the’ The car stopped suddenly
are known as articles. because a cat ran in front of
Articles are generally used it.
before nouns. A book
An is used before words An apple
beginning with a vowel An umbrella
(a.e.i.o.u) sound The sun
A is used before nouns with
a consonant (all other
alphabets) sound
The is used to refer to
specific or particular words
19
Conjunctions Conjunctions are words that Instead of: Sheela went to

join two nouns, phrases or the market. I went to the
sentences. Some common market.
conjunctions are ‘and’, ‘or’ Sheela and I went to the
and ‘but’. market. Instead of: Do you
want oranges? Do you want
apples?
Do you want oranges or
apples?
Prepositions Prepositions connect one Some common prepositions
word with another to show are ‘on’, ‘at’, ‘under’ and ‘in’.
the relation between them. The cat is on the roof.
They usually answer the The shop is at the end of the
questions ‘where’, ‘when’ road.
and ‘how’. Rahul is standing under the
tree.
I live in Delhi.
Interjections These words express strong Wow!
emotions, such as Oh!
happiness, surprise, anger or Oh no!
pain. They have an Thanks!
exclamation mark at the Help!
end.
Practical Exercise
After watching the initial video in the e-Learning lesson for this topic can you identify the parts
of speech.
Activity
Group Exercise — Identifying Parts of Speech
Material Required
Notebook, pen
Procedure
1. Form groups of four students each. One by one, the students read aloud the paragraph
given below.
“on sunday, i have an appointment to meet dr.patel in delhi. my house is near mr
patels shop i went to his shop on friday to buy vegetables I bought potatoes onions
carrots and a cabbage mr patel is a friendly man have you met him”
2. This paragraph contains examples of the parts of speech you learnt about in this
lesson.
3. Each group discusses and identifies as many of these parts of speech as they can and
mark them.
4. They re-write the paragraph with proper punctuation.
20
Writing Skills – Sentences

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

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

Sentence Subject Verb Object
I ate an apple. I ate an apple
He cooked dinner. He cooked dinner
She kicked the football. She kicked the football
Diya and Sanjay broke the bottle. Diya and Sanjay broke The bottle
Types of Objects
The object in a sentence can be either direct or indirect. Direct objects are the ones directly
‘acted on’ by the action word (verb). If the verb is ‘reads’ and we ask “What does Divya read?”
The answer is ‘book’ which is the direct object. A direct object answers the question ‘what?’
An indirect object answers questions, such as ‘to whom’ and ‘for whom’.
For example, in the sentence “Albert gave a gift to his mother.” The verb is ‘gave’. As you can
see in the sentence, there are two objects here — ‘gift’ and ‘mother’.
What did Albert give? A gift. To whom did Albert give a gift? To his mother. Here, ‘gift’ is the
direct object and ‘his mother’ is the indirect object. Some sentences only have direct objects
while some have both direct and indirect objects.
Read aloud the examples given in Table XX and practice finding the direct and indirect objects.
Table XX Direct and Indirect Objects
Sentence Verb Verb + Verb + By Direct Indirect
What? whom/to Object Object
whom?
Reema bought vegetables. bought vegetables vegetables
Fatima and Sonia played tennis. played tennis tennis
He offered me a chocolate. offered chocolate me chocolate me
The teacher gave us homework. gave homework us homework us
21
Types of Sentences
Active and Passive Sentences

Read aloud the sentence given below. What is the difference between the two sentences?
1. Sanjay broke the glass.
2. The glass was broken by Sanjay.
The action (verb) in both sentences is breaking of the glass. But the ‘subject’ of both sentences
is different. In the first sentence, the subject (Sanjay) does the action. In the second sentence,
the subject (the glass) receives the action.
Sentences where the subject does an action are known to be in the Active voice.
Sentences in which the subject receives an action are known to be in the Passive voice.
Read aloud some more examples given in Table below.
Table: Example of Active and Passive sentences

Active Voice Passive Voice
She wrote a letter. A letter was written by her.
He opened the door. The door was opened by him.
Mohan played the flute. The flute was played by Mohan.
Types of Sentences (according to their purpose)

There are four main types of sentences:
 Statement or Declarative sentences– used to convey information or make statements.
 Question or Interrogative sentences– used to ask questions.
 Order or Imperative sentences– used to issue orders or directives.
 Emotional or Exclamatory sentences– used to make exclamations.
Let us discuss each type in details:
 Declarative Sentences:
These are the most common type of sentences. They usually provide information and
are used to make statements. Here are some examples:
o I can play the violin.
o We hope to see you tomorrow.
o She is studying English.
 Interrogative Sentences:
These are used to ask questions. You form a question when you want to ask someone
something, either to make a request, offer something, get information, or clarification.
It is a type of sentence that always has a question mark at the end. There are a few
different sub-types of interrogative sentences:
1. Yes/No Interrogatives: These questions usually start with an auxiliary verb,
such as DO/DOES, CAN or WOULD (these can also be called ‘closed questions’)
and the answer would generally be yes or no. Here are some examples:
o Do you like my house?
o Are you English?
o Can you help me?
o Have you done your homework?
2. Alternative Interrogatives: These questions usually offer two or more
alternative responses and give the other person some options. These also start
with auxiliary verbs. Here are some examples:
22
o Shall I call her or send an e-mail?

o Do you want tea, coffee or juice?
o Will you tell him, or shall I?
o Do you prefer long hair or short?
3. Wh- Interrogatives: These questions generally start with words beginning with
wh- such as WHAT, WHO, WHEN, WHERE. HOW can also be used even though
it doesn’t begin with wh-
(These are also known as ‘open questions’). The answer would generally be
explanatory and open-ended. Here are some examples:
o What happened?
o How did you do that?
o Where did you go?
o What are you doing?
4. Tag Questions: These questions usually have a declarative statement in the
question. Generally, the question is tagged onto the end of such a statement.
They consist of a main or auxiliary verb followed by a pronoun or existential
‘there’. Here are some examples:
o Gina plays the piano, doesn’t she?
o You’re lying to me, aren’t you?
o There’s something wrong with her, isn’t there?
 Imperative Sentences:
These are used to issue orders or directives or make demands. In this type of sentence,
the main verb is usually the base form.
This an exception to the rule that matrix clauses (a clause that contains a subordinate
clause) are always finite. Here are some examples:
o Do your homework.
o Close the door.
o Wait for me!
o Call me tomorrow.
Tag questions can sometimes be added onto the end of imperative sentences.
o Do your homework, will you?
o Send me an e-mail soon, won’t you?
o Buy some milk, will you?
 Exclamatory sentences:
As the title suggests, these sentences are used to make exclamations. Here are some
examples:
o You look so beautiful!
o What a silly man!
o Run! He’s coming here!
Paragraph
You have learnt about sentences. A group of sentences forms a paragraph. While writing a
paragraph, make sure the sentences have a common idea. When you want to write about a
different idea, make a new paragraph. For example, if you are writing about your school, the
first paragraph can be of sentences about the name, location, size and other such details. In
the next paragraph you can use sentences to describe what you like about your school.
23
I go to Government Higher Secondary School, Balachadi. It is not a very big school, but it has
many good teachers. There are about 100 students in my school. My school is on the main road,
very close to the city Railway Station.
I love going to school and learning about new things. My school has a small playground where I
play cricket with my friends after the classes are over. It has a library also. I love my school.
Practical Exercise
After watching the initial video in the e-learning lesson for this topic, think of the different
types of sentences which were used in the story presented through the video. Classify the
sentences as declarative, interogative, exclamatory or imperative.
Activity
Pair-work — Making Sentences
Material Required
Notebook, pen
Procedure
1. Form pairs. First, write down three sentences that contain direct objects.
2. Now, write down three other sentences that contain both direct and indirect objects.
3. Use different colours to mark the different parts of each sentence. (Subject, Verb,
Object).
24
Greetings and Introduction

We use certain words called ‘greetings’ before we start talking to friends, people familiar to
us, or even people whom we are meeting for the first time. Also we use certain sentences to
describe ourselves or others to people who do not know about us. This forms an introduction.
Greetings
There are many ways to greet when you meet a person. The greeting and reply to a greeting
at work is different from the greeting and reply given to a friend. Similarly, there are many
ways to say goodbye when you depart.
The greetings change depending upon who we are talking to and even according to the time
of the day. Greetings help us start a conversation nicely.
Types of Greetings
There are two methods of greetings as shown in Figure below. Say the greetings given below.
Formal greetings are used if you do not know the person. It is used to greet a senior, elderly
people or people with whom we have formal relations like teachers or customers. This is used
more often in schools, colleges, offices, in meetings and at work.
Say aloud the formal greetings and replies given in Table below.
Table: Formal Greetings

Greeting Reply
Good morning everybody! Good Morning, Madam!
Good morning, Sir! Good Morning, everyone!
Hello Sir. How are you? Very well. Thank you? How are you?
How are you Tina? I’m doing well. How are you, Sir?
Informal greetings are used when you talk to friends, family or know the person very well.
Say aloud the informal greetings or replies given in Table below.
Table: Informal Greetings

Greeting Reply
Hey! Hello or Hi!
Hey! How are you doing? Hi! I am doing great!
Hi! Good to meet you.
25
We can also greet people according to the time of the day when we meet them — say aloud
the greetings given in Table below.
Table: Greetings According to Time

Time Greeting
From early morning to 11.59 am Good morning
12 pm to about 5 pm (afternoon hours) Good afternoon
5 pm to midnight Good evening (We usually do not greet
people by saying Good night even if it is
night. We say Good night at the end of
conversation)
Introducing Yourself and Others

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

We can introduce someone to others by telling their name, what they do, how we know them,
or even by describing something interesting about them. For example:
This is my friend Sonia. We study in the same class. She is a good singer.
Practical Exercise
Have you come across such a situation? Based on the initial videos in the e-learning lesson for
this topic, write down what do you think about introducing yourself to neighbours? How will
you start a conversation politely?
Activity
Role-play — Formal and Informal Greetings
Material Required
Notebook, pen
Procedure
1. Form pairs of students.
2. Each pair should write about two conversations; one with formal greetings and one
with informal greetings.
3. One volunteer from each pair acts this out in front of the class.
4. The class observes whether it is formal or informal greetings.
26
Talking About Self

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

When you meet someone for the first time, they may want to know more about you. You will
need to ‘introduce’ yourself by telling them about yourself.
You usually start by telling your name. Then you can talk about other things, such as what you
do, your age, where do you live, or even about the things or activities that you like or dislike.
For all these sentences, you will use nouns and verbs.
A noun is a ‘naming’ word that is used for a person, place, thing, or idea. Some examples of
nouns are Ali, Delhi, football and music.
A verb is a ‘doing’ word that tells us what the noun does. Some examples of verbs are play,
like, eat and write. Note that some verbs with an ‘ing’ ending can also act as nouns. Swimming
is an example. We can talk about likes and dislikes using nouns as well as verbs that end with
‘ing’. For example, cycling, swimming.
Table below shows how people talk about themselves. Read aloud.
Table: Talking About Yourself
Filling a Form
Sometimes, instead of talking, you will have to write about yourself in a form. A form is a
typed or printed page with blank spaces for information.
Each form is different, so you should read it properly before filling. Write neatly, while taking
care to use the correct spellings. A form usually has the following fields for personal
information as shown in Table in next page.
27
Table: Filling a Form

Name Here you enter your name. Sometimes you may need to write the
first middle (if any) and surname.
Date of birth This is the date on which you were born. It is usually written as the
day followed by the month followed by the year in numerals.
Address This is the postal address which includes your house number and
the details of the street area and the city.
PIN code This is a group of numbers used by the post office to identify a
region. It is an important part of an address.
Signature (or Sign) This is your name or initials written by hand in a specific way (which
is difficult for anyone else to copy).
Example
Harish Sethi was born on 5 December 1999. He lives in Agra, in a house named Sukh Nivas.
His house number is 13 in Raja Nagar. His postal code is 282001. Harish filled a form asking
for personal information like this.
First Name Harish
Last Name Sethi
Date of Birth 5 December 1999 (or 05-12-1999)
Address Sukh Nivas, No. 13, Raja Nagar, Agra
Pin Code 282001
Practical Exercise
After watching the initial video in the e-learning lesson for this topic think about yourself and
write at least three sentences about yourself?
Activity
Pair-work — Introducing Yourself and Filling Forms
Material Required
Notebook, pen
Procedure
2. Introduce yourself to your partner, giving the details necessary to fill a form. Your
partner should fill in the form with your details in his or her notebook. When all the
students have finished filling the form, read the information given carefully and check
whether the details are correct.
3. Now, your partner should talk about him or her while you fill the form in your
notebook with his or her details.
4. After you finish, your partner should check information given in the form.
28
Asking Questions
A question is a sentence, phrase, or word that either asks for information or is used to test
someone’s knowledge. We always use a question mark (?) at the end of a question. In our
day-to-day interactions with others, we often have to ask and answer questions to get
information. Asking the correct questions can help us get the information we want.
What are the Two Main Types of Questions?

There are two basic types of questions: close-ended questions and open-ended questions.
Questions that can be answered with a ‘yes’ or a ‘no’ are called close-ended questions. That
is because the answer options are limited or closed. For example, when we ask: ‘Are you
hungry?’, the answer could be either ‘Yes’ or ‘No’. Sometimes, when we ask a question, we
expect an answer with more details. For example, when we ask: “What would you like to
eat?”, the answer could be: “I would like to eat an apple.” These are called open-ended
questions because their answer options are not limited or closed. In this case, the person
could have said mango, orange or any other fruit.
How to Frame (or Form) Questions?

Forming Close-ended Questions
We can form close-ended questions by adding helping verbs (called auxiliary verbs) like Be,
Do and Have. These convey additional information, such as time and mood. Besides these,
there are other auxiliary verbs (called modal verbs), such as Can, May, Should which show
possibility or necessity. One method of forming close-ended questions is to take a sentence
without the above words and place such words before the subject.
For example, the sentence “I like it” can be changed into a close-ended question by adding
the word ‘do’ before the subject ‘I’. This creates the close-ended question: “Do I like it?”
Forming Open-ended Questions — Using Question Words

Some questions are called open-ended because their answer options are not limited or
closed. They have to be answered with more information than just a ‘yes’ or a ‘no’. We can
form open-ended questions by using question words, such as What, Why, Who, How, When
and Where. For example:
What did you do?
Notice how this questions CANNOT be answered with a ‘yes’ or a ‘no’.
Practical Exercise
Activity
Pair-work — Open-ended and Closed-ended Questions
Material Required
Notebook, pen
Procedure
2. Each pair writes 5 open-ended and 5 close-ended questions along with the answers
for all 10 questions.
3. When all pairs have completed the activity, one volunteer pair reads out their
questions and answers to the whole class.
4. The class gives its feedback on whether the questions are framed correctly or not.
29
Talking about family
Introduction
How big or small is your family? What happens when someone asks you about your family?
What do you say? Can you introduce all your family members in English?
Let’s learn some words which will help you introduce your family members and describe how
you are related to them.
New Words — Names for Relatives

Do you know the English names for different members of the family? Your mother and father
are your parents. You may have one or more brothers or sisters as in Figure below.
 In English, parents of both mother and father are called Grandparents (Grandfather
and Grandmother).
 Sisters of both father and mother are called Aunts.
 Brothers of both father and mother are called Uncles.
 Children of all aunts and uncles are called Cousins.
 Family members of the husband or wife are known as ‘in-laws’.
o For example, brothers and sisters of the husband will be brothers-in-law and
sisters-in- law for the wife.
o Brothers and sisters of the wife will be brothers- in-law and sisters-in-law for
the husband.
o Parents of the wife will be father-in-law and mother-in-law for the husband.
o Parents of the husband will be father-in-law and mother-in-law for the
wife.
Read and practice saying the words as shown in Figure below.
New Words — Words that Show Relations

Did you notice the words? (my, father’s, mother’s, their) In ‘father’s sister’ the word ‘father’s’
describes the relation with the noun ‘sister’. If you remember, words which describe a noun
or a pronoun are called adjectives. The type of adjectives which describe relations or
ownership (possession) are known as Possessive Adjectives.
Possessive adjectives can be used to show a relation between people and owner of things.
30
We also use the sign (’) with and ‘s’ to show the owner or related person. For example: My
father’s car is red in colour.
Read out these lines as Tina talks about her family. Notice the relation words that have been
underlined and the relations which have been shaded.
 My name is Tina.
 My mother is a teacher.
 My father works in a hotel.
 My brother’s name is Raj and my sister’s name is Anju.
 I have three aunts and two uncles.
 Our grandparents stay in Shimla. I love going to their house.
How would you describe your family?
Practical Exercise
Activity
Pair-work — Talking about Family
Material Required
None
Procedure
2. Ask your partner any five questions about his or her family. The partner has to answer
your questions by talking about his or her family members.
3. Then the partner will ask you any five questions about your family and you will need
to talk about your family.
31
Describing Habits and Routines

A habit is a practice that we follow, especially one that is very hard to stop or give up. For
example, getting up at a particular time is a habit.
A routine is a regular, ordered way of doing activities at a fixed time. There are some phrases
that can be used to describe your routine. Some words like every day, usually (or generally),
always, sometimes, never, etc., can be used to describe our habits and routines.
Concept of Habits and Routine — Priya’s Day

How would Priya describe her daily routine to a friend?
My daily ROUTINE is this

Every day, I get up at 7 am.
I take a bath at 7.30 am.
I have my breakfast at 8.00 am.
I go to school at 8.30 am.
I come back home at 2.00 pm. Then I iron and fold my clothes.
I have dinner with my family at 7.00 pm. Then I help wash the utensils.
I watch TV at 8.00 pm.
I go to sleep at 9.00 pm.
All the above steps, done one after the other, form Priya’s routine. She does them daily, in
the same order! Some are habits (like taking a bath, watching TV) and some are work or
chores (like washing utensils).
Let us see how Priya describes her habits (things she usually does) to her friend Reena. Read
aloud the sentences given in Table below (first read Priya’s dialogue and then read Reena’s
dialogue).
Table: Priya’s Habits

Priya Reena
Hi Reena! Hi Priya, your hair looks so good.
Thank you, Reena. I always oil and comb my hair. That’s a good habit. I never oil my hair.
You must do that Reena. Have you completed the Yes, I have. I always finish my
science homework? homework on time.
That’s a great habit. I have not completed the Don’t worry
homework. I sometimes forget to finish my come I’ll help you with the homework.
homework.
The words— always, never, sometimes — are used to describe when you do an activity. They
are called Adverbs of Frequency. They describe how often something happens. They are
useful in describing habits. Other examples of such adverbs are shown in Table below.
Table: Adverbs of Frequency

For regular activities weekly, daily, yearly, always I go to the temple weekly.
For irregular activities sometimes, often, rarely I sometimes go to the temple.
32
Practical Exercise
Activity
Group-practice — Describing routines
Materials Required
Notebook, pen
Procedure
1. Form groups with five people in each group.
2. Choose a leader. The group leader will assign a role to each student: movie star, sports
player, politician, teacher, doctor, etc. Then, think about the daily routine of your
character.
3. The leader will interview student 1. Student 1 will interview student 2 and so on.
4. Finally, take some time to discuss about the routines of the characters.
33
Asking for Directions
Introduction
Have you ever been lost and asked others for directions? Have you sometimes given
directions to others? In this lesson, you will learn to ask for and give clear directions to a place.
How to Ask for or Give Directions

When you need to go to a new place what do you do? You ask somebody or use a map. When
you ask someone, you ask politely. Start by saying ‘Excuse me’ or by greeting them.
Ask clearly for the place where you want to reach (for example, Central School, Raja Nagar,
Railway Station, Kavi Nagar Post Office, Admission office inside a building).
 Excuse me, can you please tell me the way to the National Bank?
 Excuse me, which way is the railway station?
 Excuse me, do you know the way to the Gandhi National Museum?
 Can you tell me the directions for reaching your home from the Town Hall?
The other person will usually tell you in which direction you should go, how far, and where
you need to take turns. Some terms for giving directions are shown in Figure below.
Figure: Terms for Giving Directions
If someone asks you for directions, you should use the same method. Repeat the directions
to make sure that you have understood correctly.
You must thank the person who helped you, before leaving. Some words or phrases used for
thanking others are given in Table below.
Table: Thanking Others

Phrase When to use
Thank You This is the polite way to answer when anyone helps you.
Thanks It means the same thing but is more casual (should be used only with
friends or family).
I appreciate that This is one more polite way to answer when someone does
something for you.
I really appreciate You can use this for someone who goes out of their way to help you.
that
When others thank you, you should accept by saying ‘welcome’, or ‘you’re welcome’.
More About Directions Using Landmarks

It is very helpful if you mention landmarks (places which are well known or easy to locate) like
a bus stand, a lake, a bridge, big offices and schools, etc. while giving directions.
To give directions using the location of well- known places, we use location or position words
called ‘prepositions’. (Tip: prepositions show position). There are some other prepositions
which are used to show time, but in this lesson, we will practice using the position words.
Some of these words are — on, near to, opposite, in front of.
34
Figure below shows examples of giving directions to a place (Cosmos Mall). Different
prepositions have been used to give directions based on nearby landmarks.
Figure: Describe Locations Based on Landmarks
Practical Exercise
Activity
Group-exercise — Role-play
Materials Required
Notebook, pen
Procedure
1. Form groups with three students in each group.
2. Practise asking for and giving directions to different places. Your teacher may suggest
some places, or you can use places in your town as examples.
3. Discusswhether each person was able to give correct directions.
4. Discuss what you learned from this activity.
35
Part - A Unit - 2 Self Management Skills

Strength and Weakness Analysis
Have you ever wondered why you get good marks in one subject and not such good marks in
another? Knowing what you do well or not so well, will help you in converting your weakness
into strength and strength into an exceptional talent. A strength and weakness analysis helps
you in this process. Strength and weakness analysis begins by knowing and understanding
one’s self first. Let us first understand some terms which can help you in doing the same.
Definitions of Some Important Terms
Beliefs
Belief is a feeling of certainty that something exists and is true, especially one without proof.
For example, one’s belief in a friendship or superstition.
Values
Values are principles or standards of behaviour; one’s judgement of what is important in life.
They have a major influence on a person’s behaviour and attitude. and serve as broad
guidelines in all situations. Some common good values are honesty, equality, community
involvement, etc.
Like
It simply means things you enjoy or love doing. For example, solving mathematical problems
or playing a sport.
Dislike
It is the opposite of like; you disapprove it or do not enjoy doing it.
For example, dislike towards someone who doesn’t treat people equally.
Opinion
It means a view or judgment formed about something, not necessarily based on fact. For
example, an opinion about someone’s career choice.
Background
It refers to a person’s experiences, training and education. Background may emerge from type
of childhood, education or type or family, etc.
Identity
Identity is a set of behavioural or personal characteristics by which an individual is
recognisable as a member of a group. Identity may emerge from the citizenship, religion or
caste of a person. Your identity is the sum of your opinions, beliefs, values, likes, dislikes,
religion, etc. It is important to know who you are, because only then can you measure your
strengths and weaknesses.
Knowing Yourself
Knowing ‘yourself’ means understanding who you are, what you like, what you dislike,
what are your beliefs, what are your opinions, what is your background, what you do well and
what you do not do well? It is important to know who you are, because only then can you
measure your strengths and weaknesses (Figure in next page).
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Figure: Strength and Weakness
Techniques for Identifying Your Strengths and Weaknesses

To identify the strengths and weaknesses think about the activities that you enjoy doing and
those that you do not like to do.
Finding your Strengths
 Take time off to think about what you do well
 Think of anything that you are always good at
 Think of what others appreciate about you
Finding your Weaknesses
 Point out the areas where you struggle and what you find difficult to do
 Look at the feedback you receive about yourself from others
 Be open to feedback and accept your weaknesses without feeling bad about it. Look
at it as an area of improvement.
Difference between Interests and Abilities

Interests are the things that we enjoy doing. Interests can be
 activities you like to do in your free time that makes you happy.
 activities you are curious about or would do even if no one asked you to do it.
 activities you want to learn or would like to do in the future.
Sometimes interests may not match abilities. In those cases, you can either improve your
abilities or follow some other path. For example, you may like cricket (interest), but you may
not be good at playing the game. In that case, just play for fun but do not aim for a career in
cricket!
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Practical Exercise
After watching the initial video ‘Finding the right job’ in the e-learning lesson, write down the
points that you will use from the video to understand your own strengths and weaknesses.
Activity
Pair-work — Aim in Life
Material required
Pen/pencil, notepad or sheets of paper
Procedure
2. Make a list of tasks or activities you all can do well. Write your aim in life. Share your
notes with your partner and discuss your personal characteristics.
3. One volunteer comes and reads in front of the class.
Here is the format for you to fill in:
 List what you believe you are as a person by starting the sentences with ‘I am’ (for
example, I am a sensitive person.)
 Next list all you can do well by starting the sentences with ‘I can’ (for example, I can
identify safety networks and seek support when witnessing or experiencing violence
and abuse.)
 List what you plan to do by starting the sentences with ‘I will’ (for example, I will train
myself in yoga).
 Finally, state your aim in life. Start the sentence with ‘My aim is’ (for example, my aim
is to become an accomplished sports-person.)
 Making a list will help you become self-aware.
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Grooming
Dressing refers to clothes you wear. Grooming is the process of making yourself look neat,
tidy and clean. The way you dress, and groom can send a message that you are confident and
smart. Grooming is important because it helps us to
 look neat and clean.
 feel confident about ourselves.
 make a good impression of ourselves on others.
Guidelines for Dressing and Grooming

There are certain general norms and guidelines for dressing and grooming, which varies with
every profession or occupation. For example, if you are a salesperson, you will be formally
dressed without accessories or make up but if you are a beautician, you may have to dress up
fashionably and wear makeup.
Let us look at some broad guidelines for good grooming (Figure below).
Practical Exercise
Activity
Role-play — Using Dressing and Grooming Standards
Material required
Pen or pencil, notepad or sheets of paper
Procedure
1. Form groups with three students in each group.
2. Every group prepares a role-play on any one of the following situations. Within each
group, two members act out the situation and the third member observes and makes
notes on what went well, what could be better and what are the standards of dressing
and grooming displayed in the role-play.
Situations
a) You must participate in an interschool debate competition. Discuss with your friend
about what all you will do to create a good first impression.
b) You have noticed that your classmate does not wear appropriate clothes to school.
You must educate them about dressing and grooming standards.
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Personal Hygiene
Personal hygiene is the habit or practice of keeping ourselves clean. Cleanliness helps us to
maintain our health and well-being. Being healthy allows you to be regular at school, college
or work.
Importance of Personal Hygiene

Personal hygiene is important because it
 helps us stay healthy.
 creates a good image of ourselves.
 helps us avoid feeling ashamed in public due to our bad breath, body odour, etc.
Three Steps to Personal Hygiene
Essential Steps of Hand Washing

Follow the steps shown in the sequence below to clean your hands thoroughly.
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Practical Exercise
After watching the initial video ‘Importance of Personal Hygiene’ in the e-learning lesson,
write down your advice to the restaurant staff on CARE, WASH and AVOID.
Activity
Role-play — Following Personal Hygiene Steps
Material required
Procedure
1. Form groups of at least three students each.
2. Each group prepares a role-play on any one of the following situations given.
3. Within each group, two or more members act out the situation and the other
members observe and make notes on what went well, what could have been better
and what parts of CARE, WASH and AVOID were displayed in the role-play?
4. A volunteer group presents this in front of the class, and they give feedback.
Situations
 Imagine that one of your classmates often gets left out from activities and games in
school. He or she has body odour (bad smell) issues so, other classmates avoid
including him or her in classroom activities and games. You have decided to help by
talking to him or her about personal hygiene and grooming.
 You have recently gone through the lesson on personal hygiene and sanitation and
have understood its importance. You have a neighbour who often throws garbage in
public areas and you decide to explain to them about the importance of health,
hygiene and sanitation.
 You are the class monitor. One of your classmates often has a cold and sometimes
ends up spreading the germs in the class. You must talk to your classmate about his or
her personal hygiene and cleanliness practices.
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Teamwork
Just imagine that there is a function in your house. All the family members come together,
divide work amongst themselves and work in small groups to make sure the function is a
success. The success or failure of any activity depends on the way the team coordinates and
works.
A team is a group of people working together towards achieving a common goal. Every team
has a set of goals to achieve. The process of working together in a group is TEAMWORK. Let’s
look at another example of teamwork.
Every individual in a team plays an important role. Each individual in the team is called a team
member. Every team member needs to understand his or her role in the team.
For example, read the text below the images and think who is a good team player, Jai or
Ashok.
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Benefits of teamwork
How to Behave in a Team?
Practical Exercise
After watching the video in the e-learning lesson, what aspects do you think are important
for a team to achieve its goal.
Activity
Assignment — Working in a Team
Material required
Pen or pencil, notepad or sheets of paper, chart paper
Procedure
1. Work in groups. Using a chart paper, each group will create a poster that has
information about any one of the following topics:
a) Planting saplings to save the environment
b) Sharing responsibility at home
c) Playing a game
d) Disaster management
e) Children standing around a ring and holding it with finger.
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Networking Skills
How important is it to get to know new people? You may be very comfortable in your circle
of friends, but to grow in your personal and work life, it is necessary to get to know more
people. That is what networking is all about.
Networking is getting to know people, staying in touch with them over time and using their
knowledge or skill in a way that it helps both parties.
Networking skills involve two very important skills — listening sincerely and asking thoughtful
questions.
Listening with attention shows that you respect and value what the other person is saying.
Asking thoughtful questions shows that you are interested in the opinion of the other person
and it helps to build trust in a relationship.
To maintain a good relationship (personal or business) both parties must gain. Let us look at
an example of people having and not having networking skills.
Benefits of Networking Skills

Networking helps you to make dependable and trusted friends with whom you can
 share expertise and skills — for example, you can ask your friend or neighbour
employed in a company to help you prepare for an interview.
 seek and provide support in difficult times — for example, you can ask your friends to
help you out if you are going to get late to school or in completing a school project.
 inform and be informed about new opportunities — for example, you can ask your
parents’ friends to help you get a part time summer job in their place of work.
How to Build Networking Skills?

Here are six steps to help you build your networking skills. We call this the CONECT model.
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Practical Exercise
After watching the initial video in the e-learning lesson for this topic, discuss the role of
various characters in the film on their role in attaining employability and networking skills.
Activity
Group Exercise — Networking in Action
Material required
Procedure
1. Form groups of three students.
2. Choose any one of the following situations and write down the steps you would take
to network using the CONECT (Converse, Open Up, Network Smartly, Engage,
Communicate, Tell) model.
3. Choose from one of the situations.
 You have joined a new school. How will you make new friends? What points
learnt from the CONECT (Converse, Open Up, Network Smartly, Engage,
Communicate, Tell) model will you use?
 Your brother has a bakery shop. His bakery is not doing too well. Suggest a few
networking tips to improve the sales in his bakery.
4. Discuss in your group. Listen carefully and give feedback on what else could have been
done.
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Self-motivation
Have you heard of the story of the hare and tortoise? Who won that race despite being slow?
The tortoise! Did you think why?
The tortoise never thought less of itself and stayed motivated even though it was lagging.
Self-motivation is simply the force within you that drives you to do things. Self-motivation is
what pushes us to achieve our goals, feel happy and improve our quality of life. In other
words, it is our ability to do the things that need to be done without someone or something
influencing us. Let us look at some examples of self-motivation.
Different people are motivated by different things and at different times in their lives.
Types of Motivation
Qualities of Self-motivated People

There are some qualities that can be seen in self-motivated people. These are:
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How to Build Self-motivation?

Four steps to building self-motivation:
Practical Exercise
After watching the initial video in the e-learning lesson for this topic, what do you think are
general reasons due to which students are not able to complete their work.
Activity
Group Exercise — Staying motivated
Material required
Pen or pencil, notepad or sheets of paper, chart paper
Procedure
1. Form groups of at least three students.
2. Choose any one of the following situations and discuss amongst yourselves what each
one would do to motivate oneself.
Choose from one of the below situations.
 Your teacher gives you feedback on your rude behaviour with your classmates
who are of different gender. There are a lot of areas where you can improve.
What will you do to motivate yourself to improve your behaviour?
 Your father has given you the responsibility of arranging material for a health
camp in a nearby government school. You do not want to do this task. How will
you motivate yourself to do the work?
3. One person can take down all the points made by members of the group and present
it to the entire class.
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Goal Setting
A man was travelling and stopped at an intersection. He asked an elderly man, “Where does
this road take me?” The elderly man asked, “Where do you want to go?” The man replied, “I
don’t know.” The elderly man said, “Then take any road. What difference does it make?” How
true is that? When we do not know where we are going, any road will take us there. So, in
life, we need to have a clear vision of what we will do and where we want to go.
Goal setting is a very essential factor in your personal as well as professional life. The process
of goal setting in your life helps you decide on how to live your life, where you want to be,
and how you want to be in the future.
Let us consider these examples.
Amit
 Amit has just passed Class X this year.
 Amit wants to do a course in hospitality and work in the hotel industry.
 By doing this job, Amit wants to support his family.
Rahman
 Rahman is 43 years old. He works at a newspaper agency and earns well.
 He wants to learn French language in the next three months.
Is there a difference in their goal? Yes, there is a difference. Amit’s goal is a long-term goal
and Rahman’s goal is a short-term goal.
Goals can be related to anything like, money, health, family, education, career, etc. Goals
keep changing. We achieve old goals and then make a new set of goals to achieve.
Goals are a set of dreams with a deadline to achieve them. For example, creating a group of
volunteers from the community in next three months who will take up a cleaning drive every
15 days in the locality.
Goal setting is all about finding and listing your goals and then planning on how to complete
them.
Goals help you to separate what is important from what is not. It helps you to focus on the
result instead of less important work. This will make you successful in your career and
personal life.
How to Set Goals?

We can use the SMART model to set goals. SMART stands for
S - Specific means something straight forward and clear.
M – Measurable means something that can be measured.
A – Achievable means something that can be completed.
R - Realistic means something that is real and is applicable in our lives.
T - Time bound means the goal must be completed within a certain fixed time.
How to Make Goals SMART?

Specific — A specific and clear goal answers six questions. Who is involved in the goal? What
do I want to do? Where do I start? When do I start and finish? Which means do I use? Why
am I doing this?
Non-example: “I would learn to speak English”
Example: “I would learn to speak English fluently by joining coaching classes after my school
every day, and in six months I will take part in the inter-school debate competition.”
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Measurable — A measurable goal answers the questions “How much?”, “How many?” and
“How do I know that I have achieved results?”
Non-example: “I want to increase my stamina.”
Example: “I want to reduce my weight by 5 kg and develop stamina to be able to run 10 km
in 45 minutes in next six months.”
Achievable — Breaking down big goals into smaller parts will make the goal achievable. For
example,
Bigger Goal: “I want to become a teacher in a school.”
Breaking it into smaller goals:
1. Complete higher secondary
2. Complete graduation
3. Complete B.Ed.
4. Apply for jobs in the teaching field
Realistic — A realistic goal would be something that we want and can work towards for
achieving the goal.
Non-example: “I will read my entire year’s syllabus in one day and get good marks.”
Example: “I spend 3 hours every day of the year after school to revise my subjects to get good
marks in the exams.”
Time bound — A SMART goal should have a timeframe, i.e., by when the goal needs to be
achieved. This encourages us to take actions to completely fulfil the goals.
Non-example: “I want to lose 10 kg someday.”
Example: “I want to lose 10 kg in the next six months.”
Practical Exercise
Activity
Assignment — SMART Goal or Not
Material required
Procedure
1. See whether the below mentioned goals fulfill the objective of being SMART (Specific,
Measurable, Achievable, Realistic, Timebound) or not. Tick mark against each aspect
of SMART.
Goals Specific Measurable Achievable Realistic Time bound
(Y/N) (Y/N) (Y/N) (Y/N) (Y/N)
I want to earn INR 01 crore
in my first job.
I want to become a teacher
after finishing post-
graduation.
I want to travel to many
places.
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Time Management
Time management is the ability to plan and control how you spend the hours of your day well
and do all that you want to do. An example of good time management skills would be when
you decide to finish your homework immediately after school, so you have time to watch TV
later in the evening.
Time management is the thinking skill that helps you to
 complete tasks on time.
 make a daily timetable.
 make a good guess at how long it will take you to do something.
 submit homework and assignments before or on time.
 not waste time during the day.
Four Steps for Effective Time Management

Step - 1
Organise
 We plan our day to day activities
 We make a timetable that we follow
 We keep our surroundings and study table clean and mess free
 We put things back where they belong
 It helps us save time!
Step - 2
Prioritise
 We make a to-do- list that has all our activities and we rank them in the order of
importance. For example, you may rank doing homework as the most important task.
 It helps us to get the most important task done first and to track what is pending.
Step - 3
Control
 We have a control over our activities and time.
 We avoid time wasters like chatting on the phone, surfing gossip sites, etc. and focus
on more important things.
Step - 4
Track
 We identify and note where we have spent our time.
 This will help us analyse if we have used our time effectively or not.
 It also helps us to identify time- wasting activities.
Tips for practicing the four steps for effective time management are as follows:
 Avoid delay or postponing any planned activity
 Organise your room and school desk
 Develop a ‘NO DISTURBANCE ZONE’ where you can sit and complete important tasks
 Use waiting time productively
 Prepare a ‘to-do’ list
 Prioritise
 Replace useless activities with productive activities
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Practical Exercise
After watching the video ‘Time Management’ in the e-learning lesson, discuss — What did
you learn after watching the video?
Activity
Pair-work — Making a List of Activities
Material required
Procedure
2. Complete the given table with a list of activities that you do on a daily basis.
Remember to include in the list, every small activity that you do. The next step would
be to group them into three types ‘Must Do’, ‘Should Do’ and ‘Nice to Do’. Use a tick
mark to indicate the group. An example is given below.
Must Do (Urgent Should Do Nice to Do (Not
List of Activities and Important (Important Urgent and Not
Tasks) Tasks) Important)
Complete homework √
Chat with friends √
Book movie tickets for tomorrow √
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Part - A Unit – 3 ICT Skills

Introduction to ICT
"Information and Communication Technologies." ICT refers to technologies that provide
access to information through telecommunications. It is similar to Information Technology
(IT) but focuses primarily on communication technologies. This includes the Internet, wireless
networks, cell phones, and other communication mediums.
In the past few decades, information and communication technologies have provided society
with a vast array of new communication capabilities. For example, people can communicate
in real-time with others in different countries using technologies such as instant messaging,
voice over IP (VoIP), and videoconferencing. Social networking websites like Facebook allow
users from all over the world to remain in contact and communicate on a regular basis.
Modern information and communication technologies have created a "global village," in
which people can communicate with others across the world as if they were living next door.
For this reason, ICT is often studied in the context of how modern communication
technologies affect society.
As part of the ICT we will in this unit learn to use a word processor with the help of LibreOffice
Writer.
What is LibreOffice?
LibreOffice is a freely available, fully featured office productivity suite. Its native file format is
Open Document Format (ODF), an open standard format that is being adopted by
governments worldwide as a required file format for publishing and accepting documents.
LibreOffice can also open and save documents in many other formats, including those used
by several versions of Microsoft Office.
To write a letter or make a report, we can use a word processor on a computer instead of
using pen and paper. A word processor is a software application that helps us to create
documents by typing in text, making corrections (editing text), arranging it in a neat manner
(formatting) and printing it.
Advantages of Using a Word Processor

There are many advantages of using a word processor. Some of these are:
 If you want to add something extra or remove some text after getting your report
checked by a teacher, you can easily do it in a word document.
 When making a resume (biodata), it is important not to make any spelling mistakes. A
word processor helps you check spelling and grammar so that you use correct
grammar, spelling and language.
 If you are writing a long report and you need to work on it for several days, you can
save the report and get back to it whenever required. You can also print the document
if you have to send a hard copy to someone.
 You can make the document attractive by adding different colours, text styles and text
sizes. For example, if you want to write the title in a special style or if you want to
highlight some important date, you can do it in a word document.
 You can also make a poster using a word processor by inserting pictures, bulleted lists,
tables, shapes and charts easily.
52
Word Processors Available

Some of the common word processing applications available
are given in Figure to the right. Most of the functions of all
word processors are the same. Here, we will be using
LibreOffice Writer to understand how a word processor works.
Getting Started with LibreOffice Writer
Ubuntu operating system comes with pre-installed LibreOffice. Hence, to start LibreOffice
Writer in Ubuntu (Figure below left), simply click LibreOffice Writer icon in the launcher on
the left-hand side. This will start LibreOffice Writer and open a new document (Figure below
right). Start typing to add text in the new document.
Creating a New Document

You can create a new document in LibreOffice Writer by clicking the New icon and then
selecting Text Document as shown in Figure below. You can also use the shortcut key Ctrl+N
to create a new word document.
53
Practical Exercise
Activity
Practical Exercise — Getting started with LibreOffice Writer
Material required
Computer with LibreOffice Writer installed
Procedure
1. Form groups depending on the number of computers available. For example, if there
are 40 students and you have 5 computers, form 5 groups of 8 students each.
2. Start LibreOffice Writer, create a new document and type some text in the document.
Roll the mouse over the various options visible on the screen to explore the options
available in LibreOffice Writer. Save the file.
3. One member performs the activity and the others watch and give feedback on what
was done correctly and what can be improved.
4. Then, taking turns, every member of the group performs the entire activity at least
once.
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Basic Interface Libreoffice Writer

Whenever we open LibreOffice Writer, we see a default screen (as shown in Figure below).
This has menu options, such as File, Edit, View, etc., which help us perform various functions.
The toolbar provides icons which are a shortcut to some of the commonly used functions. The
minimise or maximise and close buttons are present at the top right corner of the screen. At
the bottom left there is a Status Bar which gives many details, such as word count, page
number, style, etc.
Status Bar
The Status bar is at the bottom of the window. Use the Document View options at the bottom
right to change the view of the document to a single page, multipage or book view. The Zoom
in or out bar helps to change the size of the text (make it appear bigger or smaller) without
changing the font size. Other details, such as word or character count, page number,
language, etc. are also present on the left side.
Menu Bar
The menu bar is found at the top of the LibreOffice window and has several options, such as
File, Edit, View, Insert, Format, Styles, Table, Form, Tools, Windows and Help.
When we click on a particular menu option, a sub-menu drops down to show various
commands as shown in Figure below.
55
To run a command, click menu option, such as File and then select an option from the sub-
menu. For example, Save.
Here are the menu options with some of their commands:
 File: contains commands that apply to the entire document, such as New, Open, Close,
Save, Print, etc.
 Edit: contains commands which are used for editing a document. Some of these are
Undo, Cut, Copy, Paste, Find and Replace, etc.
 View: contains commands used to change the display of a document in the LibreOffice
Window, for example Zoom in/out, Web, Status Bar, Ruler, etc.
 Insert: contains commands that help to add or insert various objects into a document,
for example, Image, Shape, Chart, Header, Footer, Page Number, etc.
 Format: contains commands to change the look of the text in the document, for
example, making the text bold, line spacing, aligning text, paragraph, etc.
 Styles: contains commands which set the common style of the document, i.e., it
specifies the default format of the document. It has commands to create a new style,
load a style and access the Styles and Formatting section.
 Table: contains commands to insert or delete a table in a document and format it.
 Form: contains commands to insert controls, such as text box, list box, check box,
option, button etc., in a document.
 Tools: contains functions, such as Spelling and Grammar check, Mail merge and
Macros, etc.
 Window: shows all the open LibreOffice windows and allows user to switch to any
window by clicking on it. It also contains commands to open a new window and close
an existing one.
 Help: contains options to open the LibreOffice built-in help or go to online help.
Toolbar
The toolbar is present just below the menu bar and has icons that directly run the command
without going through the menu.
There are many toolbars but two are displayed by default, the first is the Standard Toolbar
and just below this is the Formatting Toolbar. The Standard Toolbar has commands to create
a new file, save a file, print a file, insert a table, etc. The Formatting Toolbar has commands
to change the style of the text, font size, paragraph alignment, etc. For example, to make text
bold, you can simply click the Bold icon on the Formatting Toolbar instead of using the menu
options. To see what a particular icon does, hover your mouse over an icon. This will show a
tooltip with the command as shown in Figure below.
Context Menu
Another way to perform a function is to use Context Menu as shown in Figure in next page.
When we press the right mouse button on a paragraph or image or any object, a context
56
menu is displayed. The options that we see in the context menu depend on the object that is
selected.
Figure: Context menu
Multiple Ways to Perform a Function

As you can see, there are multiple ways to perform the same function. For example, there are
four ways to make a text bold.
First select the text that has to be made bold and then perform one of the following:
a) Click menu option Format, select Text from the drop-down and then select Bold from
the sub-menu.
b) Click the Bold icon in the Formatting Toolbar
c) Right-click and select Character. This will open a Character dialog box. Select Bold from
the Stylebox and click OK.
d) Press Ctrl+B on your keyboard.
In a similar way, most of the functions in LibreOffice can be performed in multiple ways. You
can explore the menu options and the toolbars or use Help to see how a particular function
can be performed.
Practical Exercise
Activity
Practical Exercise — Basic User Interface of LibreOffice Writer
Material required
Procedure
2. Start LibreOffice Writer and roll the mouse over the various toolbar icons visible on
the screen to explore the options available in LibreOffice Writer. Study each of these
options in terms of their applications and uses.
3. Select some of the menu options to see the commands available.
4. One member performs the activity and the others watch and give feedback on what
was done correctly and what can be improved.
5. Then, taking turns, every member of the group performs the entire activity at least
once.
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Saving, Closing, Opening and Printing Document

When we create a new document, we need to save it so that we can open it later and use it
for viewing or printing. Let us learn how to save a document, close it, open an existing
document and print it.
Saving a Word Document

 Click on File and then click Save or Save As. This will open the Save As dialog box as
shown in Figure below.
Figure: Save As Dialog box Figure: Save type options

 Browse to the desired folder, type the filename (for example, Hello World) in the name
textbox and click on Save.
When we save a file in LibreOffice it gets a default extension as .odt. This means the file we
just saved will have a name as Hello World.odt. This .odt extension shows that this is a
LibreOffice Writer document. You can save the file in many different formats. For example, if
you want to save this file as a Microsoft Word file, you can select the option in the Save as
type dropdown as shown in Figure above.
Closing a Word Document

To close a document, click File and then click Close option.
Opening an Existing Document

To open an existing (already created) document, open File Explorer and browser to the folder
where you had saved the document. You will see the file Hello World. odt double click the file
to open it in the word processor.
Printing a Word Document

1. To print a document, click File and then select Print as shown in Figure below left. This
will display a Print dialog box as shown in Figure below right.
2. In the Print dialog box, select the printer that is connected to the computer and the
number of copies you want to print. Click OK. This will print the document on paper.
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Figure: Print a document Figure: Print a dialog box
Practical Exercise
Activity
Practical Exercise: Saving, Closing, Opening and Printing a Document using LibreOffice Writer.
Material required
Procedure
2. Start LibreOffice Writer, create a new document and type some text in the document,
save the document and then print it (make sure printer is connected) and then close
the document.
3. Other students in the group watch and give feedback on what was done and what can
be improved.
4. Taking turns, every student in the group can perform the activity.
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Formatting text in a Word document

Formatting text means changing the way the text appears. Different parts of the text can
appear in different styles and sizes. You can make the text bold, underlined or give it a
different colour, to highlight and make it look attractive. Let us learn how to format text in a
document.
Changing the Text Style and Size

In a document, we can change the font, i.e., the style in which text is written. There are many
styles available. The font drop- down is present in the toolbar. First select the text for which
the font style has to be changed. Click on the drop-down and select the font style you want
as shown in Figure below. Similarly, the font size can be changed to make it big or small. For
example, titles usually have a bigger size text.
Figure: Changing font style and size
Making Text Bold, Italic or Underlined

You can make the text appear bold, italic or underlined. Select the text that you want to
change and click on the different icons present in the toolbar to change the text as shown in
Figure below. You can also use the given shortcut keys on your keyboard to change the text.
Bold: Ctrl+B
Italic: Ctrl+I
Underline: Ctrl+U
Figure: Making text bold, italic or underlined
Aligning Text
The text can be aligned to the left, right or center. Select the text to be aligned and use the
icons as shown in Figure below to make the text appear to the left, center or right of the page.
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Figure: Aligning text
Cut, Copy and Paste Text

The text can be copied from one part of the document to another part. To do so, first select
the text that has to be copied by clicking on the given copy icon as shown in Figure below.
Figure: Cut, Copy and Paste icons

You can also use the shortcut key Ctrl+C. Then, move the cursor to where you want to paste
the contents and click the Paste icon or Ctrl+V. This copies the text to the new location. The
text remains in the original place too, as it is.
If you want to delete or remove the text from the original place and move it to a new position
in the document, first, select the text. Use the Cut icon on the toolbar or use the Ctrl+X
shortcut key. When you do so, the text vanishes from the original place. Now place the cursor
in the new location and either use the Paste icon or the Ctrl+V shortcut key. The deleted text
is inserted where the cursor was placed. This is also called moving the text using the cut/paste
method.
Find and Replace Text

To find and replace text, click on the icon in the toolbar as shown in Figure below. This displays
a Find & Replace dialog box. You can type the text you are looking for and just find it. You can
also replace the text with another text. You can find and replace all the matching text in the
document in one go by clicking Replace All or you can find or replace it one by one.
Figure: Find and Replace
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Practical Exercise
Activity
Practical Exercise — Formatting text using LibreOffice Writer
Material required
Procedure
2. Open a file in LibreOffice Writer. A member of the group changes the text style to
Times New Roman and font size 12. The other member changes the font size to 14.
3. Another member aligns the text to the middle, left and right.
4. Others would copy the first paragraph and paste it at the end of the text.
5. Taking turns, a different set of students repeat the activity ensuring every student
performs at least one formatting task.
6. See below Figures to see how your document should appear.
Figure: Unformatted text Figure: Formatted text
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Checking Spelling and grammar

Using correct spellings and grammar when writing a letter is important. When we write official
letters or make a bio-data to apply for a job, it is especially important that we use correct
language. Normally we check manually by reading the letter again. Word processors provide
a tool to check spellings
and grammar errors.
As you can see in Figure below, some of the words are underlined by a red wavy line and some
with a blue wavy line. The red wavy line shows that word is not spelt correctly. The blue wavy
line shows that there is a grammatical mistake.
The spell checker helps to correct these mistakes.
Figure: Check spelling icon
Starting the Spell Checker

To start the spell checker in LibreOffice Writer, click the ‘Check Spelling’ icon on the toolbar
or press F7 on the keyboard.
You can also start the spelling checker from the menu options.
Click Tools and then Spellings. When we start the spelling checker in LibreOffice Writer, it
displays a Spelling dialog box.
Spelling Dialog Box Options

It highlights the word with the wrong spelling in red. You can choose from the different
options, what you want to do with the highlighted word.
Some of the commonly used options are:
I. Ignore Once: This will leave the word in the text as it is and not change it. We usually
use this option when some names appear as incorrect words.
II. Ignore All: This will ignore the highlighted word and then not highlight if this same
word appears again anywhere in the text. Sometimes a name appears again and again
in the text. You can either ignore one at a time or you can simply click on Ignore All.
III. Add to Dictionary: Suppose you use a particular name in every document, for example,
the name of a company, then it is best to add it to the dictionary. If you do so, then
even if you use it in a new document, it will not be highlighted as incorrect.
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IV. Correct: You can select the correct spelling of the word from the Suggestions and then
click Correct. This will change the spelling of the highlighted word to the selected one.
V. Correct All: If you click on this, it will correct the spelling of all occurrences of the
highlighted word and change all of them to the suggestion selected.
Shortcut Menu for Spell Checker

Another way to correct the spellings and grammar is to select the underlined text and right
click. This displays a shortcut menu as shown in Figure below with a list of suggested words
along with the various options present in the Spelling dialog box, such as Ignore, Ignore All,
Add to Dictionary, etc.
Figure: Spell Check Options on right-click
Autocorrect Option
We can set the Automatic Spell-Checking option on or off by clicking Tools>Automatic Spell
Checking (as shown in Figure below) or pressing Shift+F7 on the keyboard. If this is off, then
we do not see the red and blue wavy lines that highlight the incorrect text.
Figure: Automatic Spell Checking
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Practical Exercise
Activity
Practical Exercise — Checking Spelling and Grammar Using
LibreOffice Writer
Material required
Procedure
2. Type in some text in LibreOffice Writer as given below.
Dr APJ Abdul Kalam National Memorial was established in the memory of the late
President Dr APJ Abdul Kalam. The memorial is situated at Pei Karumbu, in the
island town of Rameswaram, in the state of Tamil Nadu, India. This Memorial was
inaugurated on July 27, 2017, by the Prime Minister of India, Shri Narendra Modi.
The memorial was built by Defence Research & Development Organisation (DRDO).
3. One member opens the Spellings dialog box and uses the various options available to
correct the spellings.
4. Another member right-clicks on the incorrect word and uses some of the options in
the shortcut menu to correct it. Turn on/off the Automatic Spell-Checking option to
see how the text appears.
5. Others watch and give feedback on what was done correctly and what can be
improved. Then taking turns, another set of students perform the activity ensuring
that every student performs at least one task.
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Inserting Lists, Tables, Pictures, And Shapes

When we need to make a list of books available in the library or a list of ingredients or, any
kind of list, we use numbers or some symbol (sign) to identify each item. All word processors
provide a way to create numbered or bulleted lists (refer Figures below). We can also insert
tables in a word document if we want to show data in a rows and columns format.
Inserting Bulleted Lists

To create a bulleted list, first write the items of the list in different lines. Select all the items,
click Format. From the menu options, select Lists and then click Bulleted List as shown in
Figure below left. This will create a bulleted list as shown in Figure below right. You can also
create a bulleted list in LibreOffice Writer by selecting all the items and then pressing
Shift+F12 on the keyboard. Please note – the shortcut keys may be different in other word
processing software.
Figure: Creating Bulleted List Figure: A Bulleted List
Inserting Numbered Lists

To create a numbered list, first write the items of the list in different lines. Select all the items,
click Format. From the menu options, select Lists and then click Numbered List as shown in
Figure below left. This will create a bulleted list as shown in Figure below right. You can create
a numbered list by pressing F12 in the keyboard.
Please note – the shortcut keys may be different in other word processing software.
Figure: Creating Numbered List Figure: A Numbered List
Using Tables
Tables are used to show data in a tabular format; for example, to show the data of students
and their marks in each subject, we can use tables. We may need to have tables in a
document, such as when making a report card. Word processors provide a feature that helps
us insert tables to show such data.
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Inserting a Table
To insert a table in LibreOffice Writer document, click the Insert Table icon as shown in Figure
below or press Ctrl+F12 on your keyboard. Click More Options… from the drop-down.
This opens an Insert Table dialog box. Select the number of columns and rows you want in
the table and click Insert. By default, the word processor will create a blank table with 2
columns and 2 rows (refer Figure below left). You can then enter data into this table as shown
in Figure below right.
Figure: Insert Table dialog box Figure: Table for data entry
Inserting Pictures
To insert an image, click Insert and then Image as shown in Figure below left. This will open
the Insert Image dialog box. Select the image file you want to insert into a document and then
click Open. This will insert an image into the document.
Inserting Shapes
To insert a shape in a document, click Insert and then Shape. This will open a sub-menu with
the basic shapes. Select one option for example, Basic. This will further show several basic
shapes such as Rectangle, Circle, Square etc. as shown in Figure below right. Select a shape
and then click and drag the mouse to specify the size of the shape. This will insert a shape into
the document.
Figure: Inserting an image Figure: Inserting a shape
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Practical Exercise
Activity
Practical Exercise — Inserting Lists and Tables Using LibreOffice Writer
Material required
Computer with LibreOffice Writer
Procedure
2. Start LibreOffice Writer or MS Word and in each group, one member creates a bulleted
to-do-list.
3. Another member creates a numbered shopping list. Another member then creates a
table with names of all members in the group and their addresses.
4. Others watch and give feedback on what was done correctly and what can be
improved.
5. Then taking turns, another set of students perform the activity ensuring that every
student performs at least one task.
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Header, Footer and Page Number

Header is the top part of a page while the footer appears at the bottom of the page. They
contain information that is available on every page at the same place, for example, if we want
the title of the document at the top of each page and the page number at the bottom of each
page, we can use a header (for title) or a footer (for page number).
Inserting a Header
In LibreOffice Writer, to insert a header, first click Insert menu option. Click Header and Footer
in the drop-down, then Header and then click Default Style. A header will be created at the
top of each page. Click the top part of the document to highlight the header.
Inserting a Footer
Similarly, a footer can be created at the bottom of each page. To insert a footer, click Insert
menu. Then click Header and Footer, then Footer and then click Default Style. A footer is
created at the bottom of each page. Click the bottom part of the document to highlight the
footer.
Insert Title, Page Number and Page Count

You can insert page numbers, title, page count, date, time, subject, etc., into the header or
footer. Then it will appear on all the pages. To insert page numbers to your pages, first click
on the footer. Then click the Insert menu option. Click Field in the drop-down and then click
Page Number. This will insert a page number at the bottom of every page. Similarly, you can
insert other details, such as date, time, image, etc., into the header or footer.
Practical Exercise
Activity
Practical-exercise — Add Header, Footer and Page Numbers
using LibreOffice Writer
Material required
Procedure
2. Type in 2–3 pages of text in LibreOffice Writer.
3. Write 3–5 lines about your last summer holidays. In each group, one member adds a
header with title as ‘Summer Holidays’ and another group member adds a footer with
page numbers.
4. Others in the group watch and give feedback on what was done correctly and what
can be improved.
5. All other group members repeat the exercise on a fresh document.
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Tracking Changes in LibreOffice Writer

Tracking changes in a word document means to keep a record of the changes made in a
document. For example, a student writes a report and gives it to the teacher for checking.
Just as a teacher makes corrections using a red pen in a paper copy, the teacher can make
changes in a word processor using the Track Changes mode. This will highlight the changes
and make it easier for the students to see and correct their mistakes.
How to Start/Stop Tracking Changes in LibreOffice Writer

To start tracking changes in LibreOffice Writer, click Edit and then click Track Changes. This
will show a sub-menu with several options. To start tracking changes, the first step is to click
Record as shown in Figure below or press Ctrl+Shift+E. Once you click Record, all changes
made to the document will be recorded and displayed in a different colour. If you want to
stop tracking the changes, click Record again.
Figure: Tracking Options
Tracking Options
With the Record on, all changes are recorded. These are displayed in a different colour. Any
text that is deleted will not disappear but will appear as strikethrough (or cut across with a
line, for example change). This Track Changes sub-menu provides many options. You can
move from one change to the other using the Next and Previous options (refer Figure below
left). When a change is selected you can accept it or reject it using Accept and Reject options.
If you accept, the change will become a permanent part of the text and if you reject, it will
revert to the original text.
If you think all the changes are OK, then you can accept them all at once using the Accept All
command. Similarly, if you do not want to accept any changes and want to revert back to the
original text, then you can use the Reject All option.
Sometimes, we may want to see how the document will appear with all the changes accepted
without actually accepting them. If you click the Show option, the document will appear as if
the changes have been accepted. If you click Show again, the document will appear in track
mode with the changes.
You can protect the changes by adding a password. Click Protect. This will open the Enter
Password dialog box as shown in Figure below right. Add a password. Now only the person
who knows this password will be able to accept or reject the changes and no one else.
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Figure: Tracking Options Figure: Enter Password
Manage Option
The Manage option opens the Manage Changes dialog box. In this all the changes are
displayed in a list. You can select a change and accept or reject it.
You can also click Accept All to accept all the changes or Reject All to reject all the changes.
Compare Documents
If you click Compare Document…, LibreOffice will compare the current file with the file you
provide. This will then open the Manage Changes dialog box with a list of all the differences
between the two files. Here you can accept or reject these differences and the current file
will get updated accordingly.
Practical Exercise
Activity
Tracking Changes in LibreOffice Writer
Material required
Procedure
2. Start LibreOffice Writer, create a new document and type some text in the document.
3. Click on ‘Edit’ and then click on ‘Track Changes’.
4. Then another member reviews the document and makes changes. The first member
can then accept or reject the changes. Two members perform the activity and the
others watch and give feedback on what was done correctly and what can be
improved.
5. Then taking turns, another set of students perform the activity ensuring that every
student performs at least one task.
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Part - A Unit – 4 Entrepreneurship Skills

Introduction
Entrepreneurship is the process of running a business using a new idea or in a different way,
which ultimately helps the buyer or the customer. The new ideas in a business can be in the
form of a unique product or service. A different way of doing business makes an entrepreneur
different. A traditional businessperson runs his venture like most others. Whereas an
entrepreneur uses unique ways of doing business — be it reaching out to the customers
through marketing and advertising, new ideas or new ways to meet customer needs or
running the operations in a more efficient way. In this module, the focus is on helping you to
understand what are the different values and attitudes of an entrepreneur which makes them
successful.
This course will explain the basics (with more advanced content in later classes) — with a lot
of examples and group practise on the following:
 Values and attitudes of a successful entrepreneur
 How to think like an entrepreneur
 A business cycle, from starting to growing the business.
Introduction to Entrepreneurship
Let us begin by looking at some common terms used in business.
Entrepreneur
An entrepreneur is a person who tries to meet needs of a customer through new ideas or
ways of doing business and makes profit in return.
New ideas with which an entrepreneur adds value to a business can be of many kinds,
including new products — like adding varieties, new services like home delivery or credit
services, new marketing ideas, new cost reduction ideas and many more.
Entrepreneurship
Entrepreneurship is a process of developing a business plan, launching and running a business
using innovation to meet customer needs and to make a profit.
Let us read a story to further understand the meaning of entrepreneurship and who is an
entrepreneur.
Pratap, the Vegetable Seller

Pratap was a vegetable seller in Agra. He was well known in the market for always selling fresh
vegetables. He used to wake up every morning at 3 am to get there. However, during
summers, a lot of his leftover vegetables used to get wasted at the end of the day.
To stop this wastage, he started selling the stale vegetables. This earned him a bad name in
the market and people stopped going to his shop.
Pratap then came-up with an idea! Vegetables home-delivery services — people could order
the type and quantity of vegetable they wanted a day before, and Pratap would buy exactly
that much from the wholesale market and deliver it fresh to their house.
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Now his customers do not have to go through the inconvenience of commuting to the market
and thus can have the vegetables delivered at their doorstep. All they have to do is call Pratap
on his mobile phone and place an order.
Questions to think about
 How do you think he spotted the opportunity?
 How did he serve the needs of the customer?
 What would you have done, if you were in Pratap’s place?
Do you think Pratap is an entrepreneur?

Yes, he is! Pratap was self-employed as a vegetable seller. He solved the customers'
problem of getting fresh vegetables at their doorstep through a new idea of home- delivery
service. Since Pratap used a new way of providing his products to the customer, as a result
making their life easier. This makes him an entrepreneur (vs. any normal businessperson).
Types of Business Activities

Our needs and wants are never constant. They are everchanging. We may want something
today but not the same thing tomorrow. For example, Sameer wanted a pair of shoes today
but after a few days he wanted a pair of jeans.
We can clearly see our wants change over time. Markets provide us with a product in the
form of a good or a service to meet our specific needs.
In the market, different types of businesses exist. The three different types of business
activities are as follows:
Manufacturing Business
A manufacturing business is one that converts raw material(s) into finished product(s) to meet
the demands of the customer. In this form of business, the finished product can be directly
sold to the customer. Kartik has a factory that produces purified packaged drinking water.
This is an example of a manufacturing business.
Trading Business
A trading business does not manufacture a good or product but only facilitates the act of
bringing the finished goods from the manufacturing unit to the buyer or customer (who is
ready to pay for the produced good. For example, Gupta Pharmacy sells medicines produced
or manufactured by different pharmaceutical companies. Gupta pharmacy is a trading
business.
Services Business
Any business activity that is intangible, which cannot be seen and felt, but is for the benefit
of a buyer is called a service. Services do not have a fixed time and it is flexible as per the
demands of the customers. Services do not even need a shop to sell their products. Amar is a
painting contractor.
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Practical Exercise
Activity
Role-Play — Businesses Around Me! Procedure
1. In this activity, you will work in groups to come up with examples of different kinds of
businesses we see around us.
2. Each group will act out the business they are running.
3. The rest of the group members will guess what kind of business the acting team is
doing.
Instructions
 Make a group of 5 students each. If there are 30 students in a class, there would be 6
teams. Select a leader per team who will be responsible for running it.
 Each team comes up with 3–4 examples of entrepreneurs around them.
 Each team will get 15 minutes to come up with examples and plan their acting.
 Each team will then plan a skit or acting to have others guess what businesses the
entrepreneurs do.
 Each team will get 2 minutes to act for others to guess and 2 minutes to explain.
Questions for Group Discussion
1. Did you know that the people and businesses you spoke about were entrepreneurs?
2. Does business solve the needs of a customer?
3. Does this business make money in return?
4. How would you categorise the business(es) in discussion?
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Values of An Entrepreneur
Read the following story and identify actions that make Sunita special.
Sunita used to live in Kochi with her parents. During her summer holidays, she went to meet
her grandparents who lived in a small town. They were very old and had to take a lot of
medicines during the day. They often used to be tired to go to the market to buy their
medicines and sometimes forgot to take it, as they did not have help. This affected their
health. She then saw that other old people living around face the same problem. Sunita felt
very bad about the situation and wanted to help them.
Sunita thought of many ways to solve this problem, so that her grandparents and other old
people living in the colony remain healthy and get their medicines on time. She then thought
of an idea! — to make a special remote, with just one button. This remote would send the
signal to the nearest medical shop, who would deliver the medicine within a day. The remote
also had an in-built, easy-to-use alarm system which old people could use to set reminders
for taking the medicines. Every time the alarm went on, they would take the medicines and
turn the alarm off by merely touching the button on the remote. She made this and tried it
out at her grandparents’ house, and it worked! They now did not have to travel long distances
to buy the medicine or need help to remind them to take their medicines on time. This
‘Remote control’ became very popular in her village and soon, in all of Kerala. She now runs
a business and sells these remote controls all over India.
Values
Values are qualities and principles which make a person think and act in a certain way. From
the above example of Sunita, we saw how she felt bad about the problem her grandparents
faced and came up with a solution on her own. She thought and made a product that no one
had thought of before. Let us find out what qualities makes an entrepreneur successful.
Values of an Entrepreneur
Each entrepreneur has certain unique qualities that make them successful. As one chooses
the path of entrepreneurship, there are various thoughts, fears and doubts that comes to
ones’ mind. An entrepreneur’s ability to overcome these determines his or her ability to be
successful.
It is the entrepreneur’s values which will therefore help them face and overcome the
difficulties and challenges involved in entrepreneurship.
The internal motivation, which allows an entrepreneur to overcome these doubts are called
'values'. Here are some values which make an entrepreneur successful.
Confidence
Confidence means to believe in one’s self and one’s approach. Being confident helps an
entrepreneur to take the first step of starting a new business and then trying new things to
grow the business. It pushes the entrepreneur to keep going even if there are failures.
Confidence also encourages an entrepreneur to go to customers and ask them for their
feedback about the product or services. The feedback helps the entrepreneur to keep
improving and growing the business.
While being confident is crucial for an entrepreneur, it is also important to keep in mind that
the ultimate purpose of an enterprise is to serve the customer, therefore, they should not be
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over-confident. Being over- confident may lead an entrepreneur to take shortcuts in business,
like selling a product while knowing that its quality is bad, or over-charging a customer. Such
actions may make the customers distrust the business. Therefore, striking a balance between
confidence and over-confidence is one of the most important values of an entrepreneur.
Independence
Independence means one’s ability to work alone and have the confidence to make one’s own
decisions. The responsibility of deciding what work needs to be done and how it can be done
is made by the entrepreneur.
An entrepreneur is her or his own boss and has to be self-motivated to set goals and follow
them. He or she is also responsible for motivating others to work to achieve the goals of the
business and keep a check on how the business is performing on a day-to-day basis.
While, independence allows an entrepreneur to work alone, with no one to report to, it also
comes with the responsibility of ensuring that the customer remains the main focus at all
times. Delivering good-quality product or service, at the right price, is one of the primary
responsibilities of an entrepreneur.
Perseverance
Perseverance means not to give up and keep going even when a difficult situation comes up.
Running an enterprise, or a business involves many failures. An entrepreneur is responsible
to overcome these failures, learn from them and keep going, no matter what happens. The
entrepreneur has to stay positive and motivated when things get difficult.
While working hard, it is also important for an entrepreneur to think about improvement and
growth. This happens when one tries different approaches. Therefore, perseverance does not
mean doing the same thing, in the same way again and again. It means to come up with
different and innovative ways to overcome difficulties and always thinking about achieving
the goal, no matter what comes in the way.
Open-mindedness
Open-mindedness means to be open to trying new things and being open to other’s feedback.
In the process of starting and growing the business, an entrepreneur tries many different
things. They will often have to consult others, such as market experts, peers and colleagues
for information and insights. During this process, it
is important to keep an open-mind and allow for new thoughts and ideas to come your way.
This will allow the entrepreneur to learn from failures not just of oneself but also of others
and keep improving the business.
Case Study
Read Poonam’s story and identify which actions made her better than others?
Poonam, the Purse-maker

Poonam makes handmade purses for women in Odisha. She takes the help of local women
who know embroidery to make the purses. Poonam used to sell these in Kolkata. She
however, could not sell many pieces and also had to spend a lot of time and money on
travelling to Kolkata.
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Poonam then tried to sell this by going door-to-door but only few more people bought her
products. In fact, people were rude and did not talk to her respectfully. However, she did not
give up hope and continued to go to more people to sell the purses. She even added new
styles and designs to the purses and began making them in different sizes and colours.
Then someone told her about a shopping website through which she could sell her products
without going to big cities. She immediately registered her company and started getting
orders. Earlier she could sell maximum 50 purses in a month, but now she sells more than 500
purses every month.
Practical Exercise
Activity
Role-play — Qualities of Entrepreneur
Procedure
1. This activity shows students how to think and practice in real life and the qualities of
an entrepreneur.
 Each student writes the actions of a successful entrepreneur on a chit. For
example, Shoe shop owner talking to customers politely.
 All the students give the chits to the teacher.
 The class gets divided into groups of 5.
 One member from each team picks the chit and does the action without
talking.
 Others guess the action and super-powers (qualities) of the entrepreneur.
Questions for Group Discussion
1. What are the different qualities you saw during the act?
2. Which of these qualities do you think you also possess?
3. What are those qualities which help an entrepreneur to deal with an angry customer?
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Attitude of An Entrepreneur
In this session, you will learn about the differences in the attitude of an entrepreneur versus
those of a salaried employee.
Attitude
The meaning of attitude is one’s tendency to respond in a certain way towards a certain idea,
object, person, or situation. An entrepreneur’s attitude affects their choice of action while
running the business.
Let’s understand the difference between the attitude of an entrepreneur and an employee
(someone who works for a salary or wages).
Difference between the Attitude of Entrepreneurs and Employees

Attitude Entrepreneurs Employees
Belief in Self When an entrepreneur starts a new An employee usually is managed
business, there are a few people who by someone, who helps him or
might support them. There is no her, and supports him or her
manager or boss who would when he or she starts the job. He
encourage or support when things get or she is also given training and
difficult. Therefore, an entrepreneur support to understand how to do
believes in self so that they can the work, and what to do when
confidently face any challenge and things get difficult.
become successful.
Customer An entrepreneur is responsible for An employee delivers on the
Focus ensuring that the business they are goals set by the company. Not all
doing adds value to the customer. The employees of a company work
responsibility of delivering good towards serving the needs of the
quality products or services to the customers directly. They may not
customer is the most important part of have any direct responsibility
entrepreneurship. An entrepreneur is towards the customer.
also responsible for running his or her
business ethically, following rules and
regulations set by the government.
Decision Entrepreneurs decide the kind of work Usually a manager or the boss
Making and they will do and how they will do it. makes the decisions for
Responsibility They themselves make decisions and employees. Employees decide
work towards completing the work. how they want to do their work,
but what they are doing and in
how much time they should
complete it, is decided by a
senior.
Belief that Entrepreneurs usually work in an An employee’s job is focussed
Environment unknown environment, where they do internally and is not usually
can Change not know what will happen after they affected by the outside
start something new. Therefore, it is environment. Therefore, the
important for an entrepreneur to belief in change is not necessary
remain positive and believe that the for an employee to get the work
market environment can change. done.
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Reading the Story

Here are the stories of Surabhi, the entrepreneur and Akash, the employee. Read the stories
and think about how their values and attitudes are different from each other.
Surabhi, the Painter

Surabhi has always liked art and makes paintings. She started her business of selling these
paintings to her friends. They all liked the paintings and asked Surabhi to make and sell more.
Surabhi took a loan from the bank to buy more art-supplies so that she could make more
paintings. She went to different customers to first understand what they wanted, and then
made paintings based on their taste. She now has an art studio where people come to learn
how to paint in their free time.
She also frequently puts up exhibitions of her work in different places.
Akash, the Employee

Akash works at a shop that sells art-supplies. His job is to arrange paintbrushes, colours and
papers in different shelves. He goes to work at 9.00 am and finishes by 4.00 pm.
Every time a customer comes to Akash, he tells them where they can find what. He then
directs them to the cash counter to pay for what they liked. Akash’s boss decides the work he
is supposed to do on a monthly basis.
Practical Exercise
Activity
Outdoor Interaction: Interviewing Employees and Entrepreneurs
Procedure
1. The class is divided into two groups.
2. Group 1 would interview people who work for others: Employees.
3. Group 2 would interview people who work for themselves: Entrepreneurs.
4. In each group the following questions will be asked:
 How is your regular day at work? What are the different activities you do from
morning to evening?
 What do you enjoy most about your work?
 What are the challenges you face?
 How do you overcome the challenges that you face?
5. Each group gets one-hour time to go out to talk to as many employees or
entrepreneurs as possible.
6. Each group will present their experience to the entire class.
Questions for Discussion
1. What are the major differences between qualities and values of an entrepreneur and
employee?
2. Do you think entrepreneurs thrive on risk? Give your opinion in five sentences.
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Thinking Like An Entrepreneur

“How does an entrepreneur think while running their business?”, “Can I think like an
entrepreneur too?” Through this session, you will be able to answer these questions!
Problems of Entrepreneurs
Can you think about what are the problems that an entrepreneur would face on a day-to-day
basis?
List all the problems an entrepreneur may face.
Problem-solving
Problem-solving is the process of thinking, through which entrepreneurs can come up with
many solutions to improve their business. This process starts with first recognising what the
problems are. Once the problems are known, there are many ways in which an entrepreneur
can think of solving them.
An entrepreneur may face many problems or challenges. It is their ability to solve them that
makes them so special. Below is the list of some problems an entrepreneur may face while
running a business. An entrepreneur often thinks about these questions while starting and
running a business.
1. Idea: What should my business idea be? How do I know that this idea will work?
2. Money: How much money should be raised to start a business?
3. Acquiring material: From where to get the material and at what cost?
4. Manufacturing: How to manufacture (if it is a product business)?
5. Pricing: At what price should I sell the product so that I make enough profits? How do
I know what price the customer is willing to pay?
6. Marketing and advertising: How would I tell my customers about business which will
attract them to come to me?
7. Selling: How would the customer buy from me? Will the customer come to me or will
I go to the customer?
8. Accounting: How do I keep a track of the money I am spending and making? How do I
know how much profit I am making?
9. Standing out: How can I be better than what is already available in the market? How
do I add value to my customer?
10. Growing business: How can I grow my business and continue to get better?
Reading the Story
Read the story of Kiran and see how she practised thinking like an entrepreneur:
An entrepreneur needs to think about different ways to solve these problems to become
successful. We will learn about what are different ways of thinking like an entrepreneur by
reading the story of an entrepreneur from rural India who came up with a different way of
solving her customers’ problems. As you read the story, think what Kiran did differently, as
compared to other entrepreneurs you know. Also think about how Kiran solves problems.
Kiran lived in Gwalior, a town in Madhya Pradesh. Kiran’s father used to sell chaat on a small
handcart. He used to go to different houses to sell the delicious food, which both young and
old people enjoyed.
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Sometimes, Kiran used to go with her father after school to help him. They used to go to
different places throughout the town. She however, used to feel bad when she would see her
father struggling to turn the handcart when they would have to cross narrow lanes. While
turning, he had to lift and rotate the cart many times.
For a school project, Kiran was asked to make something which would make the life of her
parents easy. She thought of solving the problem her father faced with the handcart. She
thought of a great idea to make it easy for him to move through narrow lanes.
She made a steering system for handcarts, which is controlled by hand, and can be used to
lift and rotate the cart.
This system was easy and cheap to make, so Kiran started making it with her friends. They
would give it to mechanic shops, who would then sell it to people who used handcarts. The
product became very popular among a lot of fruits and vegetable sellers and is now used
throughout the country.
Think about the following question

How do you think Kiran came up with idea of the steering for handcarts?
Thinking like an Entrepreneur to Solve Problems

Entrepreneurs solve many different types of problems in their day-to-day operations. In the
above example, Kiran solved the problem of identifying which business idea would he work
with. Listed below are three ways most entrepreneurs think when they are trying to solve a
problem.
Creativity
Creativity means to come up with ideas that others have not thought of before. Creativity
does not mean being artistic or being good at drawing. An entrepreneur has to believe that
they can come up with new ideas to solve a problem. In the case of Kiran, she solved the
problem of rotating a handcart by thinking of a new idea.
Innovation
Innovation means to think of new ideas and come up with ways to make it work in real life.
The difference between creativity and innovation is that while creativity is about just coming
up with an idea, innovation is about also coming up with ways to make idea into reality. Kiran’s
idea was not just in her head. She made it work by installing the brake system in her father’s
cart.
Critical Thinking
Critical thinking means to understand a situation or problem by asking oneself questions
(why, what, when, how) and researching about reasons for the situation or a problem. An
entrepreneur has to always think critically when faced with a problem. They just cannot get
worried about the problem and not do anything about it. In the case of Kiran, she saw her
father struggling with a problem, and found a solution for the same.
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Practical Exercise
Activity
Pair-work—Identifying and Solving Problems
Procedure
1. In this activity, you will identify problems of a family member, and then think like an
entrepreneur to solve their problem.
 Find a partner and sit in pairs.
 Each person will think of a family member whose problem they want to solve.
 Tell your partner about your family member’s problem.
 As a pair, you will come up with three ideas to solve each problem.
 The teacher will ask volunteer pairs to come in front of the class and present
the problems they have identified with their solutions.
 Use the format below to record your activity.
Family Member Problem Solution
Questions for Group Discussion after Presentation

1. How did you think of this solution?
2. Do you think this solution will help more people like your family member? Can this
solution become a business?
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Coming Up with A Business Idea

In the previous session, we learnt about different ways in which an entrepreneur thinks.
Starting a new business is very exciting! In order to start and run a successful business, the
first step is to come up with an idea.
Vivek is a restaurant owner. His restaurant is called ‘The Wow Bowl’. He was studying for a
career in medicine when he discovered his interest and skills in cooking. He mixed his interest
in medicine and his love for food and came up with unique and healthy dishes. He mixed
natural herbs and medicines in common food like dal-rice. This not only made it tasty, but
also healed illnesses like common cold and cough.
He wanted to turn this idea into a business. Immediately after completing his studies, he
arranged some finance and started the restaurant. It was an interesting journey for him.
He explains his journey of starting the business through these four steps as shown in Figure
below. In this session, you will learn about the first step of coming up with a business idea.
Figure: The Business Cycle
What is a Business Idea?

A business idea is a solution that an entrepreneur thinks of, to serve the customer. An idea
determines what business activity an entrepreneur would take up to make financial gains. An
idea can be product-service- based or a hybrid model.
Principles of Idea Creation

There are a few important principles to keep in mind while coming up with an idea.
Customer Need
An idea should serve the customer’s need or demand. A business idea can come from an
existing demand in the market or through a desire to make what is available in the market,
better. A product or service, which is either not meeting customer’s needs, or is partially
meeting needs is available, so there is a demand to fill in the gap. Hence, an entrepreneur
thinks of starting a business to meet this demand.
For example, during the summer season, when the weather is very hot, people who walk in
the sun, like students, workers, etc., want a cold drink to feel fresh, so an entrepreneur can
start a sugarcane juice stall or a lemonade stall in a busy area.
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Entrepreneur’s Own Interest or Talent

An entrepreneur often works with an idea that she or he is passionate about. Not all
entrepreneurs start with just what is in demand or what the market needs. Some
entrepreneurs start with using their own interest or talent to serve the customer. Knowing
one’s interest or talent is in fact important for an entrepreneur as it leads to self-confidence
and even others believing and trusting in their capabilities.
For example, a girl who is studying to be a fashion designer can use her interest in the subject
to start a shop where she sells different types of clothes.
Innovative
Innovative means new methods or original ideas. A business can be innovative in its idea or
the way it is done. The chances of a business growing increases if the idea is innovative and
the way it is implemented is also innovative.
For example, in Vivek’s case, the food he serves in his restaurant is different and no one else
sells food for people who are sick.
Form a Business Idea

Most ideas come from either needs of customer or inspiration from what others are doing.
There are many ways in which one can come up with innovative, yet practical ideas for a
business. Let’s practice a few ways to come up with ideas.
Location-based Ideas
An entrepreneur can come up with idea to serve needs of customer at a specific location. For
example, in a small village in Rajasthan, where there is limited supply of pure drinking water,
an entrepreneur can set up a business of selling water.
Seasonal Ideas
During summers, people want to drink cold, healthy drinks in big cities, while in winters, they
like warm beverages. An entrepreneur can come up with the ideas based on the season.
Events-based Ideas
Another way to come-up with a business idea is to think of ways to serve the people at events.
For example, there are different businesses that come up during the wedding season, like
card-designers and printers, mehendi (henna) designers, event managers, decorators, etc.
Interest-driven Ideas
An entrepreneur can come-up with business ideas based on self-interest. For example,
someone who is good at dance and likes dancing, can start a dance-training institute for
serious dancers and also for people who want to slim down by doing fun exercises.
Vocation-driven Ideas
Many people start a business based on what they are interested in and what they have
studied. A farmer, who knows everything about farming, from where to get the seeds, to how
to plough the ground can start a Farmer Training Institute for those who want to learn about
farming or can guide city dwellers how to grow vegetables on terraces and balconies.
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Case Study
Nagma, the Fashion Designer

Nagma went to Chennai to become a fashion designer. She was always interested in designing
beautiful dresses for her friends when she was in school. After college, Nagma was not sure
what kind of work she should do. In Nagma’s culture, girls have to wear a scarf, or hijab at all
times. In a city like Chennai, it was difficult for Nagma to find good quality hijabs, so she came
up with an idea of making and selling them. She started making good-quality, fashionable and
affordable hijabs. She would buy good material, stitch pearls and beads, and pack her
products in a beautiful box.
She would sell them in hostels and colleges. Now, Nagma has a boutique of her own and also
sells products online.
Rakesh, the Special Auto-wala

Rakesh came from a small village in Uttar Pradesh to Mumbai when he was very young. He
had come to make money for his family. His friends gave him an idea of buying an auto to
make enough money. For many years, Rakesh was driving around like any other auto-wala.
But with time, he really started enjoying his work. He loved talking to his customers and
listening about their life. This gave him idea, which turned him from an auto-wala to an
entrepreneur.
He came up with the idea of a ‘Special auto experience’, in which a customer would get special
services – snacks, cold-drink, songs of their choice, newspaper, and Wi-Fi for their mobile. In
addition to this, Rakesh would take them through special routes and tell stories. He shared
his mobile number so that his clients could call and pre-book his service.
People starting using Rakesh’s services, and would stand in ques to get one ride with him.
Rakesh now has many auto-walas working under him. He has trained them to serve on the
same standards to the customers. He has a flourishing business now.
Anshula, the Storyteller

Anshula, used to write storybooks for young children, but she wanted to do more with her
talent. She thought of an idea to start a reading-café, which would be a coffee shop where
people, especially mothers, can bring their children to learn how to read books, while they
enjoy coffee. When she started the shop, no one wanted to help her with teaching how to
read to little children.
But then she realised that young college-going boys and girls who often came to her shop,
had free time. She trained them how to teach or read stories to young children. They were
happy to help her in return for a certificate of service. Soon many mothers started coming to
her shop with their children.
She started only one shop near her house in Bengaluru, but now runs five such shops in three
different cities.
Thinking time
1. What principle of getting an idea did the three entrepreneurs follow?
2. How do you think Nagma, Rakesh and Anshula came up with these ideas?
3. If you could do a business, what would be your idea?
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Practical Exercise
Activity
Group Activity: Crazy Ideas
Procedure
 Make groups of five members each.
 Each team comes up with ‘crazy’ business ideas, which no one has ever thought of or
heard of before. For example, ‘Special designer socks for Rs 5000/-’ or, ‘Books that
read to you’.
 Every time someone comes up with a crazy idea, everyone in the group loudly say, YES
LET’S DO IT! together and then give reasons for why the idea will work.
 Each group gets 20 minutes to come up with at least 10 crazy ideas.
 Each group presents their crazy ideas to the whole class.
 One student from the class makes a list of all the crazy ideas.
Summary
 No idea is a bad idea.
 One comes up with ideas when encouraged by others.
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Understanding the Market

Understanding the market is the second step of starting a business. Once an entrepreneur
has an idea, they are interested in trying, it is important that they first go to the market to
test if it will work.
In this session, you will learn how an entrepreneur can look for opportunity to check if their
idea will work in the market and also find ways to make it work.
Understanding Customer Needs

An entrepreneur is directly responsible for ensuring that the customers’ needs are met
through the product or service offered by the business. Therefore, in this stage of business,
understanding exactly what most of the customers want in terms of the following factors is
very important.
Customer Needs
Customer needs can be categorised into four types of needs.
a) Served Needs: These are needs that customers know and are fulfilled by different
businesses or the government. For example, the need of travelling from one place to
the other is taken care of by both, private bus services and government bus services.
b) Partially served Needs: These are needs which are served through different products
or services, but the customer is not completely satisfied and still faces problems while
using. For example, people always used taxis and autorickshaws to go to different
places, but they face problem in finding one on time, and paying a reasonable amount
for it.
c) Unserved and Known Needs: These needs are known by the customers, but not
fulfilled by anyone in the market. For example, people in small towns do not have
electricity supply at all times, and therefore their children cannot study after sunset.
A company realised this problem and created solar lamps, which get charged during
the day and can be used at night.
d) Unknown Needs: These are needs that people have but are not aware or do not
expect for it to get solved by a business. For example, people 10 years ago did not
know that it will be possible to make video-calls across cities or countries. But through
innovation, entrepreneurs and innovators found the technology to make this happen.
Aspects to Keep in Mind While Understanding Customer Needs

The above-mentioned needs about the specific product or service can be found out keeping
in mind the following factors:
a) Quality and Quantity: An entrepreneur must understand what is a customer’s
expectation in terms of the quality. For example, an entrepreneur who makes and sells
biscuits needs to understand which flavours the customers like, the level of sweetness
that customers prefer, etc.
b) Price: An entrepreneur must understand at what price the customer will be willing to
buy a product of a particular quality. Knowing this helps the entrepreneur to decide
their profit margin, as well as think of methods to lower the cost of making the product
without compromising on quality.
c) Location: Location means the place from where customers usually buy the product or
service. For example, an entrepreneur who wants to sell beautiful handmade
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jewellery may think of setting up a shop near a saree or women’s clothing store. The
products may not sell if the shop is near a men’s clothing store.
d) Time: Time is also an important factor in understanding customer needs. An
entrepreneur should understand in which season or at what time of the day, week or
month, would a customer use the product or service. The production and
advertisements can be planned accordingly
e) Frequency: Frequency means the number of times a customer may buy the product
or service. Some products are bought again and again, while others are bought once
in a few years. For products like food items, the same customer may buy a samosa
every day from the same shop, but for a product like a battery-operated fan, a
customer will repurchase only in 5–6 years.
Customer Survey
Customer survey is an exercise that entrepreneurs do to understand whether there is a
market for what they have to offer. Through this survey, entrepreneurs try to know whether
they are meeting customer needs and also understand what their preferences are. Customer
survey is one of the most effective ways to find out what customers want. It involves talking
directly to customers and asking them questions. Later in this session, you will be doing an
activity to practice taking a customer survey.
Knowing Competitors for Understanding Supply

Before an entrepreneur starts the business, another important step for understanding the
market is to know which other businesses in the market are providing the same product or
service. This helps an entrepreneur to understand the competition they might face.
The key aspects to keep in mind while understanding your competitors are
a) Positioning: One should try and understand how the competitors position their
business. This means, how the enterprise wants its customers to see them. One can
be seen as a high-quality expensive brand, or they can be seen as a low-cost,
affordable brand. This is important information for an entrepreneur who is starting
new, since it allows them to decide how they would want their potential customers to
see them.
b) Pricing: Pricing means an understanding of the price at which different competitors
sell their product or service. Knowledge of competitor pricing helps the entrepreneur
to decide the price and quality of their own products or service.
c) Offers: The next information that an entrepreneur can find out is about the kind of
offers that the competitors give to their customers, and why does a customer go to
them again and again? This knowledge will give the entrepreneur ideas on how they
can be different from their competitors.
d) Customer Relations: Another important information that must be understood at this
stage is how a business stays in touch with its customers and maintains a relationship
with them, so that they keep coming back, giving repeat business.
A Competition Survey
In order to figure out what is available in the market and what the competitors are doing, an
entrepreneur should study all possible businesses. In a customer survey, one directly goes
and talks to the customer, but in a competition survey, an entrepreneur must observe and
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ask others these questions. Here is a sample survey questionnaire that can be used for a
competition survey.
Questions Observations
How do customers see the business?
a) High-end
b) Low-cost
At what price is the competitor selling their
products?
What are the offers made which attract the
customers?
How do the shopkeepers talk to the
customers? How does the customer feel
while buying the product?
Practical Exercise
Activity
Outdoor Interviews and Presentation: Real Customer Survey
Assignment
1. Construct a simple questionnaire containing questions related to customer’s
satisfaction regarding a product or service.
2. Meet some people in the market or residential area and administer the questionnaire.
3. Analyse the responses received from the people about the performance of the
product or service.
4. Discuss the observations in the class.
Sample survey for the product or service you have thought of

Sl No. Questions Answer
1 On a scale of 1 to 10, rate how you like the
idea of this product or service?
2 How do you buy this product?
a) From a shop
b) Someone delivers it to you
c) Buy it online
d) Do not buy it yourself, someone else
buys it for you
3 How often do you buy this?
a) Everyday
b) Once a week
c) Once a month
d) Once a year
4 How much money do you usually spend to
buy this product?
5 What is your favourite brand of_____? Why
do you like this brand?
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Business Planning
After the entrepreneur has decided what to sell and checked if the customers are willing to
buy the product or service, the next step is to create a plan of action. Let us understand why
planning is important.
Importance of Planning
A business plan is important for an entrepreneur. Some of the reasons why a business plan
should be prepared are as follows:
a) Estimating the money required to be spent: Once the entrepreneur knows what
product to sell and whom to sell it to, the next step is to estimate how much money
will be required to start the business. Without an estimate of how much money is
required, an entrepreneur might invest too much money, or may start the business
without enough money to run the business.
b) Estimating quantity of material required: Knowing how much material is required
helps an entrepreneur decide the cost of making each product or cost of delivering
the service.
c) Standing out: A business plan also makes an entrepreneur plan how they can make
the customer see the business as standing out uniquely when compared with
competitors.
d) Setting goals: Another important reason of having a plan is to set ambitious, yet
realistic goals. These goals motivate the entrepreneur to work hard.
Business Plan
A business plan is a detailed plan of what an entrepreneur wants to achieve through the
business and how it will be achieved.
While planning for a business, an entrepreneur must think about different factors. Below is
the sample template which can be used to plan for a small business.
Business Planning Template

Material required Selling Method and
Customer Group Product/Service Price
and Cost Location
Who is your How will the customer At what
What material do
customer? What product or buy from you? (Door- price will
you need? What
Which customer service are you to-door orders, stall you sell it?
is the cost of the
need are you selling? online) Where will you Why this
material?
trying to solve? sell it? price?
Business Unique Unique Selling Customer Profit Goal

Activities and Selling Proposition 2 Goal
Team Proposition 1
What are the Why will How are you How many What will be
different business customers different from customers will your profit by
activities buy from you other businesses you sell to the end of six
involved? What is and not who sell the each day? months/year?
the role of each others? same product or How soon will
person in your service? you break
team? even?
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Improving and Growing Business

After starting the business, an entrepreneur must think about how they can continue to
improve and grow by creating value for the customer. There are mainly three principles which
can be followed to grow a business.
Principles
a) Quality: An entrepreneur can improve the business by improving the quality of the
product or service which is offered to the customer. This will help the business to stand
out in the market and as a result, will justify the entrepreneur charging a higher price.
More inflow of money will help the business to grow. For example, for a business of
candles, an entrepreneur can improve on the quality by making scented candles or
candles in different colours or sizes.
b) Scaling Up: Scaling up means growing the business by attracting more customers.
There are many ways a business can reach out to more and more customers. One such
way is to go to a different area where you will find new customers. For example, selling
candles in different housing societies where a lot of people live instead of market
where there is competition.
c) Adding Substitutes: Another way of growing a business is by giving offers to
customers. Substitutes mean products and services which are similar to what is
already being sold. For example, selling candle stands along with candles.
Case Study
Richa started a candle making business to help her earn enough money for her college fees.
A friend informed her about a candle making workshop, and even though it was quite far, she
attended the workshop and learnt the art of candle making.
She saved Rs 2000 over a few months, and bought raw materials — wax, wicks, molds and
containers and dyes. She had enough material for making 200 candles.
In the beginning, she made many mistakes and a lot of work had to be re-done. Making one
candle took her 20 minutes. She was able to make only 70 candles.
She tried selling the candles for Rs 50 each but realised that the price in the market for similar
candles was only Rs 25.
She decided to sell for Rs 20.
What could she do now? How could she create more value?
Write three solutions for improving business using the principles:
Improving Quality Scaling Up Adding Substitutes
Practical Exercise
Activity
Group Exercise: Business Plan Pitching
Procedure
 Class forms teams of 5 members each.
 Each team creates a business plan for an idea they like.
 The teams get 45 minutes to make the plan.
 The teams present their plan to the teachers who give them feedback.
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Part - A Unit - 5 Green Skills

Sectors of Green Economy
A green economy is one which promotes development while making sure that the
environment is protected. The term ‘Green Economy’ was first coined in a 1989 report for the
Government of the United Kingdom by a group of leading environmental economists, titled
“Blueprint for a Green Economy”. Every economy has many sectors. A sector can be described
as a part or a function of the economy. For example, agriculture, automotive, construction,
transportation and healthcare are different sectors of economy.
To make the economy ‘green’ or environment friendly there are some sectors where major
changes can be made. We’ll learn more about them in this lesson. Since the sectors of green
economy are all concerned about the environment, let’s revise some common terms related
to the environment.
Ecosystem
All the living organisms in a particular area and, the non-living environment with which the
organisms interact, such as air, mineral, soil, water and sunlight, together form an ecosystem.
To understand how organisms and their surroundings are closely linked to each other, let us
take an example of birds eating berries from a tree. The seed inside the berry comes out with
the bird’s droppings. It falls into the soil and germinates (sprouts). It then grows into a new
tree that produces more berries. We can see how plants, animals, soil, air and water are linked
to each other.
Food Chain
This is a cycle in nature where food is produced by green plants; plants are consumed by
plant-eating animals (herbivores); herbivores may get eaten by flesh- eating animals
(carnivores); dead plants and animals are decomposed by decomposers into soil which in-turn
feeds plants.
Sustainable Development
Sustainable means what is good for the economy as well as the future of the environment.
For example, natural farming without using chemical fertilisers which permanently harm the
soil.
Important Sectors of a Green Economy

The sectors or areas which are important for an environment-friendly economy are listed in
Table below.
Table: Sectors of Green Economy

Sector What can we do?
Agriculture  Support local, organic and natural
Agriculture refers to growing crops for our farming (farming without use of
food. It is the largest part of our economy harmful fertilisers and pesticides)
and the most important because it provides  Grow our own vegetables, if possible
us with food. Agriculture may harm the  Eat in-season and locally produced
environment by food
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 overusing land resources,

 cutting forests and
 polluting air, water and land by using
harmful chemical fertilisers and
pesticides.
Energy Resources  Select clean, renewable energy
We use energy for all our daily functions but sources like solar lights whenever
our demand is increasing by the day. possible
The common energy sources, such as oil,  Avoid wasting electricity. Turn off
coal, gas, etc., are harmful to health and lights and unplug appliances when
environment. They are also limited and non- you are not using them
renewable.  Avoid cars and use cycles or public
transport
Construction Energy-efficient or green buildings save
 Construction and buildings affect electricity and water and use clean energy
global resources and climate. like solar and wind energy.
 Use of sand and stones causes  We need to use cleaner energy in our
destruction of riverbeds and buildings and avoid wastage of
quarrying in mountains. These energy.
activities cause landslides,  We should talk to people about the
earthquakes and destruction due to advantages of using local
flooding. construction materials.
 Construction activities also cause air  If a large-scale construction project is
pollution and breathing problems. causing pollution we should inform
 Incorrectly designed buildings need the local authorities about them.
more air-conditioning and electric
lights, waste more water and use
more energy overall.
Fisheries We can avoid the problems of over-fishing
 Overfishing has led to the depletion by telling people about sustainable fishing
of future fish supplies. practices which control fishing and provide
 Some species of sharks, turtles and enough time for fish to breed and multiply.
fish are becoming extinct. This will If you eat fish, buy only those which are
disturb the ecological balance and plentifully available and also in season (not
food chains in our ecosystem. during breeding season).
 This will also cause more
dependence on other forms of food
causing more pressure on
agriculture sectors.
 Fishermen may lose their livelihood.
Forestry Sustainably managed forests can continue
Forests are important for rainfall and to to support communities and ecosystems
protect our land resources. Many tribes without damaging the environment and
survive on forest products. climate.
Deforestation or loss of forests  Reduce, reuse and recycle paper so
leads to that fewer trees are cut.
93
 climate change,  Avoid buying products, such as ivory

 soil erosion, which we can get only by harming
 loss of wildlife and damage to food- animals.
chain and ecosystems and  Buy only those products which are
 less tree coverage which results in collected safely, such as honey
less rainfall and less oxygen and collected without breaking beehives
more pollution.
Tourism While travelling, travel in groups, limit water
Tourism can be great for local economies, and energy use and avoid wastage.
but not if it harms the environment. There are hotels and travel companies
which support ecotourism (tourism which
protects the environment). Find out more
about them and tell people
about how to travel without harming the
environment.
Transport  Use public transport like buses or
The transport sector consumes maximum trains
petrol and diesel and causes a lot of  Walk or cycle when possible
pollution. The transport sector of a green  Use electric (battery-operated)
economy aims at vehicles if possible
 using cleaner fuels like electricity for
vehicles.
 Providing public transport,
promoting cycling, etc., to
discourage use of cars.
Water Management  Use water wisely
Water is one of our most important  Turn off the tap when you are not
resources. Billions of people worldwide lack using it
access to clean drinking water or improved  Get leaking taps and pipes fixed
sanitation services – and population growth immediately
is making the problem more serious.  Don’t let polluted water flow back to
the land or water source before it
gets a wastewater treatment
Waste Management  Reduce, reuse and recycle before
Throwing something away means losing the throwing away things
chance to reuse materials and can lead to  Separate the waste substances so
land, air and water pollution. that some products can be recycled,
and food waste can be composted
Manufacturing Industry  Industries make items according to
Industries help in employment and what customers prefer to buy
economic growth but harm the environment  If we buy ‘green’ or environment
in many ways. friendly products (less plastics,
Industries should use methods to avoid and clothes made without chemical dyes,
reduce pollution and to use clean sources of etc.) more industries will start
energy. making such products.
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Practical Exercise
Activity
Group Exercise: Preparing a Poster on ‘Sectors of Green Economy’
Material required
Pen, colouring material, chart paper
Procedure
1. Use same groups as created above.
2. Make a poster showing the sectors of green economy you discussed in the previous
activity. This can be completed as homework if there is less time in class.
95
Policies for A Green Economy

Let us start by understanding what a policy is. A policy is like a ‘rule’ or a guideline followed
by a government, company, school college, etc. A policy tells us what is to be done, who has
to do it, how it is to be done and for (or to) whom it is to be done.
For example, National Policy on Skill Development and Entrepreneurship 2015, is a policy of
the Indian government which aims to meet the challenge of skilling people at scale with speed
and standard (quality). Stakeholders of skill development have been given different
responsibilities to make sure that this policy is successful. The government has adopted many
policies for sustainable development that make sure that there is economic development, but
the environment is also protected at the same time. In this lesson, we’ll learn about some
important policies followed in a green economy.
Policies for a Green Economy

India has adopted ‘Sustainable Development’ as a policy and it aims to reduce poverty,
inequalities in the society (provide opportunities for all castes communities and
gender(girls/boys), provide food, education, employment, energy resources and sanitation
(cleanliness) while taking care of its natural resources.
It follows special policies to solve many problems, such as air and water pollution, waste
management, conserving biodiversity (protecting different types of plants and animals), etc.
Some important steps taken by the government under the sustainable development or ‘green
economy’ policy are
 National Action Plan on Climate Change (NAPCC)
This is an action plan which includes different missions or plans within it which aim at
sustainable development. A policy that comes with a fixed action date and budget
becomes a ‘mission’. NAPCC includes eight important missions covering different
aspects of the environment as shown in Figure below.
Figure: Missions under National Action Plan for Climate Change
96
 Green India Mission (GIM)

The National Mission for a Green India or Green India Mission (GIM), is one of the
eight missions under India’s action plan for meeting the challenges of climate change.
GIM is aimed at protecting, restoring and increasing forest cover. It includes a
combination of plans for ecosystems, biodiversity, water, biomass, preserving
mangroves, wetlands, critical habitats along with services like fuel, fodder, timber and
non-wood forest produces (fruits, flowers, seeds, herbs, honey, etc). An example of a
Green Economy project for forests is:
The Mahua economy
Mahua flowers form a sweet-smelling yellow carpet over large areas in forest ranges of Madhya
Pradesh, Jharkhand, Chhattisgarh, Odisha, Maharashtra and Bihar. Forest dwellers, such as Gond
and Baiga tribes collect Mahua flowers, fruits, seeds and leaves from February to April and sell it to
forest departments at a price set by them. After April, the tree begins to bear fruits. These fruits
are used to extract oil, which is a biofuel and also has medicinal properties. Mahua leaves are used
to make eco-friendly plates, cones and bowls.
Mahua flowers are also used to make Mahua ‘laddoo’, ‘halwa’ and ‘kheer’ and even ‘sabzi’. Mahua
oil cakes are used as eco-friendly manure. Realising its cultural and economic importance, forest
departments of many state governments are promoting jams, squashes, biscuits and jellies made
from these flowers. This promotes economic development without causing damage to the forests.
 Jawaharlal Nehru National Solar Mission also known as the National Solar Mission
This mission aims to meet India’s energy needs sustainably. It aims to make India a
global leader in solar energy (a renewable source of energy — unlike coal, petroleum,
etc.). Along with energy and ecological protection, the Solar Mission promotes local
production and distribution of energy.
Figure below shows the success of the Solar Mission in Diu which became the first
Union Territory in India to switch to 100% Solar Energy.
Figure: Implementation of National Solar Mission in Diu

 Swachh Bharat Abhiyan (SBA) / Swachh Bharat Mission (SBM) / Clean India Mission
This mission aims to clean up Indian cities, towns, and villages. One of its main aims
is to achieve an Open-Defecation Free India by October 2, 2019, the 150th anniversary
of the birth of Mahatma Gandhi, by constructing toilets across the country.
 Setting Up the National Green Tribunal (NGT)
The National Green Tribunal is like a court for cases related to environmental
protection, conservation of forests and other natural resources. It acts on disputes
related to environmental issues and may ask people causing ecological damage to pay
heavy fines, take actions to stop and correct environmental damage or even send such
people to jail.
97
Practical Exercise
Activity
Group Practice: Discussion on Initiatives for Promoting Green Economy
Material required
Current newspapers, pen, notebook
Procedure
1. Form groups of 4–5 students.
2. Within each group:
 Make a list of green initiatives like the examples discussed in this lesson. Read the
newspapers to find more examples.
 Discuss the importance of these initiatives.
3. Two groups should volunteer and present their list in front of the class. The rest of the
students can give feedback and add points from their own lists that have not been
covered.
4. The teacher notes down the main points on the board.
98
Stakeholders in Green Economy

Let us start by understanding who a stakeholder is. Any person with an interest or concern in
something (business, policy, activity) is known as a stakeholder. Since a green economy
affects everyone and needs support from many people there are many stakeholders in a
green economy. Since the environment affects you and your actions affect the environment,
you are an important stakeholder too!
Sustainable development requires the active participation of all sectors of society and all
types of people. People concerned with a green economy can be grouped into the major
stakeholders’ categories as shown in Table below.
Table: Stakeholders in Green Economy

Government Non-Governmental Business and Industry
Organisations (NGOs)
Governments and local Many individual social The success of green
authorities make and workers and NGOs help the economy depends on the
implement sustainable government and society in active participation of both
development laws, policies, implementing actions — public and the private
strategies, standards, required for a sectors.
programs, agreements with green economy. Companies need to follow
other countries responsible business
and actions. practices and protect the
environment.
Farmers Women Workers and Trade Unions
Farmers produce food and Women form one-half of the The workers are a very
agricultural products for the population and have a big important part of our
whole country. role in households, society economy. Green policies aim
They are one of the most and the economy. at providing them
important parts of an Sustainable development is  a decent life and decent
economy and society. possible only if we focus on work in a healthy
They have a big role in the women’s rights making environment.
success of a them participate fully in a  access to health, water
green economy. green economy. and sanitation.
 access to education and
skills training.
Native Tribes Scientific and Children and Youth
Technological Community
Native or indigenous people All areas of sustainable The youth are both the
are the original residents of development need science present and the future of
a region who still follow their and technology. Scientists our economy. They can
ancient lifestyle. can explain problems of participate actively in the
The green economy can technology to governments protection of the
benefit many such tribes in and policy makers. They can environment and the
the hills and forests of India. also provide sustainable promotion of economic and
solutions to improve social development.
people’s lives.
99
Example: Multiple stakeholders come together for implementation of a solar lighting

project
Daily, more than 15 crore people face darkness, or at best, the dim glow of candle-lights or
kerosene lamps, whose smoke is poisonous. Scientists, social workers and NGOs have come
together to empower rural women and youth to make simple solar lights. A project called
‘Liter of Light’ is bringing light to places that need it most, by recycling plastic bottles to make
lamps.
Making bottle lamps

Plastic bottles are filled with water and bleach (to prevent growth of algae). The bottles are
then installed onto roofs of houses and begin working as a mirror on the roof, becoming a
natural light bulb during the day. However, these bulbs can work only during the day.
Making lamps with solar cells

The project offers the parts needed to make the simple solar-powered lights to women and
teaches them how to assemble them. The women assemble them by hand, learning how to
make copper strips into circuits. This way they also learn how to repair the solar lights with
local parts and local skills. People can payback for the parts after they start making money
from selling the lamps.
Benefits
 Instead of depending on expensive, polluting electricity, villagers have a source of
almost free, clean energy.
 People trained in making and repairing solar lamps have another source of income.
 Plastic bottles are recycled.
 Crime rates have been found to drop due to better lighting.
Practical Exercise
Activity
Group-practice — Discussion on Stakeholders of Green Economy
Material required
Pen, paper
Procedure
2. Each group should select any two stakeholders of the green economy. Discuss within
the group —
a) What is the role of the stakeholder?
b) Why are they important for a green economy?
3. Each group should present their points to the whole class (The teacher should assign
groups such that all stakeholders are covered).
100
Government and Private Agencies

As we have learnt in previous lessons, many groups of people (stakeholders) are responsible
for the success of a green economy. Two of the most important groups are the government
and private agencies.
Let’s learn more about the role of the government and private agencies in the various sectors
of green economy (construction, tourism, industry, transport, renewable energy, waste
management, agriculture, water, forests, fisheries, etc.)
The Government
Governments and local authorities make and implement sustainable development laws,
policies, strategies, standards, programs and agreements with other countries.
Almost all Ministries of the Government of India are involved in decision making for
sustainable development. However, major participation is by the Ministries of Environment,
Forests and Climate Change, Agriculture, Water Resources, Finance, Industries, Rural
Development, Commerce and Non-conventional Energy Sources.
Role of the Government

 The government makes policies and provides funds for implementing plans and
policies.
 It makes legislations (laws), such as ‘The Environment (Protection) Act, 1986’ to
protect the environment and take actions against lawbreakers.
 It sets up missions, such as the Green India Mission and National Solar Mission to act
on green economy projects.
 It works with scientists and educates the public on environmentally safe practices
(pollution control, chemical-free farming).
Private Agencies
The government alone cannot make the green economy successful in such a large and diverse
country like ours. Private agencies, non-government agencies, social workers, private
companies and individual citizens need to work together with the government for the success
of promoting green economy.
Role of private agencies

 The role of private agencies includes following laws and policies made by the
government.
 Making sure government policies are being followed by participating in government
missions
 Reporting people or groups who break the law
 Educating people and creating awareness about green economy activities
 Providing information to the government and helping it implement green policies.
Some examples where private agencies and social entrepreneurs have provided solutions for
green economy projects to solve problems faced by the government are stated below:
 Swachh Cooperative integrates informal waste pickers into Pune city’s Solid Waste
Management system. This project has become a success with the support of
government and the waste pickers. Over 9000 entrepreneurial waste pickers now
work with dignity and provide a decentralised waste management system. They
101
ensure efficient disposal of wet waste through biogas regeneration, along with
recycling of solid waste.
 DEEP Modern Chulha Society of Development and Environment Protection (DEEP)
developed the ‘Modern DEEP Chulha’ that uses biomass to reduce consumption of
wood by 50%. This chulha reduces smoke by 80%, reducing environmental and health
problems. The project trains masons and welders, to produce the chulhas, thus
increasing employment and entrepreneurship opportunities. The initiative was
started in 35,000 households of Solan district in Himachal Pradesh in 1995.
 Enbiolet Green Solution Foundation (GSF) has created a bio-toilet solution for
hygienic sanitation in villages and slums in cities that lacked sewage systems. Users or
donors fund these bio-toilets while GSF provides training on toilet use and servicing
involving the local population creating employment and entrepreneurship
opportunities.
The bio-digester tank forms the basis for this eco-friendly toilet. Using aerobic
bacteria, this tank converts human waste into environment standard compatible
water, which is used for flushing, or even for irrigation.
Green benefits
o Water conservation due to less flushing
o Efficient sewage system
o Decrease in soil and water contamination
o Decrease in diseases due to hygienic sanitation
o 130 green jobs per 1000 toilets
Practical Exercise
Activity
Group Practice — Discussion on Role of Government and Private Agencies
Material required
Pen, paper
Procedure
2. Each group should suggest ideas for green economy projects like the examples in this
lesson, to solve environmental problems and create jobs. They can read books,
newspapers, or on the Internet to get ideas. They need to discuss the importance of
the project and how it can help a green economy.
3. Each group has to present their points to the whole class.
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IT (802) Study Material (Part - A)

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PART – A

Part – A Unit - 1 Communication Skills

In Figure right, you can see that

Figure: Elements of Communication

Factors Affecting Perspectives in Communication

Table: Factors Affecting Perspectives in Communication

Table: Verbal Communication

Advantages of Verbal Communication

Disadvantages of Verbal Communication

The points are shown in Table below.

Figure: Non-verbal Communication

Importance of Non-verbal Communication

Figure: Methods of Communication

Table: Non-verbal Communication

Table: Types of Non-verbal Communication

Sign for ladies and Sign showing railway

Sign for flammable Sign for slippery

Sign used to pause a Sign which

Communication Styles — assertiveness

Important Communication Styles

Table: Communication Styles

 expressing your views without disrespecting others or yourself,

Advantages of Assertive Communication

Practicing Assertive Communication

Table: Practicing Assertive Communication

Saying no — Refusal Skills

How to Say ‘No’?

Table: Steps for Saying No — The AEIOU Model

 Explain your feelings I would like to go to your

Connecting Words (Conjunctions)

Table: Connecting Words (Conjunctions)

Writing Skills — Parts of Speech

Table: Capitalisation Rules

 We can also use a comma to

Basic Parts of Speech

Table: Parts of Speech

the verb. It tells what Sit

Supporting Parts of Speech Types

Figure: Supporting Parts of Speech

Table: Supporting Parts of Speech

Conjunctions Conjunctions are words that Instead of: Sheela went to

Writing Skills – Sentences

Figure: Parts of a Sentence

Table: Parts of a Sentence

Active and Passive Sentences

Table: Example of Active and Passive sentences

Types of Sentences (according to their purpose)

o Shall I call her or send an e-mail?

Greetings and Introduction

Table: Formal Greetings

Table: Informal Greetings

Table: Greetings According to Time

Introducing Yourself and Others

Figure: Introducing Yourself

Talking About Self

Talking About Yourself

Table: Talking About Yourself

Table: Filling a Form