Education Department

Government Of Gujarat

Finishing School

100 hrs. Training

40 Students per Batch

Students Manual
An Employability Enhancement Initiative
Empowering Youth For Successful Transition
from Final Year to Professional World

Knowledge Consortium of Gujarat

A Letter to the Students

Dear Students,

Greetings from Education Department!

This Student Manual is designed to bring out the efficiency of the training
sessions in the form of take-away for you to read, write and ponder over the
different sessions of communication skills, life skills and employability skills.
This will also serve as a quick reference guide in your professional life.

Happy Learning!

Yours sincerely,
Team KCG

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Index
Sr. No. Sessions Page No.
1 Introducing self and others
2 Let’s name it
3 Describing people
4 Roll, Camera, Action
5 Everyday English
6 Right word, right place
7 Let’s connect
8 Building blocks
9 Framing it Right!
10 Developing a paragraph
11 Asking and Answering questions
12 Hello….
13 Let’s pair up
14 First step
15 Essential building blocks
16 Speak and contribute
17 Effective Communication
18 Let’s discuss in group
19 From the reporter’s desk...
20 Speak right!

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Session 1: Introducing oneself and others
Learning outcome
 You will be able to introduce yourself as well as others in formal and informal occasions.

Information about the topic

Self introduction
Introduction is an important part of communication skills. It helps people to know you better.
Appropriate introduction will lead to better understanding about who you are and what you do!
When you introduce yourself, it is solely for YOUR benefit.

Introducing others
Introducing others is an art. Introducing one’s family members, friends, or acquaintances to others
help in making new friends and widening our social circle.

Self Introduction Introducing others

Identify the correct and incorrect sentences. (Put a tick √or cross⤫)
1. Introducing oneself initiates conversation between people.
2. Amar Singh is my name. From Delhi.
3. Pleased to meet you, Neha.
4. Informal introductions are used in an office.
5. It is beneficial only for others when you introduce yourself.

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Fill in the blanks using the words in brackets:
(pleasure, am, nice, we, from, live, name)
1. Good morning. I ________________ Prasad Thakkar _____________ Ahmedabad.
2. My _______________ is Ranganathan. I _______________ in Tamil Nadu.
3. It is _________________ to see you Manoj. _______________ must have a cup of coffee together.
4. It is a ___________________ meeting you. It’s been a really long time.

Write your introduction in the following sequence.

 Name, place where you belong to, place where you currently reside in
 studying in which class or semester ; why did you select the particular stream,
 your achievements; your hobbies.

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Introduce your best friend
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What are the other aspects to be considered while giving self-introduction?

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Session 2: Let’s name it
Learning outcome
You will be able to identify and able to classify nouns (naming words) and pronouns in the sentence

Information about the Topic

Naming words are the names of a person, place or thing. A thing includes a quality (fear), a material
(gold), a collection (herd, army), a state (adherence) or an action (cheat, mock, movement).
Naming words can be classified into five kinds:
1. Proper - a name used for an individual person or place, river, or mountain etc. Example: Mary,
Rahul, Godavari, India, Everest
2. Common -This refers to any and every person or thing of the same kind or class, not to a
particular person or thing. Example: cow, dog, girl, boy, man, woman
3. Collective - Name of a collection, group of people, or things of the same kind. Example: class,
team, government jury, federation
4. Material- The name of a material, substance, or ingredient things are made of. They can be
articles of food or drink as well. Example: iron, copper, steel, gold, coal, silver, rice, wheat, milk,
water, tea, sugar
5. Abstract - The name of a quality, state, or concept. Example: beauty, sweetness, childhood, love

1. Naming words are of two kinds from the viewpoint of countability:

A) Countable –

One book Three books

Generally this is referred to in answer to the question how many?

Example: How many films did you watch?
I watched six films.

B) Uncountable –

Water, Milk, Juice etc. are uncountable.

This is referred to in answer to the question how much?

When we want to refer to the quantity of these items we use values of measurement which are
countable:
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How much milk do you need?
We need a litre of milk.

2. In naming words we also have gender.

Gender is of four kinds:

Masculine (denotes male) – eg. lion, businessman, gentleman
Feminine (denotes female) – eg. lioness, businesswoman, lady
Common (denotes both male and female) – mainly in professions like author, poet, director,
inspector, actor, teacher, writer.
Neuter (denotes neither male nor female) – denotes things

Pronouns:

‘Pro-‘ means 'for' or 'acting as.' A pronoun is used as a substitute for a naming word. In other words,
it has all the characteristics of a noun: it can function as a subject/object/complement in a sentence.
A pronoun is used to avoid the repetition of naming word or its phrases:
1. Yogesh went to the market because Yogesh wanted to buy a pen.
i.e. Yogesh went to the market because he wanted to buy a pen.

Types:
a. Personal Pronouns take the place of naming word – either common or proper – that refer to
people.

I we
You You
He/she/it they
b. Possessive pronouns always act as adjectives because they give information that limits the
naming word that follows.

My, mine Our, ours

Your, yours Your, yours
His, her/hers, its Their/theirs

c. Reflexive pronouns are possessive pronouns combined with –self or –selves.

i. Can be used to refer back to an acting subject.
ii. Can be used to intensify or emphasize a preceding noun or pronoun.

Myself Ourselves
Yourself Yourselves
Himself/herself/itself Themselves

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d. Relative pronouns are used to introduce subordinate clauses. (Remember that subordinate
clauses are groups of words with both a subject and a verb that are not complete sentences
because they do not express a complete thought.)

1. The people who live there are on vacation.

2. The copy that I read was from the library.
3. Do you know the woman whose car was stolen?

e. Interrogative pronouns are used in questions. (Example: Who wrote Midnight’s Children?)

who which whose

whom what

f. Demonstrative pronouns point out people or things.

This That
These Those
Example: That is an excellent book.

g. Indefinite pronouns are pronouns that do not fall into any of the previous categories. Most
express the idea of quantity.

All Each Most Other

Another Either Neither Several
Any Everybody Nobody Some
Anybody Everyone None Somebody
Anyone Few No one Someone
Both Many One Such

Example: All of us are here.

 Define and provide examples of naming words and pronouns. Identifying various objects in
your class room

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 Write one stanza of your favourite English song and circle the pronouns from it

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 ……………………………………………………………………………………………………………………………...

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Activity:
Solve this cross-word

Session 3: Describing People

Learning outcome
 You will be able to use language to describe people, places and events around us.
Information about the topic

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Different situations demand different kind of descriptions. For instance, if you witness a robbery or
an accident, you will have to give a description of the scene, the culprit, etc. to the police to help
them in their investigation.
Some expressions are as follows:

Height Built Age

Tall, short, of medium Frail, stocky, slim, thin, Plump, Young, elderly, middle-aged,
height fat, skinny, well – built teenager, in his/her 20s/30s/40s
Face Eyes Hair
Round, oval, square, with
Big, round, blue, black, large,
scars, wrinkles, freckles, Bald, straight, curly, spiky, wavy
small, bright, narrow
sun-tanned, pale
Clothes Colours of clothes Accessories

Casual, scruffy, shabby,

Bright, garnish, or loud soft or
smart ,tidy, messy, well- Trendy, matching, plain, bright,
pastel shades, colourful, pale
stitched, formal, stylish, gaudy, eye catching
or faded
ordinary, worn-out

Attitudes towards life Attitudes towards other people

Intellectual ability
Sociable, gregarious, quarrelsome,
argumentative, easy-going, even-
Intelligent, bright, clever, Optimistic, pessimistic, tempered, polite, impolite, firm,
smart, shrewd , able, gifted, relaxed, tensed, sensible, rude, ill- mannered, discourteous ,
talented, foolish, half- down-to-earth, impractical, courteous, honest, trustworthy,
witted, simple sensitive, etc. reliable, sincere, dishonest,
unreliable, insincere, jealous,
envious, generous, loyal, friendly
Quality Temperament General demeanour

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 careful, hard- working,
cheerful, broadminded,
independent, active, pleasant, gentle, moody, Smart, energetic, confident, open
ambitious, imaginative, temperamental, grim, serious, minded, shy, selfish, crafty,
careless, unpleasant, etc. extrovert, introvert, etc.
narrow- minded, stubborn
secretive, aggressive , etc.

Describe your friend using above attributes

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Describe one of your family member or a relative

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Describe an interesting event you attended last

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Session 4: Roll, Camera, Action!

Learning outcome
You will be able to
 differentiate between main verbs, linking verbs and modal verbs which can be used in
effective communication
 Identify action verbs and helping verbs
 Describe how helping verbs change the meaning of main verbs

Information about the topic

There are 3 different kinds of verbs: Action, Linking, and Helping. Every sentence needs a verb.
Verbs tell us what someone or something is doing. Verbs help connect us to the state, or condition,
of someone or something.
Action Verbs:Verbs that mention physical or mental action. Eg., eat, walk, go, think
Linking Verbs: Linking verbs connect nouns or pronouns. Look at the sentences without linking
verbs - I hungry! She scary! Carrots healthy! Most linking verbs are a form of the verb ‘be’.
Examples: is, are, was, were, am, have, has, been
Helping Verbs: It helps the main verb to express an action or a state of being. It allows us to speak
with more specificity. Example: "I do my chores," "I should do my chores," or "I will do my chores."
They all mean different.

Underline the verb in the parentheses that agrees with its subject.

The family dog ( is, are ) named Sandy. Sandy (is, are ) a huge golden retriever. The silly dog ( love,
loves) to chase the water from the sprinkler. As the sprinkler ( sling, slings ) the water, Sandy ( snap,
snaps) at it. The neighbours ( laugh, laughs ) at him. He also ( chase, chases ) butterflies in the yard. I
am not sure what he ( think, thinks ) they are. I don’t think he (has, have ) ever caught one. I wonder
what the butterflies ( think, thinks ) about our goofy dog. Although he likes to chase butterflies, he
never ( chase, chases ) rabbits. The rabbits will (sit, sits ) in the yard and ( stare, stares ) at him.
They (is, are ) not one bit afraid of him. The rabbits just (sit, sits ) and ( twitch, twitches ) their noses
at him. But let another dog ( walk, walks ) into our yard, and he ( go, goes ) crazy. He (do, does ) not
( want, wants ) another dog in his yard. Cats ( get, gets ) the same treatment. The neighbour’s cat
( stalk, stalks ) him and then ( pounce, pounces) on him. This ( drive, drives) him nuts and ( make,
makes ) him run in circles barking. There ( is, are ) no doubt that we ( has, have) the world’s
funniest dog.

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 VERBS – Use with the correct forms

(was, are, is, taste, do, does, has, had, were, grow, look, remain, choice)

1. Everybody went, only I ______________.

2. These plants _______________ very fast.
3. Her ________________ of selecting cloth is really good.
4. John ______________ a soldier.
5. You ______________ happy.
6. It ______________ been raining all day.
7. We _____________ been waiting for the bus since 4:30.
8. Look! The bus _____________ coming.
9. The boys _____________ playing hockey.
10. If I _________________ you,I would not do that.
11. ___________ she sing well ?
12. I will __________ my homework in the evening.

HELPING / MODAL VERBS

Use appropriate modals to fill the blanks

(can, could, must, should, ought to, will, shall, would, may, might)
1. I _____________ get back to work.
2. You ________________ do more sport if you want to lose weight.
3. We _________________ take photos inside: it's not forbidden.
4. I think we ____________________ take this road: it's not on my map!
5. ______________________ I carry this bag for you?
6. The fat content of the cheese _______________ not exceed 44%. 
7. On receipt of this letter you ___________________ leave for Mumbai at once.
8. __________________ you come with me?
9. She __________________ write with both her hands.
10. I ______________ speak Arabic fluently when I was a child and we lived in Morocco. But after we
moved back to Canada, I had very little exposure to the language and forgot almost
everything I knew as a child. Now, I ___________just say a few things in the language.

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ADVERBS

An adverb is a word that describes an action verb.

An adverb can describe how an action happens.

example: Jason quickly read the book. How did Jason read? Quickly.

An adverb can describe when an action happens.

example: Emma left early. When did Emma leave? Early.

An adverb can describe where an action happens.

example: Lily and Ben played here. Where did Lily and Ben play? Here.

Underline the verb and circle the adverb that describes the verb.

1. Neil stopped suddenly and listened.

2. Nathan stamped his feet angrily.
3. I carefully glued the last piece onto the model.
4. Sam accidentally slipped on the ice.
5. Yesterday, they played a game.
6. The truck grumbled loudly.
7. We will go to the concert soon.
8. Jen waited patiently for the computer to load.
9. Kayla finally arrived at the park.
10. My mother nicely reminded me to do my homework.
11. The astronaut easily fixed the problem.
12. I usually hug my mother when I get home.
13. My dog always barks.
14. Peter neatly wrote a shopping list.
15. The teacher rarely gives assignments.
© www.superteacherworksheets.com

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Session 5: Everyday English
Learning outcome
 You will be able to speak about the past, present and future and understand the difference in
the usage of words and sentence structures
Information about the topic
Everyday English is the language required to converse with people. It is necessary to learn as it will
be helpful in day- to-day conversation.

Match the column of the verbs in the main forms with their past forms

A. sing 1. swam
B. dance 2. came
C. write 3. bore
D. cut 4. spoke
E. steal 5. knit / knitted
F. buy 6. froze
G. freeze 7. stole
H. wring 8. wrote
I. knit 9. sang
J. bear 10. carried
K. come 11. drew
L. draw 12. wrung
M. swim 13. bought
N. carry 14. cut
O. speak 15. danced

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Fill in the blanks with the correct tenses.

1. I (learn)______________ English for seven years now.

2. But last year I (not / work)_____________hard enough for English, that's why my marks (not /

be)_______________ really that good then.

3. As I (pass / want) ___________my English exam successfully next year, I (study)

_____________harder this term.

4. During my last summer holidays, my parents (send) ____________me for a language course to

London.

5. It (be) ____________great and I (think) _____________I (learn) _____________a lot.

6. While I (do) _______________the language course, I (meet) _____________lots of young people

from all over the world.

7. There I (notice) _______________how important it (be) _____________to speak foreign

languages nowadays.

8. Now I (have) ________________much more fun learning English than I (have)

9. ______________before the course.

10. At the moment I (revise) ________________English grammar.

11. I (think) ________________I (do) _______________one unit every week.

12. My exam (be) _______________on 15 May, so there (not / be) ___________any time to be lost.

13. If I (pass) _______________my exams successfully, I (start) _______________an apprenticeship

in September.

14. And after my apprenticeship, maybe I (go) ________________back to London to work there for a

while.

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Write your daily schedule in not more than 80 words.
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Write down what you did last weekend.

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What are your future plans after graduation?

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Session 6: Right word, Right place
Learning outcome
 This module will help you in using prepositions and know their role in everyday language.

Information about the topic:

“The plane flew above the cloud, behind the cloud, around the cloud, below the cloud, beneath the
cloud, beside the cloud, beyond the cloud, into the cloud, near the cloud, outside the cloud, over the
cloud, past the cloud, through the cloud, toward the cloud, under the cloud, and finally dived
underneath the cloud.”

Below is a list of most common prepositions:

About beside inside to

Above besides Like toward
Across between Near under
After beyond Of underneath
Against by Off until
Along despite On up
Among down Out with
Around during Outside within
At except over without
Before for past Beneath

Behind from since Into

Below in through throughout

Fill in the blanks with a suitable preposition from the box. The first one has been done for you.

1. Harsh lives in our street.

2. The lecture begins ________________ eight o’clock.
3. She cut the cake __________________ a knife.
4. The cat jumped ___________________ the window.
5. She jumped ___________________ the well.
6. The athletes ran _______________ the finish line.
7. Mother asked me to put one end of the thread _______________ the eye of the needle.

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 8. The swimmer is diving ________________ the pool.
9. There are several mango trees __________________ the hill.
10. My house is ___________________Sam’s.
11. The maid leaned ________________the door and tried to overhear the conversation between the
queen and the gypsy.
12. Curious Pinky leaned _________________ to look at the ducks and fell into the pond.
13. That dress was found _________________ the old clothes.
14. The cot is placed ____________________ the window.
15. Ali stands ______ Omkar, in the queue.

Activity

Work in pairs. Look at the picture below. It shows the living room of Mr. and Mrs. Pal and the
things in it. Describe the place using prepositions.

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A passage is given below with some blank spaces. You have to fill in the blanks using an
appropriate preposition.

There are of course no friends like living, breathing, corporeal men and women; my
devotion…………………………… reading has never made me a recluse. How could it? Books are
………………………………….. the people, by the people. Literature is the immortal part …………………..
……………….. history; it is the best and most enduring part of personality. But book-friends have this
advantage ……………………………………. living friends; you can enjoy the most truly aristocratic society
…………………………………… the world whenever you want it. The great dead are beyond our physical
reach, and the great living are usually almost as inaccessible; as for our personal friends and
acquaintance, we cannot always see them. Perchance they are asleep, or away …………………..
………………… a journey. But in a private library, you can at any moment converse ………………….
………………….. Socrates or Shakespeare or Carlyle or Dumas or Dickens or Shaw or Barrie or
Galsworthy. And there is no doubt that in these books you see these men ………………..……………….
their best. They wrote for you. They ‘laid themselves out’, they did their ultimate best ………………..
………………. entertain you, to make a favourable impression. You are necessary to them as an
audience is to an actor; only instead of seeing them masked, you look …………………..…………………..
their inmost heart of heart.

There is one error in each line against which a blank has been given. Write the incorrect
word and the correction in your answer. Underline the word that you have supplied.

One has been done as an example.

Error Correction

a. We were late and reached the theatre in 6 p.m in At

b. “Don’t be angry on me,” said the terrified child

to the witch.

c. “I am pleased at your loyalty,” said the king to

the farmer and gifted him a pearl necklace.

d. Sheena was thirsty and asked for a glass of juice

by the restaurant.

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Session 7: Let’s connect!
Learning outcome

 You will be able to use conjunctions and linkers to add coherence and cohesion to their
communication in formal and informal occasions.

Information about the topic

Connectors:
Connectors are one of the most integral elements of communication skills. It provides a flow and
connectivity to the communication. By using connectors, linkers and interjections, people can
comprehend in a much better way. These are used to maintain the flow of speech and avoid
repetition. The pupils are able to create all kinds of sentences which provide their language an edge
over the others. Their grammatical range expands and the topic develops fully and appropriately.
Use of interjections makes our speech more expressive and lucid.
Though not literally, there are two types of connectors –
• Used for compound sentences and
• Used for complex sentences.
The following table presents the connectors:
SEQUENCING ADDING ILLUSTRATING QUALIFYING

First, firstly, first of And, moreover, as For But, however,

all, secondly, then, well as, too, in example/instance, although, unless,
next, now, addition to, such as, expect,
meanwhile, besides, on the as shown, illustrated apart from,
subsequently top of by, in the case of as long as, if

CONTRASTING CAUSE & EFFCET SUMMARY EMPHASIZING

Unlike, whereas, on Because, because In short, Above all, in

the other hand, of, as a result of, on the whole, in other particular,
alternatively, consequently, words, overall, especially,
however, thus, therefore, generally, indeed,
nevertheless, owing to, due to in general, significantly,
conversely in brief notably

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Using connectors
Use of connectors helps to ensure lucidity in the conversation and it also provides
words to emphasize or reason out or sequence the information. These are also used to compare and
contrast or add more information. Without connectors, we cannot qualify or summarize.
Descriptions are also not possible without connectors or linkers.
Few examples are:
First of all, we will learn about connectors which are used to provide flow and connectivity to our
language.Then, we will enjoy an activity and we will learn the usage of connectors. In addition to
this, we will have much of peer-interaction and consequently, it will internalize our learning.

A. Fill in the gaps with a suitable connector. Do not use the same connector more than once.

1. Setting realistic goals helps students to organise their work efficiently ____________ they
provide the students with suitable incentives.
2. Painters ____________dramatists are taking part in the arts festival.
3. The first sentence of any text you read is most important because it attracts your attention.
____________________ it will decide whether you continue reading.
4. Books _________ pencils, _____________ a lot of papers were lying untidily on the desk.
5. I don't care what you do. You can _____________ stay here _____________ go home.
6. If you can't get to the meeting on time, give me a ring tonight. _____________ leave a note with
Mrs. Smith.
7. ___________ John _____________ Edward is able to help me. I don't know who else to ask.
8. It's going to rain. Shall we stay in _______________ go out?
9. We enjoyed ourselves ________________ the weather was bad.
10. ______________________the weather was bad, we enjoyed ourselves very much.

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B. LINKAGE AND REFERENCE: Choose the correct option.

English food has a bad name abroad (although / because / if) foreigners visiting England often meet
it in the more 'popular' type of restaurant (which / it / one) is the easiest to find. The food in (the / a
/ such) restaurants has to be served quickly (and / as well as / in addition to) being cheap.
(Although / Nevertheless / Together with) the food is often badly cooked (together with / as well as
/ and) presented without any imagination. This is because some of the restaurants do not pay
enough attention to what their customers want.(Together with / Moreover / Whereas) these
restaurants do nothing for the reputation of British food abroad, the foreigner who takes a little
trouble and compares the restaurants carefully, can eat well in Britain.

Write about your today’s routine using connectors and notice how these connectors help you
to flow your writing smoothly.

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Session 8: Building Blocks
Learning outcome
 You will be able to speak about the past, present and future and understand the difference in
the usage of words and sentence structures

Information about the topic

Vocabulary is one of the main pillars of any language learning. The more proficiency in vocabulary,
the better is the ability to communicate through listening, speaking and writing. Reading also
requires the knowledge of vocabulary for the speaker to comprehend. Paraphrasing skill also needs
a good amount of vocabulary. Having a range of vocabulary also adds confidence and improves
personality. It hones your power of expression.

Using good vocabulary makes you stand out of the crowd, as it helps you to describe using a range of
words with same meanings (synonyms) rather than relying on one or two words.

Match the words on the left with the definitions on the right.

Words Definitions
1. interstate a.       difficult or impossible to believe
2. obtain b. pierce and make a hole or holes in
3. impossible c.       to perceive, discover, or uncover
4. clearance d. come into possession of
e.       a pause or interruption between periods of activity;
5. perforate respite; recess.
6. intermission f.        available to others; can be easily approached.
g.       to cause (a liquid) to trickle or pass through
7. intervention something porous, such as a filter.
8. incredible h. allowed or permitted by laws or rules
9. permissible i.         permitted; allowable.
10. interpret j.         easily influenced or impressed (usu. fol. by to):
11. susceptible k. connecting or involving different states
12. perennial l. interference by others to improve something.
13. approachable m. flawless, without any error.
14. percolate n. not able to happen, exist, or be done.
n. lasting throughout the year, for many years, or
15. impeccable indefinitely.

24
Fill in the blanks choosingthe correct word from the table:

sharpened acquiring natural knowledge-driven

born expression honing internalization

Learning a language means _________________ the four major skills viz. listening, speaking, reading and
writing. This is the _________________ sequence of skills that a child learns after he is __________. After the
natural acquisition of language, the ___________ of the skills is the next step which provides us an edge
over others. If these skills are acquired and honed with activity based learning, they are bound to
be____________. Active learning results in ________________of learning and getting more and more
confident. A confident candidate with power of ________________ has plethora of options to choose
from. He can compete in the modern ____________ and information-dominated world and be successful
and happy eventually.

25
Session 3: Framing it Right
Learning outcome
 You will be able to form appropriate sentence structure and use different types of sentences
in your everyday communication.
Information about the topic
You all know why English language is important. The first step towards speaking fluent English or
writing accurate English is “framing sentences.” Speaking different sentences with the right tone
and intonation adds profound meaning to the spoken sentence.
Sentences are a group of words which make sense.
Assertive sentence is a sentence that states a fact. Such sentences are simple statements. They
state, assert, or declare something. There can be a positive or negative statement.
Imperative sentence is a sentence which gives a command, makes a request, or expresses a wish.
Exclamatory sentence is a sentence that expresses sudden and strong feelings, such as happiness,
surprise, sadness, sympathy or gratitude.
Interrogative sentence is a sentence that asks a question.

Arrange the words below in their correct order to make sentences:

1. main / growth / is / population / the / problem.

…………………………………….………………………………………………………………………………………
2. role / education / an / can / important / play

……………………………………………………………………………………………………………………………
3. better / us / hope / a / let / future / for

……………………………………………………………………………………………………………………………
4.the/jar/place/on/bottom/the/shelf

……………………………………………………………………………………………………………………………
5.do/where/you/want/to/want/holiday?/go/for a

……………………………………………………………………………………………………………………………
26
Study the picture given below. Make one sentence of each kind for every picture. The first one has
been done for you.
1. Assertive: Alice is feeding the chicks.

Interrogative:

Exclamatory:

Imperative:

2.
Assertive:

Interrogative:

Exclamatory:

Imperative:

3.
Assertive:

Interrogative:

Exclamatory:

Imperative:

27
Read the passage below. After reading, identify the types of sentences given at the end of the
passage.
How important it is for us to manage and value our time? No matter how you slice it, there are only
24 hours in a day. To be successful at university, students need to learn good time-management
skills. The first skill is not taking on more than you can handle. If you are a working part-time, have
a family and are involved in a community organisation, then taking a full course-load at university
will be too much. Another time management skill is reasonably estimating the time required to
perform each of the tasks at hand. For example, deeply reading a chapter from a course text cannot
be completed in between television programmes. Finally, actually doing what needs to be done
seems obvious, but is a very difficult skill. You cannot afford to waste your precious time like this!
One should plan his/her time in a way that they get a outcome which satisfies their soul. But do we
really follow this? We are always either short of time or late in the work assigned to us. You may
find that cleaning out your wardrobe becomes vital when you are avoiding study. Procrastination is
a time manager's enemy. By learning time management skills your university study will be
successful and most importantly enjoyable.
Pick all four types of sentences from the passage given above:
1. Assertive sentence:

2.Imperative sentence:

3.Exclamatory sentence:

4.Interrogative sentence:

28
Alicia’s friend has sent her some text messages. She cannot understand them. Can you
understand them? Rewrite them as full sentences.

1. V r so sry!
_______________________________________________________________________________________________________
2. Y r u not cming 4 d picnic 2moro?
_______________________________________________________________________________________________________
3. Pls msg me Nupur’s no.
______________________________________________________________________________________________________
4. Lin told me u r looking 4 me.
________________________________________________________________________________________________________
5. Don’t be l8 4 d dance practice 2moro.
________________________________________________________________________________________________________
6. V r going 2 Rita’s house In d evening.
_______________________________________________________________________________________________________

Identify the type of sentences above.

Sentence 1 _________________________________________
Sentence 2 _________________________________________
Sentence 3 _________________________________________
Sentence 4 _________________________________________
Sentence 5 _________________________________________
Sentence 6 _________________________________________

29
Session 10: Developing a Paragraph
Learning outcome
 You will be able to sequence sentences into paragraphs and then develop a paragraph.
 You will also be able to use language to describe people, places and events around us.

Information about the topic

Once you are able to frame different sentences, you should now be able to develop a paragraph
using the sentences. Appropriate writing will help you on your professional journey through writing
applications, assignments, and reports that are required on your career path.

In terms of a thoughtfully constructed paragraph, one should:

Clearly focus on your main point- What is the message you are trying to get across to your
readers and to create wonderful essay.
Develop the main point-This is done with specific and short examples and facts.
Choose a suitable pattern of organization -In order to present the facts validating to your
paragraph or essay.
Formulate coherent paragraphs- The central message of the essay should be appropriate.
Balance your opinion and evidence-A good essay begins with a clear opinion on the subject
Points to remember:
 Make points
 Give suitable examples
 Decide topic sentence
 Decide Concluding sentence

Write down a paragraph of not more than 80 words on Finishing School.

…………………………………………………………………………………….……………..……………………………..………

…………………………………………………………………………………….……………..……………………………..………

…………………………………………………………………………………….……………..……………………………..………

…………………………………………………………………………………….……………..……………………………..………

…………………………………………………………………………………….……………..……………………………..………

…………………………………………………………………………………….……………..……………………………..………

…………………………………………………………………………………….……………..……………………………..………

…………………………………………………………………………………….……………..……………………………..………

…………………………………………………………………………………….……………..……………………………..………

30
ACTIVITY:

The sentences given below are taken from a story, but they are jumbled. That means they are
not arranged in their proper order. Rearrange them in their logical sequence.

1. The young man sold his share of the property and left for another country.

2. The father tried to dissuade his son, but he wouldn’t listen to his father whom he regarded as old
and ignorant.

3. Years went by. The younger son began to get restless because he was unhappy with his lot.

4. He led a luxurious life and spent a lot of money on gambling.

5. They were living together happily.

6. Soon all his money was gone and he became a pauper.

7. Once there lived a rich farmer.

8. He went to his father and asked for his share of the property.

9. So the father gave him a third of his property.

10. He had two sons.

Do you agree that writing a paragraph is a skill which needs to be developed through practice?
How would you take this up further?

…………………………………………………………………………………….……………..……………………………..………

…………………………………………………………………………………….……………..……………………………..………

…………………………………………………………………………………….……………..……………………………..………

…………………………………………………………………………………….……………..……………………………..………

…………………………………………………………………………………….……………..……………………………..………

31
Session 11: Asking and Answering questions
Learning outcome
 You will be able to ask and answer questions
Information about the topic
Asking right questions and answering questions properly is an art that you need to master in the
21st-century world.Questions bring about clarity of thought and actions.

How to frame such questions?

Yes / No questions
Affirmative Sentence Question Answer
She is a dancer. Is she a dancer? e.g. Yes she is/No she isn’t.
I like to eat sandwiches Do you like to eat sandwiches?
I swim for an hour every Do you swim every day?
day
“WH” questions:
Who – person / What – is a thing, place or an action / When – time / Where – place /
Which – ask for information from limited option / Why – reason something happened /
How – number or way something is done

Question Answer

Who is the Vice President of

India?
What is the name of the cultural
city of Gujarat?
When is the World Water Day
celebrated?
Where is the Gateway of India
and India Gate located?
Who won the football world cup
this year?
How many villages are there in
Ahmedabad?

Now, answer the following questions:

32
 1. How to remove poverty from the country?
…………………………………………………………….…………………………

…………………………………………………………….…………………………

…………………………………………………………….…………………………

…………………………………………………………….…………………………

…………………………………………………………….…………………………

2. What are the two main reasons for unemployment?

…………………………………………………………….…………………………
…………………………………………………………….…………………………

…………………………………………………………….…………………………

…………………………………………………………….…………………………

3. Is Soft Skill development necessary in one’s professional life? Yes or No? Why do you think so?
…………………………………………………………….…………………………

…………………………………………………………….…………………………

…………………………………………………………….…………………………

…………………………………………………………….…………………………

…………………………………………………………….…………………………

33
Session 12: Hello!!
Learning outcome

 The students will learn how to answer the telephone confidently professionally and
enthusiastically.

Information about the topic

Telephonic etiquette means the proper way of communicating via a telephone/mobile. Often we see
people sounding very rude or impolite over a phone which affects the listener, the business, the
company’s image and the mutual dealings.
Here, we have focused on formal communication but it is good if we cultivate good telephonic
etiquette even in our personal and informal communication situations.

These days many companies conduct telephonic interviews to select candidates before the actual
interview. This is in order to check if the candidate is acquainted with telephone etiquette and
possesses effective communication. This also ascertains active listening skills. A big challenge in
telephonic communication is the absence of non-verbal language. It is only through words,
intonation, individual word sounds, word stress and sentence stress that we can make our
communication more effective.

There are three dimensions that we need to remember in telephonic etiquette:

1. The Phone
 Keep your cell phone on silent mode before entering meeting rooms, theatre, classroom, etc.

2. The Voice
 Speak slowly, politely and confidently.
 Everyone likes a pleasant voice.

3. The Manners
 Treat every caller with courtesy and respect.
 Know and plan what you are going to say on phone.
 Do not use broken or incomplete phrases like “Ya..Ya...”
 Do not receive a call on someone’s behalf.
 While interacting over a phone, do not chew anything or eat your food.
 If you miss a call, you should callback.
 Avoid giving missed calls. Bad manners!
 Keep the conversation short and sweet.
 End your conversation with a warm bye such as, “Nice talking to you,” “Take Care,” “See you
soon.”

34
 Effective pointers

Receiving a Call Making a Call

 Smile
 Smile
 Answer the call within 2-3 rings
 Greet
 Greet the Caller
 Introduce yourself
 Introduce yourself
 Check whether it is a good time to speak
 Offer to Help (how may I help you?)
 Establishing context
 Move in the main conversation (listen)
 Move into the main conversation
 Address the concern in the best way possible
 Summarize
 Summarize
 Ending the call:
 Ending the call
– Offer additional help
– Offer Additional Help
– Thank
– Thank
– Wish
– Wish

Hold-Mute-Transfer

Out of the following two situations, write a dialogue on any one in not more than 50 words:

1. Calling a customer service representative of a Mobile Service Provider (Vodafone, Idea, etc.) to
know different plans on mobile data.

2. Calling a hotel to make reservation of a single room for 2 nights.

35
Session 13: Let’s pair up
Learning outcome
 You will be able to talk in pairs in class developing interpersonal skills.

Information about the topic

 Some of you might feel more comfortable when you express your ideas to your partner, rather than
to the whole class. In this manner, you can give your opinion and understand other’s point of view
through interaction, thus raising your confidence level. Pair building activities can help develop a
sense of unity among pairs.

Dos and don’ts while talking to partners

How to be successful while talking to a partner
Dos:
1. Maintain eye contact while they are talking.
2. Look interested.
3. Be careful of not getting distracted.
4. Let your partner express their views.
5. Think carefully about what your partner is saying.
6. Stay focused on the question/task.
7. Try to be clear about what you mean.
8. Say more than one or two words.
9. Be prepared to agree to try and persuade.
10. Sometimes be prepared to agree to disagree.
11. Ask questions if you do not understand.

Don’ts:
1. Look bored.
2. Fidget.
3. Interrupt all the time.
4. Act as though you aren’t listening to what they’re saying.
5. Just say only one or two words.
6. Let your partner do all the work.
7. Encourage your partner to go off task.
8.Do not use technical jargons that your partner cannot understand.
9. Make your partner accept your ideas if they don’t agree.

©http://education.ky.gov

36
Imagine yourself to be a journalist and your partner to be a celebrity. Interview him/her on
some common questions as given below and write them down:
Celebrity Name: …………………………………………………………………………………………….
On what do you spend the most: clothes, accessories, perfumes or anything else?

………………………….……………..……………………………..…………………………………………….
……………………………………………………………………………………………………………………………
……

Whom do you love more, your parents, friends, spouse, kids, siblings, or yourself?

………………………….……………..……………………………..…………………………………………….
……………………………………………………………………………………………………………………………
……

What do you do when not working?

………………………….……………..……………………………..…………………………………………….
……………………………………………………………………………………………………………………………
……

Where do you see yourself in the competition?

………………………….……………..……………………………..…………………………………………….
……………………………………………………………………………………………………………………………
……

What projects are you currently working on?

37
………………………….……………..……………………………..…………………………………………….
……………………………………………………………………………………………………………………………
……
In pairs have imaginary phone conversations with your partner, where you are the caller, and your partner
answers the phone, record and report back on the conversation. Discuss a food recipe that your grandmother
used to make.

Session 14: First step

Learning outcome
You will learn the nuances of effective communication and will be able to easily exchange
information or ideas. The focus will be on - ‘how- to- speak’ aspect.

Information about the topic

Communication takes place when the sender:

 Has a message to be communicated
 Has a purpose to communicate the message
Effective communication involves:
 Using appropriate voice and body language
 Understanding the situation and the people involved in it
 Understanding the message being communicated
 Responding appropriately

Quote from your life an instance when you were able to successfully make an effective
communication with someone.
………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………Write down an instance where due to your lack of effective
communication, things went wrong.

38
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
Why is listening more important than speaking in communication?

………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………

What are the various forms of Non Verbal Communication?

………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
What are the barriers to effective communication? Elaborate.

………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………
………………………….……………..……………………………..………………………

39
Session 15: Essential Building Blocks
Learning outcome
 You will be able to write appropriatewords with sophistication and level of vocabulary
expected from a college student.
 You will be able to use words in collocations and make their language more effective and
accurate.

Information about the topic

The thesaurus feature, inbuiltin Microsoft Word and other word-processing programs, is a huge
help for students with unfledged vocabulary. A lexicon in print form can’t make as much impact as
the electronic media which is very easily accessible.  

Seven easy ways to improve your vocabulary and learn new words:
 Read, read, and read to receive new words and find their usage.
 Use a journal to note down new words or highlight them when read.
 Learn one word a day and use it in conversation
 Play some word games like word-antakshari.
 Engage in conversations, starting from easy to difficult ones.
 Forget grammar initially and make mistakes to be better and better gradually.
NOTE: Though these are a few ways to learn vocabulary but this learning is FUTILE if you
do not USE these words.

40
 Collocations: An integral part of vocabulary enhancement

 Collocations are also important part of vocabulary development and always give a new
dimension to our conversation. As long as we are not aware of the term “collocation” and
learn the vocabulary with their appropriate combinations, even if we learn varied words but
we do not know their right combinations to be used, it will not work. Hence, the best way to
learn vocabulary is to learn in combinations. The words that usually come together are called
collocations. For instance: take a break, developing confidence, global world, make my bed,
do your best etc.

In order to understand in a better way, match the column A with column B. The words in
column A match with column B and are collocations.

No. Column A Column B

1 take progress
2 compete notes
3 make respect
4 catch the with
5 from dawn new product
6 pay sense
7 launch a till dusk
8 fully applause
9 burst into aware
10 huge round of test
11 take a tears
12 linguistic sense

41
List down twenty new words ( starting from different letters as given below) with synonyms
and antonyms

Sr. No. Word Synonym Antonym

1 a
2 d

3 f

4 g

5 j

6 b

7 t

8 c

9 h

10 l

11 e

12 r

13 w

14 v

15 n

16 u

17 s

18 m

19 j

20 i

42
Session 16: Speak and Contribute
Learning outcome
 You will be able to speak about yourself, your family, your likes and dislikes, etc
Information about the topic
In any language learning, there are four main skills, viz, listening, speaking, reading and writing,
commonly called as LSRW.
While proficiency is required in all the four skills in order to be a good communicator, speaking is an
art. You should be able to articulate your thoughts well. While written words can be edited, you
don’t get an opportunity to reframe the spoken words. So, you must be well-prepared for the
speech.

Family life ………………………………………………………………………………………

 Tell me something about ………………………………………………………………………………………
your family. ………………………………………………………………………………………
 What are your hobbies? ………………………………………………………………………………………
 Tell me something about ………………………………………………………………………………………
your favourite TV program. ………………………………………………………………………………………

 Describe your room. ………………………………………………………………………………………

 Do you have a pet? Speak ………………………………………………………………………………………

about it. ………………………………………………………………………………………
………………………………………………………………………………………

School ………………………………………………………………………………………

 Tell me something about ………………………………………………………………………………………

your favourite subjects at ………………………………………………………………………………………
school. ………………………………………………………………………………………

 Who was your favourite ………………………………………………………………………………………

teacher in school? Why? ………………………………………………………………………………………

Home town ………………………………………………………………………………………

 Where is your hometown? ………………………………………………………………………………………

………………………………………………………………………………………
 Tell me something about
………………………………………………………………………………………
the history of your hometown.
43
 Friends ………………………………………………………………………………………
 How much time do you ………………………………………………………………………………………
spend with your friends? ………………………………………………………………………………………
 What activities do you do ………………………………………………………………………………………
with your friends? ………………………………………………………………………………………
Holidays ………………………………………………………………………………………
 What kind of sports do ………………………………………………………………………………………
you like? ………………………………………………………………………………………
 Tell about your holiday ………………………………………………………………………………………
plans. ………………………………………………………………………………………

 What country would you ………………………………………………………………………………………

like to live in? Why? ………………………………………………………………………………………

Shopping ………………………………………………………………………………………

 How often do you go for ………………………………………………………………………………………

………………………………………………………………………………………
shopping?
………………………………………………………………………………………
 What do you buy?
………………………………………………………………………………………
 What are your favourite
………………………………………………………………………………………
clothes?
………………………………………………………………………………………
 How much pocket money
………………………………………………………………………………………
do you get?
………………………………………………………………………………………
 How do you spend your
………………………………………………………………………………………
pocket money?
………………………………………………………………………………………
Food
………………………………………………………………………………………
 What is your favourite
food?
 Who in your family does
the cooking? Why?
 What do you do to keep
fit?

44
Session 17: Effective Communication
Learning outcome
 You will learn how to write an email

Information about the topic

E-mail writing has become so convenient and professional way of communication.It is preferred
over letters and for that matter, even the telephone.You will also learn why communicating through
e-mails has become important and popular.

E-mail is the most preferred means of communication across the globe. There are a number of
advantages to e-mail.

 It is quick and can be used to contact people all over the world.
 It is especially useful for short messages.
 It can be sent at any time of the day without having to worry about different global time
zones. An email can be sent to either one person or a group of people at the same time.

Dos and Don’ts of email writing:

Dos Don’ts

 Generate curiosity by asking a

question and personalising the  Do not use CAPITAL letters
message
 Use an applicable picture or  Do not mark all emails as “high’ on
quotation to gain attention importance
 Highlight a major benefit in
the subject line (make sure
that this is sincere)  Don’t use the words - Urgent, Top
E.g. ‘Opportunity to gain on Priority, and Important - for every
XYZ firm’s IPO’ rather than written piece of communication. These
‘Information about XYZ firm’s may be used where applicable
IPO’

 Key words may be useful  Don’t use exclamation marks for

where applicable emphasis

Professional Tone – Effective Pointers:

 When upset or angry with a piece of writing, calm down before responding. [Avoid tit-for-tat by
thinking before your write]
 Address the action or behaviour and not the person
 Do not accuse while reporting problems or sharing concerns

45
 Polite and Courteous Words (E.g. Please, Kindly, Requesting, etc.)
 I statements
 Exaggerations and hurtful words must be avoided (E.g. Always, Horrible, etc.)
The following pointers can be kept in consideration while writing an email.

1. Write a meaningful subject line: Be specific and make it short.

2. Timing Your Response: Your response to an email professionally should be in less than 24
hours i.e. one working day.

3. Message Body – Content & Layout

 Be concise and to the point

 Avoid long sentences
 Try to limit message text to one screen
 Use standard font throughout the message content
 Use proper spelling, grammar & punctuation
 Avoid colored fonts in a professional email
 Do not use UPPER case alphabets unless using it as a title. This gives a negative connotation
(looks like you are yelling / shouting those words)
 Highlight key points to make your email more visible
 Avoid short forms or slang (e.g. ‘u’ instead of ‘you’, ‘y’ instead of ‘why’, ‘r’ instead of ‘are’, etc),
emoticons and smileys
 Always proof read your email prior to sending it

4. Addressing:

 In the ‘to’ list, mention the mail-ids of people from whom you expect a response.
 In the ‘Cc’ list, mention the mail-ids of people who need to be kept in the communication loop.
 Never use ‘Bcc’ in a professional setup. It’s unethical.

5. Tone

 Be polite and respectful.

 Ensure that no accusation or ‘finger-pointing’ is committed while reporting problems/issues.

6. Closing and Signature

 Always close your mail with ‘Regards’, ‘Warm Regards’, ‘Sincerely Yours’, etc.
 No initials, full name please.
 Signature should include your name, company name, designation, location, contact number and
fax number.
 Your signature should not exceed more than 3-4 lines

46
7. Attachments

 Use attachments in your mail only if required

 Highly technical/numerical data should be in the attachment, not body of the mail
 Zip all attachments

Write an email on the following:

You have a project submission due next week. You are not well. Write an email to the Head of the
Department asking for an extension of the date.

………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………

………………………….……………..……………………………..………………………

47
Write an email on the following:

You have arranged a meeting with a member of staff from another department. Unfortunately,
now you cannot attend. Write an email to your colleague:

 explaining why you cannot meet

 apologizing for the change of plan

 suggesting an alternative day and time.

………………………….……………..……………………………..
………………………………………………….……………..……………………………..
………………………………………………….……………..……………………………..
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Session 18: Let’s discuss in group
Learning outcome
 You will be able to actively participate in a group.
 You will be able to develop your interactive skills.

Information about the topic

Speaking task in a group is an important exercise to build your confidence in speaking. It improves
your ability to think critically and helps the group to take a particular decision. It also makes you a
better team player. It helps to study the behavioural and attitudinal responses of the participants by
identifying if a candidate has the ability to work in a team.

What are the dos and don’ts to keep in mind while participating in a group discussion?

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How well did you participate in the debate? How much preparation is still required from
your end to be a better speaker?

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Session 19: Reporting it Right!
Learning outcome
This module will help you to sharpen your reporting skills.

Information about the topic

A report gives a detailed account on a topic and is frequently published in newspaper. Essentially, a
report is a short, sharp, concise document which is written for a particular purpose and audience.

Write a Report for your college magazine describing a Cultural Fest held in your college in
which various colleges of your city took part.

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Write a Report for a newspaper describing a traffic jam in which you, along with many, were
trapped for many hours.

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