Employability Skills10

Employability Skills
Textbook for Class X

ISBN 978-93-5292-218-5
First Edition ALL RIGHTS RESERVED

February 2020 Magha 1941
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Foreword
The National Curriculum Framework–2005 (NCF–2005)

recommends bringing work and education into the domain of
the curricular, infusing it in all areas of learning while giving it
an identity of its own at relevant stages. It explains that work
transforms knowledge into experience and generates important
personal and social values such as self-reliance, creativity and
cooperation. Through work one learns to find one’s place in the
society. It is an educational activity with an inherent potential
for inclusion. Therefore, an experience of involvement in
productive work in an educational setting will make one
appreciate the worth of social life and what is valued and
appreciated in society. Work involves interaction with material
or other people (mostly both), thus creating a deeper
comprehension and increased practical knowledge of natural
substances and social relationships.
Through work and education, school knowledge can be easily
linked to learners’ life outside the school. This also makes a
departure from the legacy of bookish learning and bridges the
gap between the school, home, community and the workplace.
The NCF–2005 also emphasises on Vocational Education and
Training (VET) for all those children who wish to acquire
additional skills and/or seek livelihood through vocational
education after either discontinuing or completing their school
education. VET is expected to provide a ‘preferred and
dignified’ choice rather than a terminal or ‘last-resort’ option.
As a follow-up of this, NCERT has attempted to infuse work
across the subject areas and also contributed in the
development of the National Skill Qualification Framework
(NSQF) for the country, which was notified on 27 December
2013. It is a quality assurance framework that organises all
qualifications according to levels of knowledge, skills and
attitude. These levels, graded from one to ten, are defined in
terms of learning outcomes, which the learner must possess
regardless of whether they are obtained through formal, non-
formal or informal learning. The NSQF sets common
principles and guidelines for a nationally recognised
qualification system covering Schools, Vocational Education and
Training Institutions, Technical Education Institutions,
Colleges and Universities.
It is under this backdrop that Pandit Sunderlal Sharma
Central Institute of Vocational Education (PSSCIVE), Bhopal, a
constituent of NCERT has developed learning outcomes based
modular curricula for the vocational
subjects from Classes IX to XII. This has been developed under
the Centrally Sponsored Scheme of Vocationalisation of
Secondary and Higher Secondary Education of the Ministry of
Human Resource Development.
This textbook takes care of generic skills embedded in
various job roles in a comprehensive manner and also provides
more opportunities and scope for students to engage with these
common and necessary skills, such as communication, critical
thinking and decision making in different situations pertaining
to different job roles.
I acknowledge the contribution of the development team,
reviewers and all the institutions and organisations, which have
supported in the development of this textbook.
NCERT would welcome suggestions from students, teachers
and parents, which would help us to further improve the quality
of the material in subsequent editions.
HrusHikesH senapaty
Director
New Delhi National Council of Educational
June 2018 Research and Training
About the Textbook
Employability skills can be defined as those soft skills which

employers look for in a potential employee. These skills equip
the employees to carry out their role to the best of their
ability and client satisfaction. For example, the ability to
explain what you mean in a clear and concise way through
written and spoken means, helps to build a better
relationship with the client or the customer. Similarly, handling
stress that comes with deadlines for finishing work and
ensuring that you meet the deadlines can be done through
effective self-management training. It can also be done by
working well with other people from different disciplines,
backgrounds, and expertise to accomplish a task or goal. In
today’s digital age, employers expect that the employees should
be able to make use of elementary functions of information
and communication technology to retrieve, access, store,
produce, present and exchange information in collaborative
networks via the Internet. Students need to develop
entrepreneurial skills, so that they can develop necessary
knowledge and skills to start their own business, thus
becoming job creators rather than job seekers. Potential
employees need to develop green skills, which are the technical
skills, knowledge, values and attitudes needed in the
workforce to develop and support sustainable social, economic
and environmental outcomes in business, industry and the
community. Thus, as a student you are expected to acquire a
range of skills so that you can meet the skill demands of the
organisation that you would work for or to set up and run your
own business. This textbook on
‘Employability Skills’ covers communication,
self-management, information and communication
technology, entrepreneurial and green skills. It has been
developed as per the learning outcome based curriculum. The
employability skills are embedded in the Qualification Packs of
the different job roles in various sectors under the
National Skill Qualification Framework.
The textbook aims to provide learning experience through a
blended approach of text and video-based interactive e-learning
lessons. Running these e-learning lessons in classrooms would
require a computer with Internet connection, projector and
(iv
sound system, which the school) should
provide to the teachers and students. The teachers will guide
you to actively participate in class — asking and answering
questions and following the instructions to complete the
exercises and activities.
Vinay swarup MeHrotra

Professor and Head
Curriculum Development and Evaluation Centre
and NSQF Cell,
PSS Central Institute of Vocational Education,
Bhopal
Acknowledgements
The National Council of Educational Research and Training

(NCERT) expresses its gratitude to all members of the Project
Approval Board (PAB) and officials of the Ministry of Human
Resource Development (MHRD), Government of India, for their
cooperation in the development of this textbook. The Council
would like to thank Rajesh P. Khambayat, Joint Director, PSS
Central Institute of Vocational Education (PSSCIVE), Bhopal for
providing support and guidance in the development of this
textbook.
The Council extends its gratitude to Vinay Swarup Mehrotra,
Professor and Head, Department of Agriculture and Animal
Husbandry and Curriculum Development and Evaluation
Centre, PSSCIVE, Bhopal, for his untiring efforts, skillful
guidance and assistance in the development and publishing of
this textbook. The Council is grateful to Saroj Yadav,
Professor and Dean (Academic), NCERT, and Ranjana Arora,
Professor and Head, Department of Curriculum Studies, NCERT
for their sincere efforts in coordinating the review workshops
for the finalisation of this textbook. The Council acknowledges
the contribution of the following review committee members
from PSSCIVE — Abhijit Nayak, Professor and Head,
Department of Health and Paramedical, Dipak Shudhalwar,
Associate Professor and Head, Department of Engineering and
Technology, Kuldeep Singh, Associate Professor, Department of
Agriculture and Animal Husbandry, Mridula Saxena, Professor,
Department of Home Science and Hospitality Management, P.
Veeraiah, Professor and Head, Department of Business and
Commerce, Pinki Khanna, Professor and Head, Department of
Home Science and Hospitality Management, Rajiv Pathak,
Professor, Department of Agriculture and Animal Husbandry,
Saurabh Prakash, Professor, Department of Engineering and
Technology, R.K. Shukla, Professor, Department of Business
and Commerce and Vipin K. Jain, Associate Professor and
Head, Department of Humanities, Science,
Education and Research for reviewing this textbook.
The Council also acknowledges the valuable contribution
of Aakash Sethi, Chief Executive Officer, Quest Alliance, Aditi
Kumar, Project Manager, Quest Alliance, Amit Singh, Advisor,
National Institute for Entrepreneurship and Small Business
(vi
Development, Austin Thomas, ) Executive Vice President,
Wadhwani Foundation, Mekin Maheshwari, Chief Executive
Officer, Udhyam Learning Foundation, Nidhi Sahni, Curriculum
Manager, Wadhwani Foundation, Nikita Bengani, Senior
Program Manager, Quest Alliance, Poonam Sinha, Joint
Director, National Institute for Entrepreneurship and Small
Business Development, Rohit Massey, Consultant, National
Institute for Entrepreneurship and Small Business
Development, Shivani Gandhi, Program Manager, Udhyam
Learning Foundation, Sonal K Jain, Consultant, Wadhwani
Foundation, Sunil Dahiya, Executive Vice President, Wadhwani
Foundation, and Vikrant Chandela, Associate Director,
Wadhwani Foundation for their assistance in development of
the textbook and for providing illustrations for the textbook.
Vikas Kogey, Visual Analyser and Pinki Tiwari, Graphic
Designer, PSSCIVE, Bhopal are also duly acknowledged for
redrawing illustrations for the textbook. The images other than
these used in the textbook have been sourced from the Creative
Commons License.
The Council also acknowledges the copyediting and valuable
contribution of Shilpa Mohan, Assistant Editor (Contractual)
Publication Division, NCERT, in shaping this textbook.
The efforts of Pawan Kumar Barriar, DTP Operator and
Sachin Tanwar, DTP Operator (Contractual), Publication
Division, NCERT, for flawless layout design are also
acknowledged.
Content
s
Foreword iii
About the Textbook v
Unit 1 Communication Skills 1
Session Methods of Communication 1
1
Session 2 Verbal Communication 7
Session 3 Non-verbal Communication 10
Session 4 Communication Cycle and Importance of 16
Feedback
Session 5 Barriers to Effective Communication 20
Session 6 Writing Skills — Parts of Speech 24
Session 7 Writing Skills — Sentences 31
Unit 2 Self-management Skills 39
Session Stress Management 40
1
Session 2 Self-awareness — Strength and Weakness 46
Analysis
Session 3 Self-motivation 51
Session 4 Self-regulation — Goal Setting 54
Session 5 Self-regulation — Time Management 58
Unit 3 Information and Communication Technology Skills 63
Session Basic Computer Operations 63
1
Session 2 Performing Basic File Operations 70
Session 3 Computer Care and Maintenance 74
Session 4 Computer Security and Privacy 79
Unit 4 Entrepreneurial Skills 84
Session Entrepreneurship and Society 85
1
Session 2 Qualities and Functions of an Entrepreneur 89
Session 3 Myths about Entrepreneurship 94
Session 4 Entrepreneurship as a Career Option 99
Unit 5 Green Skills 103
Session Sustainable Development 103
1
Session 2 Our Role in Sustainable Development 109
Answer Key (viii 114
Glossary ) 117
Do You W*«•••
h
According to the 86' Constitutional
Amendment Act, 2002, free and
compulsory education for all
children in 6-14 year age group is
now a Fundamental Right under
Article 21-A of the Constitution.
EDUCATION IS NEITHER A
PRIVILEGE NOR FAVOUR BUT A
BASIC HUMAN RIGHT TO
WHICH ALL GIRLS AND WOMEN
ARE ENTITLED
7%• I
S
Uni 1
Communication
Skills
IntroductIon
In the present time, a thorough
knowledge of language with
communication skills is very
important in any occupation or
business. 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
mother tongue i.e., the language
one has been exposed to since
birth.
SeSSIon 1: MethodS of coMMunIcatIon

The word ‘communication’ comes from the Latin word
commūnicāre, meaning ‘to share’.
Being able to communicate effectively is one
of the most important life skills.
Communication skills are
note needed to communicate effectively with people
S
and customers. This module aims to help you
improve your communication skills.
Clear and concise communication is of
immense importance in work and business
environment as there are several parties
involved. Various stakeholders, like, customers,
employees, vendors, media, etc., are always
sending important information to each other.
Communication has three important parts:
1. Transmitting — The sender transmits
the message through one medium or
another.
2. Listening — The receiver listens or
understands the message.
3. Feedback — The receiver conveys their
understanding of the message to the
sender in the form of feedback to
complete the communication cycle.
Let us look at an example below in an outlet of
a
bookstore:
Customer (to a retail associate): Do you have
the textbook of Beauty Therapist, published by
National Council of Educational Research and
Training?
Salesperson : Let me check.
In the above conversation, the information is
being transmitted orally by the customer. The
salesperson is the listener in this case. The
discussion about book is the message.
Salesperson: Yes, we have the textbook of
Beauty Therapist.
Customer: Please give me one copy of the
textbook. I want to purchase it.
In the above conversation, the receiver’s
response (i.e., the salesperson) is the feedback.
This is an example of a communication between
the customer and the salesperson.
The process of conveying a message is
2 Employability SkillS – ClaSS

X
co stood that the book store has the textbook and
mp they can get a copy of the same.
let
e
onl
y
wh
en
the
per
son
rec
eivi
ng
it
has
un
der
sto
od
the
me
ssa
ge
in
its
ent
iret
y.
In
thi
s
cas
e,
the
cus
to
me
r
un
der
CommuniCation 3
SkillS
Communication Process and Elements
Let us see the process of communication in detail.
Information/ Input Behaviour/ Output
The Channel— speaking, writing graphic, video, etc.

What I mean
What
I understand
CodingThe MessageDe-coding
The Messenger The Recepient

At least some code in common
Fig. 1.1: Communication Process
Sender sends a message

Giving Information
Message (Encoding) channel
Sender
Receiver
Communication starts with sender A Channel is used to transfer the message
Reply to Sender (Encoding)
Receiver replies to the sender

channelMessage is Receiving Information
received by the receiver

X
Figure
1.2:
Elements
of
Communi
cation
CommuniCation 5
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The various elements of a communication cycle
are:
Sender: the person beginning the communication.
Message: the information that the sender wants
to convey.
Channel: the means by which the information is
sent.
Receiver: the person to whom the message is
sent. Feedback: the receiver’s
acknowledgement and response to the message.
We are constantly use some form of
communication or another to send a message
across. Without the different methods of
communication available today, it would be
challenging to carry out business as proficiently
as it is done today and with the same swiftness.
Some common methods of communication are
given in Table 1.1.
Table 1.1: Methods of Communication
Metho Descriptio Pictorial Description
d n
Face-to-face There is nothing better than face-
informal to-face communication. It helps
communication the message to be understood
clearly and quickly. Also, since
body language can be seen in this
case; it adds to the effectiveness
of the communication.
e-mail e-mail can be used to
communicate quickly with one or
many individuals in various
locations. It offers flexibility,
convenience and low-cost.
Notices/Posters It is effective when the same

message has to go out to a large
group of people. Generally used
for where email communication
may not be effective.
For example, ‘Change in the
lunch time for factory worker,’ or
‘XYZ Clothing will remain closed
for customers on

X
Sunday.’
Business Meetings Communication during business
meetings at an organisation are
generally addressed to a group of
people. It can be related to
business, management and
organisational decisions.
CommuniCation 7
SkillS
Other Methods There can be various other
methods like social networks,
message, phone call for
communication, newsletter, blog,
etc.
Choosing the right method of

communication depends on
• target audience
• costs
• kind/type of information
• urgency/priority
The methods of communication you choose
could affect your relationship with peers,
supervisors and customers. It is, therefore, vital
that you spend considerable time and consider
all factors choosing the right methods to
aid you in your tasks.
Practical
The teacher will facilitateExercises
these activities by showing
you the e-learning lesson at
http://www.psscive.ac.in/stud_text_book. html. This
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 effectively?
Activity 1
Role Play on Communication
Procedure
• Form groups with four students in each group.
• The situation is that a student is Sales
Executive at a toy store and he or she is
supposed to communicate to customers about
the various types of toys available with the store
for different age group.

X
Notes
Activity 2
Identifying Elements of the Communication Cycle in
Activity 1
Material required
Paper and pencil
Procedure
• Each student will draw a communication cycle.
• The entire class will then discuss how each
Check Your Progress

What Havechoice
A. Multiple You Learnt?
questions
Read the questions carefully and circle the letter(s)
After
(a), this session,
(b), (c) or (d)you will
that be answer(s)
best able to the question.
• identify
(Note: thecan
There different communication
be more elements.
than one correct choice)
• explain the communication process along with
1. all
Which of the followingelements.
the communication is NOT an element of
• list the various methods of communication
communication within the communication.
process cycle?
(a) Channel
(b) Receiver
(c) Sender
(d) Time
2. You need to apply leave at work? Which method
of communication will you use?
(a) e-mail
(b) Poster
(c) Newsletter
(d) Blog
3. By which action can senders send their
messages?
(a) Gestures
(b) Speaking
(c) Reading
(d) Writing
B. Subjective question
CommuniCation 9
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SeSSIon 2: Verbal coMMunIcatIon
Verbal communication includes sounds, words,
language, and speech. Speaking is one of the
most effective and commonly used way of
communicating. It helps in expressing our
emotions in words. By improving your verbal
communication skills you will build rapport, and
have a better connect. Table 1.2 lists the
important forms of verbal communication.
Table 1.2: Verbal Communication
Type of Example
Verbal s
Communicatio
n
Interpersonal This form of communication
Communication takes place between two
individuals and is thus a one-
on-one conversation. It can be
formal or informal.
Examples
1. A manager discussing the
performance with an
employee.
2. Two friends
discussing
homework.
3. Two people talking to each
other
over phone or video call.
Written This form of communication
Communication involves writing words. It can
be letters, circulars, reports,
manuals, SMS, social media
chats, etc. It can be between
two or more people.
Examples
1. A manager writing an
appreciation e-mail to
an employee.
2. Writing a letter to
grandmother enquiring
about health.
Small Group This type of communication

Communication takes place when there are

X
more than two people involved.
Each participant can interact
and converse with the rest.
Examples
1. Press conferences
2. Board meetings
3. Team meetings
CommuniCation 11
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Public This type of communication
Communication takes place when one
individual addresses a large
gathering.
Examples
1. Election campaigns
2. Public speeches by
dignitaries
Advantages of Verbal Communication

It is an easy mode of communication in which
you can exchange ideas by saying what you
want and get a quick response. Verbal
communication also enables you to keep
changing your interaction as per the other
person’s response.
Disadvantages of Verbal Communication

Since verbal communication depends on written
or spoken words, sometimes the meanings can
be confusing and difficult to understand if the
right words are not used.
Mastering Verbal Communication

Most people tend to get nervous while speaking
in front of a large group, or even while speaking
to their teachers, managers or supervisors.
However, if you focus on the points given in
Table 1.3, you can enhance and master your
verbal communication skills.
Table 1.3: Mastering Verbal Communication
Think Before You • Think about your topic.
Speak • Think about the most effective ways to make your
listeners understand the topic.
• Write or note down whatever you plan to say.
Concise and • Speak clearly, loudly and at moderate speed.
Clear • Be sure the information you want to share is to the point.
• Do not repeat the same sentences.
Confidence and • Be confident.
Body Language • Maintain eye contact, stand straight and be attentive.
• Be friendly.
Practical
X
The teacher will facilitate these activities by showing
you the e-Learning lesson at
CommuniCation 13
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Initial Thinking Activity Notes
After watching the video in the e-Learning lesson for
this topic write down why do you think Tina’s directions
were misunderstood? How would you have given
directions on the phone?
Activity
1
Group-Practice: Role Play of a Telephonic Conversation
Material required
Notebook, pen
Procedure
• Form groups with three students in each group.
• Write a phone conversation based on a given
scenario of a student calling a university academic
coordinator to know about study courses and
admission procedure.
• One student acts as caller and the other as
receiver.
• Read out the conversation by enacting the roles.
• The third student gives feedback based on the 7Cs
of communication (clear, concise, concrete,
correct, coherent, complete and courteous).
Activity 2
Group-Practice on Public Speaking
Material required
Notebook, pen
Procedure
• Within the group, choose a topic for a short
speech. For example, Importance of Punctuality,
Healthy Food Habits, etc.
• Each person should make a speech to the others
in the group; who then give feedback based on
whether the person was able to communicate
properly.
• One student from the group volunteers to give the
same speech in front of the class.
Check Your Progress

X
A. Multiple choice questions
Read the questions carefully and circle the letter
(a), (b),
(c) or (d) that best answers the questions.
1. Which of the following is an example of

oral communication?
(a) Newspapers
(b) Letters
(c) Phone call
CommuniCation 15
SkillS
noteS
2. What are the types of words we should use
for verbal communication?
(a) Acronyms
(b) Simple
(c) Technical
(d) Jargons
3. Why do we use e-mails?
(a) To communicate with many people at the
same time.
(b) To share documents and files.
(c) To talk to each other in real-time.
(d) To keep a record of communication.
1. List the different types of verbal
What Have You Learnt?
SeSSIon 3: non-Verbal coMMunIcatIon

After completing this session, you will able to
• describe different types of verbal communication.
Non-verbal
• list thecommunication
advantages and is the expression
disadvantages of or
exchange verbal
of information or messages without
communication.
using any spoken or written word.
In other words, we send signals and
messages to others, through expressions,
gestures, postures, touch, space, eye contact
and para language. In this session,
Figure1.3: Non-verbal Communication

X
you will learn about the importance of different
types of non-verbal communication skills and
also know the correct body language to be used
for communication.
Importance of Non-verbal Communication

In our day-to-day communication
• 55% communication is done using
body movements, face, arms, etc.
• 38% communication is done using voice,
tone, pauses, etc.
• only 7% communication is done using words.
Figure 1.4: Methods of Communication
As we can see in Figure 1.4, around 93% of

our communication is non-verbal. Certain
examples of communicating with tone of voice
and body language are shown in Table 1.4.
Table 1.4: Non-verbal Communication
Non-Verbal
Communication
Gestures • Raising a hand to greet or say
goodbye
• Pointing your finger at someone
CommuniCation 17
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Expressions • Smiling when you are happy
• Making a sad face when you are sad

X
Body Postures by which attitudes and
Language feelings are communicated. Standing
straight, showing interest.
• Our message becomes more effective if we

use the right gestures while
communicating.
• If we know about non-verbal
communication, we can understand our
audience’s reaction and adjust our
interaction accordingly.
• Using the right gestures and postures is a
sign of professionalism and etiquette.
• If verbal messages are obstructed by noise
or distance, etc., we can use our hand
movements to exchange messages. For
example, placing a finger on the lips
indicates the need for silence while
nodding the head is the same as saying
‘yes’.
As mentioned in Table 1.5, let us learn about
some of the ways in which we communicate
non-verbally.
Table 1.5: Types of Non-verbal Communication
Type What it means How to use effectively?
Facial Our expressions can show • Smile when
Expressions different feelings, such as you meet
Happiness, Sadness, Anger, someone.
Surprise, Fear, etc. • Keep your face relaxed.
• Match your
expressions with
your words.
• Nod while listening.
Posture Postures show our confidence • Keep your shoulders
and feelings. For example, a straight and body
straight body posture shows relaxed.
confidence while a slumped • Sit straight while
posture is a sign of weakness. resting your hands
and feet in relaxed
position.
CommuniCation 19
SkillS
• While standing, keep
your
hands by your sides.
Gestures or Gestures include body • Keep your hands open.
Body movements that express an • Avoid pointing your
Language idea or meaning. For finger
example, raising a hand in at people.
class to ask a question and • Tilt your head a bit to
biting nails when nervous. show that you are
attentive.

X
Touch We communicate a great • Shake hands firmly
deal through touch. For while
example, a firm meeting someone.
handshake to display • Avoid other touch
confidence and pat on the back gestures during
to encourage someone. formal
communication.
Space Space is the physical distance • Maintain proper
between two people. The space depending on
space between tow persons the relationship,
while communicating, which could be formal
generally depends on the or informal or the
intimacy or closeness closeness with the
between them. person with whom
you are talking.
Eye Contact The way we look at someone • Look directly at the
can communicate a lot. Eye person who is
contact shows that we are speaking.
paying attention to the person • Avoid staring;
as opposed to looking away, keep a relaxed
which can make the other look.
person feel ignored. • Maintain eye contact
with
intermittent breaks.
Paralanguage How we speak affects our • Use a suitable
communication and includes tone and volume
the tone, speed and volume of • Maintain a moderate
our voice. For example, talking speed while talking
fast may show happiness,
excitement or nervousness
while speaking slow may show
seriousness or sadness.
Visual Communication
Visual communication proves to be effective
since it involves interchanging messages only
through images or pictures and therefore, you
do not need to know any particular language for
understanding it. It is simple and remains
consistent across different places. Some
common types of visual communication are
shown in Table 1.6.
Table 1.6: Examples of Visual Communication
Visual Communication: Exchanging Information through
CommuniCation 21
SkillS
Images
Under construction No pets allowed

X
No parking zone No entry
Danger warning Radiation/

biohazard
warning
Under CCTV No mobile phone

surveillance
Practical
The teacher will facilitateExercises
below.
lesson for this topic write down how could Rohit
understand something was wrong with Amar? Can
you understand how your friends are feeling even
when they do not tell you anything?
Activity 1
Group-Practice: Role-play on Non-verbal
Communication
Material required
Notebook, pen
Procedure
• Prepare the script for the role play, based on the
given scenario. For example, a hearing impaired
salesperson is attending a female customer at an
apparel store.
CommuniCation 23
SkillS
noteS
Activity 2
Group-Practice: How to Avoid Body Language
Mistakes
Material required
Notebook, pen
Procedure
• In the same group of three students as above,
discuss what
are the Dos and Don’ts of avoiding
miscommunication because of body language.
• Each student should write down a list of these
Dos and Don’ts. (Prepare the lists as homework,
if there is less time left to complete the task in
class).
Activity 3
Individual-Practice: Comparing Methods of
Communication
Material required
Notebook, pen
Procedure
• Discuss the three methods of communication
(Verbal, Non-verbal and Visual).
• Ask each student to write a list of the
advantages and disadvantages of each method.
Check Your Progress

X
Read the questions carefully and circle the letter (a), (b),
(c) or (d) that best answers the question.
Which of these is a positive (good) facial expression?
Frowning while concentrating
Maintaining eye contact
Smiling continuously
Rolling up your eyes
What does an upright (straight) body posture convey or show?
Pride
Professionalism
Confidence
Humility
Which of these is NOT an appropriate non-verbal communication at work?
Keeping hands in pockets while talking
Talking at moderate speed
CommuniCation 25
SkillS
noteS
(c) Sitting straight
(d) Tilting head a bit to listen
4. Which of the following statement is
true about communication?
(a) 50% of our communication is non-verbal
(b) 20% communication is done using body
movements, face, arms, etc.
(c) 5% communication is done using voice,
tone, pauses, etc.
(d) 7% communication is done using words
5. Put a X mark against the actions below which
are examples of bad non-verbal
communication.
• Laughing during formal communication
• Scratching head
• Smiling when speaking to a friend
• Nodding when you agree with something
• Standing straight
• Yawning while listening
• Sitting straight
• Maintaining eye contact while speaking
• Biting nails
• Firm Handshake
• Clenching jaws
• Looking away when someone is speaking to
you
• Intense stare
1. Draw any five common signs used for Visual
After completing this session, you will be able to

SeSSIon 4: coMMunIcatIon cycle and
• explain non-verbal and visual communication
IMportance andof feedback
their importance.
• identify different types of non-verbal
Feedback is an important part of the
communication.
communication cycle.
• use non-verbal communication For effective
in the right manner
communication, it is important that the
sender receives an acknowledgement from

X
the receiver about getting the message
across. While a sender sends information,
the receiver provides feedback on the
received message. Translated to the work
environment, when you observe someone
perform their work and then, communicate
with them to help improve their
performances, you are giving feedback.
Feedback can be positive or negative. A
good feedback is always
• specific
Figure 1.5: Communication Cycle
• helpful
• kind
Table 1.5: Types of Feedback
Type of Feedback Example

s
Positive Feedback • I noticed you finished the work
perfectly. Great job!
• I really appreciate you taking
that call. Can you please also
share the details?
Negative Feedback • You keep forgetting to smile

at the hotel guests when you
talk
to them.
• You take really long to reply to
e-mails! Are you always so
busy?
No Feedback • It is also a feedback in itself

which indicates disagreement
of ideas.
Feedback
CommuniCation 27
SkillS
Feedback, if shared properly, can help reinforce
existing strengths and can increase the recipient’s
abilities to

X
note rectify errors. It can have a long-term effect in
S
managing and achieving goals.
A good feedback is one that is:
• Specific: Avoid general comments. Try to
include examples to clarify your
statement. Offering alternatives rather
than just giving advice allows the
receiver to decide what to do with your
feedback.
• Timely: Being prompt is the key, since
feedback loses its impact if delayed for too
long.
• Polite: While it is important to share
feedback, the recipient should not feel
offended by the language of the feedback.
• Offering continuing support: Feedback
sharing should be a continuous process.
After offering feedback, let recipients
know you are available for support.
Importance of Feedback
Feedback is the final component and one of the
most important factors in the process of
communication since it is defined as the
response given by the receiver to the sender.
Let us look at certain reasons why feedback is
important.
• It validates effective listening: The
person providing the feedback knows they
have been understood (or received) and
that their feedback provides some value.
• It motivates: Feedback can motivate
people to build better work relationships
and continue the good work that is being
appreciated.
• It is always there: Every time you
speak to a person, we communicate
feedback so it is impossible not to provide
one.
• It boosts learning: Feedback is
CommuniCation 29
SkillS
i etter and develop improved products and
m services.
p • It improves performance: Feedback can
o help to form better decisions to improve
r and increase performance.
t
a
n
t
t
o
r
e
m
a
i
n
f
o
c
u
s
s
e
d
o
n
g
o
a
l
s
,
p
l
a
n

X
Practical noteS
Exercise
http://www.psscive.ac.in/stud_text_book. html. This will
include videos and e-content for the above topics as
well as detailed instructions for some activities below.
Activity 1
Role Play on Providing Feedback
Material required
Notebook, pen
Procedure
• Form groups with five students in each group.
• Two volunteers in the group should act out a role
play of a hotel staff. For example, Volunteer A
can act as a front desk executive and Volunteer B
as a guest enquiring availability of rooms.
• After the role play, remaining members of group
will give constructive feedback to both the
volunteers.
Activity 2
Group-Practice on Constructive Feedback
Material required
Notebook, pen
Procedure
• Each member in the group should write down
three sentences showing how feedback should
NOT be given.
• Then, each group forms a circle. One person in
the circle starts by saying a sentence or feedback.
The next person in the circle tries to make the
feedback more constructive.
• Keep repeating until all written feedback have
constructive alternatives.
Check Your Progress
CommuniCation 31
SkillS
Which of these are examples of positive feedback?
Excellent, your work has improved.
I noticed your dedication towards the project.
You are always doing it the wrong way.
All of the above

X
noteS
2. Which of these are examples of negative
feedback?
(a) I hate to tell you this but your drawing skills
are poor.
(b) You can surely improve your drawing.
(c) This is a good drawing but you can do
better.
(d) None of the above
3. Which of the following are effective
components of a good feedback?
(a) Detailed and time consuming
(b) Direct and honest
(c) Specific
(d) Opinion-based
1. What do you mean by feedback? Let’s take a

scenario. Radha is your co-worker. Together
you are making a report on how to manage the
waste in your store. Since she has not finished
her part of the report on time, the whole report
After completing this session, you will able to

SeSSIon 5: barrIerS to
• identify how and when to give feedback.
effectIVe
• explainc oMMunIcatIon
the importance of feedback.
• use suitable words and phrases when giving or
Whatreceiving
is Effective Communication?
feedback.
We now know that there are different methods

of communication: non-verbal, verbal and
visual. However, all these methods can only be
effective if we follow the basic principles of
professional communication skills. These can be
abbreviated as 7 Cs i.e., Clear, Concise,
Concrete, Correct, Coherent, Complete and
Courteous. These are further explained in
Figure 1.6.
Absence of any of these 7Cs can lead to
miscommunication. Let us take a closer look at
certain barriers to effective communication.
CommuniCation 33
SkillS
noteS
Figure 1.6: 7Cs of Effective Communication
Linguistic Cultural
Barriers to Communication
Physical and
Organisational Interpersonal
Figure 1.7: Barriers to Effective Communication
Barriers to Effective Communication

Physical Barriers
Physical barrier is the environmental and
natural condition that act as a barrier in
communication in sending message from sender
to receiver. Not being able to see gestures,
posture and general body language can make
communication less effective. For example, text
messages are often less effective than face-to-
face communication.
Linguistic Barriers
The inability to communicate using a language
is known as language barrier to communication.
Language barriers are the most common

X
communication barriers, which cause
misunderstandings and
CommuniCation 35
SkillS
note misinterpretations between people. For
S
example, slang, professional jargon and
regional colloquialisms can make
communication difficult.
Interpersonal Barriers
Barriers to interpersonal communication occur
when the sender’s message is received
differently from how it was intended. It is also
very difficult to communicate with someone
who is not willing to talk or express their
feelings and views. Stage fear, lack of will to
communicate, personal differences can create
interpersonal barriers to communication.
Organisational Barriers
Organisations are designed on the basis of
formal hierarchical structures that follow
performance standards, rules and regulations,
procedures, policies, behavioural norms, etc. All
these affect the free flow of communication in
organisations and therefore, need to be
suitably managed. Superior-subordinate
relationships in a formal organisational
structure can be a barrier to free flow of
communication. Also, sometimes due to the
stringent rules, the employees find it difficult to
communicate with their peers too.
Cultural Barriers
Cultural barriers is when people of different
cultures are unable to understand each other’s
customs, resulting in inconveniences and
difficulties.People sometimes make
stereotypical assumptions about others based
on their cultural background, this leads to
difference in opinions and can be a major
barrier to effective communication. Although
there are certain barriers to effective
communication,you can always overcome
these barriers by following

X
so ication
me
• Use simple language
bes
t • Do not form assumptions on culture,
religion or geography
pra
cti
ces
of
eff
ect
ive
comm
unica
tion
that
are
listed
here.
W
ay
s
Ov
er
co
m
e
Ba
rri
er
s
Eff
ec
tiv
e
Co
m
m
un
CommuniCation 37
SkillS
• Try to communicate in person as much as
noteS
possible
• Use visuals
• Take help of a translator to overcome
differences in language
• Be respectful of other’s opinions
Practical Exercise
Activity 1
Role Play on Barriers to Effective Communication.
Material required
Notebook, pen
Procedure
• Two volunteers from the group should act out a
role play of a salesperson in a shopping mall.
For example, Volunteer A can act as a sales
executive, and Volunteer B as a customer
enquiring about a television set. The customer
is from a foreign country.
• Enact the communication barriers or challenges
the customer or salesperson may face while
interacting with each other.
Activity 2
Group practice: Overcoming Barriers
Material required
Notebook, pen
Procedure
• Each member in a group should write down
three ways to overcome barriers to effective
communication. The group members will then
stand in a circle. Each student should say aloud
Check Your Progress

Multiple choice questions
Read the questions carefully and circle the letter(s) (a), (b), (c) or (d) that best answers the qu
Which of these is NOT a common communication barrier?
Linguistic barrier
Interpersonal barrier

X
Notes
(c) Financial barrier
(d) Organisational barrier
2. Which of these are ways to overcome
communication barriers?
(a) Respecting each other’s differences
(b) Using a translator
(c) Not communicating at all
(d) Using your own language for comfort
1. Write down the common communication

barriers you may come across when you move

sessioN 6: WritiNg skills — Parts
• identify the common barriers to effective
of sPeech
communication.
Writing skills are part of verbal communication

and include e-mails, letters, notes, articles,
SMS/chat, blogs, etc. In all these forms of
written communication, we use sentences to
express ourselves. Sentences are important
because they help to clearly present the
message. We all know that a sentence is a
group of words that communicates a
complete thought. For example, Pooja goes to
school. On the other hand, a group of words,
which does not make complete sense, is known
as a phrase. For example, Pooja goes. A
sentence always begins with a capital letter,
and it always ends with a question mark, full
stop or exclamation mark. In this session, we
will cover all these topics in detail. But first,
read aloud the examples given below:
• When will you complete your homework?
• I completed it yesterday.
• That is good!
Capitalisation
We know that all sentences begin with capital
letters. However, there are certain other points
CommuniCation 39
SkillS
in a sentence where we should use capital
letters. ‘TINS’is a set of

X
simple rules that help you capitalise words
correctly. Each letter in the word TINS refers to
one capitalisation rule as shown in Table 1.7.
Table 1.7: Capitalisation Rules
Alphabet T I N S
What it Titles word ‘I’ Names Starting
shows: letter of
sentences
Rule Capitalise Capitalise the Capitalise the Capitalise
the first letter ‘I’ when first letter in the the first
letter in the it is used as a names of people, letter in
titles used word places, days and every
before (Pronoun). months. sentence.
people’s
names.
Example Dr Malik and He said that I The summer The little girl
Mr Pandey should break is starting lost her
were invited accompany him this Friday and book.
to the party. to the mall. will continue till
the end of June.
Suresh is
planning to visit
London next
year.
Punctuation
Certain set of marks, such as full stop, comma,
question mark, exclamation mark and
apostrophe are used in communication to
separate parts of a sentence for better clarity of
message. Some common punctuation marks and
their rules are shown here in Table 1.8.
Table 1.8: Punctuation Marks
Punctuatio Sig Use Exampl
n name n e
Full stop . • Used at the end Omar is a professor. His
of a sentence. students call him Prof. Omar.
• Used with short form
of
long words.
Comma , • Used to indicate a After getting down from the
pause in the bus, I walked towards my
sentence. school.
CommuniCation 41
SkillS
• Used to separate two The grocery store had
or fresh
more items in a row. kiwis,strawberries and
mangoes.
Question mark ? • Used at the end Where is your book?
of a question.
Exclamation ! • Used at the end of a What a beautiful dress!
mark word or a sentence Hooray! We won the
to indicate a strong match.
feeling.

X
Apostrophe (‘) • Used followed by That is Shobha’s cat.
an ‘s’ to show Are these Rahim’s colour
possession or pencils? Let’s go for the
belonging. movies today.
• Used with She isn’t coming to school
shortened form of today.
words in informal
speech.
Basic Parts of Speech

The part of speech indicates how a particular
word functions in meaning as well as
grammatically within the sentence. Some
examples are nouns, pronouns, adjectives,
Nouns (Name, Place, Animal, Thing)
Adverbs (slowly, quickly, etc.) Pronouns (He, she, you, I)
Adjectives (Salty, Spicy, etc.)

Verbs (Walk, Talk, etc.)
verbs and adverbs as shown in Figure 1.8.

Figure 1.8: Parts of Speech
Table 1.8: Parts of Speech

Parts What they do Example sentence Example
of words
speech
Noun Words (naming Kavita bought a book. Tiger
words) that refer to a ‘Kavita’ and ‘book’ are Truth
person, place, thing or nouns. India
idea. Raj
Januar
y
Pronoun Words used in place Kavita bought a book. She I
of a noun has a great book collection. You
CommuniCation 43
SkillS
‘She’ is used in place of the The
noun Kavita. y
Us
She
He

X
Adjectives Words that Kavita bought a best-selling Large
describe other book best-selling is an Red
words. adjective that describes the Naught
noun book. y Weak
One-
foot
Verbs Words that show Kavita buys a new book Run
action every month. Buys is the Eat
verb that tells about Kavita’s Think
actions. Sit
Adverbs Words that add Kavita quickly read her Easily
meaning to verbs by book.‘Quickly’ tells us how Always
answering How? How Kavita did the action. Before
often? When? and Fast
Where? Carefull
y
Let us now see how these words are used.

Read aloud the sentence given below.
Hooray! Shyam and his team won the exciting
match yesterday.
We already know that Shyam, team and
match are nouns. ‘Exciting’ is an adjective here
because it describes the noun match, the word
won is a verb because its hows an action and
the word ‘yesterday’ is an adverb because it
describes when they won the match.
But what about the remaining words in this
sentence: Hooray, the, and? Such supporting
words are used to join the main parts of speech
together and also to add information to the
sentences. Let us now look at some types of
these supporting words.
Supporting Parts of Speech Types
Articles (a, an, the)
Interjection (wow, oh no, etc.)

Conjunctions (and, but, etc.)
CommuniCation Preposition (in, on, etc.)

45
SkillS
Figure 1.9: Supporting Parts of Speech

X
Some supporting words are shown in Figure
1.9. Let us learn more about them using Table
1.10.
Table 1.10: Supporting Parts of Speech

Supporting Use Exampl
Parts of e
Speech
Articles (a, an, Generally used before nouns. Wow! The boy was
the) An — used before words with a taken by surprise
vowel sound A — used before nouns because he saw a
with a consonant sound bird flying over his
The — Refers to specific or particular head.
words
Conjunctio Joins two nouns, phrases or Wow! The boy was
ns (and, sentences taken by surprise
but, because he saw a
because) bird flying over his
head.
Prepositions (on, Connects one word with another to Wow! The boy was
over, in, under) usually answer the questions taken by surprise
‘where’, ‘when’ and ‘how’. because he saw a bird
flying over his head.
Interjection Expresses strong emotions, such as Wow! The boy was
s (Wow!, happiness, surprise, anger or pain. taken by surprise
Help!) because he saw a
bird flying over his
head.
Practical
CommuniCation 47
SkillS
The teacher will facilitate these activities – by
showing you the e-learning lesson at
below.
lesson for this topic, write down what do you think
was wrong with Seema’s letter?
Activity 1
Identifying Parts of Speech
Material required
Notebook, pen
Procedure
• In the paragraph given below (taken from from
‘La Bamba’— a short story; Gary Soto pp. 115),
identify the different parts of speech and write

X
• Each group
people manuel moved his lips and swayed in a gets 30
made-up dance step he couldn’t see his parents seconds to
but he could see his brother mario who was a year think what
younger thumb-wrestling with a friend mario was they are
wearing manuel’s favourite shirt he would deal going to
with Mario later. He saw some other kids get up say and do.
and head for the drinking fountain and a baby Discussion
sitting in the middle of an aisle sucking her The class
thumb and watching him intently.” discussion will
• This paragraph contains examples of the parts of highlight
speech you learnt about in this lesson. different words
• Identify as many of these parts of speech as you that are used to
can and name a person,
mark them. Discuss what was difficult in this place, animal,
activity. thing, or feeling
• Write the paragraph with correct capitalisation and their role in a
and punctuation. One of the groups will volunteer sentence as parts
and present to the class what they have marked. of speech. The
They write out the paragraph on the board with discussion will
proper punctuation. The other students will share also highlight the
if it is correct. role of action
words as parts of
Activity speech
2
Pair Activity: Sentence Construction
Material required
Notebook, pen
Procedure
• Form pairs of students.
• List out nine parts of speech that you learnt in the
lesson. Select any three of them and create five
simple sentences which use these parts of speech.
• For each part of speech, a volunteer reads out
their sentences. The other students share if it is
correct.
Activity
3
Group Practice: Identify Name, Place, Animal, Thing
Material required
Notepad and pens
Procedure
• Number yourselves from 1 to 5.
• One set of 1–5 is in one group and so on.
• Each member of a group has to say a word that is
either a name, place, animal, thing or feeling; the
fifth member has to perform any kind of action.
CommuniCation 49
SkillS
noteS

X
note
S Check Your Progress
Read the questions carefully and circle the letter (a),
(b),
1. In which of the following, the underlined

word is an adjective?
(a) Radha has a red dress.
(b) I can speak French.
(c) The Girl on the Train is a best-seller.
(d) Abdul can swim fast.
2. Which of these sentences is capitalised correctly?
(a) Ravi and i are going to the movies.
(b) Salim is visiting India in july.
(c) The Tiger is a strong animal.
(d) She is arriving on Monday.
3. Which of these sentences are punctuated
correctly?
(a) When is the party.
(b) I had bread omelette and a Banana for
breakfast.
(c) I am so excited about my first foreign trip!
(d) This is Abdul’s notebook.
4. In which of these sentences can you find an
adverb?
(a) Divya drinks milk every day.
(b) Sanjay gifted me a new pen.
(c) I opened the door lock.
(d) Sita is 5-feet tall.
B. Fill in the blanks

1. Fill correct nouns and verbs from the given
options to complete the sentence in table given
below.
Noun Verbs
s
Boy, Ms Sen, Rahim, Swimming, Driving,
Children, Cat, Students Writing, Teaching, Eating,
Playing
a. The is b. The are

. .
CommuniCation 51
SkillS
c. The are d. __________________________
. is the car.

X
e. is f.The is
. .
Subjective question
Identify the conjunctions and prepositions from the list below and write these in the correct box.
Over, Because, Under, And, Since, In, At, Although,

Or, Up, On, Beside
Conjunction Preposition

SeSSIon 7: WrItIng SkIllS — SentenceS
• use capitalisation and punctuation rules for
Partssentences.
of a Sentence
• identify the basic parts of speech.
We • all know
explain that of almost
the usage all parts of
the different
English sentences have a subject
and a verb while some also have
an object.
Subject: Person or thing that
performs an action.
Verb: Describes the action.
Object: Person or thing that
receives the action.
Let us see the different parts of
the sentence in Figure 1.10.
Read aloud the example
sentences shown in Table 1.11
and understand
which is the subject, verb and object. Figure 1.10: Parts of a Sentence
CommuniCation 53
SkillS
Table 1.11: Parts of a Sentence
Sentence Subject Verb Object
He swam in the lake. He swam the lake
She rode the bicycle. She rode the bicycle
He threw the ball. He threw the ball
The dog chased the Dog chased the cat
cat.
Types of Objects
In a sentence, there can be two types of objects
— Direct and Indirect. The objects provided in
the above examples are called direct objects
since they are directly ‘acted on’ by the verb.
On the other hand, an indirect object
answers questions, such as ‘to/ for who.’
For example, in the sentence “She bought a
bicycle for her son.” The verb is ‘bought’.
What did she buy? A bicycle. For who? For
her son. Here, ‘bicycle’ is the direct object
and ‘her son’ 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 1.12
and
practice finding the direct and indirect objects.
Table 1.12: Direct and Indirect Objects
Sentence Verb Verb+What Verb+by Direc Indirect

? whom/to t Object
whom? Objec
t
Ravi repaire car Car
repaired his d
car.
The children played football Football
played football.
The parents sent postcard him Postcard him

sent him a
postcard.
He bought bought computer his daughter Computer His
his daughter

X
daughter a
computer.
CommuniCation 55
SkillS
Types of Sentences noteS
Figure 1.11: Types of sentences
Active and Passive Sentences

Read aloud the sentence shown in Figure
1.11. What is the difference between the two
sentences?
1. Radha is reading a book.
2. A book is being read by Radha.
The action (verb) in both sentences is
reading a book. But the ‘subject’ of both
sentences is different. In the first sentence, the
subject (Radha) does the action. In the second
sentence, the subject (a book) receives the
action. Read the sentences in Figure 1.12

again.

X
Figure 1.12: Active and Passive Sentences
CommuniCation 57
SkillS
Sentences where the subject does an action
are known to be in the Active voice, whereas
sentences in which the subject receives an
action are known to be in the Passive voice.
Read aloud some more active and passive
voice examples given in Table 1.12.
Table 1.12: Active and Passive Sentences
Active Passive
Voice Voice
Ali changed the flat tire. The flat tire was changed by Ali.
I will clean the house every Saturday. The house will be cleaned by me every
Saturday.
Ravi painted the entire house. The entire house was painted by Ravi.
So, now we know that there are active voice

and passive voice sentences. Besides these, we
also have other types of sentences which are
based on the purpose that the sentences serve
while communicating.
Read aloud the sentences in Figure 1.13.
How do you think they differ from each other?
Figure 1.13: Examples of types of sentences
Each of these sentences has a different

X
purpose.
Also, notice how each sentence in Figure 1.13
ends.
Read the examples in Figure 1.14 to
understand the different types of sentences.
CommuniCation 59
SkillS
Figure 1.14: Types of sentences — Description
Table 1.13: Types of Sentences

Types of Sentences
Statement or Question or Emotion/ Order or
Declarative Interrogativ Reaction or Imperativ
Sentence e Sentence Exclamatory e
Sentence Sentence
• Provides • Asks a • Expresses a • Shows an order,
information or question. strong emotion. command,
states a fact. • Always ends • Always ends request or
• Always ends with a with an advice.
with a ‘full-stop’ question exclamation • Can end with a
(‘.’). mark (‘?’). mark (‘!’). full stop or an
exclamation
mark
(‘.’ or ‘!’).
Read aloud the related
examples
Blue is my Do you want tea or This is the best Please lower
favourite colour coffee? day of my life! your voice.
The farewell party Is it raining? Oh, my goodness, Respond
begins in two we won! immediately.
hours.
You’re a good Have you had I can’t wait for Meet me at the
man, Raj. lunch? the party! office

X
at 10am.
Paragraph
By now, you have understood how to form
correct sentences by identifying the various
components that
CommuniCation 61
SkillS
note make up a sentence. Just as a group of words
S
form a sentence, a group of sentences
forms a paragraph. However, to qualify as a
paragraph, all the sentences within it must
have a common idea or theme.
For example, if you are writing about your
best friend, the first paragraph can be of
sentences about the name, age, personality,
friendship duration and other such details. In
the next paragraph you can use sentences to
describe what qualities you like about your best
friend and how valuable your friendship is.
My mother is my best friend. She loves me a lot

and cares for me. When I am in any kind of
trouble, I seek her help and support. She gives
me sound advice, and does all she can to comfort
me and make me happy.
My mother always wishes me well, and prays
for my good health, happiness and success. I
cannot thank my mother enough for all that she
does for me. I am grateful to God for giving me
Practical
The teacher will facilitateExercise
below.
lesson for this topic write down if you think that
Sanjay and Dia were able to make correct sentences?
Activity 1
Pair-work: Making Sentences
Material required
Notebook, pen
Procedure
• First, write down five sentences that contain
direct objects.
• Then, write down five other sentences that
contain both

X
noteS
Activity 2
Pair-work: Active and Passive Voice
Material required
Notebook, pen
Procedure
• With same pairs as above, write a paragraph on
the topic ‘My Favourite Movie.’
• The paragraph should have at least two
sentences in active voice and two sentences in
passive voice.
• One volunteer reads out their paragraph to the
class. The class gives feedback on it.
Activity 3
Individual Work: Types of Sentences
Material required
Notebook, pen
Procedure
• Each student will make a list of minimum 12
sentences.
• These should have at least three sentences of
each type — declarative, interrogative,
exclamatory and imperative.
• For each type of sentence, different volunteers
Check Your Progress
CommuniCation 63
SkillS
Identify the object, verb and subject in the sentence, ‘The car crashed into a tree.’
Object: a tree; Verb: crashed; Subject: the car
Object: The car; Verb: crashed; Subject: a tree
Object: crashed; Verb: the tree; Subject: the car
Object: crashed; Verb: the car; Subject: the tree
Identify the indirect object in the sentence, ‘The band played music for the audience.’
The band
played
music
audience
Which of these is an imperative sentence?
Switch off the fan.
Sheila has gone to the market.
Where are my pen colours?
Oh no! I missed my flight.

X
noteS
4. Which of these sentences is in active voice?
(a) A movie is being watched by them.
(b) The car was repaired by Raju.
(c) He is reading a book.
(d) The thief was being chased by a policeman.
B. Subjective questions
1. Write two sentences of each type of sentence —

statement, question, exclamatory and order.
2. Which is your favourite food, dish or cuisine?
Write two paragraphs about your favourite
food, dish or cuisine. Each paragraph should
have a minimum of five sentences. Make sure
you follow all the rules about sentences and
paragraphs you have learnt.
3. Practice speaking in active and passive voice
with your classmates. Also, try to identify the

• identify the different parts of a sentence.
• list the differences between active and passive
voice.
• identify and use different types of sentences.
CommuniCation 65
SkillS
Uni 2
Self-management
Skills
IntroductIon
Self-management, also referred to as ‘self-
control,’ is the ability to control one’s
emotions, thoughts and behaviour effectively in
different situations. This also includes
motivating oneself, and setting goals. People
with strong self-management skills are better in
doing certain things better than others.
Therefore, employers too strongly
prefer people with good self-
management skills.
Basics of Self-management
To perform well at work and life in
general, you must be able to
manage and improve yourself in
various skills including discipline
and timeliness, goal-setting,
problem solving, teamwork,
professionalism, etc. Once you
develop your personality and
abilities in these areas,you will be
able to succeed in personal as well Employability SkillS – ClaSS
66
as professional life. X
Figure 2.1 Self-management
Figure 2.2 Stress

X
Following are nt. For example, if you have been assigned
some of the skills a task by a teacher; ensure you take
you must master complete ownership. Even if you are
to succeed in life: unable to complete the task on time, you
• Self- must report it and then correct it.
awareness • Time Management: Prioritise the things
: Ask for you have to do. Remove waste and
honest redundancy from work. Make a time table
feedback. and follow it diligently.
Gather • Adaptability: Stay current with best
insights on practices and read up on new information
your always. Prepare yourself for new changes,
personality so that you can transition seamlessly.
and work-
specific
proficienci
SeSSion 1: StreSS ManageMent
es. Think Stress and Stress Management
about your
daily Have you ever felt worried that you will not pass
interaction in an exam? Do you feel pressurised when
s and how people around you bring up certain topics for
you discussion (issues that you are not comfortable
handled with)? Do you fear that
situations you will be unsuccessful in life? If yes,
well or then you are going through stress.
could have Stress motivates you to achieve more
handled but when you are under stress for a
them prolonged period of time, it can cause
differently. health problems and mental troubles
• Responsib as well.
ility:
Taking What is Stress?
responsibili Stress can be defined as our emotional,
ty for your mental, physical and social reaction to
tasks is any perceived demands or threats.
very These demands or threats are called
important. stressors. Stressors are the reason for
Taking stress.
ownership
is the step
towards
self-
developme
Self-management 41
SkillS
For example,
noteS
• you are too close to the exams but feel
unprepared.
• you are experiencing a loss of someone
close in the family.
• you are worried about what people would
think of you if you don’t dress well or
cannot speak confidently.
• you are stressed due to lack of sleep.
Stress Management
Stress is a part of everyday life. There are many
instances when stress can be helpful. A fire
alarm is intended to cause stress that alerts
you to avoid danger. The stress created by a
deadline to finish a paper can motivate you to
finish the assignment on time. But when
experienced in excess or for a long period of
time, stress has the opposite effect. It can harm
our emotional and physical health, and limit our
ability to function well at home, in school and
within our relationships.
Managing stress is about making a plan to be
able to cope effectively with daily pressures.
The ultimate goal is to strike a balance between
life, work, relationships, relaxation and fun. By
doing this, you are able to deal with daily stress
triggers and meet these challenges head on.
Always keep in mind the ABC of stress
management
A: Adversity or the stressful event
B: Beliefs or the way you respond to the event
C: Consequences or actions and outcomes of
the event

X
Stress management can help you to
• have a joyful life.
• focus and complete tasks on time.
• be a happy person as you are stress free.
• be more energetic and spend quality time
with your friends and family.
Self-management 43
SkillS
Three Steps to Manage Stress
Look out for signs of stress, such as

Step 1: Be aware that you are stressed
headache, sleeplessness, sadness,
excessive worrying, nervousness,
etc. Only when we are aware, we
Step 2: Identify what is causing you stress

Find out the reason for your stress.
Is it because of exams, family
pressures, money issues, not eating
Step 3: Apply stress management Use

methods
time management tools to
manage your time well. Focus on
the important tasks and get them
done. Talk to someone close about
the issue. Take time to relax by
exercising, watching movie or any
Figure 2.3 Managing stress
Management Techniques
Here are a few simple stress management
techniques.
• Time management: Proper time
management is one of the most effective
stress-relieving techniques.
• Physical exercise and fresh air: A healthy
lifestyle is essential for students. Stress is
generally lower in people who maintain a
healthy routine. Doing yoga, meditation
and deep breathing exercises help in
proper blood circulation and relaxes the
body. Even taking a walk or playing in the
park will help you get a lot of fresh
oxygen, which will help you become more
active.
• Healthy diet: Having a healthy diet will
also help you reduce stress. Eating a
balanced diet, such as Dal, Roti,
vegetables and fruits will give you the
strength to do your daily work efficiently.
• Positivity: Focussing on negative aspects
of life will add more stress. Instead, learn

X
to look at the good things and stay
positive. For example, instead of feeling
upset over a scoring less in a test, try to
maintain a positive attitude and look at
ways to improve the next time.
Self-management 45
SkillS
• Organising academic life; no delaying: thinking
By keeping class notes organised, and
finishing in assignments on time, and problem
keeping track of all deadlines, stress can solving.
be reduced to a great extent. • Managi
• Sleep: We should get a good night’s sleep ng
for at least 7 hours so that your brain and emotion
body gets recharged to function better the s : the
next day. ability to
• Holidays with family and friends: regulate
Going to a relative’s place, such as your one’s
grandparents’ house or a new place own
during your summer vacations can help emotions
you break from the normal routine and when
come back afresh. necessar
y and
Ability to Work Independently help
If you can become a calm and relaxed person, others to
you will be have the ability to work do the
independently, which means. same.
1. becoming self-aware, self-monitoring Knowing
and self-correcting. how to
manage one’s
2. knowing what you need to do.
emotions is
3. taking the initiative rather than being told critical for all
what to do. of us. You can
4. recognising your mistakes and not blaming manage
others. stress, keep
5. having the ability and the will to learn your brain
continuously.
Emotional Intelligence
Emotional intelligence is the ability to identify
and manage one’s own emotions, as well as the
emotions of others. It is generally said to
include at least three skills:
• Emotional awareness : the ability to
identify and name one’s own emotions.
• Harnessing emotions : the ability to
harness and apply emotions to tasks like

X
noteS
Self-management 47
SkillS
note active and open minded, and easily overcome
S
failures if you can keep your emotions in
check. Emotional intelligence can also help you
have better relations with your friends and
family.
Let us take an example. Ravi and his best
friend, Shiv, have been practising for the
annual school dance competition. They are both
performing solo. On the day of the competition,
Shiv won. Ravi felt extremely sad and dejected.
He shouted at Shiv unnecessarily, cried and
also did not talk to his parents for 3–4 hours.
On the contrary, if Ravi would have been
emotionally intelligent, he would have accepted
defeat gracefully, and done better in the next
competition.
Being emotionally intelligent enhances your
chances of success and a balanced life.
Some steps to manage emotional intelligence
are as given below.
• Understand your emotions: Observe
your behaviour and note the things you
need to work on. You can then work on the
things you need to improve.
• Rationalise: Do not take decisions
abruptly; be rational in your thinking.
• Practise: Do meditation and yoga to keep
yourself calm.
Practical Excercise

X
you the e-learning module for this lesson via
http://www.psscive.ac.in/ Employability_Skills.html.
The module will include videos and e-content for the
above topics as well as detailed instructions for some
activities below.
• After watching the video ‘Have you faced this
situation?’ in the e-learning lesson, discuss what
you have learnt from the video. Do you think
Priya was worried that she will not meet her
goal? What would you do differently in her
situation?
• After watching the video ‘Managing Stress at
Work’ in the e-learning lesson, discuss the
various stress management techniques that
Self-management 49
SkillS
Activity 1 noteS
Role Play on Avoiding Stressful
Situation Material required
Pen, notepad or sheets of paper
Procedure
• Form groups of three.
• Choose any one situation from below.
• Prepare a skit (role play) and perform within your
groups.
• Two members will perform the skit and one
member will observe and share feedback.
Situation 1
You have missed your school bus and you are getting
late. What
will you do? Will you panic or call for help or try to find
a way?
Situation 2
You have to perform your best in the next cricket or
badminton match so you get a chance to play for your
school at the national level cricket or badminton
tournament. You have been anxious (worried or
stressed). Will you lose your sleep worrying about it or
will you go to the field and practice?
Activity
2
Self-reflection
Material required
Pen or pencil
Procedure
• Complete the below table by listing the
situation(s) that can cause stress and what will
you do to avoid stress in such situations.
• Use the stress management techniques shared in
the lesson to complete the exercise.
Stress
Stress Causing
Management
Situation(s)
Techniques
Activity 3
Benefits of taking a holiday
Material required
Pen or pencil

X
Procedure
• Write an essay to describe the place and your
experience during a holiday trip or summer camp.
• Highlight how the trip helped you de-stress.
Self-management 51
SkillS
Check Your Progress
Subjective questions
Describe stress and stress management in your own words.
List your favorite stress management technique and
elaborate why you find it the most effective.
SeSSIon 2: Self-awareneSS — Strength

and• define stress management.
• identify the steps for managing stress.
weakneSS analySIS
• create a list of personal stressful situation and
Being ways to handle means
self-aware them. that you can identify
your strengths and weaknesses. Self-
awareness, therefore, will help you in
converting your weakness into strength and
strength into an exceptional talent. Analysing
your strengths and weaknesses helps you to
attain success in life. However, strength and
weakness analysis begins with knowing yourself
first.
Knowing Yourself
Understanding who you are,
Beliefs what you like or dislike, what
are your beliefs, what are
Background your opinions, what is your
background, what you do
well and what you do not do
Who am I? Opinions well is important because
only then can you actually
measure your strengths and
Likes/dislikes
weaknesses (see Figure 2.4).
Values
Strength and Weakness
Analysis
Understanding who you are
Figure 2.4 Knowing means looking outside your
Yourself
usual

X
characteristics, such as your name,
qualification and interpersonal relationships. In
other words, being self- aware actually means
knowing your inner strengths, hidden talents,
skills and even weaknesses. Let us look at how
we define strengths and weaknesses.

Figure 2.5 Strength and Weakness
Examples of strengths
• I am good at creative writing.
Techniques for Identifying your
• I am confident of speaking in front of an
Strengths and Weaknesses
audience.
• I play
Finding guitar very
Strengths well.
(or abilities)
Examples
• Thinkof of weaknesses
anything that you are
• always
I find itsuccessful
difficult to at.
solve mathematics
problems.
By understandig ourselves
Based
we can
on that information, we can
know what we can/cannot plan By improving, we will
do. the next steps to improve ourselves.
become confident in
what we do.
Self-management 53
SkillS
• Think about what others like in you.
• Take out time and think about what you do
well.
Finding Weaknesses
• Point out the areas where you struggle
and the
things you find difficult to do.
• Look at the feedback others usually give you.
• Be open to feedback and accept your
weaknesses without feeling low about it.
Take it as an area of improvement.
You can find your strengths and weaknesses
once you find answers to the questions given
here.
• How am I different from others?
• What do I do better than others?
• What do other people admire in me?
• What makes me stand out?
• Where do I worry and struggles?
• Where, how and why do others perform
better than me?
• What advice for improvement do I often
receive from others?
Difference between Interests and

Abilities (Strengths)
Table 2.1: Difference between Interests and Abilities

S.No Interest Abilities
s
1. Things that you like to do in An acquired or natural
your free time that make you capacity
happy.
2. Things you are curious about Enable you to perform a
or would do even if no one particular job or task with
asked you to do it. considerable proficiency.
3. Things you want to learn or
would like to do in the future.

X
When your interests do not match your
abilities, you can either improve your abilities
or follow some other path. For example, you
may like music, but you may not be good at
singing. In that case, do not try to become a
singer!
Self-management 55
SkillS
Practical Exercise
you the e-Learning lesson
athttp://www.psscive.ac.in/stud_text_book. html. This
below.
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 1
Pair Activity: Aim in Life
Material required
Procedure
• Each student will make a list of things that they
can do well based on the given format.
• Share your notes with your partner.
• One volunteer from the pair comes and reads, in
front of the class.
Here is the format for you to fill in
I am
I can (abilities)
I will (plan)
My aim is
Activity 2
Individual Activity: Interests and Abilities Worksheet
Material required
Student textbooks, pen
Procedure
• Each student has to complete the given
worksheet, containing a list of statements and
questions.
• Each student has to be real and honest when
filling the worksheet as it is for their own
understanding of themselves.
• If they are not real and honest, they will get
incorrect results about their own interests and
abilities.

X
Worksheet - My Interests and Abilities
I am happiest when
My idea of a perfect day
Self-management 57
SkillS
noteS
Five things I really
enjoy doing
Three things I like to do
every day
I am most passionate
about
Ideas or issues I care
deeply about
If I had the talent or
ability, I would
If I could choose any job, it
would be
The three activities
that I love to do?
How often do I do them?
What stops me from
doing the activities
more often?
What specific changes
do I need to make in
order to engage in
Check Your Progress

1. Fill in the table given below to prepare an action plan to build upon you
Strengths Weakness Action plan to build upon

your strengths and
overcome your
weaknesses

• identify your own strengths and weaknesses.
• explain how to build on your strengths and
overcome your weaknesses.
• identify your interests.

X
SeSSIon 3: Self-MotIvatIon
Have you heard of the story of the hare and
tortoise? Who won that race in spite of being
slow? The tortoise. They key to win was that the
tortoise never thought less of itself and stayed
motivated even though it was lagging behind.
But slowly and gradually it crossed all hurdles
and continued the race without being
demotivated.
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.
Here are some examples of self-motivation.
Rekha gets up at 5 am and goes for her dance classes.

Neha spends all her after-school
topractice
hours more sample
andmore
question papers. She wants to do well in her exams so that she can get admission in
Figure 2.7 Self-motivation
Different people are motivated by different

things and at different times in their lives.
Types of Motivation
Internal Motivation: LOVE

We do things because they make us happy,
healthy and feel good. For example, when
you perform on your annual day function
and you learn something new, such as
External Motivation: REWARD

We do things because they give us respect,
recognition and appreciation. For example,
Self-managementSuresh participated in a 100m race and won 59
SkillS a prize. This motivated him to go for
Qualities of Self-motivated People
There are some typical behaviours seen in self-
motivated people which are as given below.
Know what they Are Know what Are dedicated to

want from life focussed is fulfill
important their dreams
Figure 2.8: Qualities of self-motivated people
Mr E Shreedharan, Former Managing

Director, Delhi Metro Rail Corporation Ltd, was
a self-motivated and energetic person. With his
dedication and respect for others, he motivated
his team to work hard and achieve results.
Mahashay Dharmapal Gulati, the founder of
Mahashian Di Hatti (MDH) Private Limited
started with a small shop in Karol Bagh but
with his focus, dedication and clear ideas, MDH
(Spice Company) became one of the most
popular brands in India besides having a good
reputation all over the world.
Building Self-motivation
There are four steps for building self-
motivation, which are as given below.
Stay loyal to your goals
Develop a plan to achieve your goals
Set and focus on your goals
Find out your strengths

X
Define the goals you want to achieve and focus all your energy to achieve your goal. For example, I
Identify your likes and dislikes.

Understand what makes you happy. For example, I love cooking.
Figure 2.9: Building self-motivation
Self-management 61
SkillS
Practical noteS
Exercise
activities below.
• After watching the initial video in the e-learning
lesson for this topic why do you think that Shyam
was unable to complete his work?
• Also, watch the video on ‘Becoming Self-
motivated and Commitment’ in the e-learning
lesson and discuss how Nikhil motivated Sheela
using the Hare and Tortoise story. Discuss your
learnings in the class.
Activity 1
Staying Motivated (Group Discussion)
Material required
Pen, notepad or sheets of paper, chart paper
Procedure
• Form groups of three.
• Choose any one of the following situation and
write down the steps you would take to motivate
yourself.
• Your teacher gives you feedback on the essay
you had written. There are a lot negative
remarks. What will you do to motivate yourself
to improve the essay?
• Your father has given you the responsibility of
arranging for a birthday party for your little
sister who is turning 3 years old. You do not
want to do this task. How will you motivate
yourself to do the work?
Activity 2
Self Reflection
Material required
Pen or pencil
Procedure
• Make a list of reasons that stop you from being motivated.
• Write down ways by which you will motivate
yourself to overcome them.
Self-management 53
SkillS
Reasons for not Ways to overcome
being motivated
For example: For example: I will learn to speak
People make fun English correctly by attending
of the way I classes after school.
speak English.

X
noteS
Check Your Progress

Read the questions carefully and circle the letter(s) (a), (b), (c) or (
What makes you complete work or studies without others cheering you?
Self-confidence
Communication
Self-motivation
Self-esteem
Which of the following are types of motivation?
Internal
Intermediate
External
Extensive
Ravi works hard to get the best student award at the end of year. What typ
Internal
External
Both internal and external
Not any specific type of motivation

SeSSIon 4: Self-regulatIon — goal
• explain the meaning of self-motivation.
SettIng
• identify types of motivation.
• list the qualities of self-motivated people.
Goals and
• list Setting
the steps SMART
to build Goals
self-motivation.
A man was travelling and stopped at an

intersection. He asked an elderly man, “Where
does this road take me?” The elderly person
asked, “Where do you want to go?” The man
replied, “I don’t know.” The elderly people said,
“Then take any road. What difference does it
make?” How true is that? When we do not
know where we are
Self-management 55
SkillS
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 person
Goals : They are a set of dreams with a

deadline to get them, for example, saving
pocket money to buy a favourite mobile phone
by a particular date.
Goal setting : It is all about finding and listing your
goals and then planning on how to achieve them.
Goals allow you to separate out what’s
important. It helps you to focus on the end
result instead of less important work. This will
make you successful in your career and
personal life.
How to Set Goals?

We can use SMART method to set goals.
SMART stands for:
• 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?
Not a specific goal: “I would learn to speak
English.”
Specific goal: “I would learn to speak
English fluently by joining coaching
classes after my school everyday, and in
six months I will take part in the inter-

X
school debate competition.”
• Measureable : A measureable goal answers
the questions “How much?”, “How many?”
and “How do I know that I have achieved
results?”
Self-management 57
SkillS
note Not measurable goal: “I want to be rich.”
S
Measurable goal: “I want to have 5
times more money than what I have today
in my hand at the end of this year.”
• Achievable : Breaking down big goals
into smaller parts will make the goal
achievable.
Bigger Goal: “I want to become a
teacher in my school.”
Breaking it into smaller goals:
 Complete higher secondary
 Complete Graduation
 Complete B.Ed.
 Apply for jobs in the teaching field
• Realistic : A realistic goal would be
something that we want to achieve and
can work towards.
Example of unrealistic goal: “I will read
my entire year’s syllabus in one day and
get good marks.”
Realistic goal: “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 by when the goal needs to be
achieved. This encourages us to take
actions to completely fulfill the goals.
Not a time bound goal: “I want to lose
10 kg someday.”
Time bound goal: “I want to lose 10kg
in the next 6 months.”
Practical

X
activities given ahead.
• After watching the initial video ‘Introduction’ in
the e-learning lesson, discuss the in the class:
Why did Amit feel he was not prepared for the
future?
• After watching the video ‘Setting SMART Goals’
Self-management 59
SkillS
Activity 1 SMART Goal or Not (Group Work) Materials required noteS
Procedure
Indicate whether the below mentioned goals are SMART or not. If they are SMART goals then tick mark
Goals Specifi Measurable Achievabl Realisti Time

c (Yes (Yes or e (Yes or c (Yes boun
or No) No) No) or No) d
(Yes
or
No)
I want to
earn INR
1 crore in
my first
job.
I want
to
become
a
teacher
after
my
post-
graduatio
n. Activity 2
Long-term
I want Goals and Short-term Goals (Peer Feedback)
Material required
to
travel
Procedure
to
table. Once completed, share with your group and seek feedback on your goals. Share your feedback when other me
many
places.
Short-term Goals (What Long-term Goals (What

X
are your goals in the next are your goals in the
6 months to 2 years?) next 5 years?)
1. 1.
2. 2.
3. 3.
Self-management 61
SkillS
noteS Activity 3
Self Reflection
Material required
Pen or pencil
Procedure
plete the table below by writing how you will make sure that the goals you set for yourself are SMART. Use the tips s
SMART Goals How will make sure the

goals are SMART
Specific
Measurable
Achievable
Realistic
Time-bound
Check Your Progress

What is Goal Setting?
In SMART goals, what does ‘S’ stand for? Explain.
What is the best way to work on long-term goals?
SeSSIon 5: Self-regulatIon — tIMe

• explain the meaning of ‘Goal Setting.’
ManageMent
• identify the benefits of ‘Goal Setting.’
• create short-term and long-term
Timegoals
Management
using SMART and Its Importance
method.
Sameer was a very lazy boy and always used to

postpone things. His father tried to make him
understand the value of time. Sameer promised
his father that he would never postpone his
tasks. One day, he won the first prize in a
singing competition. He was asked to collect
the

X
prize the same day. He didn’t care and went to
collect the prize the next day. But the prize was
now useless for him, as it was a ticket to a
circus show for the previous day. That day
Sameer learnt an important lesson — the
importance of doing things on time.
Time management is the ability to plan and control how you spend the ho
Example and Non-example of

Time Management
Sameera is always punctual at school. She has a regular schedule that she follows everyday. She plans for study an
Nisha usually arrives late to work. She does not submit her assignments on time. She sometimes gets carried away in
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 on time.
Self-management 63
SkillS
• not waste time during the day.

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Four Steps for Effective Time Management
Step 1 Step 2 Step 3 Step 4
Organise Pritortise Control Track

• We plan our • We make a to-do • We have a • We identify
day- to-day list that has all control over and note
activities. our activities and our activities where we
• We make a we rank them in and time. have spent
timetable that the order of • We avoid our time. This
we follow. importance. For time will help us
• We keep our example, you wasters like analyse if we
surroundings may rank doing chatting on have used our
and study table homework as the the phone, time
clean and mess most important surfing effectively or
free. task. gossip sites, not. It
• We put things It helps us to get etc., and also helps
back where they the most focus on us to
belong. important task more identify
• It helps us done first and important time-
save time! also to track things. wasting
what is pending. activities
Tips for Practicing the Four Steps for

Effective Time Management
• 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
Practical Exercise
Self-management 65
SkillS
activities given below.
After watching the video ‘ Time Management’ in
the e-learning lesson, discuss — What you have learnt

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Activity noteS
1
Pair Work : Making a List of Activities
Material required
Procedure
• Form groups of two. Complete the below 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.
• Once completed share with your partner and
discuss each other’s table.
List of Must Do Should Nice to Do
Activities (Urgent Do (Not Urgent
and (Importan and Not
Important t Tasks) Important)
tasks)
Complete

Homewor
k
Chat with

friends
Book movie 
tickets for
tomorrow
Activity 2
Managing your time to reach school on
time Material required
Pen
Procedure
• List out the to-do plan with timing to make sure
you reach school on time.
To-do List
1.
2.
3.
4.
Check Your Progress
Self-management 67
SkillS
What is time management and how can you manage your time?
How can tracking your time help you?

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note What Have You Learnt?
S

• define time management.
• list the steps for managing time effectively.
• create a to-do list of various activities that you
need to do in a day (in order of priority).
Self-management 69
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Uni 3 Information and
Communication
Technolog y Skills
SeSSion 1: BaSic computer operationS

ICT stands for Information and Communication
Technology. ICT refers to all the methods, tools,
concepts related to storing, recording and
sending digital information.
Information can be recorded or stored in
many ways, handwritten on paper, written
using a typewriter and so on. When information
is stored and recorded on electronic devices, it
takes on a ‘digital’ form. ICT devices are
tablets, smartphones and laptops as shown in
Figure 3.1.
ICT skills help us to communicate,
run our business and stay connected
with our family and friends. Hence,
every person needs to acquire ICT skills
and build them to stay updated with the
latest software and applications (apps).
Computer Hardware and Software

A computer system consists of two main
Figure 3.1: ICT
Devices parts— the hardware and the software.
The physical parts that we can see and
touch are called X
hardware. It is the machinery of a
computer. These are the keyboard,
monitor, CPU, etc.
There is another important part i.e.,
the software. Though we cannot see it, it
makes the hardware work the way we
want.
The monitor is a physical device or
the hardware. When we start a program,
Software for example, a game, it is displayed on
Hardware
Figure 3.2: Hardware and
the monitor. This is done by the software
Software which displays text, images and videos
on the monitor as shown in Figure 3.2.
Hardware would not be able to function
without software.
Mobile devices, such as smartphones and
tablets
Figure 3.4: Power Button
Figure 3.3: Mobile Android

OS

X
are also Apple iOS and Google Android (as shown in
computer Figure 3.3).
systems with All the computer applications, such as
hardware and browsers, games, Office tools, etc., are also
software. They software programs that perform particular
are simply functions.
smaller in size
and can be easily Starting a Computer
carried around. What is the first thing you do after you wake up
The most in the morning? What if your father tells you
important to do your homework immediately? Can you do
software in any it? Normally you would do some daily activities
computer is the and get ready before you start working?
Operating System Similarly, when a computer is switched on, it
(OS). This is the performs some basic processes/functions before
software that it is ready to take instructions from the user.
starts working as To start a computer, press the Power button
soon as we switch on the CPU. This will start the operating system
on a computer. It and display the Ubuntu desktop as shown in
displays the Figure 3.4 or the main screen on the monitor.
desktop on the
monitor. Some of
the most
commonly used
operating
systems for
laptops and
desktop are
Ubuntu,
Microsoft
Windows and
Mac OS.
Mobile devices
also have an
operating system
that helps them
perform their
functions. Some
of the mobile
operating
systems are
InformatIon and CommunICatIon teChnology 65

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Basic Functions performed when a
computer starts
Just as we go about our morning routine
without anyone telling us what to do, a
computer automatically runs a basic program
called BIOS (Basic Input/Output System) as
soon as it is switched on or the power button is
pushed on.
The BIOS first does a self-test. If the self-
test shows that the system is fine, the BIOS will
load the Operating System. This means that the
computer’s operating system, for example,
Ubuntu, is now ready to take user inputs.
Login and Logout

Just like we keep our cupboards locked at home
we need to keep our computer locked when we
are not working on it. This will ensure that no
unauthorised person can see or make changes
to our information without taking our
permission. To make sure your computer is
locked, you have login-IDs and passwords. A
login and password is like a key to the lock
which allows you to use the computer.
When you login to the computer with your
login-ID and password (as shown in Figure 3.5),
the computer knows that you are an authorised
person and allows you to work on the
applications in the computer. Once you finish
working, you must log out or sign out so that no
one else can see your work.

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Figure 3.5: Login Screen Figure 3.6: Log Out

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note Shutting Down a Computer
S
You can shut down the computer in Ubuntu by
clicking Systems button at the top right and
then click Shut Down as shown in Figure 3.6.
When you click Shut down, the Operating
System will close all the applications and turn
off the computer.
Using the Keyboard

A keyboard is an input device used to type text,
numbers and commands into the computer. It is
shown in Figure 3.7.
Figure 3.7: Parts of a Keyboard
Function Keys
Keys labeled from F1 to F12 are function keys.
You use them to perform specific functions.
Their functions differ from program to program.
The function of the F1 key in most programs is
to get help on that program. Some keyboards
may have fewer function keys.
(a) Control keys: Keys, such as Control
(CTRL), SHIFT, SPACEBAR, ALT, CAPS
LOCK and TAB, are special control keys
that perform special functions depending
on when and where they are used.
(b) Enter key: The label on this key can be
either ENTER or RETURN, depending on
the brand of computer that you are using.
You use the ENTER or the RETURN key to

X
move the cursor to the beginning of a new
line. In some programs, it is used to send
commands and to confirm a task on a
computer.

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(c) Punctuation keys: Punctuation keys File Explorer,
include keys for punctuation marks, such as it will show the
colon (:), semicolon (;), question mark (?), details of that
single quotation marks (‘ ’), and double file as shown
quotation marks (“ ”). in Figure 3.9.
(d) Navigation keys: Keys, such as the
arrow keys, HOME, END, PAGE UP, and Point and Click
PAGE DOWN are navigation keys. These As you move
are used to move up and down, right and the mouse on
left in a document. The HOME and END your desk, a
keys move the cursor to the left/right end pointer moves
of a line of text, respectively. The PAGE correspondingl
UP and PAGE DOWN keys are used to y on your
move one page up and one page down,
screen. The
respectively.
mouse allows
(e) Command keys: Keys, such as INSERT you to select
(INS), DELETE (DEL), and BACKSPACE an item on the
are command keys. When the INSERT key
is turned ON, it helps you overwrite
characters to the right of the cursor. The
DELETE key and the BACKSPACE key are
used to remove typed text, characters and
other objects on the right and left side of
the cursor, respectively.
(f) Windows key: Pressing this key opens
the Start menu
Using a Mouse
A mouse as shown in Figure 3.8 is a small
device that you can use to move, select and
open items on your computer screen. Let us see
some of the functions that can be performed
using a mouse. Different application will behave
differently to the mouse actions. Here we use
the File Explorer to see the effect of the mouse
action.
Roll Over or Hover

Some actions can be done by simply
rolling over or hovering over an item.
When you bring the mouse over a file in

X
Figure 3.8: Mouse Left-click
Scroll
Right-click
Figure 3.9 Roll Over

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screen. When you click a particular file,
it
gets selected as shown in Figure 3.10.
Drag and Drop

To move an item, you need to click it,
and then holding the mouse button
Figure 3.10 Point and Click down, move the item to a new
location. After you move the item to
the new location, you release the
mouse button. This is called drag and
drop. When you drag a file in File
Explorer, you can pick it up from the
present location and drop it in a new
location where you release the mouse
as shown in Figure 3.11.
Figure 3.11 Drag and Drop Double-click

Double-clicking means to quickly
click the left mouse button twice.
When we double- click on a file, it
will open the file.
Practical Exercise

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athttp://www.psscive.ac.in/stud_text_book. html -
>Using a Computer. This will include videos and e-
content for the above topics as well as detailed
instructions for some activities below.
After watching the initial video write what do you
think happens when you start a computer and enter
data using a keyboard and mouse?
Activity 1
Group Demo on Use of Computer
Material required
Pen, notebook, computer
Procedure
• Form groups depending on the number of
computers available. One student starts the
computer and logs in.
• Another student identifies the keys on the
keyboard. A third student then performs all the
functions of the mouse such as hover, click,
double-click, etc.

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• After you have performed all the activities, noteS
another student shuts down the computer.
• Other students watch and give feedback on what
was done right and which tasks can be improved.
Activity 2
Group Practice: Using the
Keyboard
Material required
Computer
Procedure
• Form groups
depending on the
number of computers
available.
• Open a text editor in Figure 3.12 Typing
Ubuntu by typing
‘editor’ in the search
bar and then
selecting the Text Editor. You can also open
Notepad in Windows by typing Notepad on the
Windows Search bar and then selecting Notepad
from the search result.
• One student positions his or her hands on the
keyboard as shown in Figure 3.12 and types the
following paragraph in the text editor.
“People use computers at work, at school and at home
every day. In factories computers are used to control
the manufacturing process and in offices to make
documents, such as reports. We also use computers for
sending e-mails and playing games.”
Now, another student in the group will check the
paragraph and correct the grammar and spelling
mistakes.
Check Your Progress

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Which of the following functions is not performed using a mouse?
Turn on
Hover
Right click
Drag and Drop
What is the term used when you press and hold the left mouse key and move the mouse around?
Highlighting
Dragging
Selecting
Moving

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3. Here are the steps that take place when
starting a computer. Rearrange the steps in the
correct order.
(a) Desktop appears after login
(b) Login screen appears
(c) Power on Self-Test (POST) starts
(d) Operating system starts
(e) Welcome screen appears
1. What is the function of the ENTER key?

SeSSion 2: performing BaSic file
• demonstrate the process of starting a
operationS
computer.
Basic• File
identify the various keys on a keyboard and
Operations
their associated functions.
In any school (or office), each teacher has a
separate cabinet as shown in Figure 3.13 where
they keep the files of different students or
classes on separate shelves. Similarly,
information on a computer is stored in
electronic files, which can be put into separate
Figure 3.13 File
Cabinet
folders. It is easier to manage the electronic
files as they can be simply copied, moved,
renamed or even deleted.
Files and Folders

All information stored in a computer is kept
in files. Different types of files store different
types of information. Each file is given a file
name and has a file name extension that
identifies the file type. The file name and file
name extension are separated by a period or a
‘dot’. For example, a document (e.g., Neha)
created using Notepad (a type of computer
application to create simple text files) will have
the extension .txt. There are other types
like .doc, .xls, etc. An image file usually has an
extension .jpg while a sound file usually has
.mp3. A folder is a location where a group
of files can be stored.
0 X
Creating a File (Using a Text Editor in Ubuntu)
When a student, Neha, joins a class, the teacher
creates a file on the computer to store Neha’s
information, such as name, address, phone
number, etc. Let us create a new file using a
text editor in Ubuntu.
• To open a text editor, type ‘editor’ in the
search dialog box. Then double-click the
text editor option as shown in Figures
3.14 and 3.15. This will open a blank
document. In Windows, you can open
Notepad and type in the text.
• Here you can add text, such as ‘Neha Tiwari
Shakti Nagar, New Delhi, 7856453451’
• To save the file click Save. In the Save As
dialog box, browse to the Desktop folder,
type the name as ‘Neha’ and click Save as
shown in Figure 3.16.

Figure 3.14 Opening Text Editor

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Figure 3.15 Text Editor Figure 3.16 Saving a File

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Creating a Folder (in Ubuntu)
Folder is a location where a group of files can
be stored. For example, we can create a folder
where all the files for all the students can be
stored.
Let us create a new folder in Ubuntu.
• To open file explorer in Ubuntu, click Files
option on the left as shown in Figure 3.7.
• File explorer opens up as shown in Figure
3.18.
• To create a folder:
(a) Choose a location where the folder has
to be
created for example ‘Desktop’.
(b) Right-click and then choose the ‘New
Folder’.
(c) Type the name of the folder as ‘Demo’.
Figure 3.17: Choose the File Option Figure 3.18: File Explorer

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Figure 3.19: Right-click on Desktop Figure 3.20: Type Demo as the name
and click New Folder of the new folder

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Practical noteS
Exercise
The teacher will facilitate these activities – by showing
athttp://www.psscive.ac.in/stud_text_book. html -
>Performing Basic File Operations. This will include
videos and e-content for the above topics as well as
detailed instructions for some activities below.
After watching the initial video in the e-learning lesson
for this topic why do you think it is important to know
how files are stored in a computer?
Activity 1
Creating a folder
Material required
Pen, notebook,
computer
Procedure
computers available. Each member of the group
creates a new folder. Others can watch and give
feedback on what was done correctly and what
can be improved.
• Open a text editor in Ubuntu or Notepad in Windows
• Create a 2 folders Demo1 and Test1
• Now delete the folder Test1
Each group can study the following shortcut commands together.
CTRL+z — undo CTRL+c — copy
CTRL+y — redo CTRL+v — paste
CTRL+a — select all CTRL+p — print
CTRL+x — cut CTRL+s — save
• The first group asks the other groups a question

(e.g. what does CRTL+z do? (Answer is Undo) or
what is the shortcut for Copy (CTRL+c).
Whichever group answers correctly gets one
point otherwise the next group answers and so
on. Whichever group gets most points, wins.
Check Your Progress

X
Which one of the following shortcut keys is used to paste
a file?
Ctrl + c
Ctrl + p
Ctrl + v
Ctrl + x

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noteS 2. Which of the following is a valid file extension
for Notepad file?
(a) .jpg
(b) .doc
(c) .text
(d) .txt
3. What keys do you use to copy something?
(a) Ctrl+x
(b) Ctrl+c
(c) Ctrl+z
(d) Ctrl+y
1. How is a computer file system similar to our
physical file
system in a school?
2. What are the steps you will perform to save a
What have you learnt?

SeSSion 3: computer care and
• describe what computer files and folders are.
maintenance
• open a new file in a text editor, type in your
details and save the file.
Importance of Care and
Maintenance of Computers
Taking care of our things whether it’s our
books, clothes, furniture or gadgets is
important. Taking care of electronic devices,
such as computer and mobiles helps them to
work properly. Just as we take care of our body
by taking bath, brushing our teeth and eating
food every day we need to take care of our
machines. A computer is a delicate machine
with a lot of moving electronic parts. We need
to protect it from dust and damage. If we are
careless, it will not work efficiently.
Computers and mobiles are very expensive.
When we take good care of them on a regular
basis, we can use them for a longer time. This
will help us save money as we do not need to
buy new devices too often.

X
Basic Tips for Taking Care of Devices should be
careful when
Here are some simple ways that you can follow
using a laptop
to take care of your computer.
while sitting in
Keeping a Device Clean bed and make
sure that the fan
Cleaning a device, such as a computer or
in not covered.
mobile means to keep the screen, keyboard and
mouse clean. (vi) Do not
(i) Keyboard: First we should not eat overcharge
anything over a keyboard. Crumbs can your battery:
damage the internal parts of a keyboard. Sometimes we
You can clean a keyboard with a soft keep a device
brush as shown in Figure 3.21 to remove plugged in for
crumbs and dust particles. charging even
after it is fully
(ii) Screen: You can wipe the screen with a
charged. If we
soft cloth
leave the device
to remove any finger marks.
plugged in for a
(iii) Be careful with food and drinks: Avoid long time as
eating and keeping glasses of water or shown in Figure
cups of coffee near a computer as shown 3.25, it can
in Figure 3.22. Any liquid spilt over an overheat the
electronic device can spoil it beyond battery. This
repair. reduces
(iv) Handle devices carefully: Handle and
move your laptop carefully and avoid
dropping or banging it against a hard
surface. Even a short fall can damage the
screen or the hard disk and make the
device useless. Using a cover for your
mobile and a padded case for moving your
laptop as shown in Figure 3.23 protects
the device from damage.
(v) Keep the computer cool: If a computer,
laptop or mobile device gets overheated,
the internal parts can be damaged. The
CPU has an internal fan to keep it cool.
We should make sure the fan is
functioning. You can also use an external
fan as shown in Figure 3.24. Avoid leaving
a device in the sun or in a closed car. We
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Figure 3.21: Cleaning keyboard with soft brush
Figure 3.22: Avoid keeping food near a computer
Figure 3.23: Avoid dropping bag containing laptop
Figure 3.24: Keep device cool
Figure 3.25: Do not over charge your battery

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the battery life. Always unplug the device
once it is charged 100%.
(vii) Always plug in devices carefully: Any
device being connected to a laptop or
computer such as a USB drive or
headphones, should be done gently. It
should not be forced into the port. If you
find it difficult to plug in a device, change
Figure 3.26: Too many the direction and try instead of trying to
programs running at a time force it in.
(viii) Do not run too many programs at a
time: When too many programs are
running at the same time as shown in
Figure 3.26, the computer can become
slow and even crash. If a program/app is
not being used, it should be closed so that
other programs can work smoothly.
Prepare a Maintenance Schedule

We need to prepare a plan or a schedule for
maintenance to keep the computer running in
perfect condition for a long time. This can
include:
(a) Daily Maintenance
i. Clean up your e-mail inbox
ii. Download e-mail attachments and save
in
proper folders
(b) Weekly Maintenance
i. Clean your keyboard
ii. Clean your monitor
iii. Dust CPU and printer
iv. Backup your data to an external drive
(c) Monthly Maintenance
i. Transfer photographs to computer and
delete from drive
ii. Organise photos into folders or albums
iii. Clean up ‘Download’ folder
iv. Uninstall unused programs and apps
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v. Run disk-
cleaner
software
vi. Run full
system
virus scan
(d) Yearly/Annual
Maintenance
(a) Clean
up
contacts list
on
social
media
accounts

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(b) Clean up e-mail contact list Sometimes we
(c) Update your operating system get mails from
(d) Check for expiry of anti-virus companies
software who are
and renew advertising a
product or
Backup Your Data trying to
attract you to
Backing up data means to save the information
their website.
present on your computer on another device,
Such mails
such as CD/DVD drives as shown in Figure 3.28
are called
or hard disk. Data can recovered from here in
SPAM.
case the computer stops working completely.
We should
Computers can crash, humans can make
never respond
mistakes and natural disasters, such as floods
to SPAM and
can happen. So, it is important for companies,
delete it on a
hospitals, banks, etc., to keep their information
regular basis.
safe — so that their business can continue to
function smoothly and their customers do not
face problems.
Scanning and Cleaning Viruses

Sometimes computer viruses can enter a
computer from such attacks we can install anti-
virus software. This will prevent any viruses
from entering and will also clean any viruses
that may enter our system before they affect
the data.
Increasing Computer Performance

If we have been using a computer for a long
time we have a lot of unnecessary files and
data, such as temporary files and images. When
they use too much hard-disk space, the
performance of the computer goes down. It is
important that we keep cleaning
by removing any extra files. We can use
some disk cleaner software, which help
us clean up the unnecessary files.
Removing SPAM from your Computer

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Figure 3.27: Backup Data on CD/DVD
Figure 3.28: SPAM folder

X
note It is possible to set filters in the settings to
S
prevent SPAM from entering our mail box. Most
e-mail software have a SPAM folder as shown in
Figure 3.28 and automatically put all such
emails into this folder.
Practical Exercise
Activity 1
Making a Chart
Material required
Pen, notebook, chart paper, pictures.
Procedure
• Form groups and make a chart to list down all
the ways in which a device can be damaged
and how it can be prevented.
• Make sure all students in the group get a
chance to participate.
Check Your Progress

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What happens if you leave a device plugged in even after it is charged 100
It can break.
It can stop functioning.
It can over-heat.
Data can get corrupt.
How can an anti-virus protect your device?
It can protect it from over-heating.
It can increase its performance.
It can prevent data from getting corrupt.
It can backup data.
Which option is not required to keep a device cool?
Keep the device unplugged when in use.
Do not cover a laptop with a blanket.
Make sure computer’s CPU fan is working.
Avoid leaving the device in the sun.
Which of the following is essential for maintaining keyboard?
Turn the keyboard upside down and shake it to remove foreign material.

X
(b) Blow dust and other particles with help of a
blower.
(c) Use a very dilute combination of soap and
water applied with a non-abrasive cloth to
remove stains from the keycaps.
(d) All of the above.
1. Explain how to clean a computer on a daily
SeSSion 4: this
After completing computer Security
session, you will be able to and
privacy
• identify the importance of taking care of
computers.
• listathe
We store lotvarious ways in which
of information oncomputers can
our computers
be damaged.
and electronic devices. For example, we keep
• demonstrate how to prevent damage and
our photos on our mobiles, school computers
store personal information regarding every
student and their parents, computers used in
banks store the financial information of their
clients and computers in hospital have
Figure 3.29: Computer
important information about patients. If any of Security
this information gets lost or leaked and falls
into the wrong hands, it can cause a lot of harm
to the people.
For example, if information stored in a
bank’s computer gets leaked it can cause many
people to lose a lot of money. Hence, it is
essential to keep computers secure and our
data safe.
Computer Security Deals with Protecting

Computers
Computer security and privacy deals with the
measures used to prevent loss of data.
Reasons for Security Break

Security break is leakage of information
stored in a computer.

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Figure 3.33: Worm virus
Figure 3.30: Security Breach
Figure 3.31: Physical stealing
Figure 3.32: Online stealing

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Personal can take to restrict access to personal
information can data stored in a computer.
be lost or leaked
in two ways: Threats to Computer
1. We are not Threats are the ways in which
careful in personal information can be leaked
giving out from a computer without our knowing.
personal (a) Theft: Theft means stealing of
informatio information or hardware. These
n over the maybe of three types:
Internet. • Physical: Where a person
For may steal your desktop
example, computer or laptop.
we share • Identity: Where a hacker
our steals your personal
account information and assumes
details and your identity. Using this false
identity, the hacker can gain
password
access to your account
on
information or perform illegal
unsecure activity.
sites.
• Software Piracy: This is
2. A person stealing of software and
gets includes using or
unauthoris distributing unlicensed and
ed access unauthorised copies of a
to our computer program or
computer. software.
(b) Virus: Viruses are computer programs
This can
that can damage the data and software
happen in
programs or steal the information stored
the office if on a computer. Major types of viruses are
we leave Worms and Trojan Horse.
are • Worms: These are viruses that
computer replicate
without themselves and spread to all files once they
logging
out.
Computer
security and
privacy is about
measures we
SkIllS
attack a computer. This makes it very viruses and
difficult Firewall
to remove them. monitor the
• Trojan Horse: A Trojan Horse data coming in
disguises itself i.e., it appears to be a and out of a
useful software program but once it computer and
reaches a computer it starts behaving prevent and
like a virus and destroying data. viruses from
• Online Predator: Online predators are entering. Anti-
people who trap you into inappropriate viruses can
relationships. They may be older also detect and
people posing to be your age, bullying clean viruses
you into doing illegal activities online that may have
and sometimes face to face. entered a
computer.
• Internet Scams: Sometimes you may
receive very attractive offers saying (c) Encrypt Data:
you have won a huge money in a This is usually
lottery and that you can claim the prize done by banks
by depositing a certain amount of and companies
money. When you deposit the money in which
using credit card or online banking, important
you not only lose the deposit money customer
but your card / account information information is
may be misused later. stored. They
can encrypt
Protecting your Data their entire
hard disk
To protect our data from theft and using
viruses we can take the following encrypting
measures: feature in
(a) Use passwords to login to your
computer: Use passwords that
are difficult to guess. Passwords
are difficult to hack if they are a
mix of small (For example ‘a b c
d’) and capital letters (For
example, ‘H J E R’), numbers (For
example ‘8 7 6 5’) and special
characters (For example, ’% ^ #
$’). This would prevent
unauthorised people from using
your computer.
(b) Install Anti-virus and Firewall: Anti-
X
Figure 3.35: Data encryption
Figure 3.34: Antivirus

SkIllS
Note Windows (Bitlocker). This would force
s
users to use a decryption password (or
key) before starting the computer thus
preventing unauthorised usage.
(d) Secure sites: Give details of your credit
card or bank account only on secure sites.
See in the address bar of the browser. If
the site address starts with https://and a
lock symbol, then it is safe to give your
credit card and bank details.
Practical
you the e-learning lesson
athttp://www.psscive.ac.in/stud_text_book. html. This
below.
After watching the initial video write down the type of
risk present to the data available in different places,
for example in a school, hospital, bank, etc.
Activity 1
Group Chart Making
Material required
Pen, notebook, computer, Chart paper, colours
Procedure
students available. Make a chart to show all the
Check Your Progress

X
(c) or (d) that best answers the question
What should you do to ensure secure online transactions?
Lock your computer
Give credit card or bank details only on safe websites
Use anti-virus
Do not use pirated software
Whichofthefollowingtrapsmallchildreninto inappropriate relations?
Online predators
Worms
Trojan Horse
Anti-Virus

SkIllS
noteS
3. What should a strong password consist of?
(a) Only letters
(b) Numbers and special characters
(c) Name of a person
(d) Letters, numbers and special characters
1. Explain how Trojan Horse virus works.

2. List the various ways you can use to protect

• identify the importance of securing our
computers and data.
• list the various threats to a computer and its
data.

X
4
Uni
Entre preneurial
Skills
IntroductIon
Entrepreneurship is being talked about a lot in
the world today, and especially in India.
Entrepreneurship is the type of self-
employment where one is running a business to
satisfy the needs of people and looking for ways
to make the business better to make profits.
This unit focusses on encouraging students to
learn about entrepreneurship and its functions
from the world around them.
Entrepreneurs are all around us. We would
have spoken to a lot of them through the course
of this module. We also learnt that successful
entrepreneurs have the following qualities.
• They are confident. They believe in
themselves
and their abilities.
• They keep trying new ideas in their business.
• They are patient.
• They are creative and think differently about
business ideas.
• They take responsibility for their actions.
InformatIon
• They take decisions after thinking about
CommunICatIon teChnology
and
them. 93
SkIllS
• They work hard.
• They do not give up when they face a
difficulty.
SeSSIon 1: entrepreneurShIp and noteS
SocIety
We learnt last year that the two ways in which
one can earn a living are through wage
employment and self-employment. Wage
employed people are people who work for a
person or an organization and get paid for that
work. Self-employed people are those who
start businesses to satisfy the needs of people.
A self- employed person who is always trying to
make his/her business better by taking risks
and trying new ideas is an entrepreneur.
Example: Ramya and Ramu both own plant
shops. Ramu sits at his shop every day. When
customers come, he sells to them. Ramya walks
around and gets customers to her shop. She
also sells seeds and flowers with her plants.
Ramya is working to do more and grow her
business. She has also added a different idea to
her business. So, Ramya is an entrepreneur and
Ramu is a businessman.
Practical Exercise
Activity 1
Entrepreneurs I know: Individual Practice
Procedure
• In this activity, we will think of the entrepreneurs
we know.
Instructions
1. Think of 4 entrepreneurs whom you know or
have seen.
2. Draw circles and in each circle write the name
of that entrepreneur, what business they run,
and one thing that you really like about their
You have identified entrepreneurs around you.

Where do these entrepreneurs do their business?
Entrepreneurs run their businesses in a
market. The market has people who buy
products and services and people who sell them
EntrEprEnEurial 85
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also. When people are buying and selling from
each other, it is helpful for everyone because
everyone involved makes money. This is how
entrepreneurs help in growing the area and
society they live in.

X
Aditi has a store where she sells
different types of shampoos. She has many
customers. She buys the shampoos in large
quantities from a woman. There are two
men who work in the store to help her sell.
Aditi is helping people in her area to
make money. She is also increasing jobs in
her area. Aditi is helping the people in the
society around her to live better.
Figure 4.1: Customer needs, So, what do entrepreneurs do when they
wants and demands run their business?
Fulfil Customer Needs
Demand means a product or service that people
want. Entrepreneurs find out what people want.
Then, they use their creativity to come up with
a business idea that will meet that demand.
Use Local Materials

Entrepreneurs use the material and people
available around them, to make products at low
cost.
Help Society
Entrepreneurs have a positive relationship with
society. They make profits through activities
that benefit society. Some entrepreneurs work
towards saving the environment, some give
money to build schools and hospitals. This way,
the people and area around them becomes
better.
These are the roles that entrepreneurs do in a
society. How do you think entrepreneurs affect
the society they live in? Let’s read.
Create Jobs
With the growth of a business, entrepreneurs
look for more people to help them. They buy
more material, and from more people. The also
hire more people to work for them. In this way,
more people have jobs.
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Sharing of Wealth
Wealth means having enough money to live a
comfortable life. As entrepreneurs grow their
business, the people

X
working for them and in related businesses also
grow. Hey have more money to live a better
quality life.
Lower Price of Products

As more entrepreneurs sell the same product,
the price of the product goes down. For
example, when more mobile phones were
getting sold in India, the cost of the phone
became lesser.
Let’s learn about the role of entrepreneurs in
society by reading Bharti’s story.
Bharti, the Jewellery Queen

Bharti is a young woman from Bihar. Many girls
in her area like to wear earrings. She buys jute
from a farmer and makes earrings from that.
Her business is called Manavi Natural
Handicrafts. She sees that most women in her
village do not work. So, she hires two women to
help her. As her orders increase, she buys more
jute. She hires three more women to work for
her. The farmer, and the women working for
her now earn more money. They are able to
save money for their future.
Do you think Bharti is an entrepreneur? Read
her story and tick the correct answer for each
question in Table 4.1
Table 4.1
Questions about Bharti’s Answer
business s
What demand did Bharti identify Options
in her village? (a) People in her village wanted Jute
(b) Girls in her area liked to wear
earrings
(c) The villagers wanted more water
What is the local resource that Options
Bharti used? (a) Jute
(b) Water
(c) Sand
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How is Bharti helping her village Options
grow? (a) By buying jute from the local farmer
who can now earn more money
(b) By providing jobs to local women
(c) Both (a) and (b)
How was she creating more jobs? Options
(a) By selling earrings to women without
a job
(b) By buying jute from the local farmer
(c) By providing jobs to local women

X
note We’ve read how entrepreneurs help in the
S
growth of the society around them. Let’s try it
out ourselves now!
Practical Exercise
Activity 2
Field Work : Let’s be an Entrepreneur
Procedure
• In this activity, students will find problems on their
school
campus that can be turned into business
opportunities.
Instruction
s
1. Form groups of 3 each.
2. Take 30 minutes to go around your school.
3. Note down 2–3 problems you see on your school
campus.
4. Write down some business ideas to solve these
problems in the table given below.
5. Also think about how your business ideas will
help the school. One example has been written
for you.
Problem Business ideas How will this help the
school?
For example, 1. Make plant 1. The school will
plastic cola pots out of look green and
bottles bottles and beautiful. The air
from the sell to will be fresh.
canteen are students and
harming the parents. 2. The canteen owner
environment will spend less
2. Sell cola in money on buying
glass glass bottles
bottles. because they can
be used again.
Check Your Progress
EntrEprEnEurial 91
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State whether the following statements are True or False
Entrepreneurs can create jobs in the market.
When many entrepreneurs sell mobile phones in a market, the prices of ph
Entrepreneurs identify a need in the market and build a product or service

X
1. List the ways in which an entrepreneur affects

a society.

SeSSIon 2: QualItIeS and FunctIonS oF an
• identify the role of entrepreneurs and how
entrepreneur
they help in the growth of society.
In the previous section, we read how

entrepreneurs help in the growth of the world
around them. To help society, how do they think
and behave?
Qualities of an Entrepreneur
Quality is a way in which a person acts or
behaves. Some examples of qualities in people
are hardworking, nice, rude, etc. Read the
comic strips in Figures 4.2 and
and learn about the qualities of an entrepreneur.
Qualities of an Entrepreneur
You must believe in yourself. You should be CONFIDENT and take business
decision
I had a CREATIVE and different solution to the problem — that is why I am successful!
Figure 4.2
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The Story of ZAFAR
Oops! I MADE A MISTAKE. But,
it WAS my decision. so, I TAKE I TAKE DECISIONS AFTER
RESPONSIBILITY for it. I will TtfINKING ABOUT whether
work to MAKE they ARe good or BAD for
it better my business.
Sometimes, I HAVE so MANY problems.

But, I DO NOT GIVE UP. I STAY
positive BECAUSE everything will be fine.
Figure 4.3
We’ve read about the qualities of successful

entrepreneurs. Let us find what the
entrepreneurial qualities that we have!
Practical Exercise
Activity 1
My Entrepreneurial Qualities: Self-assessment
Procedure
In this activity, the students will rate themselves on the entrepreneurial qualities mentioned b
YN YN
I believe in myself and what I can I keep trying new ideas.
I think
do.
ofIdifferent
am confident.
ways to solve a problem. I am creative.
Problems take time to get solved. I am patient about solving them. I think before I make a decision.
I take responsibility for my actions and mistakes.I do not give up when I face a problem.
I work hard on every task.
Figure A

X
Instructions noteS
1. Listed in Figure A are all the qualities of
successful entrepreneurs.
2. Think about yourself. Mark yes or no against
each quality.
3. Give yourself a point for every ‘yes’ answer.
Debrief questions
1. Look at how many ‘yes’ you have. You are good
at these
things. Can you be better at these? How?
2. Look at the ‘no’ statements. What can you do to
learn these qualities?
Activity 2
Let us Solve a
Problem!
Procedure
• In this activity, students will try and solve a
problem in their vicinity.
Instructions
1. Similar to Activity 1.2, select a problem in the
area near your home. This could be a problem
that really bothers you.
2. Make a 5-step plan for how you will solve the problem.
3. Implement step 1 of your solution!
4. After that, try implementing all the steps. Try your
solution for a week.
5. At the end of the week, rate yourself again on
the entrepreneurial qualities you rated
yourselves on in Activity 2.2.
Questions for Discussion
Are your ratings on your entrepreneurial qualities
before doing the activity and after doing the activity
different?
What qualities did you see yourself apply in the
activity? You would have applied some or all of these
entrepreneurial qualities while implementing your
solution. You did not implement a business solution, but
you exercised these qualities anyway.
These are ideal qualities than an entrepreneur has.
However, any individual who is trying to solve a
problem can be entrepreneurial. If employees of a
factory or company work hard to try new ideas to make
their company’s products better or find creative ways
to get work done, they are also showing the qualities of
an entrepreneur. They are also being entrepreneurial.
If your mother or father work in a company, ask them if
EntrEprEnEurial 9
SkillS 1
they show these qualities.
Functions of an Entrepreneur
If you were to become an entrepreneur, you now know
how you would think and act. But, what would you
actually be doing in your business? What work will you
do every day? Let’s find out.

X
noteS Activity 3
Interview an entrepreneur
Procedure
nd their employees about their work.
a day.
repreneur do in a day. Write all your notes in Figure a.
Compare your list with the list of your friends. Notice how many actions get repeated.
Figure a
u compare the responses you got to the responses your friends got, you will see that all entrepreneurs do some comm

X
would be the work that an entrepreneur does. In Figure 4.8, you noteS
will read the common functions that all entrepreneurs do.
MANAGING THE BUSINESS

MAKING DECISIONS CREATE A NEW METHOD, IDEA OR PRODUCT
DIVIDE TAKING RISK
An entrepreneur plans the future of INCOMEAn entrepreneur is always trying new things.
Risk is the chance of something going wrong.
his or her business. He/she does this to increase their
An entrepreneur takes risks against fires, lost items and theft.
An entrepreneur
He/she makes
arrangesdecisions
for raweveryday.
material, hires people for work importance and income.
includes what to produce or sell,
and how The
much
tells entrepreneur
and where
everyone divides
to do.
what to sell. the business money
to many groups.
They also check if the plan is being followed.
He/she spends money to buy material, pays rent of the building and salaries to people.
Figure b
Check Your Progress

Here are some stories of some entrepreneurs. Tick the option for the quality they are showin
Ravi’s customer comes to his store and starts shouting at him. He does not get angry. He listens to wha
hardworking
confident
patient
prying new ideas
Susheela decides to sell her company tyres in Sri Lanka. It does not sell and she has a loss. She apologis
takes responsibility for your mistakes
thinks before making a decision
does not give up
is creative
EntrEprEnEurial 93
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noteS
B. Tick the correct option for the function that the
entrepreneur is doing.
1. Ali has a diamond factory. He pays his
employees on the 1st of every month.
(a) Creates a new product
(b) Manages the business
(c) Takes risk
2. Mary buys bulbs for her business from Noida.
She learns that bulbs are cheaper in Faridabad.
So, she decides to start buying bulbs from
there.
(a) Makes decisions
(b) Divides income
(c) Takes risk
3. Rehnuma has two people who work for her.
Every day, she spends one hour with them to
learn about what they’ve done that day.
(a) Creates a new product
(b) Divides income
(c) Manages the business
C. Subjective question
1. What do you think is the most important

function of an entrepreneur? Write your

SeSSIon 3: MythS about entrepreneurShIp
• identify the qualities of successful
We know that entrepreneurs are all around us.
entrepreneurs.
But even now, how many of us want to be
entrepreneurs ourselves? We connect
entrepreneurship with some thoughts and
opinions. Some people think being an
entrepreneur is easy, and some people think it
is difficult. Some people may even think they
are not meant to be entrepreneurs.
A myth, or a misconception, is a false belief
or opinion about something. For example, if we
think tall people run faster than short people,
we have a misconception. It is not true. The
truth is that short people can also run fast.

X
In the same way, here are some
noteS
misconceptions we might have about
entrepreneurship. We will also read about the
actual truth.
Misconception 1
The misconception is that every business

idea needs to be unique or special.
The businesses mentioned in the activity above
are common businesses that we see every day.
But, each entrepreneur saw customer demand
and brought a new idea into their business. A
person can take an idea that is already there in
the market and do something different with it.
Ganesh is an entrepreneur who started a car
rental business. He wanted to be different from
other car rental businesses. So, he thought of a
new idea of adding luxury cars like Mercedes
and BMW to his business. After 10 years of
being in the business, he now has 200 cars, of
which 75 are luxury cars.
Practical
EntrEprEnEurial 95
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Activity 1
Identifying Everyday Heroes
Procedure
• In this activity, the teacher will make chits about
different professions and the students will act
them out. There will be a discussion after that.
The professions are
1. a vegetable seller not using plastic bags
2. a businesswoman running a delivery system
3. a chai wala selling fruit flavoured tea
4. a gold seller selling gold teeth
Instructions
1. There will be professions of different people
written on each chit of paper. The student
reads the profession and acts it out for the
class.
2. Identify what each person is doing
differently in their business.
Questions for Discussion
1. Are all these people entrepreneurs? Why or why
not?

X
note Misconception 2
S
The misconception we have is that a

person needs a lot of money to start a
business.
The money used to start a business is called
capital. Capital is important for starting.
However, every business does not need a lot of
capital to start. In the activity, you would have
seen that every entrepreneur started with a
different amount. Some had a lot of money, and
some did not. But, they are successful today.
Depending on how much money you have or
can borrow, you can start a business with that
much money. Once you make more money, you
can put that into your business to make it
bigger.
Practical
Exercise
Activity 2
Talking to Entrepreneurs: Interview
Procedure
• In this activity, students speak to entrepreneurs
and learn about the money needed to start a
business and how to raise money needed for the
business. Students should find out how the
entrepreneur raised the money for their
business.
Instructions
1. Identify three different types of successful
entrepreneurs in your area.
2. Ask them how much money they started
their businesses with.
3. What are the sources?
4. How did they raise the money?
5. Caution — not everyone likes talking about
money. Please ask your questions with respect.
If someone does not want to answer, let it be!
6. Fill ‘ Table a’ after the conversation.
Table a
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Entrepreneur E.g. Kashish
Name
Type of Lightbulb shop
business
Capital ` 50,000 –
` 1,00,000

X
noteS
Year of 2001
starting
How does Borrow money
one raise from your
money for family, use your
business? own money, etc.
What are the
sources?
How did
Question you
for I borrowed
discussion
1.Compare the amounts across the businesses. What do
you see?
Misconception 3
A misconception we have is that only a

person having a big business is an
entrepreneur.
Sheila is 35 years old. She loved to drive. She
worked hard for five years and bought a taxi for
herself. She wanted to be different from other
taxi drivers in the city. She said ‘hello’ to her
customers. She would put that day’s newspaper
in her car, for her customers to read. She
had a small TV where customers could watch
different channels. She also had a board with
the numbers of the nearby hospitals and hotels.
Because of this, customers would stand in line
to take a ride in her amazing taxi!
After reading Sheila’s story, fill up Table 4.2.
Table 4.2
What was Sheila
doing?
Why was she doing it?
Many of us may not call Sheila an

entrepreneur because she had a taxi business.
However, she was working for herself, was
thinking about what her customers would want
and was adding good things to her taxi. As per
our definition, she is an entrepreneur. No
EntrEprEnEurial 99
SkillS
business is big or small. If a person is
running a business to fulfill a customer need,
they are an entrepreneur. Most businesses start
small. It becomes big with hard work and
creativity.

X
note Misconception 4
S
A misconception we have is that

entrepreneurs are born, not made.
Before we read on, ask yourself this question —
Do you think you can be an entrepreneur?
Answer as yes or no.
Practical Exercise
Activity 3
Make and sell
Procedure
• In this activity, students make an item in class
and step out to sell it to someone.
Instructions
1. Form groups of 5 people each. The group
should have a
mix of boys and girls.
2. Look into your bags and desks and find any
three items.
Put them on your desk.
3. With the materials you’ve collected, make an
object.
Take 15 minutes to do this.
4. Now, take 30 minutes to sell it for money, to
someone
Sometimes, we think that only some people

have the talent for doing business. An
entrepreneur is a person who does whatever it
takes to make the business successful. In the
above activity, you did everything you could do
to sell your product. So, you are already an
entrepreneur!
Being an entrepreneur starts with a way of
thinking. You must believe that anything is
possible and it shall be achieved. It starts with
thinking of an idea that you want to work on,
making it different.
There are four misconceptions we broke
EntrEprEnEurial 10
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about entrepreneurship.

X
Check Your noteS
Progress
What is the difference between a misconception and reality? Give an example.
Match each story below with the misconception about entrepreneurship.
Stor Misconception
y
Ramu owns a large (a) Every business idea
clothes shop. Shamu has needs to be unique or
a small store selling special.
handmade sarees.
Shamu does not call
himself an entrepreneur.
Anna has a great idea for (b) Entrepreneurs are
a website. She has ` born, not
5,000. She is waiting for made.
` 20,000 more, so that
she can start it.
In a city of thousands of (c) A person needs to have
tailoring shops, Gauri a big business to be
is a tailor who stitches called an entrepreneur.
good quality clothes
and has a very
successful business.

SeSSIon 4: entrepreneurShIp aS a
• list the misconceptions around
careerentrepreneurship
optIon and the truth behind them.
So far, we have discussed the effect of

entrepreneurship on society the qualities and
functions of an entrepreneur and
misconceptions we might have about
entrepreneurship.
In this section, we shall think about entrepreneurship
as a life choice.
EntrEprEnEurial 10
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A career is a line of work that a person takes
for life. There are two ways a person can earn
a living. They are
1. self-employment
2. wage employment
For example, a doctor who works for a
hospital is a wage employed person. If the same
doctor has their own clinic, he or she is a self-
employed person.
A self-employed person running a business to
satisfy a need by trying new ideas is an
entrepreneur.
A person who becomes an entrepreneur goes
through
a career process. This process is as follows:
ENTE SURVIV GROW
R E
When an entrepreneur is There are many Once the business is

starting, they are just entrepreneurs in the stable, an
entering the market to market. The entrepreneur entrepreneur thinks
do business. has to remain in a about expanding his
competitive market. or her business.
For example, Sanjana is For example, there are For example, after
starting a small grocery many other grocery stores five years, Sanjana
store in a locality. in the area. Yet, Sanjana’s has opened a chain of
store survives the four more grocery
competition and does well. stores in the same
She also expands the store city. In the next two
to two more floors. years, she plans to
expand to tow other
cities.
Practical Exercise

X
Activity 1
Talking about entrepreneurship as a life option
Procedure
• In this activity, you will compare
entrepreneurship and wage employment.
Instructions
1. Get into pairs.
2. Imagine five years in the future — one person
in the pair is wage employed and the other
person is an entrepreneur. Discuss how your
lives are similar and different from each other.
3. Have a debate with your class and your
EntrEprEnEurial 10
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noteS
Questions for Group Discussion
1. What differences did you find between
entrepreneurship and wage employment as a
life choice? What did you find more
interesting?
Activity 1
Presenting about the Power of Entrepreneurship
Procedure
• In this activity, students shall prepare and
present why they think entrepreneurship is a
good life option for a person and for the society
Instructions
1. Get into groups of 5 each.
2. Imagine you believe that people should
become entrepreneurs. You are speaking at
your school assembly. You have to talk to the
audience about the power of entrepreneurship.
Prepare a presentation for the same.
3. You can use any way to present - talk, draw,
act, sing, or dance.
4. You have 15 minutes to prepare. You will have
Things to remember
An entrepreneur does a lot of work in his or her business. One has to learn and practice these a
If you believe in your idea, start your business.
Being an entrepreneur can be risky. But if you do not try, you will not know!
You have read a lot about entrepreneurship.

Do you want to be an entrepreneur? Write your
thoughts in the table below.
Please add your thoughts about entrepreneurship
—————————————————————————————
—————————————————————————————
Go back to the exercise you went through in

Session 1. You thought of some business ideas
to solve problems in your school. Take up the
same problem, or identify

X
note a new one. Write down business ideas for the
S
problem and select one business idea that you
want to try out. Do whatever it takes to run
your business. Use the qualities you identified
within yourself in Session 2. Remember — if
you do not try, you will not know if you want to
be an entrepreneur!
Check Your Progress

Write against the option, if the business idea is of self-employment o
Cooking in a restaurant
Owning a clothing business
Having a dosa selling stall
Match the columns
1. Surabhi opens 5 painting a. Enter

stores across India.
2. There are many coaching b. Survive
classes in Mumbai. Jacob owns
one of them. He is starting
morning batches to attract
more students to his classes.
3. Salma has started her clothing c. Grow
line on the Internet.

• define the meaning of a career.
• present your opinion about entrepreneurship
as a life option.
EntrEprEnEurial 10
SkillS
5
Uni
Green Skills
IntroductIon
The environment around us affects all aspects
of our life; and all our day-to-day activities also
affect the environment. Those who live in cities
get their food supply from surrounding villages
and in turn, are dependent on forests,
grasslands, rivers, seashores, for resources,
such as water, fuel wood, fodder, etc. We use
natural resources for food. Everything around
us forms our environment and our lives depend
on the natural world around us.
Over the years, with economic development,
there has been an increase in environmental
pollution. For example, with the introduction of
high input agriculture, we can grow more food
by using fertilisers, pesticides and hybrid crops.
But it has led to soil and environmental
degradation. We need to plan the use of
resources in a sustainable manner so that we
and our future generations can enjoy the good
environment
SeSSIon 1: SuStaInable development

Are we planting more trees or are we only X
destroying them for our use? Are we saving the
water resources
note or just polluting them with garbage? Are we
S
using clean energy or are we burning wood
and petrol and adding to pollution? Are we
giving back to nature so that our future
generations may thrive or are we simply using
the air, water and soil available without leaving
anything for the future generations to come? If
the answer to all these questions is yes, then we
are only thinking about our immediate
development and not the long-term
development.
What is Sustainable Development?

Sustainable development is the
development that satisfies the
needs of the present without compromising
the capacity of future generations,
guaranteeing the balance between economic
growth, care for the environment and social
well-being.
Importance of Sustainable
Development Economic development is
using up resources of the world so quickly that
our future generations, the young
people of the world, would have serious
environmental problems, much worse than
those that we are facing at present. With
increasing population and income, the
consumption of goods is increasing day by day.
This has led to increase in production and
utilisation of natural resources, which are
required for producing goods. Society must
thus change its development strategy to a
new form where development will not destroy
the environment. This form of sustainable
development can only be brought about if each
individual practices a sustainable lifestyle.
Since most of the natural resources are scarce,
therefore, careful utilisation of resource is
necessary.

X
S lity of future generations to meet their own
ust needs’ (World Commission on Environment and
ain Development, 1987). For example, sustainable
abl agriculture consists of environment friendly
e methods of farming that allow the production
dev of agricultural crops or livestock without
elo damage to human or natural systems. It also
pm involves preventing the use of
ent
is
de
fin
ed
as
‘de
vel
op
me
nt
tha
t
me
ets
the
ne
eds
of
the
pre
sen
t
wit
ho
ut
co
mp
ro
mis
ing
the
abi
Green 10
SkillS
chemicals so as to avoid adverse effects to soil, includes
water and biodiversity. • reducing
excessive
Problems Related to Sustainable use of
Development resources
and
Three major problems related to enhancin
sustainable development are: g
(a) Food: The amount of rich, fertile land resource
needed to grow crops, such as wheat, conservat
rice, etc., is becoming less as we are ion;
using up more and more land for other • recycling
purposes. Soil nutrients are also getting and reuse
depleted and lots of chemicals are of waste
spoiling the soil due to use of chemical materials
fertilisers. ;
(b) Water: We use fresh water from rivers • scientific
and ponds for drinking and cleaning but managem
ent of
dump garbage into them. The rivers and
renewabl
ponds are getting polluted. This way after
e
several years, we will have no clean water
resources
for our use. ,
(c) Fuel: We are using a lot of wood from especially
trees as fuels and for construction of bio-
homes and furniture. As more and more resources
trees are being cut, it is affecting the ;
climate of the place. Extreme weather • planting
conditions, such as floods, extreme cold or more
heat, are seen in many places, which affect trees;
the people living there.
An environment friendly way for production
of power is using solar energy or energy from
the sun which is unlimited. One major example
of large scale production of solar power is seen
in Charanka — Gujarat Solar Park. This barren
land with wild vegetation has a mega solar
power plant of 600 MW. This has reduced the
dependence on non-renewable fossil fuels in
Gujarat. The people of Charanka have benefited
as they have a good source of income and
this will also help future generations in the next
40–50 years to come Sustainable development

X
noteS
Green 10
SkillS
• green grassy patches and trees to be
interspersed between concrete buildings;
• using more environment friendly material
or biodegradable material and
• use of technologies, which are environmental
friendly and based on efficient use of
resources.
Sustainable Development Goals

The Sustainable Development Goals (SDGs) are
a universal call of action to end poverty, protect
the planet and ensure that all people enjoy
peace and prosperity. The Sustainable
Development Goals (SDGs) were launched at
the United Nations Sustainable Development
Summit in New York in September 2015,
forming the 2030 Agenda for Sustainable
Development. It has set targets that the
countries have to should work towards and
achieve by 2030.
The 17 SDGs have been made with the aim to
take care of important issues facing businesses,
governments and society. Some of these issues
are poverty, gender equality, water use, energy,
climate change and biodiversity. Countries are
now making policies and regulations that will
promote sustainable systems needed in all
economic sectors to provide a secure,

X
affordable and sustainable economy.
Fig. 5.1 Sustainable Development Goals
Green 10
SkillS
The core skills required by a person who
noteS
wants to contribute towards environment
include environmental awareness and
willingness to learn about sustainable
development. If we are responsible about our
life, then we will do our best at home, in school
and at our workplace to help the environment
and the people around us.
Sustainable Development Initiatives

When plastics were banned by the municipal
corporation of Mangalore, an innovator and
entrepreneur Mr Avasth Hedge found an eco-
friendly alternative. He made a 100 per cent
bio-degradable bag which can dissolve in hot
water and decompose in natural environment.
This is now being used in many countries and is
going to help the environment.
Another innovative idea was to stop the use
of plastics spoons, forks, etc. Narayana
Peesapaty made edible cutlery made out of a
grain — these spoons can be eaten and even if
they are not eaten they will easily decompose in
the soil enriching it. <https://www.ibef.
org/Innovations-from-India.aspx>
Sustainable Processes
Some practices, such as organic farming, vermi-
composting and rainwater harvesting are being
used to help preserve the environment.
Organic farming is where farmers do not use
chemical pesticides and fertilisers to increase
their production. They use organic and natural
fertilisers, such as cow dung to help in growing
crops. This helps in better quality chemical free
crops while at the same time maintaining the
soil quality for future use. This is a true
example of sustainable developmen where we
are not only using the earth resources but are
also preserving it for our future generations.

X
Practical
Activity 1
Create a Garden in School or Plant Trees
Material required
Seeds, garden waste, sprinkler, gardening tools
Green 11
SkillS
noteS
Procedure
students available. Ask teacher to allot a piece of
land in the school premises.
• Assign different tasks to different groups of
students.
• The tasks can be ploughing, sowing seeds,
making manure using vermicomposting and
setting up a sprinkler system to water the
plants.
Activity 2
Discussion on How to Prevent Wastage.
Procedure
students available.
• Every student in the group will name way in
Check Your Progress

How many sustainable development goals are given by the United Nations
18
17
15
20
Choosetheoptionwhichdefinessustainable
development.
Taking care of future generations
Taking care of only ourselves
Taking care of ourselves and the future generations
Well-being of all
WhichorganisationhasmadetheSustainable Development Goals.
United Nations
League of Nations
UNICEF
World Health Organisation
What is the meaning of sustainable development?
Why do you think the United Nations has made the 17 Sustainable Develop

X
What Have You noteS
Learnt?

• define sustainable development.
• identify the goals of sustainable development.
SeSSIon 2: our role In SuStaInable

development
Increasing population and development has led
to the increase in consumption of the natural
resources. The more the population, the more
food, energy and water we need. When we grow
more crops, the soil’s nutrients are consumed
and slowly the soil becomes unusable. Similarly,
is we continue to use fossil fuels, such as coal,
oil and natural gas, very soon we will run out of
these natural resources.
We use so many resources from nature but
what do we give back to nature? Factories give
out smoke that pollutes the air. Garbage
collected from homes is dumped into landfills.
Untreated garbage can lead to disease and
unhealthy environment. Sewage from the cities
is dumped into the seas and lakes making it
unsafe for marine life. This shows that though
we are using the natural resources, we are
doing nothing to return or give back to nature.
Natural resources are limited and with time
they will get over and if we do not do anything
about it, our future generations will not be able
to survive.
One initiative was taken by Ministry of
Railways in Varanasi and Raibareilly where
they introduced clay pots ‘Kulhads’ to replace
plastic and paper cups and to bring back taste
of tradition. Three major advantages gained by
using ‘Kulhads’ are to
1. reduce cutting of tree for making paper cups.
2. job creation for potters, which
Green 11
SkillS
contributes to economy.
3. reduce plastic waste.
Our Role towards Sustainable Development
United Nations has formed 17 Sustainable
Development Goals (SDGs) so that countries and
nations can work

X
towards finding a solution to the growing
problems in the world. Countries should form
rules and guidelines to remove poverty and
hunger and provide good health and quality
education. These goals have been made so that
all the nations take action to protect our air,
water and land from pollution and provide clean
water, air and energy to all people.
Sustainable development can actually
happen only when each one of us works
towards it. We have to become responsible
environment citizens who can protect the
environment through our own efforts.
Here are some basic ways in which people
can help towards Sustainable Development
Goals.
Quality Education
Education is the most important factors for
sustainable development. Children who have
gone to school will be able to do jobs so that
they can take care of themselves and their
families. Education helps us become aware of
our role as a responsible citizen. We should
1. use the facilities present in our areas.
2. take our friends to school.
3. help friends study.
4. stop friends from dropping out of school.
Clean Water and Sanitation

We must make efforts to make India free of
open defecation by building toilets and creating
awareness
towards sanitation.
Industrial
pollution is
polluting our
water
resources, which
Green 11
SkillS
in near future will
cause scarcity of
clean drinking and
usable water. We
must take
measurable steps
by promoting
awareness to keep
water sources
clean.

X
Affordable and Clean Energy
Using solar power i.e., power
generated using the sun does not
cause pollution as it does not
require burning of non-renewable
fuels, such as coal. We are making
efforts to increase the solar power
generation so that our electricity
needs are met and at the same
time we do not pollute the
environment or use up natural
resources. Use of biogas is also an
eco-friendly alternative to natural
gas.
Decent Work and Economic Growth

We can
(a) study and find good jobs to take care of ourselves
and our families.
(b) work hard and contribute to society.
(c) learn and develop skills so that we get
add value in our community.
Reduced Inequalities
To reduce inequalities we can
1. be helpful to one another.
2. be friendly with everyone.
3. include everyone while working or playing.
4. help others by including everyone whether
they are small or big, girl or boy, belong to
any class or caste.
Sustainable Cities and Communities

Creating Sustainable Cities
1. Save energy by switching off lights and
fans when not in use.
2. Use natural light as much as possible.
3. Use energy efficient lights (LED bulbs)
Green 11
SkillS
and appliances.

X
Responsible Consumers and Producers
We can become responsible about our
own environment by
1. reusing paper, glass, plastic, water, etc.
2. taking cloth bags to market carrying fruits
and vegetables.
3. donate things we do not use such as
clothes, books, furniture, food, etc.
4. Buy and eat seasonal fruits and vegetables
from local growers.
5. Repair leaking taps and pipes to
avoid wasting water.
6. Sort and treat garbage before disposing.
Protect Life Below Water

Tons of plastic is found in the seas, which is
killing marine life. Protecting marine life,
saving our oceans from pollution is necessary to
preserve the marine life.
Protect Life on Land

Cutting of trees is leading to soil erosion and
making land dry and unusable for cultivation.
Planting more tree to replace the ones that we
have cut is an important step towards
sustainable development.
Practical Exercise
Green 11
SkillS
Activity 1
Group Discussion
Procedure
students available.
• Every student will describe one way in which
they can work to conserve and protect the
environment.
• Make a list and share it with the rest of the
class.
Activity 2
Make art project using waste

X
noteS
Procedure
children available. Make a list of waste material
that is thrown away. Now think of creative ideas
in which you can use the waste material to make
something useful.
If time permits, every student can get some waste
material from home, such as old newspapers, plastic
bottles, old cloth, etc., and make the best out of waste
Check Your Progress

(c) or (d) that best answers the question
Which of the following sources of energy is from a renewable source?
Solar energy
Wood
Coals
Petrol
Choosetheoptionwhichisnotasustainable development goal according to United Nations.
Clean Water and Sanitation
Gender Equality
Population
Reduced Inequalities
List some ways in which we can use resources sensibly.
Explain the importance of education towards sustainable development.

• explain the importance of our role in
• identify how we can contribute towards
Green 12
SkillS
Answer Key
Unit 1: Communication Skills
Session 1: Methods of Communication
1. d
2. a
3. c
Session 2: Verbal Communication

1. c
2. b
3. a and b
Session 3: Non-verbal Communication

1. b
2. c
3. a
4. d
B. Put an X mark against the incorrect actions below

• Laughing during formal communication X
• Scratching head X
• Smiling when speaking to a friend
• Nodding when you agree with something
• Standing straight
• Yawning while listening X
• Sitting straight
• Maintaining eye contact while speaking
• Biting nails X
• Firm handshake
• Clenching jaws X
• Looking away when someone is speaking to you X
• Intense stare X
Session 4: Communication Cycle and Importance of

Feedback
1. d
2. a
3. b and c
Session 5: Barriers to Effective Communication

1. c
2. a and b
Session 6: Writing Skills — Parts of Speech
Notes
A. Multiple choice questions:
1. a and c
2. c and d
3. c and d
4. a
B. Fill in the blanks
a. The boy is swimming.
b. The children are playing.
c. The students are writing.
d. Rahim is driving the car.
e. Ms Sen is teaching.
f. The cat is eating.
Session 7: Writing Skills — Sentences

1. a
2. d
3. d
4. c
Unit 2: Self-management Skills

Session 3: Self-motivation
1. c
2. a and c
3. b
Unit 3: Information and Communication Technology

Skills
Session 1: Basic Computer Operations
1. a
2. b
3. c>>d>>e>>b>>a
Session 2: Performing Basic File Operations

1. c
2. d
3. b
Session 3: Computer Care and Maintenance

1. c
2. c
3. a 115
4. d
Answer Key
note Session 4: Computer Security and Privacy
s
1. b
2. a
3. d
Unit 4: Entrepreneurial Skills

Session 1: Entrepreneurship and Society
A. State whether the following statements are True or
False
1. True
2. False
3. True
Session 2: Qualities and Functions of an Entrepreneur
A. Tick the correct option for the quality they are
showing.
1. c
2. a
B. Tick the correct option for the function that the
entrepreneur is doing.
1. b
2. a
3. c
Session 3: Myths about Entrepreneurship
B. Match each story below with the misconception about
entrepreneurship.
1. c
2. d
3. a
Session 4: Entrepreneurship as a Career Option
A. a - wage
employment b –
self-employment c –
self-employment
B. Match the columns
1. 1.c
2.b
3.a
Unit 5: Green Skills

Session 1: Sustainable Development
1. b
2. c
3. a

6 X
Sessio
n 2:
Our
Role in
Sustai
nable
Develo
pment
A. Mu
ltip
le
cho
ice
que
stio
ns
1. a
2. c
GlossAry
Backup: this means copying data from a computer onto
another storage device to ensure that no data gets lost or
damaged.
Barrier: obstacle
Capital: the money used to start a business is called
capital. Career: a career is a line of work that a
person takes for life. Coherent: logical and consistent.
Concise: giving a lot of information clearly and in a few words
Creative: to have original and different ideas
Demand: is a product or service that people want.
Digital: the information that is stored on a computer is said
to be in a digital form.
Effective: successful in producing a desired or intended result
Entrepreneur: a self-employed person who is always trying
to make his or her business better by taking risks and
trying new ideas is an entrepreneur.
Exchange: an act of giving one thing and receiving
another. Folder: a folder is a location where a group of
files can be stored. Function: it is work being done.
Habit: regular tendency.
Helpful: useful, ready to offer help.
Hire: giving work to someone and paying them for it.
Maintenance: it is way we take care of our things on a
daily, weekly, monthly and yearly basis.
Myth: a myth, or a misconception, is a false belief or
opinion about something.
Observe: notice or perceive.
Paralanguage: example intonation, pitch and speed of
speaking, hesitation noises, gesture and facial expression.
Perspective: a particular attitude towards or way of regarding
something.
Quality: a quality is the way a person acts or behaves. For
example, kind, rude, etc.
Resources: a supply of things, such as material, money or
natural resources, such as air, land, water, etc., that people
can use in order to function properly.
Scanning: scanning for virus means using an anti-virus
software, which checks the entire computer to find if the
computer is infected by a dangerous virus.
Self-employed: someone who starts businesses to
satisfy the needs of people.
6 X
note SMS: Short Message Service.
s
Sustainable: something that can be maintained at a
constant level for a long time.
Verbal: relating to or in the form of words.
Visual: relating to seeing or sight.

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Employability Skills

Textbook for Class X

First Edition ALL RIGHTS RESERVED

OFFICES OF THE PUBLICATION

Printed on 80 GSM paper with Chief Editor : Shveta Uppal

The National Curriculum Framework–2005 (NCF–2005)

Employability skills can be defined as those soft skills which

Vinay swarup MeHrotra

The National Council of Educational Research and Training

SeSSIon 1: MethodS of coMMunIcatIon

2 Employability SkillS – ClaSS

The Channel— speaking, writing graphic, video, etc.

The Messenger The Recepient

Fig. 1.1: Communication Process

Sender sends a message

Reply to Sender (Encoding)

Receiver replies to the sender

4 Employability SkillS – ClaSS

Notices/Posters It is effective when the same

6 Employability SkillS – ClaSS

Choosing the right method of

8 Employability SkillS – ClaSS

Check Your Progress

Small Group This type of communication

10 Employability SkillS – ClaSS

Advantages of Verbal Communication

Disadvantages of Verbal Communication

Mastering Verbal Communication

Check Your Progress

14 Employability SkillS – ClaSS

1. Which of the following is an example of

1. List the different types of verbal

What Have You Learnt?

SeSSIon 3: non-Verbal coMMunIcatIon

Figure1.3: Non-verbal Communication

16 Employability SkillS – ClaSS

Importance of Non-verbal Communication

Figure 1.4: Methods of Communication

As we can see in Figure 1.4, around 93% of

18 Employability SkillS – ClaSS

• Our message becomes more effective if we

20 Employability SkillS – ClaSS

22 Employability SkillS – ClaSS

Danger warning Radiation/

Under CCTV No mobile phone

Check Your Progress

24 Employability SkillS – ClaSS

1. Draw any five common signs used for Visual

What Have You Learnt?

After completing this session, you will be able to

26 Employability SkillS – ClaSS

Table 1.5: Types of Feedback

Type of Feedback Example

Negative Feedback • You keep forgetting to smile

No Feedback • It is also a feedback in itself

28 Employability SkillS – ClaSS

30 Employability SkillS – ClaSS

Check Your Progress

32 Employability SkillS – ClaSS