Unit – 2 Listening Skills

Listening to instructions
Listening is an important skill in all areas of life.
Following instructions is an important ability to practice in everyday life. Within an academic setting,
following instructions can influence grades, learning subject matter, and correctly executing skills. By
actively listening, students can comprehend and retain information, actively participate in class discussions,
and achieve higher grades.
1. Face the speaker and have eye contact
2. “Listen” to non-verbal cues too
3. Don’t interrupt
4. Listen without judging, or jumping to conclusions
5. Don’t start planning what to say next
6. Show that you’re listening
7. Don’t impose your opinions or solutions
8. Stay focused
9. Ask questions
10. Paraphrase and summarise
Unit – 3 Group discussion
Group discussion is when a group of people comes together to discuss a certain topic. Many Recruiters use
group discussion (GD) to test whether the candidate has certain personality traits such as interpersonal skills,
communication skills, confidence in public speaking, team spirit, leadership abilities, social behaviour and
problem-solving skills.
How is a GD Conducted?
There are usually 10-15 participants in a group. The group of candidates is given a topic or a situation which
could be either factual, abstract or case based, and typically given some time to think and make notes about
the same. After this, the group of candidates is asked to discuss the topic among themselves for a specific
duration ranging between 10-40 minutes (which may vary from one organization to another).
Process of GD

Types of Group discussions are:

1. Factual Group Discussions
2. Opinion-Based Group Discussion
3. Group conversations based on case studies
4. Abstract Group Discussion
Factual group discussions: These discussions focus on the real world and test a candidate’s ability to digest
information and analyse socioeconomic or everyday concerns.
Opinion-Based Group Discussion: Test how well candidates can articulate their beliefs and viewpoints.
These group talks tend to focus more on views than facts.
Group conversations based on case studies: These discussions mimic real-world circumstances. The group
is given the specifics of a fictitious scenario by the panellists, and then the group must work together to
address it.
Abstract Group Discussion: These are abstract group discussions. In these, the interviewers check to see if
a candidate can approach the subject at hand with originality and lateral thinking.
 Unit – 3 Debate
A debate is an organized argument or contest of ideas in which the participants discuss a topic from two
opposing sides. Those who agree with this statement or idea are the "Pro" side. Those who will not agree
with this statement or idea are the "Con" side. Each side will show in an organized and clever way why they
believe to have the right answers. They will use examples and evidence to support their ideas while working
towards a conclusion.
Sample Debate Topic
"School uniforms are an important part of a student's education"
Pro: Example arguments
 School uniforms make all students look alike. Poor and rich students look alike. This makes it easier
for all to get along together and concentrate on their studies.
 Uniforms give students a sense of belonging to a certain school.
 Uniforms are easy and cheap to clean.
Con: Example arguments
 School uniforms don't allow students to be individuals. They restrict students from expressing
themselves. They are also hot in the summer and they don't protect against the cold in the winter;
therefore it is not easy to get along together or concentrate on studying.
 Students don't need uniforms to feel like they belong.
 Uniforms are expensive to buy and they wear out fast.
Process of Debate

3 Major Parts of a Debate:

1. Constructive Speech-The first speeches in a debate, where the debaters “construct” their cases by
presenting initial positions and arguments.
2. Cross Examination-Question and answer sessions between debaters
3. Rebuttal-The last speeches in a debate, where debaters summarize arguments and draw conclusions about
the debate
Ten Golden Rules of Argument
1. Be prepared
2. When to argue, when to walk away

3. What you say and how you say it

4. Listen and listen again

5. Excel at responding to arguments

6. Watch out for crafty tricks

7. Develop the skills of arguing in public

8. Be able to argue in writing: Be short, sharp, and to the point, using language that is easily understood.

9. Be great at resolving deadlock

10. Maintain relationships

Do's
1. Learn about the topic well in advance.
2. Analyse the given topic and discuss with the co-participants if you are not clear about the topic.
3. Prepare for both for and against the given topic, if you do not know which side you are going to take.
4. Be loud and clear.
5. Make valid points giving examples instead of repeating.
Don’ts
1. Don't get deviate from the topic.
2. Do not interrupt others.
3. Don’t get too personal or emotional.
4. Do not shout and argue because it is a debate. You are there in a debate to discuss your views and prove
you are correct and not to argue.
5. Don’t lose your patience when you encounter a few idiots, who talk illogically, rather smile and try to
explain them.
6. Do not worry if anyone is monitoring you.
I have seen a few instances where people have no point in the argument but want to get highlighted so they
keep shouting all the time.
7. When it is covered by media, don't be excited to get featured, it will only distract you from the debate.
8. Don’t get disappointed if you don't win the argument, and don't show that in your face. Keep smiling and
cheer up thinking that at least you participated and that you could learn something.
Unit – 3 Giving Instructions to Use a Product
Tips on giving directions:
1. Provide context and be specific: Give all the details. Provide any background to help that person
better understand the task at hand. Try your best to be as detailed as you can, especially when you
have a set idea about how the task should be done.
2. Ask politely rather than barking orders: Tone of voice can change everything, especially when telling
someone what to do. Speak at a reasonable volume and use kind, respectful words. Try to avoid
negative language and don’t forget to say “please.”
3. Offer the other person the opportunity to ask questions: Whenever the one receiving the task is
unsure, you must allow him time to ask questions. The better he understands what to do, the greater
the chance for a successful outcome.
4. Resist any urge to micromanage: If you give directions properly, you should not feel the need to
oversee or micromanage. Instill faith in your task-doer by letting him do things without you to the
best of his ability. Provide positive feedback and appropriate gratitude: When the task is complete, be
 sure to affirm the person. This makes your team members feel respected and trusted. And give clear,
helpful feedback or constructive criticism if the task was done improperly.
Tips on taking directions and fulfilling tasks:
1. Actively listen: Try to listen intently, not just hear. When you actively listen, you can better
understand what you need to do. Here’s a trick that may help: pretend that there is going to be a quiz
after the conversation. Visually think about what's being said and maybe even repeat it in your head.
2. Take notes: Instead of trying to remember everything, write it down. There’s nothing wrong with
keeping notes; it shows that you are prepared, organized and want to do the job correctly.
3. Ask questions: If you are even slightly unsure of what you are being asked to do, don’t be afraid to
questions. Make sure the other person allows you the chance to find out all the needed details to
move forward.
4. Respond with a good attitude: Just as the person giving directions needs to speak respectfully, it’s
important to respond respectfully. If you go into the conversation with a bad attitude, performing the
task will likely be much more challenging.
5. Before starting the task, make a checklist: Whenever there is a job that requires multiple steps, try
organizing a to-do list. Check things off as you go to make sure you don’t miss anything. Then when
you’re done, be sure to review your work.
Giving Instructions - how to frame them
1. We use the imperative form to give orders or directions in English.
“Eat your vegetables!” / “Turn left and go straight on.”
2. We can also use the imperative form to give a warning or advice, and (if you use “please”) to make a
request.
“Practise English for ten minutes a day!” / “Please take a seat.”
3. To make the imperative, use the infinitive of the verb without ‘to’:
“Come here!” / “Sit down!”
4. To make a negative imperative, put “do not” or “don’t” before the verb. (Don’t is more informal than “do
not”.)
“Don’t go!” / “Do not walk on the grass.”
5. There are often “sequencing” words to show the steps in the process.
For example, “firstly”, “secondly” and “finally”.
Simple instructions to replace a light bulb(Giving Instructions to Use a Product)
 Firstly, turn off the electricity.
 Secondly, remove the light bulb.
 Then, screw in the new light bulb.
 Finally, turn the electricity on and switch on the light.
Suggestion: You can also say “after that” instead of “then” and “first” / “second” instead of “firstly”
and “secondly”.
6. Giving extra help: You can help the other person with extra information and advice.
 Remember: turn off the electricity before touching any cables.
 Be careful not to … (touch any live wires)
 Try to … (see if the lightbulb is broken or just loose)
 Try not to … (touch the lightbulb with your hands)
 You need to … (check the wattage of the lightbulb first)
  It’s important to … (make sure the electricity is off)
 It helps to … (wait for the lightbulb to cool down before you remove it)
 Be sure to … (turn off the electricity before you you touch the lightbulb)
 Always … (wear gloves when you touch a lightbulb)
 Never … (touch a socket with wet hands)
7. Useful verbs for instructions
 Turn on / switch on = activate power or electricity: “First, turn on the PC.”
 Turn off / switch off = deactivate power or electricity: “Turn off the lights when you leave.”
 Take off / remove = detach something from another thing: “Remove the plastic before you put the
meal in the microwave.”
 Take out = take one thing out from another thing: “Take the television out of the box.”
 Attach / connect = put two things together: “Connect the wires.”
 Check / make sure = be sure about something: “Check that the light is on.”
 Proceed / continue: “Continue to stir until the mixture is thick.”
 Plug in = connect to the electricity: “Plug the modem in.”
 Put back / replace: “Replace the cover after changing the battery.”

Unit – 3 Product Presentation

How To Develop a Successful Product Presentation

 A product presentation showcases a new product or service to potential customers or clients. It’s a
formal presentation that includes a detailed explanation of the product, its features, and how it can
benefit the audience.
 Product presentations often involve prepared statements given by a public speaker, and they might
use visual aids like slideshows, photographs or videos.
 Most product presentations are given by sales associates or specialists who have experience with a
certain product, but they can also be given by groups of sales associates or company employees.
 A product presentation usually contains a few specific elements to ensure that a presenter presents all
details about a product to the audience.

Why Do You Need to Create Product Presentations?

Product presentations are essential for businesses that want to improve their remote sales. By
creating a product presentation, businesses can give potential customers a more immersive
experience that can help to close more sales.
Virtual reality and other emerging technologies are making it possible for businesses to create more
realistic and interactive presentations that allow potential customers to understand better the products
they are interested in.
Product presentations also allow businesses to track customer engagement and get feedback that can
be used to improve the presentation itself. In short, product presentations are essential for businesses
that want to improve their remote sales.

Here are the components you can include in a presentation of products:

1. Introduction
2. Agenda
3. Company information
4. Positioning
 5. Product description
6. Benefits
7. Examples
8. Closing
Steps to create Product Presentation

Step 1: Determine Your Purpose

First, what is the goal of the presentation? Are you trying to sell a product or simply introduce it to
an audience?

Second, who is your target audience? Is the presentation geared towards potential customers, or is it
for industry experts?

Third, what type of information will be presented? Is the focus on product features, or will there be
an emphasis on customer testimonials?

Step 2: Research Your Audience

Step 3: Outline Your Content