class 12 EMPLOYABILITY SKILLS unit 1

 Unit 1: Communication Skills

• This unit aims to help you understand the importance of effective communication skills and how to develop them
• Knowing multiple languages can help you understand other cultures and take advantage of opportunities in the twenty-first century
• Communication involves a sender, who encodes and sends a message through a channel, and a receiver, who decodes the message and gives feedback
• Feedback is important in communication as it helps in knowing whether the receiver has understood the message or not

Session 1: Active Listening

• Effective communication involves skills such as sending clear, concise, and accurate messages
• A clear statement is one that conveys the exact message, a concise statement is appropriately brief, and an accurate statement is factual
• Examples of clear, concise, and accurate statements are provided
• Effective communication skills help in communicating the message correctly, precisely, and completely
• Lack of communication skills can result in confusion, frustration, wasted effort, and missed opportunities

Listening Skills

• Listening is one of the most important skills in communication
• Reasons why listening attentively is important include obtaining information, understanding, enjoying, learning, building and maintaining relationships, and resolving conflicts
• Without the ability to listen attentively, messages can be easily misunderstood and communication can break down

Active Listening

• Active listening is an art that comprises a desire to comprehend and offer support and empathy to the speaker

Factors Affecting Active Listening

• Eye contact: Maintaining eye contact indicates to the speaker that you are listening to them. Avoiding eye contact could mean that you are not interested in what they are saying.
• Gestures: Keeping your hands and feet still while talking to someone shows that you are listening. Fidgeting could indicate that you are distracted or not interested.
• Avoiding distractions: Identify and remove distractions in order to listen attentively. For example, reducing the volume of your mobile phone or switching it off while attending a meeting or listening to someone.
• Giving feedback: Feedback can be positive or negative, but it should be polite so that the person receiving the feedback is not hurt or offended.

Stages of Active Listening

• Receiving: Listening attentively
• Understanding: Reaching an informed agreement about something or someone
• Remembering: Retrieval or recall of some information from the past
• Evaluating: Judging the value, quantity, importance and amount of something or someone
• Responding: Saying or doing something as a response to something that has been said or done

How to Ensure Active Listening

• R: Remove distractions that may hamper listening
• E: Eye contact refers to looking at the speaker while listening
• S: Show that you are listening attentively to the speaker through gestures
• P: Pay attention and focus on what the speaker is saying
• E: Empathise and feel the emotions of the speaker
• C: Clarify doubts. Ask questions to clarify doubts
• T: Tune yourself to the timing of the speaker, i.e., wait for the speaker to finish, and then, respond

Overcoming Barriers to Active Listening

• Being pre-occupied: Do not let emotions take over your mind. Keep away phones and digital devices.
• Noise and visual distractions: Create a conducive environment to avoid misinterpretations and distractions.
• Past experiences or mindset: Avoid developing biases and be objective in your approach when interacting with others.
• Personal factors: Allow the other person to finish speaking, and then, respond.

Understanding and Overcoming Barriers to Active Listening

• Importance of active listening: Writing down the answer to the question "why is it important to listen actively?" after watching the initial video in the e-learning lesson.
• Group discussion: Forming groups of three students to discuss how a selected factor from Table 1.2 can affect active listening in different situations and sharing experiences and ways to overcome these barriers.
• Poster making: Creating a poster on a conversation between two friends or a parent-child conversation using the acronym RESPECT for active listening.
• Role-play: Acting out a scenario where not listening actively has negative effects and understanding the importance of active listening in the workplace.

Check Your Progress

• Multiple choice questions: Answering multiple choice questions related to active listening and its barriers, stages, and characteristics.
• Short answer question: Writing a short answer about a situation where a barrier to active listening was overcome and what was learned from the experience.

Parts of Speech

• Introduction to parts of speech: Understanding the importance of parts of speech as the building blocks of a language and how they are used in sentences to express complete meanings, thoughts, or actions.

Understanding Phrases and Sentences

• A phrase is a group of words that forms a unit of meaning. Example: "Raju goes"
• A sentence always begins with a capital letter, and ends with a full stop, question mark or exclamation mark

Capitalization

• The word 'MINTS' is an acronym for capitalization rules. Each letter in the word MINTS refers to one capitalization rule
• M: Capitalize the first letter in the names of all months. Example: "I will go to college in June."
• I: Capitalize the letter 'I' when used as a word. Example: "I completed it yesterday."
• N: Capitalize the first letter in the names of people, places, rivers, seas and oceans, mountains, islands and days. Example: "Every day, I play tennis with him."
• T: Capitalize the titles used before people's names. Example: "Dr Shah and Mr Patel work together."
• S: Capitalize the first letter in every sentence. Example: "The cat ran out of the house."

Punctuation Marks

• There are 15 basic punctuation marks or signs used in English. These include full stop or period, comma, question mark, exclamation mark, apostrophe, colon, semi-colon, dash, hyphen, parenthesis, quotation mark, bracket, brace, ellipsis and bullet point.
• Full stop (.) is used to show the end of a sentence. Example: "This is a sentence. This is another sentence."
• Comma (,) is used to indicate a pause in a sentence. Example: "After the waiter gave me the menu, I ordered food."
• Question mark (?) is used at the end of a question. Example: "What is your designation?"
• Exclamation mark (!) is used at the end of a word or sentence to indicate a strong feeling. Example: "What a pleasant surprise!"
• Apostrophe (') is used to show that something belongs to someone. Example: "That is Divya's desk."

Basic Parts of Speech

• The different types of words we use in sentences are called parts of speech. The basic parts of speech are nouns, pronouns, adjectives, verbs and adverbs.
• Nouns are words that refer to a person, place, thing or idea. Example: "Reema wrote a letter."
• Pronouns are words used in place of a noun. Example: "Reema wrote a letter. She is tired."
• Adjectives are words that describe other words. Example: "Reema wrote a long letter."
• Verbs are words that show action. Example: "Reema wrote a letter."

Punctuation

• There are 15 basic punctuation marks or signs used in English. These include full stop or period, comma, question mark, exclamation mark, apostrophe, colon, semi-colon, dash, hyphen, parenthesis, quotation mark, bracket, brace, ellipsis and bullet point.

Understanding Parts of Speech

• Words in a sentence can be classified into different parts of speech, such as nouns, verbs, adjectives, and adverbs.
• An adverb is a word that adds meaning to a verb, adjective, or other adverb. It answers the questions — how? how often? when? and where?
• Examples of adverbs in the sentence "Reema quickly wrote a letter" include "quickly" and "a".
• Supporting parts of speech are words that are used to join the main parts of speech together and to add information to the sentences that we frame.
• Examples of supporting parts of speech include articles, conjunctions, prepositions, and interjections.

Articles

• The words 'a', 'an' and 'the' are known as articles.
• Articles are generally used before nouns.
• "The" is used to refer to specific or particular words, while "a" is used before nouns starting with a consonant sound and "an" is used before words with a vowel sound.

Conjunctions

• Conjunctions are words that join two nouns, phrases, or sentences.
• Some common conjunctions include 'and', 'or', and 'but'.

Prepositions

• Prepositions connect one word with another to show the relationship between them.
• Some common prepositions include 'on', 'at', 'under', and 'in'.

Interjections

• Interjections are words that express strong emotions, such as happiness, surprise, anger, or pain.
• Interjections have an exclamation mark at the end.

Practical Exercise

• The teacher will facilitate activities to help students understand the concepts of parts of speech and supporting parts of speech.
• Students will be asked to complete an initial thinking activity and activity 1, which is related to the topic of communication skills.

Note: The text provided appears to be a lesson on communication skills, specifically focusing on parts of speech and supporting parts of speech. It includes examples of different types of words and how they are used in sentences. The text also includes a practical exercise for students to complete, which will help them apply their understanding of the concepts covered in the lesson.

Identifying Parts of Speech

• Form groups of four students each.
• Read aloud the paragraph and identify as many parts of speech as you can.
• Discuss what was difficult in this activity.
• Write the paragraph with correct capitalisation and punctuation.
• A member of one group volunteers and presents before the class what the group marked.
• The other students point out the mistakes, if any.

Employability SkillS – ClaSS Xii 14

• Form pairs of students.
• List the five basic parts of speech that you have learnt in this Session.
• Select one of them and form two simple sentences, which use these parts of speech.
• For each part of speech, a volunteer reads out the sentences the group has framed.
• The other students say if it is correct or not.

Check Your Progress

• Multiple choice questions
• Fill in the blanks
• Short answer question

What have you learnt?

• After completing this Session, you will be able to:
• identify the basic parts of speech, such as nouns, pronouns, adjectives, verbs and adverbs.
• use capitalisation and punctuation rules for sentences.
• explain the usage of parts of speech and identify them in a sentence.
• identify supporting parts of speech, such as articles, conjunctions, prepositions and interjections.

SeSSIon 3: WrItIng SentenceS

• A sentence is a group of words, which together expresses a complete idea that has meaning.
• A sentence is formed by putting together a group of words in sequence.
• A sentence must be understood by others.
• A sentence, typically, contains a subject and an object, conveying a statement, question, exclamation, or command.
• Writing is constructed by putting sentences in sequence so that they are understandable.

Simple sentence

• A simple sentence has only one subject and one predicate or has only one finite verb.

Complex sentence

• A complex sentence consists of two or more coordinate clauses, joined by a coordinating conjunction.

Parts of a sentence

• A subject is a person or thing that performs an action.
• A verb describes the action.
• An object is the person or thing that receives the action.

Direct and indirect objects

• A direct object is the person or thing directly 'acted on' by the action word (verb).
• An indirect object answers the questions, such as "to whom" and "for whom".

Types of sentences

• Active sentences are where the subject does an action.
• Passive sentences are where the subject receives an action.

Active and passive voice

• In active voice, the subject does the action.
• In passive voice, the subject receives the action.

Examples of active and passive sentences

• Active: She wrote an email.
• Passive: An email was written by her.
• Active: He opened the door for the customer.
• Passive: The door was opened by him for the customer.
• Active: Mohan sold a bike.
• Passive: The bike was sold by Mohan.

Note:

• The above summary is based on the provided text and is intended to be a simple and easy-to-understand explanation of the concepts discussed in the text.

References:

• Employability SkillS – ClaSS Xii
• CommuniCation SkillS

Note: The capitalization of the words in the references is as it is in the original text.

work Role-play Material required None Procedure • Form pairs of students. • One student will act as a customer and the other as a shopkeeper. • The customer will ask for a product and the shopkeeper will respond. • Practice different types of sentences in this role-play. • Switch roles and repeat.

Understanding types of sentences

• There are four main types of sentences: declarative, interrogative, exclamatory, and imperative
• Declarative sentences provide information or state a fact
• Interrogative sentences ask a question
• Exclamatory sentences express a strong emotion
• Imperative sentences give an order or command

Writing sentences with different objects

• Practice writing sentences with direct objects, indirect objects, or both
• Direct objects are the receiver of the action in a sentence
• Indirect objects are the recipient of the direct object
• Use different colors to mark the different parts of each sentence (subject, verb, and object)

Writing in active and passive voice

• Practice writing sentences in both active and passive voice
• Active voice is when the subject of the sentence performs the action
• Passive voice is when the subject of the sentence is acted upon
• Write a paragraph with at least two sentences in each voice

Role-playing with different types of sentences

• Practice using different types of sentences in a role-play scenario
• Take turns playing the customer and shopkeeper
• Use different types of sentences to make the role-play more engaging

Types of Sentences

• Declarative sentences express a statement or fact: The sun rises in the east.
• Interrogative sentences ask a question: Does the sun rise in the west?
• Exclamatory sentences express strong emotion: Wow, the sun is so bright today!
• Imperative sentences give a command or instruction: Please bring me a notebook and pen.

Material Required

• Notebook: A notebook is a bound book with blank pages for writing or drawing.
• Pen: A pen is a writing instrument that is used to apply ink to paper.
• etc.: This stands for "et cetera" and refers to other materials that may be required.

Procedure

• Volunteers should make a list of at least eight sentences, with at least two sentences of each type: declarative, interrogative, exclamatory, and imperative.
• Each volunteer should read their sentences out loud before the class.
• The class will then give feedback on the correctness of the sentences, including grammar, punctuation, and context.

Note:

• It is important to use proper grammar, punctuation, and context when constructing sentences.
• Volunteers should practice reading their sentences out loud before presenting to the class to ensure proper pronunciation and inflection.
• The class should give constructive feedback to help volunteers improve their sentence construction skills.