INTRODUCTION TO PHONETICS

Phonetics is the systematic study of speech sounds and their production, audition, and
perception. It is the branch of linguistics that deals with the speech sounds and their
combination, description and representation by written symbols. It is the systematic study of
speech sounds of language. Phonetics can deal with the speech sounds of any language.
Speech Sounds:

In English, there are twenty-six letters but forty-four sounds (44) the sounds of English are
divided into two main categories; the vowels and the consonants. All these are represented by
specific symbols. The source of symbols is the International Phonetic Alphabet (IPA), a system
of transcription which attempts to represent each sound of human speech using symbols.

VOWELS
A vowel sound is unobstructed in articulation as it is produced without friction. Of the 20 vowel
sounds, 12 are pure vowel sounds or single sounds and are called Monophthongs ; while 8
are vowel glides from an initial sound to a final sound and are called diphthongs.
These are of three types:
a) Front: A front vowel is that during the production of which the tongue is raised in the
direction of the hard palate.
b) Central: A central vowel is that during the production of which the centre of the tongue
is raised towards that part of the roof of the mouth which lies at the meeting point of the hard
palate and the soft palate
c) Back: A back vowel is that during the production of which the back of the tongue is raised in
the direction of the soft palate.
Pure Vowels
Or
Monophthongs Examples
/ɪ/ kill, fill
/iː/ feel, meet
/e/ bet, set
/æ/ cat, mat
/ɑː/ car, park
/ɒ/ pot, cot
/ɔː/ Ball, fall
/ʊ/ put, good
/uː/ shoot, root
/ʌ/ cut, but
/ɜː/ heard, bird

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/ə/ about, around

DIPHTHONGS
A diphthong is a combination of two pure vowel sounds which changes its quality in a syllable.
A diphthong always occupies one syllable. Diphthong is not two vowels but one vowel sound
leads to another vowel sound.

Diphthongs examples:
/eɪ/ day, play
/aɪ/ fly, tie
/əʊ/ go, no
/aʊ/ cow, now
/ɔɪ/ oil, boil
/ɪə/ fear, dear
/eə/ fare, hare
/ʊə / sure, poor

CONSONANT SOUNDS
Consonant sounds are the sounds which are produced with obstruction of air. There are 24
consonant sounds in English according to the RP of England and production of them involves
some friction. They are given below with examples.

Consonants Examples
/p/ pen, copy, happen
/b/ back, baby, job
/t/ tea, tight, button
/d/ day, ladder, odd
/k/ key, clock, school
/g/ get, giggle, ghost
/tʃ/ church, match, nature
/dʒ/ judge, age, soldier
/f/ fat, coffee, rough, photo
/v/ view, heavy, move
/θ/ thing, author, path
/ð/ this, other, smooth
/s/ soon, cease, sister
/z/ zero, music, roses, buzz
/ʃ/ ship, sure, national
/ʒ/ pleasure, vision
/h/ hot, whole, ahead
/m/ more, hammer, sum
/n/ nice, know, funny, sun
/ŋ/ ring, anger, thanks ,sung
/l/ light, valley, feel
/r/ right, wrong, sorry, arrange
/j/ yet, use, beauty, few

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/w/ wet, one, when, queen

Usually, consonant sounds can be described in terms of the following:

1. Place of articulation
2. Manner of articulation
3. Voice of articulation

The Place of Articulation

This refers to the articulators that are involved in the production of a particular sound. These
are divided into eight types:
Bilabial: Bilabial sounds are those sounds made by the articulation of the lips against each
other. Examples of such sounds in English are the following: [b], [p], and [m].
Labiodentals: Labiodentals sounds are those sounds made by the articulation of the upper
teeth towards the lower lip. Examples of such sounds in English are the following: [f], [v].
Dental: Dental sounds are those sounds made by the articulation of the tip of the tongue
towards the back of the teeth. The sounds [θ] [ð] are pronounced with a dental articulation.
Alveolar: Alveolar sounds are those sounds made by the articulation of the tip of the tongue
towards the alveolar ridge, the ridge of cartilage behind the teeth. Examples of such sounds in
English are the following: [t], [d], [s], [z], [n], [l]
Alveo-Palatal: Alveo-palatal sounds are those sounds made by the articulation of the front of the
tongue towards the area between the alveolar ridge and the hard palate. Examples of such sounds
in English are the following [ʒ], [ʃ], [tʃ], [dʒ]
Palatal: Palatal sounds are those sounds made by the articulation of the body of the tongue
towards the hard palate. An example of such a sound in English is [j].
Velar: Velar sounds are those sounds made by the articulation of the body of the tongue
towards the velum. Examples of such sounds in English are the following: [k], [g]
Glottal: Glottal sounds are those sounds made at the glottis. An example of glottal sound in
English is the [h].

The Manner of Articulation

This refers to how a sound is produced and the way in which the air-stream is modified as it
passes through the vocal folds/cords. These are of seven types:
Plosive: It is formed by a blockage of the vocal tract, followed by an explosive release of air.
Examples of plosives in English are
Fricative: It is formed by slight contact between articulators, allowing turbulent airflow.
Examples of fricatives in English are [θ], [ð], [h].
Affricate: It is formed by a blockage of the vocal tract, like plosive, followed by a gradual
release of turbulent air, like a fricative. Examples of affricates in English are [tʃ] [dʒ]
Nasal: It is formed by the lowering of the velum, allowing air to flow through the nasal cavity.
Examples of nasals in English are [m], [n], [ŋ].
Approximant (laterals and glides): It is formed by the constriction of the vocal tract, but with
no blockage of the airflow. Examples of approximants in English are [l], [r], [j], [w]
Tap: It is formed by a quick contact between articulators. , for example, there is the tap [r],
which can be found in the middle of words such as ladder, and butter.

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Trill: It is formed by the rapid vibration of the tongue tip by a current of air. For example, in
varieties of British and Scots English it is also known as "rolled r” [r]
Voice of Articulation:
Voice of Articulation can be divided into two-voiced and voiceless. Voiced: Voiced sounds are
produced when the vocal cords vibrate in the larynx. Voiceless: Voiceless sounds are produced
without the vibration of the vocal cords.

THREE-TERM LABELS FOR OF CONSONANTS SOUNDS:

Consonant Voice Place of articulation Manner of Articulation Examples
/p/ voiceless bilabial plosive pin, spin
/b/ voiced bilabial plosive big, about
/t/ voiceless alveolar plosive tank, act
/d/ voiced alveolar plosive danger, adapt
/k/ voiceless velar plosive king, speaker
/g/ voiced velar plosive gone, begin
/ tʃ / voiceless alveo palatal affricate church, batch
/dʒ/ voiced alveo palatal affricate jar, bridge
/f/ voiceless labio-dental fricative fill, farm
/v/ voiced labio-dental fricative vow, vine
/θ/ voiceless dental fricative thick, eighth
/ð/ voiced dental fricative then, weather
/s/ voiceless alveolar fricative size, sum
/z/ voiced alveolar fricative zoo, desert
/ʃ/ voiceless palato alveolar fricative sheep, cash
/ʒ/ voiced palato-alveolar fricative measure, provision
/h/ voiceless glottal fricative home, behold
/m/ voiced bilabial nasal man, calm
/n/ voiced alveolar nasal know, canal
/ŋ/ voiced velar nasal ring, English
/l/ voiced alveolar lateral love, life
/r/ voiced post alveolar lateral red, great
/j/ voiced palatal glide yellow, Beauty
/w/ voiced palatal glide water, wonder

EXERCISES
I. Give five examples for each of the following sounds.
Sounds Examples

/ʊ/
/ɪ/
/ʌ/
/ə/
/ɒ/
/ ɜː/
/e/

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II. Identify and write the phonetic script of the underlined diphthongs in the following
words.
Words Sounds

Bite
Tear
Toy
Around
Dare
Gold

III. Give one example for each of the following sounds:

Sound Example

/d/
/p/
/f/
/j/
/ʃ/
/dʒ/
MRCET

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SYLLABLES

Syllables are the phonological building blocks of words. There is at least one syllable in a
word. Whenever we speak a word it spontaneously breaks into syllables. A syllable consists
of one vowel sound and two or more consonant sounds as one unit. To understand this,
look at the words below. When you pronounce them their syllables in them become quite
clear.
Example-
1. Go - one syllable
2. Ta-ble - two syllables
3. Au-di-tor - three syllables
When we describe the structure of a syllable the symbol C is used to represent consonant
and V is used to represent a vowel.
Example- Book-/buk/ (It has the structure of CVC)

Syllabification:

The number of vowel sounds generally indicates the number of syllables in a word. Let us take a
look at the different types of syllables in different words. A word can be mono-syllabic,
disyllabic poly- syllabic in nature.
Monosyllabic: If a word has only one syllable, it is called as monosyllabic.
Ex- Hut - /hʌt /
Fight - / faɪt /
Screeched - / skri:tʃt /
Disyllabic: If a word consists of two syllables, it is called as disyllable.
Ex- Tea-cher- /ti:-tʃə/
Eng-lish- /ɪŋɡ-lɪʃ/
Mem-ber- /mem-bə/
I-tem - /aɪ-təm/
Trisyllabic: If a word consists of three syllables, it is called as trisyllable.
Ex- pu-ri-ty - /pjʊə-rə-tɪ/
Pho-ne-tics - /fə-ne-tɪks/
Te-le-phone - /te-lɪ-fəʊn/

Note- To divide a word into syllables always go by the pronunciation but not by the spelling of
the word.

EXERCISES

SYLLABLE STRUCTURE:
Activity -1
Transcribe the following words, and divide them into syllables.
Word Syllabification No. of syllables
1. Management ______________ _______________
2. Linguistics ______________ _______________

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3. Register ______________ _______________
4. Day ______________ _______________
5. Episode ______________ _______________
6. Interview ______________ _______________
7. Pronunciation ______________ _______________
8. Raider ______________ _______________

STRESS & INTONATION

WORD STRESS

Word Accent
In phonetics, accent / stress means expending extra breath on a particular syllable in a word. It is a
matter of greater prominence and greater audibility. Accent is very important to make our speech
intelligible. The mark (/) on the top of a syllable in a word indicates that particular syllable is stressed.
Stress shifts
Rules of Word Stress in English
There are two very simple rules about word stress.

 One word has only one stress.

 We can only stress vowels, not consonants.
Functional shift of stress
There are a number of words of two syllables in which the accentual pattern depends on whether
the word is used as a noun, an adjective or a verb. When the word is used as a
noun or an adjective, the stress is on the first syllable. When the word is used as a verb,
the stress is on the second syllable. Here are a few examples-
Noun / Adjective Verb
/absent ab/sent
/object ob/ject
/subject sub/ject
/permit per/mit
Rules of word stress
Here are a few rules of word stress. These will help you locate stress in words.
1. In disyllabic words with weak prefixes, the stress is on the root.
Examples: a΄bove, a’cross, be΄fore, be΄come
2. In disyllabic nouns or adjectives, the first syllable is stressed.
Examples: ΄campus, ΄factor, ΄power, ΄duty
3. In disyllabic verbs, the second syllable is stressed.
Examples: per΄form, re΄fuse, es΄cape, con΄test
In many disyllabic words the stress pattern shifts according to the usage of that word as a “noun” or
a “verb”.
Examples: Nouns Verbs

΄advent ad΄vent

΄affix af΄fix
΄digest di΄gest

4. If a compound word is a noun, or a combination of a noun and another noun (noun + noun) or an
adjective and a noun (adj + noun) the stress is on the first part.

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Example: ΄pinpoint ΄glasshouse ΄palmtop ΄counterpart
5. If a compound verb is an adjective or a combination of an adjective and the past participle of a
verb (adj +p.p), the last part is stressed.
Examples: clear- ΄headed Out- ΄bound Far- ΄sighted Short- ΄tempered
6. If a compound word is a verb or a combination of a preposition and a verb (prep+ verb), the last
part is stressed.
Examples: over΄power under΄stand draw΄back interre΄late
7. In phrasal verbs the prepositions are stressed
Examples: turn΄off break΄down set΄off
8. Words ending in derivational suffixes such as –ic, -ical, -ically, -ious, -ial, -ially have the stress on
the syllable preceding the suffix.
Examples: po΄etic pa΄thetic ener΄getic eco΄nomical
e΄lectrical am΄bitious con΄fidential con΄fidentially
9. Words ending with –tion, -cian, -sion, and –ion, have stress on the penultimate (last but one)
syllable.
Example: dramati΄zation ma΄gician in΄version situ΄ation
10. Words ending with –phy, -gy, -try, -cy, -fy, -al and –ity have accent on the third syllable from the end
Example: ste΄nography a΄cidify tech΄nology ac΄cidental
ge΄ometry responsi΄bility ac΄curacy pho΄tography
11. Words ending with –meter have stress on the last syllable before –meter.
Examples: ther΄mometer spee΄dometer cen΄timeter
12. Inflectional suffixes –s, -es, -d, -ed, -ing and derivational suffixes such as –age, -er, -ful, -ance, -
ess, -hood, -ice, -ish, -ive, -less, -ly, -ment, -ness, -or, -ship, -ter, and –zen do not normally affect the
stress pattern.
Examples: ΄term ΄terms ΄bus ΄buses
de΄mand de΄manded ac΄cept ac΄ceptance
΄child ΄childish
13. Compound words of two different words when pronounced individually, stress is on both words; but
when put together, then meaning changes and so does the stress pattern.
Examples: green΄fly a fly green in color ΄greenfly aphid
΄black ΄bird a bird black in color ΄blackbird a singing bird
Similarly, ΄black ΄board a board black in color ΄blackboard

ACTIVITY

Syllabify and mark the stress on the following words.

Enrich Orthography Authorized Guardian Optical

Opportunity Remedial Courteous Construct (Verb) Picnic
Present (Noun) Cupboard Education Photography Teacher

INTONATION
Beauty of English language lies in using an appropriate tone which conveys the meaning
according to speaker􀍛s intention. When we hear someone’s voice while speaking, we find that he
does not speak always in the same tone. We also hear constant variations in the pitch of the voice
(the pitch of the voice is determined by the frequency of the vibration of the vocal cards) which
is continuously in the process of falling or rising. That is to say, sometimes the pitch rises and
sometimes it falls. The patterns of variation of the pitch of the voice (i.e., the fall or the rise)

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constitute the intonation of the language. The tone is decided by number of important words in a
word group and by the attitude we wish to express. Let us see what tones you must learn to use
while speaking. There are three important tones and they are the falling tone, the rising tone and
the falling-rising tone.
The Falling Tone:
It is used when the pitch of the voice moves from a high level to a low level. It is marked as [\].
The falling tone is generally used in:
1. Ordinary statements.
a. It was quite \good .
b. I liked it very \much.
2. Exclamations:
a.\ splendid !
b. How extra\ordinary!
3. Commands
a. Go and open the \window.
b. Take it a \way.
4. Questions beginning with words like what, how, where, and why.
a. What is the \ matter?
b. Where are you \ going?
5. Question tags (expecting agreement)
a. It was a good film, \wasn’t it?
b. Its pleasant today, \ isn’t it?

The Rising Tone:

It is used when the pitch of the voice moves from a low level to a high level .It is marked [/].
The rising tone is generally used in:
1. Polite requests
a. Go and open the /window.
b. Close the / door.
2. Incomplete statements.
a. I’ll buy you a / dress (If I go there).
b. It’s seven o’ clock (and she hasn’t got up as yet).
3. Yes/No Questions
a. Are they / coming?
b. Is father at / home?
4. Question Tags (Expecting disagreement).
a. You are a \ gardener, / aren’t you?
b. It was a good \ film, /wasn’t it?
5. Greetings, partings, apologies, encouragement, etc.
a. Good / bye.
b. I’m so / sorry.
c. Good / evening.

The Fall – Rise Tone:

The falling-rising tone is normally used for special implications, not verbally expressed.
It consists of a fall from high to low and then a rise to the middle of the voice. This tone

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can be used either on one syllable or different syllables of a word or sentence. It is marked
ˇ
as [ ]. Let us look at the following examples.
ˇ
a. She is beautiful. (But not very clever)
ˇ
b. The houses are nice (but perhaps the people are not).
c.\ I / can (I am almost sure you can’t)

ACTIVITIY:

1. Try and say the following utterances using falling tone.

1. Sit down
2. What is the time?
3. She is a doctor
4. He dances very well, doesn’t he?
5. What a pretty girl!

2. Try and say the following utterances using rising tone.

1. Shut the window.
2. Are you married?
3. Good Morning.
4. You should keep on trying.
5. He is a good student, isn’t he?

3. Try and say the following utterances using falling-rising tone

1. When are you coming?
2. Sachin has retired.
3. The train has left.
4. What are you saying?
5. Sumanth was sick.

JUST A MINUTE (JAM) SESSION

Just-A-Minute (or JAM) is an all-round-fun event that is all about the control of the mind over the
mouth. A participant is expected to make it through sixty seconds of non-stop talking without

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hesitation, repetition, or deviation.

‘Just a Minute’ or JAM is an impromptu speech test conducted with the time limit of one minute.

Elements of JAM
Effective impromptu speaking is a skill that can be honed through constant practice and deliberate,
continuous training given to the brain.
Some situations which demand impromptu speech are…
Self introduction-introducing others-greetings and taking leave
Where your instructor would like to know what you understood
Viva-voce in a practical examination
Decisions in a committee
Introducing a celebrity/a person to an elite group of people
Status of a Project
Stating one’s point of view/ analysis of a situation etc…

Positives and Negatives in JAM

Positives
 Snatch every opportunity to make impromptu speeches
 Visualize what you would say in every situation.
 Analyze and assimilate your ideas in the given situation.
 Organize your ideas and stick to the topic.
 Be creative and express new ideas every time.
 Follow a sequence and be brief.
 Analyze audience needs, interests… remember you could be talking to an informed audience)
 Sustain attention by including some interesting jokes, quotations, anecdotes etc…
 Give examples from your life experience…it builds your confidence.
 Practice the use of one word substitutes, idiomatic expressions and vocabulary.
 Vary pace, pitch and tone of voice for greater impact.

Negatives

 Shy away from expressing your ideas.

 Seclude yourself from any situation in which you are present.
 Try and memorize what you will say.
 Deviate or detach your life experiences from your line of thought.
 Repeat the points or show lack of coherence.
 Ramble on or give too many pauses or excessively use ‘fillers’.
 Use negative, ambiguous jargon.
 Talk at or talk down but talk to your audience.

STEPS TO FOLLOW:

1. Go back to background knowledge and gather all the necessary ideas related to the topic given to you.
2. Organize the ideas in a sequential order either thematically or chronologically.
3. Express them with clarity and cohesiveness.
4. Remember the three important rules:

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  No deviation
 No repetition
 No hesitation

EXERCISES
JAM SESSION:

 If I were invisible
 What I did during my last vacation?
 All that glitters is not gold
 Most memorable moment
 My goal in life
 Women are good managers

Student’s Worksheet:

Choose one of the topics given above and write at least ten sentences on that.

SITUATIONAL DIALOGUES / ROLE PLAY

Introduction:

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Situational dialogues /role-play is the core of the communicative approach. It is a practical
dimension of enriching one􀍛s communication skills. Situational dialogues /role play refers to
the changing of one􀍛s behavior to assume a role. Role play is one such method that creates a
platform to improve the students􀍛 speaking skills, non-verbal communication and contextual
usage of language and makes them understand how to face real life situations.

What is a role-play?
Role-play is the activity where one would be given a role to play. The students can assume
the role of any one- such as managers, chef, officers etc. and experience the joy of learning by
getting involved in the character chosen by him. While planning the role of someone else, the
student reflects on the character. By being involved in the character the student has to think in
a broader way, correct his attitude and find facts and responsibilities that are required for an
ideal personality. Role- play allows a student to prepare thoroughly for real life situations and
paves a way to think through the language at the initial stage.

Self-correction:
Audio visual recording of the Role-plays can be done. Students are given an opportunity to
listen to and watch their performance; to spot their own mistakes; learn and correct them.

Peer Evaluation:
Fellow students will be able to correct some mistakes made by their peers. Students could be
asked to listen for both great bits of language they would like to use themselves and some
mistakes they hear.

Conclusion:
Role-play improves speaking and listening skills. Students develop non-verbal communication
techniques. They learn to use appropriate language in real life communication.

2.2 DO’S
1. Understand and analyze the situation.
2. Identify your role and then act accordingly.
3. Frame sentences, questions and answers properly.
4. Be as natural as possible. Be yourself.
5. Check the posture and move a little.
6. Use your hands to express.
7. Maintain a good eye contact with the other person.
8. Make use of shortened forms of words like 􀍚shan􀍛t, don􀍛t etc., which are special for spoken
form of language.
9. Understand the question and then answer.
10. Check voice modulation, stress, intonation and speed.

DON’TS
1. Be in a hurry to say something.
2. Keep yourself detached from the role given.
3. Speak unchecked
4. Put on an accent or look animated.

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5. Plant yourself to a particular point, bend or move excessively.
6. Use your hand excessively.
7. Avoid eye contact; roll your eyes/stare continuously.
8. Read out the written form of communication.
9. Answer urgently.
10. Be too fast / slow or shout unnecessarily.

2.2 Expressions used in different situations:

a) Self introduction and introducing others

 Good Morning! / Hello / My name is …….
 Good Morning! / Hi ……
 I have joined……
 I have Just moved……..
 I’m from…
 I work for…
 I am the new…..
b) Greeting and Leave taking
 Hi, how are you?
 Hello! What a lovely surprise!
 Hello! It’s nice meeting you again.
 Hi! It’s great to see you too.
 How’re you and where have you been?
 Just fine, thanks. How’re things with you?
 Everything’s Okay. Thanks.
 Wish I could have stayed longer, but I must run.
 Sure, see you sometime. Bye, bye!
 Good bye/ see you/ so long/till we meet again, bye!
c) Enquiring / make requests for help, to seek directions:
 Excuse me, could you help me please.
 At what time will the show start?
 Is there a medical store close by?
 Can you tell me the departure time of the bus?
 Could I ask a favor of you?
 I’m sorry to trouble you, but I need your help.
 Would you mind helping me with this, please?
 Certainly, I shall be glad to help.
 Of course, by all means
 Sure. I’d be glad to help
 Thank you / thank you very much/ thanks a lot.
 You’re most welcome

d) Complaining:
 . I regret to bring to your notice that some of the items that you have supplied have been
 slightly damaged.
 I’m sorry to say this, but your music is too loud….

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  I’m sorry to trouble you, but there’s a problem I’d like to speak to you about.
 It would help if you have the leaking pipe repaired.
 That’s very kind of you.
 I hope you don’t mind…
 I have a complaint to make.
 My new washing machine is not working.
 You dealer has not responded to my calls.
 I’d like to have the piece replaced…
 Thank you for being so understanding and helpful…
 I’m afraid that I have a make a complaint about the computer I bought last week
e) Offer suggestions, to advise or to persuade
 Stop using polythene bags immediately.
 Let’s stop now
 Why don’t we stop now?
 If I were you, I’d stop now
 I suggest that you repeat these expressions twice each.
 I think you should repeat these expressions as often as you can.
 Let’s repeat these expressions for practice.
 Why don’t we repeat these expressions a few more times?
 I really advise you to repeat these expressions a several times.
 You should repeat these expressions in order to perfect them.
 They ought to repeat these expressions if they wish to speak fluently.
 Why don’t you try repeating these expressions?
 Could I persuade you to repeat these expressions as many times as possible?
f) Congratulate on an achievement, to express sympathy
 Congratulations!
 We are proud of you.
 You really deserve this honor,
 Very well done! Keep it up!
 I’m sorry about what happened
 You mustn’t let this depress you.
 I’m sure this won’t happen again.
 I’ve no doubt that you’ll do much better next time.
 I just got the sad news. This must be terrible blow to all of you.
 It is a great loss indeed.
 You must be brave.

g) To extend invitations and also to accept and decline them.

 There’s some good news
 I’m so happy to hear that.
 My son is getting engaged
 I’ll be happy if you and your family could come.
 Are you free tomorrow evening?
 Why don’t you join us at a get-together?
 Thank you for the invitation. We’ll certainly come.
 It’ll be a pleasure.

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  Oh, sure I’d love to come!
 Thank you for inviting me. I wish I could have come.
 I’m afraid I will not be able to come.
 I’m sorry, but I will have to miss the engagement.
 What a pity I won’t be able to come!
 Thank you so much. We look forward to seeing you.
 Thanks for saying yes. Be there on time.
 It’s disappointing that you won’t be there.
 We’ll all miss you.
 It can’t be helped. I suppose. But we’ll make it up some other time.
h) Make apologies and respond to them.
 I just apologize for ……..
 I’m terribly sorry about……….
 Please accept my sincere apologies…
 I hope you’ll excuse me…
 Please forgive me…
 I’m so sorry…
 It won’t happen again, I promise.
 I’m really ashamed of myself.
 It’s quite all right.
 I really hope it won’t happen again.
 No need to feel so bad about it. These things happen.
i) Asking people’s opinions and giving opinions to others.
 I don’t think it’s possible
 I’d say ……………
 I think……. / I feel …….. / I believe………
 In my mind ……….. / In my opinion…. / In my view… / It seems to be
 As far as I can see ……./ As far as I am concerned……….
 I’m convinced ………………
 What would you say about …………?
 What do you think of …………….?
 What is your opinion of ……………?
 What are your views on / about …….?
 Are you in favor of ………….?

j) Asking and giving directions.

 How do I get to …………….. ?
 What is the best way to ……………?
 Where is ………………………?
 Go straight on (until you come to ………)
 Turn back / go back
 Turn left / right ( in to …….. lone )
 Go along …………
 Cross …………… across ( across from the park )
 Take the first / second road to the left right.
 It’s on the left /right

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  Straight
 Opposite ( it’s opposite to the book store )
 Near, ( it’s near to the bank )
 Next to ( next to the bus station)
 Between ( between the post office & the law court )
 At the end ( of)
 On / at the corner ( it’s on the corner of the fourth lane )
 Behind / In front of Cross roads, junction.

ACTIVITY

A) Write a conversation between two friends (one invites for the party and the other denies
with reasons).

Resume Writing
A resume is a document that you—the jobseeker—uses to promote your skills, abilities, and knowledge
to a potential employer. It uses your past experiences and accomplishments to position you for future
opportunities. From an employer’s perspective, resumes are used to identify qualified candidates to invite
to an interview. Resumes do not generate job offers, but well written resumes do facilitate interviews.
They are a marketing tool. The resume is important, but just one of several steps that make up a
successful job search.

Things to know before you get started:

• Your resume will be among a stack of resumes that will be viewed for no more than 30 seconds.

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• Applicant tracking systems scan resumes for keywords that match the company’s job descriptions. Use
words in your resume that match the job description. If the keywords/skills are missing, your resume may
be rejected.
• Don’t be vague, you need to do more than simply list functions you had at a previous job. What did you
accomplish? What problem did you solve? (see accomplishment worksheet)
• Don’t lie or embellish the truth (employers will check your references)
• Rules of the English language are forgotten o Avoid first person pronouns “I” “Me” or “We”
Keep sentences short. Sentence fragments are acceptable.
• Assemble all personal and factual information before you construct your resume.
• Work on your resume one section at a time.
• Use a dictionary or thesaurus to avoid repetitive wording.

PARTS OF A RESUME
HEADING/IDENTIFICATION: Include your full, legal name, permanent address and phone number,
with the area code, cell phone number, and e-mail address.
JOB OBJECTIVE: A job objective should state what you want to do, the position you are interested in
and should be employer-focused. Modify your objective to fit each employer and position you target.
SUMMARY or PROFILE: (optional) a summary includes three or four bulleted statements highlighting
your skills, enticing the reader to look at the rest of the resume. It supports the objective. Quantify the
statements whenever possible.
EDUCATION: List all your relevant education, training, and certifications. List degrees(s) awarded,
school(s) attended, dates of attendance or year of graduation/completion and your program/major. List
your education in chronological order, starting with your most recent first. Include your grade point
average if it is a B or better.
QUALIFICATIONS or SKILLS: Provide a concise list of your qualifications, skills, and
accomplishments that are requirements for the position you are seeking. Use action statements to describe
these and quantify whenever possible. List out in order of importance. It is not necessary to identify the
employment situation where these qualifications were obtained. Include computer software/hardware
skills, technical skills, percent of increase in production, sales, etc.
AWARDS/ACHIEVEMENTS/HONORS: You can use this as a separate category or place this
information under the Education heading. This area should highlight formal recognitions, professional
and academic awards.
WORK EXPERIENCE: Include the name of the employer, geographic location (city and state only),
position title, dates of employment, a brief statement of duties and your major contributions and
accomplishments. Include military experience, internships/cooperative and volunteer experience. List
these in reverse chronological order - the most recent first.
ACTIVITIES AND ASSOCIATIONS: Include participation in professional associations, student
government, clubs, or community activities. Include the name of the organization and any leadership roles
you held.
REFERENCES: Indicate that these are available upon request. Prepare a list of references on a separate
piece of paper. Include the person’s name, job title, phone number, name, and address of the organization.
DO NOT PUT YOUR REFERENCES ON YOUR RESUME.

RESUME TYPES
CHRONOLOGICAL RESUMES
A resume arranged with the last 10 years of work history, beginning with the most recent job first.
Advantages: Highlights a progressive work history.

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Disadvantages: May not reflect the skills more relevant to current job target. Can reveal gaps in the work
history. May also highlight age.
FUNCTIONAL RESUMES
A resume arranged by skills, aptitudes, and talents, which does not emphasize dates or positions that you
held. This format should be used by people experiencing a career change or by those with a limited or
inconsistent job history.
Advantages: Highlights skills most relevant to current job target. Demonstrates skills and abilities for
people who have limited work experience or gaps in their work history.
Disadvantages: May be viewed as an attempt to cover up undesirable information.
COMBINATION RESUMES
A resume that lists skills and experience first, followed by employment history in chronological order
within categories.
Advantages: Highlights the skills that are relevant to the job being applied for and provides the
chronological work history that employers prefer.
Disadvantages: Repetitive if similar skills apply to different positions.

How to prepare a resume

1. Choose a format
The first step in writing the perfect resume is choosing the best format for you. Templates and online
resume-building tools can be helpful at this stage. Search for resume examples and samples to discover
which format best suits your career. The ideal format is simple and easy to read. Use a basic font, concise
headings and bulleted lists to break up blocks of text in your resume. Depending on your experience level
and industry, you may use a format that includes a summary, a list of core competencies or links to your
online portfolio.

2. Start with your contact information

Include your full name, email address, phone number, city and state at the top of the document. You can
place this information in a header or bordered text box to separate it from the rest of your information.
This can allow hiring managers to identify you quickly.

3. Include a professional summary

Beneath your contact information is the professional summary. This section provides a concise overview
of your professional identity and can include your current job title, degrees and primary skills. It can be
important to cater your summary to the position you're applying for, as this can show hiring managers the
specific expertise that can help you in the role you want.For example, if you're applying for a nursing job,
you can mention your nursing credentials and experience in your summary rather than general soft skills.

4. Summarize your work experience

Next, craft a section that details your work experience. This includes a list of your previous positions,
along with your responsibilities and accomplishments for each. For each entry in this section, add the job
title you held, the years of your employment and the name and location of your employer. Then, add a set
of bullets for each role, summarizing your responsibilities and key achievements in each workplace.

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5. Highlight your skills
The next section is an overview of your professional skill set. Include both hard and soft skills relevant to
the role you want. To ensure that your resume communicates with the automated applicant tracking
system, use keywords and phrases from the original job listing. If relevant, you can also briefly explain
how you acquired certain skills and used them to benefit your previous employers.

6. Add your education

After your skills, make a new section to highlight your education. This section includes the names of the
schools you attended and the title of your major and degree. If relevant, you can include your GPA and
any academic awards. You can also add your graduation date if it's within the last three years.

7. Include your certifications

If you're applying for a job requiring you to hold certifications, include your specialty credentials on your
resume. Entries in this section should include the full title of the certification, the name of the association
that awarded it and the date that you received it. If you're currently earning a certification, you can still
list it by adding "in progress" at the end of the entry's title.

8. Showcase your personality

Hiring managers read many resumes for open positions, and adding personality to your resume can help
you earn their interest. You can do this by adding relevant sections to the end of your resume to showcase
your personality, depending on your industry. These can include volunteer positions, professional
acknowledgments and personal interests. Adding information about your volunteer work and personal
interests can help you create a unique application profile. Only add more sections if they're directly
related to the job you're applying for. Make sure everything you add to your resume is relevant and
appropriate. When in doubt, opt for simplicity. Consider including information about your personality,
interests or volunteer work in your professional summary if you don't want to create new sections for
these details. This may help you separate yourself from other candidates while keeping your resume
concise.

ACTIVITY

Observe the following template and build your resume.

Contact Information

- Full Name: [Your Name]

- Address: [Your Address]
- Phone Number: [Your Phone Number]

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- Email: [Your Email]
- LinkedIn (optional): [Your LinkedIn Profile URL]

Professional Summary

- Brief overview of your experience, skills, and accomplishments (approx. 2-3 sentences)

Education

1. Degree, Field of Study, University Name, Graduation Date

2. Relevant Coursework: List relevant courses
3. Achievements: List any academic achievements, such as GPA or academic awards

Work Experience

1. Job Title, Company Name, Employment Dates

- Brief description of job responsibilities and accomplishments (approx. 2-3 bullet points)
2. Job Title, Company Name, Employment Dates
- Brief description of job responsibilities and accomplishments (approx. 2-3 bullet points)

Skills

- Technical Skills: List programming languages, software, or tools you're proficient in

- Soft Skills: List skills like communication, teamwork, or leadership

Achievements

- Awards: List any notable awards or recognition you've received

- Publications: List any published works, such as articles or research papers
- Presentations: List any notable presentations or talks you've given

References

- Available upon request: You can include this phrase if you don't want to list your
references directly on the resume.

Cover Letters
Cover letters are meant to provide context for the resume and provide detailed examples of how you
your relevant experience has been utilized in similar situations. Unlike a resume which focuses on the
breadth of your experience, cover letters are meant to go into depth about several key skills relevant to
the position you are applying for.
Purpose A cover letter serves as an introduction of yourself, why you are writing, and to highlight key
qualifications that make you the best candidate for the position. A cover letter should always be
included when you are submitting your resume.
Components

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☐Your contact information
 Include name, address, phone number, and email.
 Bold your name in a larger font than the rest of the cover letter.
 DO NOT use an unprofessional email address (ex: cutiepie22@aol.com). If needed, create a
new email account.
 PRO TIP: Design your own personal letterhead by formatting contact information the same on
both resume and cover letter.
☐Hiring Representative’s or Company’s information (name of person, job title of that person, name and
address of the company).
☐Include the date on the letter.
☐Introductory Paragraph
☐What position are you applying for?
☐Mention where you heard about the job.
☐If you have had previous conversations with the reader, mention them.
☐Clearly state two to three qualifications you have that match the company or position (these
will be the focus of your body paragraph(s)).
☐Body Paragraph(s)
☐For each qualification, start a separate paragraph.
☐Restate the qualification and describe what have you done that shows you meet this
qualification. Special projects, awards, accomplishments?
☐Closing Paragraph
☐Close with a strong reminder of why you are a good match for the position.
☐Request an interview and say thank you!
☐Sign and print your name.
☐Let you employer know if you will follow up with them and when. Take initiative and follow
through!
Tips
 Address the letter to a specific person whenever possible using titles such as Ms. or Mr. If you are
unsure, try looking it up on the company website. If you are unable to address it to a specific person,
use “Dear Hiring Representative”.
 Never address to “Sirs” or “Gentlemen” as this excludes female staff members.
 Proofread carefully to avoid typing or grammatical errors. Have someone else proofread, as well!
 Create visual appeal with margins, font, spacing, and balance text with white space. Don’t use
disqualifying statements such as “Although I do not have…”
 Keep your cover letter to one page in length.
 Tailor each cover letter for every employer – don’t use the same cover letter for every job application.
 Use key phrases from the job description that match your skills in your cover letter.

Format of cover letter

[Your Name]
[Your Address]
[City, State ZIP Code]
[Date]

# [Recipient’s Name]
[Recipient’s Title]
[Company Name]

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[Company Address]
[City, State ZIP Code]

Dear [Recipient’s Name],

# Introduction

Briefly introduce yourself and mention the job title and position you're applying for.

# Body Paragraph 1

Explain how you came across the job opportunity and what sparked your interest in the position.

# Body Paragraph 2

Highlight your relevant skills, qualifications, and experiences that align with the job requirements.

# Body Paragraph 3

Show your enthusiasm for the company and the role, and express your confidence in your abilities.

# Closing

Thank the recipient for considering your application and express your eagerness to discuss the
opportunity further.

Sincerely,

# [Your Signature]
[Your Name]

ACTIVITY
Prepare a cover letter based on the above format.

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GROUP DISCUSSION

What is a Group Discussion?

Group discussion is an important activity in academic, business and administrative spheres. It is a

systematic and purposeful interactive oral process. Here the exchange of ideas, thoughts and feelings
take place through oral communication. The exchange of ideas takes place in a systematic and
structured way. The participants sit facing each other almost in a semi-circle and express their views on
the given topic/issue/problem.

How does Group Discussion differ from a Debate?

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Debate is competitive in nature while group discussion is a co-operative group process. In a debate, a
speaker can speak either ‘for’ the topic or ‘against’ the topic whereas in a GD, the speaker can express
both. The final decision or result in a debate depends on voting while in a GD, the group reaches group
consensus.

Why is a group discussion an important activity at college level?

As a student, it helps you to train yourself to discuss and argue about the topic given, it helps you to
express your views on serious subjects and in formal situations. It improves your thinking, listening and
speaking skills. It also promotes your confidence level. It is an effective tool in problem solving, decision
making and personality assessment. GD skills may ensure academic success, popularity and good
admission or job offer. Thus it is important to be able to take part in a GD effectively and confidently.
Participants should know how to speak with confidence, how to exhibit leadership skills and how to
make the group achieve the goals.
The panel which normally comprises of the technical and HR (Human Resource) experts
of the company will observe and evaluate the members of the team. The rules of the GD – the time
limit, panel’s expectations etc are explained after the initial introduction by the panel, soon after the
topic or case to be discussed is given to the group members. The panel does not interfere during the
discussion, it only observes. The panel at its discretion may provide some time to think over the topic or
may ask them to start immediately. Each candidate is supposed to express their opinion either
supporting or against the topic. The discussion carries on till the panel signals termination. It is left to the
discretion of the panel to extend or cut short the given time.

The objective of a selection in GD

It is mainly to check your team playing skills. You have to understand the other persons’ point of view,
while making your point and ensure that your team as a whole reaches a solution or agreement that is
both feasible and accepted by all team members.

There are four major areas of evaluation in selection GDs:

Subject knowledge, oral communication skills, leadership skills and team management.

Subject Knowledge:

Participants must possess a thorough understanding of the topic on which they are supposed to speak.
You must prepare yourself to talk on a wide range of subjects. Be abreast of the current events, national
and international affairs, burning social and economical topics, scientific and environmental issues, key
newspapers’ controversial topics and any experience that may be expected of an educated person. As a
member of the group, you are expected to contribute substantially to the discussion. The originality of
your ideas, your knowledge and initiative and your approach to the topic or case contribute to your
success in the group discussion. The best way to equip yourself is to read daily newspapers, good
magazines, national and international journals and also watch new bulletins and informative
programmes on the television. Internet is the greatest boon which provides you with everything you are
looking for. The World Wide Web is a vast database of current authentic materials that present

25
information in multimedia form and reacts instantly to a user’s input. The greater your knowledge of the
subject, the more enthusiastic and confident you will be during the discussion. Once you have
understood the topic or issue, you should be able to generate ideas as well as organize them so that you
present it well. You will have the ability to analyze facts or information in a systematic way. A person
putting forward new ideas that may work will be accepted as the natural leader of the group. The panel
will observe the ideas put forward, their originality, the depth of analysis and their relevance to the
topic. Problem solving skills are essential and do not hesitate to give solutions. Your approach to the
case study will be observed keenly by the evaluators.

Oral Communication Skills:

If subject knowledge is important, communication skills is more important as without expression, the
knowledge is of no use. As the exchange of ideas in a group discussion takes place through speech, one
of the pre-requisites of success in a GD is the ability to speak confidently and convincingly. Good
communication skills include active listening, clarity of though and expression, apt language and proper
non verbal clues. Listening Skills: One of the weaknesses of most human beings is that we love to listen
to our own voice rather than listen to others. Listening is as important as speaking in a GD, unless you
listen, you cannot contribute to the stated purpose of communication. It is extremely important to listen
very carefully, only then you will be able to pick up the thread of discussion and continue. Only active
participation as a listener in a group makes a person a good leader. A leader is identified by the panel.

Clarity of thought and expression:

Clarity is the art of making yourself clear to the audience. Only when your expressions are clear, you can
convince your team and the panel. More than words, it is the tone in which they are spoken that
conveys the message. You should not be too loud or too soft. A lively and cheerful voice with
appropriate modulations will attract the audience. Proper articulation of words, achieved through
phonetic accuracy is very essential slang, and artificial accents are to be avoided.

Apt Language:

The flow of language must be smooth. Use simple language and avoid long winding sentences.
Appropriateness of language demands that there should be no errors of grammar. Do not use unfamiliar
phrases and flowery language. Be precise. Be polite and courteous.

Proper non verbal clues:

Non verbal clues include eye contact, body movements, gestures and facial expressions. The panel very
keenly watches the non verbal behaviour of the team. They generally evaluate the body language cues
of the team to determine personality factors such as nervousness, co-operation, frustration, weakness,
insecurity, self-confidence, defensiveness, etc. A candidate who appears professional is more likely to be
noticed by the panel. A confident posture, appropriate facial expressions and meaningful eye contact
with the team will create a good expression.

Team behavior:

Your group behavior is reflected in your ability to interact with the other members of the group. You
must be mature enough to not lose your temper even if you are proved wrong. You must be patient and
balanced. Your success in a GD depends on how well you play the role of initiator, information seeker,

26
information giver, procedure facilitator, opinion seeker, opinion giver, clarifier, summarizer, social-
supporter, tension reliever, compromiser, attacker, humorist and dominator. The selection panel notes
the differences in the amount of participation of the members. They observe the silent spectators, the
ever dominating but not contributing much, member who participates actively exhibiting his knowledge
and the moderate ones. Your ability lies in analyzing the problem well and making others to endorse
your view. Finally while appreciating others point of view, you should effectively present yours without
contradicting others opinions. Your ability in convincing the team is your success.

Leadership Skills:

The success of any team depends to a larger extent on its leader. The panel evaluates a candidate’s
personal skills which allow him to prove himself as a natural leader in the GD. Though there is no
appointed leader in a GD, a leader emerges. Assertiveness, emotional stability, objectivity, self-
confidence, decision making, discretion, initiative, good communication skills, patience, persuasiveness
and adaptability are some of the leadership qualities that are immensely useful in proving oneself as a
natural leader in GD. A good leader should neither be very authoritative nor submissive but must be
democratic. Such leaders see to it that all the members in the team participate and when there is a
problem, try to deal with it amicably. Leaders should know how to deal with the ‘bull dozers’, who make
noise but do not have any logic.

TO SUMMARIZE:

Advantages of a GD:

• Ideas can be generated, shared and tried out.

• Groups provide a support and growth for any endeavor.
• Combine talents to provide innovative solutions.

Roles in a Structured GD:

• Initiator
• Information seeker and giver
• Procedure facilitator
• Opinion seeker/giver
• Clarifier
• Summarizer
• Social supporter
• Harmonizer
• Tension reliever
• Energizer
• Attacker
• Dominator

Expectations of the Panel:

You should have the following qualities:

• Team player
• Reasoning
• Leadership

27
• Flexible
• Assertiveness
• Initiative
• Creativity (out of the box thinking)
• Inspiring ability
• Listening

Awareness Phases in a GD:

• Initiation/introduction
• The central group discussion
• Summarization/conclusion What to do in a GD?
• Speaking is important; do not sit silently. Speak freely.
• Do not monopolize the conversation or talk too much.
• Give everyone a chance to speak.
• Maintain eye contact with everyone in the group.
• Show active listening skills.
• Do not interrupt anyone while they are speaking.
• Keep the topic on track and don’t be irrelevant.
• Encourage someone who is silent to talk.
• Do not argue with anyone.
• Do not debate with anyone, while the group looks on.
• Do not repeat what has been said; be attentive; try to develop on ideas expressed or give out new
ideas.
• Clarify your doubts and then proceed.
• Be brief.
• Do not commit grammatical errors while talking.

Interview Skills
There are some easy steps that you can take that will increase your chances of success at interviews.

First, remember that job interviews should be a process of two-way communication. Not only are they a
tool for employers to use to evaluate you, but they are also an opportunity for you to assess the job, the
organization, and to see if there is a "fit."

The keys to a successful interview are preparation and practice. The following suggestions will help you
prepare for an interview:

28
Self-evaluation

It is important for you to think about yourself and your past experiences in order to be ready to
articulate what you have to offer an employer.
Consider the following topics:
• How your present and past experience relate to the position
• Your current and future career goals
• What skills and expertise you have to offer
• The skills that you would like to develop or improve
• Location, salary, and lifestyle priorities
• Kinds of people and environments you prefer
• Past experiences you want to highlight such as volunteer work, hobbies, travel

Before the Interview

Research the Company - A company's website is an excellent place to begin. It usually gives you
information on whether it is international or domestic, what its revenues are, how many locations it has,
and the nature of its major products. Most companies are very proud of their websites. Don't be
surprised if one of the first questions interviewers ask when you arrive is, "Have you have had a chance
to look at our website?"

Practice interviews - Write down a list of possible questions that you think may be asked, then have a
friend act as an interviewer and direct them to you in a practice interview situation. Don't stop until you
feel comfortable answering each question. Practicing beforehand will make you feel more comfortable
and relaxed during the interview.

Dress Professionally - In today's environment, wearing a suit isn't always necessary. Contact the HR
Manager of the company or your recruiter, and find out what the dress code is for the company at
which you are going to interview. Then dress one level above. For instance, if it is business casual, men
can wear dress pants, dress shirt, and sport coat. Women can wear a pantsuit, dress, or a skirt and
blouse. Visual impressions are very important. Therefore, if in doubt, always dress on the conservative
side.

Arrival - Try to arrive at the interview location a little early. This gives you time to determine where you
need to go, and will give you a few minutes to collect your thoughts. DO NOT arrive late. Nothing
destroys your chance at impressing an employer more than arriving late and offering no explanation. If
you learn at the last minute that you are going to be arriving late at the interview, call and let the
interviewer know. Interviewers understand that things can come up suddenly. You are never considered
late if you call and make them aware of the fact.

During the Interview

First impressions - First impressions take only thirty seconds. Establishing rapport, direct and sustained
eye contact, a firm handshake, a warm smile, good posture, and introducing yourself in a confident
manner are important ingredients. A well-groomed, professional appearance is critical. Greet the

29
interviewer with a firm handshake, whether it is a woman or a man. (No one likes a weak handshake.)
Always maintain eye contact while shaking hands.

Smile - A smile denotes confidence in a candidate. Try to smile often. Also, don't be afraid to use some
hand animation while answering questions. This suggests enthusiasm in a candidate.

Body Language - Use good posture, and look the interviewer right in the eye. Sit up straight. Never
slouch.

Speak Clearly - Don't mumble. It portrays a lack of confidence. Speak with assurance. This indicates
confidence.

Listen Before Answering - Allow the employer to begin the interview, but be prepared with some
opening statements or questions such as, "I understand that this position involves…," or "What are you
looking for in a job candidate?" Make sure you understand the question. If not, ask the interviewer to
clarify it. Don't be afraid to take some time to think before answering. Interviewers are impressed with
someone who thinks out an answer before speaking.

Give Brief Answers - Make your answer concise and to the point. Rambling tends to suggest that you
really don't have the answer to the question(s) asked. Previous Employers - Never, ever say anything
negative about your present or previous employers. No matter how much you may have disliked
someone, find a way to give your experiences a positive spin.

Be Truthful - Don't lie when asked about something you haven't done. The next question will be "tell us
about it." Know Your Resume - Be prepared to talk about every fact that is on your resume. Many
people embellish their accomplishments on their resumes. Avoid this, since the only point of reference
an interviewer has about you is the resume you provide to him/her beforehand.

Keep things at a professional level - Sometimes near the end of an interview, the two parties start
feeling comfortable with each other. Don't let this comfortable feeling lead you to telling them
something about yourself that they really shouldn't know. Always keep things at a professional level.

Look for Something in Common - This is something that has given us an edge in the past. Try to find a
common bond between yourself and your interviewer. If you are being interviewed in an office, look at
how the office is decorated. Look for something you can identify with. Is his/her college diploma hanging
on the wall? Did you attend a nearby school, or perhaps one in the same Division? If so, make a quick
comment about it: "Did you attend Penn State? I attended the University of Michigan. What a great
football conference." Interviewers sometimes feel more comfortable with people with whom they have
something in common. This approach has helped several candidates obtain a position over other
qualified candidates. Above all, be sincere.

After the Interview

Back in Touch - Ask the interviewer when s/he expects to get back to you on her/his decision.

Get Everyone's Business Card - Before you leave, be sure to get the business cards of all of the people
with whom you visited. If you cannot do that, ask a secretary for their names and e-mail addresses.

30
Thank the Interviewer - Verbally thank the interviewer for taking the time to interview you, before
leaving. Within a day, send thank-you letters to all of the interviewers with whom you spoke. This does
not need to consist of a written letter sent via snail mail; an e-mailed thank-you works just as well.

Do not give up - Sometimes, within ten minutes of the start of an interview, you will know that the job is
not one you want to pursue. If you begin to feel this way, don't give up on the interview. Continue to
interview as if the job was the most important thing in the world. This provides you with practice for
your next interview, which may be for your dream job! Not all interviews will lead to offers of
employment, but, if you approach every interview as if it's the most important interview you ever had,
you will come out a winner!

Additional tips

• Focus on presenting a positive, enthusiastic tone.

• If you are asked to describe a weakness, mention lessons learned, and steer away from negative
descriptions.
• Think about three or four key points that you want to make about your personal characteristics, skills
you have learned, and relevant experiences that demonstrate that you could perform the job well.
• Find specific, rather than general, examples from your experience that illustrate important points
about yourself.
• When answering questions, focus on experiences that demonstrate flexibility, adaptability,
responsibility, progress, achievement, creativity, initiative, and leadership.
• If the employer signals the end of the interview and asks you for questions, and you haven't discussed
some key points, say: "There are a couple of points I would like to mention.

" After the interview, write a brief thank you letter. Express your appreciation for the opportunity to
interview and learn about the organization, re-confirm your interest, and re-emphasize how your
background and skills might be of interest to the organization.

The Phone Interview

Due to a company's geographic location, travel costs, and divergent schedules, a phone interview may
often be your initial contact with a prospective employer. Therefore, we're offering some phone
interview tips.
Objective - The idea behind a phone interview is to gain an invitation for a personal interview, and to
gather more information for future steps in the process.

Preparation - Have a pad, pen, and a copy of your resume near the phone. Use a phone in a quiet area.
Avoid any background noise. Also avoid using a cordless phone, because they tend to transmit poorly.

Speaking

a. Smile and be enthusiastic. Your enthusiasm will carry through to the interviewer.
b. Speak in a conversational manner, and be sure to speak loudly enough to be heard. Speak with some
inflection and tone.

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c. Let the interviewer do most of the talking. When s/he asks you a question, expound upon the answer.
Use the opportunity to sell your skills and experience.
d. When the interview is over, let her/him know that you are very interested in scheduling a personal
interview at her/his place of business.

Personal Interview
A personal interview is a meeting organized by a recruiter in which she evaluates a potential employee
for prospective employment. The interviewer looks to find out how well the candidate could do the job
and fit in with their organization and team, and the candidate aims to show that they are the best
person for the job and the organization.

Importance of a Personal Interview:

A personal interview is a necessary part of the recruitment process. Such an interview offers enormous
benefits to both the recruiter and the job candidate as both parties can make an informed, mutually
beneficial choice. It helps employers select suitable candidates while it helps job aspirants market their
skills to the organization. In a personal interview, the interviewer will test the candidate's analytical skills
in ways not possible in a written test.

What are the skills judged in a Personal Interview :

1. Communication Skills
2. Interpersonal Skills
3. Emotional Intelligence
4. Adaptability
5. Knowledge about the role
6. Problem-solving Skills
7. Cultural Fit

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