IT Service Desk Attendant NVEQF Course
Level 4 – Class XII
Volume 1
Facilitators Guide
Version 2.0
Last Updated: September 2013
1
PREFACE
Background
The National Curriculum Framework, 2005, recommends that children’s life at
school must be linked to their life outside the school. This principle makes a
departure from the legacy of bookish learning which continues to shape our
system and causes a gap between the school, home, community and the
workplace.
The student workbook Volume 1 on “English and Communication” is an
additional part of the qualification package developed for the implementation
of National Vocational Education Qualification Framework (NVEQF), an
initiative of Ministry of Human Resource Development (MHRD), Government of
India to set common principles and guidelines for a nationally recognized
qualification system covering Schools, Vocational Education and Training
Institutions, Technical Education Institutions, Colleges and Universities. It is
envisaged that the NVEQF will promote transparency of qualifications, crosssectoral learning, student-centered learning and facilitate learner’s mobility
between different qualifications, thus encouraging lifelong learning.
This student workbook, which forms a part of vocational qualification package
for students who have passed Class XI or equivalent examination, was created
by a group of experts. The IT-ITES Skill Development Council approved by the
National Skill Development Corporation (NSDC) for the IT/ITES Industry
developed the National Occupation Standards (NOS). The National Occupation
Standards are a set of competency standards and guidelines endorsed by the
representatives of IT Industry for recognizing and assessing skills and knowledge
needed to perform effectively in the workplace.
The Pandit Sunderlal Sharma Central Institute of Vocational Education
(PSSCIVE), a constituent of National Council of Educational Research and
Training (NCERT) in association with Wadhwani Foundation has developed
modular curricula and learning materials (Units) for the vocational qualification
package in IT/ITES sector for NVEQ levels 1 to 4; level 1 is equivalent to Class
IX. Based on NOS, occupation related core competencies (knowledge, skills, and
abilities) were identified for development of curricula and learning modules
(Units).
This student workbook attempts to discourage rote learning and to bring about
necessary flexibility in offering of courses, necessary for breaking the sharp
boundaries between different subject areas. The workbook attempts to
enhance these endeavors by giving higher priority and space to opportunities
2
for contemplation and wondering, discussion in small groups and activities
requiring hands-on-experience. We hope these measures will take us
significantly further in the direction of a child-centered system of education
outlined in the National Policy of Education (1986). The success of this effort
depends on the steps that school Principals and Teachers will take to encourage
children to reflect their own learning and to pursue imaginative and on-the-job
activities and questions.
Participation of learners in skill development exercises and inculcation of
values and creativity is possible if we involve children as participants in
learning, and not as receiver of information. These aims imply considerable
change in school routines and mode of functioning. Flexibility in the daily timetable would be a necessity to maintain the rigor in implementing the activities
and the required number of teaching days will have to be increased for
teaching and training.
Note to the Facilitator
The role of a facilitator / teacher is of utmost importance in shaping the
career of a student. It not only equips them with adequate skills to compete in
the corporate world but also inculcates the necessary values and discipline for
the overall development of a student.
This handbook has been prepared to give a general sense of direction to
the facilitator in delivering the curriculum through a structured, step-by-step
manner, ensuring that no element is left out during the teaching process.
Details on how to use this exercise and practical oriented guide is given in the
first chapter. Note that various sessions may also use a corresponding
PowerPoint presentation. In addition, some may also show videos as part of the
session flow. Both the presentations and videos, if applicable, need be installed
on the computer before the class session and projected in the classroom or AV
hall using the school projection system.
The sessions may not flow as neatly as suggested by this book, nor may
all students understand all the concepts uniformly or in time. For this purpose,
there are periodic “revision” sessions scheduled. The topics and flow for this
revision session isn’t specified; it is expected that the Facilitator will evaluate
what areas are most necessary to revise based upon the status of each session
completion and/or what the students are finding difficult to understand and
will hold revision sessions on those topics.
Learning is a continuous process. The subjects covered in this course are
also very dynamic, changing constantly in accordance with market needs. In
that sense, no handbook is ever complete in itself. Suggestions for refinement
of the course curriculum and its delivery are always welcome.
3
Acknowledgements
The following partners were instrumental in providing the content for this
volume:
1. Accenture India’s Corporate Citizenship Program (Skills 4 Life) has
provided the content material for English and have commissioned and
developed as well as provided access to their implementing partners (Dr.
Reddy’s Foundation and QUEST Alliance).
2. The Wadhwani Foundation team involved in designing and building this
curriculum and content include Ms. Sonia Kakkar, Ms. Toral Veecumsee,
Ms. Darshika Sanghani, Ms. Rekha Menon, Mr. Ajay Goel and Mr. Austin
Thomas.
3. The PSSCIVE s team was involved in guidance and editing the content.
4. In addition, various public domain sources have been leveraged to create
materials and illustrations across module. The contributions of all these
sources is gratefully acknowledged and recognized.
4
TABLE OF CONTENTS
Suggested Flow of Sessions at Level 3 .................................................................. 7
Pre-Requisites and Class Preparation Checklist .................................................. 8
Unit 1: Communication –Grammar and Spoken English ...................................... 9
How to use Facilitators Guide, Course Structure and Requirements.................................... 10
FUNCTIONAL ENGLISH (Advanced) .............................................................................................. 18
Session 1: Customer Service Representatives ........................................................................... 18
Session 2: Describing Your job ..................................................................................................... 24
Session 3: Applying for Leave ...................................................................................................... 29
Session 4: Being a Good Team Player ......................................................................................... 36
Review Session 1 ............................................................................................................................ 41
Session 5: Talking About One’s Company .................................................................................. 53
Session 6: Information Technology ............................................................................................. 59
Session 7: The ITES Industry ......................................................................................................... 65
Review Session 2 ............................................................................................................................ 74
Session 8: communicating Effectively ........................................................................................ 84
Session 9:Opening and Closing a Customer Service call.......................................................... 89
Session 10: Paraphrasing............................................................................................................... 96
Review Session 3 .......................................................................................................................... 103
Session 11: Verification of Information .................................................................................... 113
Session 12: Directing a Customer Over The Phone ................................................................ 122
Session 13: Handling an ANGRYCustomer ................................................................................ 132
Review Session 4 .......................................................................................................................... 141
Session 14: Handling Customer Queries ................................................................................... 154
Session 15: Clarifying .................................................................................................................. 160
Session 16: The Call Flow ........................................................................................................... 167
Review Sesssion 5 ......................................................................................................................... 177
Session 17: Giving and receiving Feedback ............................................................................. 191
Review Sesssion 6 ......................................................................................................................... 197
Communication Skills .................................................................................................................. 202
Sesssion 17: Importance of Communication Skills .................................................................. 202
Sesssion 18: Effective Listening Skills ...................................................................................... 207
Sesssion 19: Non-Verbal Communication ................................................................................. 212
Sesssion 20: Workplace Communication .................................................................................. 219
Sesssion 21: Interview Skills ....................................................................................................... 224
Appendix 1 – Common Grammar and Usage Concepts ........................................................... 233
Tenses ................................................................................................................................... 235
Subject Verb Agreement ................................................................................................... 240
Reported Speech ................................................................................................................ 244
Reporting Verbs .................................................................................................................. 246
Adjectives and Adverbs ..................................................................................................... 247
Dangling Modifiers .............................................................................................................. 252
Articles ................................................................................................................................. 253
Prepositions ......................................................................................................................... 256
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Pronouns .............................................................................................................................. 261
Countable and Uncountable ............................................................................................. 264
Verb-Preposition Combinations ....................................................................................... 266
Modals .................................................................................................................................. 269
Clause and Phrase .............................................................................................................. 272
Active and Passive Voice .................................................................................................. 273
Types of Sentences: Simple Sentences .......................................................................... 274
Hyphen and Dash ................................................................................................................ 277
Its vs. It’s ............................................................................................................................. 279
That vs. Which .................................................................................................................... 280
The Apostrophe .................................................................................................................. 281
The Gerunds and Infinitives ............................................................................................. 282
Redundancy in Language .................................................................................................. 283
General Writing .................................................................................................................. 285
How to Write a Formal Letter or Application ............................................................... 290
How to Write AN e-mail .................................................................................................... 292
Shades of Meaning ............................................................................................................. 294
Confusing Words ................................................................................................................. 297
6
SUGGESTED FLOW OF SESSIONS AT LEVEL 3
We use the term “Sessions” instead of “periods” or “sessions” or “class” to
indicate extra time needed to conduct the work oriented modules.
The sessions could be in the following format:
1. Each session would be approximately 2 hours. This can be done by
combining 3 classes (which are of 40 minutes each) twice a week. These
include activities, peer-based interactive learning as well as hands-on
computer based exercises.
2. It is suggested two main subject areas be taught at the same time. It
could have generic work skills (English) as the first track /Session and, in
parallel, the second session in the week have hands-on Lab-work – which
is IT related sections. So the suggested flow is:
a. In the first term, start with English as first session, as it is the
base level skill needed. In parallel, in the second session of the
week, start Productivity Tools in the Computer lab.
b. After English is completed (which may overflow to second term),
the time can be utilized for remaining IT sessions.
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PRE-REQUISITES AND CLASS PREPARATION CHECKLIST
For all sessions, the teacher should appropriately prepare before the class and
make sure that all things are in place for a smooth and correct delivery of the
session
Task
Read the Facilitators Guide for the session in detail and review
concepts and points to be made for each topic. Anticipate and
prepare for possible questions.
Prepare for the session and check if any Flashcards are to be made
for the session. If yes, have them ready before the session.
Check if any Charts are needed for the following two sessions and,
allocate the chart preparation to students. It ensures student
participation too.
Obtain and test LCD projector and personal computer if they are
being used. Test for the Power-point presentation and/or any AudioVisual Files that are being used
Obtain and test PowerPoint file for the session on the system (if
needed).
Obtain and test any Audio-Visual material (if required).
Obtain flip charts and markers if they are needed for the session:
Prepare the Flip Charts if needed.
Double-check that all students have their Student workbook with
relevant worksheets with them.
8
UNIT 1: COMMUNICATION –GRAMMAR AND SPOKEN ENGLISH
Assuming knowledge of English as a second language in school and Functional
English Level 1,2 and 3, this unit will start revising grammar rules through
exercises and situations that a student would face in real work life. In addition,
there is a special section introducing the student to specific skills for facing an
interview.
9
How to use Facilitators Guide, Course Structure and Requirements
Overview
The curriculum for the English course has been developed with the
understanding that the students training to be employed, will be required to
communicate effectively in situations they are likely to face in their profession.
The course is intended for the urban/semi-urban youth with a High School
education that has equipped them to comprehend and read very simple English.
This course has been designed to enhance the students’ spoken English, with
special emphasis, in the latter half of the course, on English required in the
workplace.
The course is structured in four parts – the first focuses on Everyday Simple
English (level 1), the second on Intermediate English with professional
overtones (level 2), the third on English for Workplace (level 3), and the
fourth focuses on IT and IT enabled services industry specifics via Reviews &
Role Plays (this volume – level 4).
The learning of English is situational. For each of these parts of the course,
relevant situations have been identified for which words, phrases, sentences,
as well as conversations (where possible) are provided in the Session Plans.
Each session also covers a language concept –the Take Away of a session is
therefore a combination of what to say in a situation and the learning of a
language fundamental. So when the student has progressed from this course,
he is supposed to be conversant enough in the language to able to speak
relevantly in a situation with a fair degree of grammatical correctness.
The Courseware Session Plans are guides for the facilitator to conduct the
sessions. It has a maximum of four and a minimum of two sections that cover
activities and situation and language discussions. The activities and discussions
are timed for the benefit of the instructor and each step outlined in detail.
The Courseware Resources are Charts, Handouts, and Flashcards that are
either displayed or distributed among the students as pointers for some
discussion or as props or exercises for some activities.
The Courseware Exercise Sheets reinforce the learning that takes place in the
Grammar/Language point of the Session Plan. They are short exercises that
the students attempt outside class hours or in the class (time permitting).
Effort has been made to make these exercises as closely mapped to the
situation of the session as possible.
The Review & Role Plays have mock situations on which the students prepare
role plays and present as a demonstration of language and professional skills.
10
The Courseware Concept Notes are meant to be read by the facilitators (if they
wish) so that they can brush up on core language concepts before the start of
each session.
English for IT
Courseware
Components
Session Plans
Resources
Exercise Sheets
For Teachers
For Teachers &
Students
For Students
Review & Role
Play Sheets
Concept Notes
For Reference
How to Use the Session Plans
The Session Plans are guides for the facilitator on how to conduct each session.
However, they are flexible. The facilitator is the best judge of how a particular
session can be conducted for s/he has a finger on the pulse of the class.
The Session Plans are divided into 2 - 4 sections over Comprehension,
Sentences, Activity, and Grammar/Language point. The student Handbooks do
not have these demarcations. The sections have been placed in the facilitators
guide for the facilitator’s reference only.
The Comprehension section initiates a discussion on the situation, the
objective being to elicit responses from the students and to get them talking.
The Sentences section introduces words, phrases, and sentences that are
relevant to a situation and which the student can use to communicate in the
situation. The Activity section has an activity in the form of a role play,
individual, pair, or group work that simulates a real life situation as closely as
possible. The Grammar/Language section discusses the grammar or language
competency identified for the session. It is replete with examples, crossreferences to other Session Plans where the concept may have been covered,
and a quick round of questions that tests the understanding of students.
Each of the above sections has been timed so that the activities and discussions
are completed in the period of the class. However, depending on the mood and
receptivity of the students, you may omit an activity or steps in an activity to
engage the students in a discussion or activity more intensively. The activities
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have been marked Suggested or Mandatory, allowing you the flexibility to
conduct them as closely or as distantly as the need may be.
In the Comprehension section, try to elicit as many responses from the
students as possible – so ask questions, pick students at random for answers if
they are shy to volunteer, and add and build on their responses.
In the Sentences section, ensure that the students copy in their note books any
material that may be written on the board (material provided in Handouts
should be taken away by the students). Encourage the students to read the
sentences aloud. Correct pronunciation issues.
The Activity section should be followed as strictly as possible as it is a
demonstration of skills after a situation is understood (Comprehension) and the
communication required therein practiced (Sentences).
The Grammar/Language is crucial for on it depends the language learning of
the students at a more fundamental level. It is also important to cover this
section well, with as many supporting examples as possible, so that the
students are more confident of attempting the Exercise Sheets. So ideally, do
not conclude any session with a concept unexplained or still unclear to
students. At the end of each session and time permitting, always encourage the
students to come up with simple sentences of their own employing correctly
the language concept discussed.
How to Use the Charts, Handouts, and Flashcards
The Charts, Handouts, and Flashcards are Resources to be used for an activity
or discussion.
The Charts are meant for display, which the class as a whole can read and refer
to or note down material from. You may ask the students to prepare the
requisite chart.
The Handouts (available in the Student Hand Book) have the exercise/activity.
The Flashcards are mainly props for the Activity section. They are meant to be
shown to or selected by the students, based on which they do a pair work or
attempt a role play. The Facilitator should prepare them before the session.
How to Use the Exercise Sheets
The Exercise Sheets are meant to be attempted by the students in their spare
time and brought to the next session for review and correction.
It is important to cover the Grammar/Language section in the Session Plans
well for the students to be able to attempt the exercise with confidence. If it is
12
of help, you may run through the Exercise Sheet with the students before the
class concludes.
How to Use the Role Plays
Role Plays are more towards the end of the course so that by the time the
students enact them, they have gained some level of confidence in speaking
the language. However, if the students feel enthusiastic about it, you can
initiate very short role plays at various intervals over the course duration.
Each Role Play on a situation carries a reference to Session Plans that cover the
situation. It may be of help to the students to carry with them the Handouts
that they may have used for those sessions and their notebooks where they may
have copied useful material as a guide to the Role Plays.
Give emphasis to the enactment of the situation and not just the delivery of
dialog. Show emotions and use gestures. The aim should be to engage the
students in an animated conversation. Evaluate the presentation of each Role
Play on the basis of the parameters given at the end of the Role Play sheet. You
may choose a grading method of your choice and vary the weight age of the
parameters according to your discretion.
How to Use the Concept Notes
The Concept Notes are meant for the facilitator and are also included in the
Student Handbook for reference. Read them to brush up on language
fundamentals.
Refer to the Concept Notes to clear any doubt or confusion that may come up
during the course of a session. It is a good idea to keep them handy even while
taking the sessions.
This course will use a series of sessions focused on practical teaching of spoken
and written English. There will be many exercises that will be done.
Hence, Materials/Equipment needed are:
•
•
•
•
Blackboard at the front of the class to draw and explain concept
LCD Projector and Screen (Optional; if not projecting on the screen)
Flip charts for select exercises
Flash cards and charts as needed
13
Course Structure is laid out below:
Session
No.
SITUATION
COMPETENCY
LEVEL1: Basic Everyday Usage and Spoken Practice
Ice Breaker 1 - Self-introduction by Speaking
in
English;
get
1
students
comfortable
2
Greeting a person
Subject-Verb Agreement
Ice Breaker 2 - Know more about each Speaking
in
English;
get
3
other
comfortable
4
Talking about one's family
Subject-Verb Agreement
5
Ice Breaker 3 - Tell about each other
Speaking in English; Perceptions
6
Introducing oneself
Subject-Verb Agreement
7
Ice Breaker 4 - Form Teams/Pairs
Speaking in English; Groups
8
Asking for time, date, etc.
Framing questions
9
Describing someone
Adjectives and adverbs
10
Asking simple questions
Framing questions
Complete
sentences/sentences
11
Talking about the weather
fragments
12
Talking about likes and dislikes
Simple present tense
Talking
about
strengths
and Making meaningful sentences
13
weaknesses
14
Talking about aspirations
Simple future tense
15
Talking about influences
Simple past tense
16
Talking about values
Quantifiers
17
Talking about one's favorite things
Vocabulary
18
Inviting someone
Pronouns
19
Shopping for necessities
Active passive voice
20
Asking the price
Articles
21
Negotiation
Comprehension
14
Session
No
LEVEL2:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
SITUATION
COMPETENCY
Intermediate Everyday Usage and Spoken Practice
Ordering food at a restaurant
Articles
Making resolutions
Simple future tense
Talking about change
Active passive voice
Planning an outing
Pronouns
Narrating a Story
Simple past tense
Describing a known place
Adjectives and adverbs
Giving directions
Prepositions
Describing an event
Present continuous tense
Recounting an experience
Past continuous tense
Finding a place to stay
Future continuous tense
Saying No
Prepositions
Describing a lost item
Quantifiers
Appreciating someone
Vocabulary
Attending to a phone call
Present perfect tense
Giving
and
receiving
simple
Prepositions
instructions
Registering a complaint
Past perfect tense
Calling up to know about job vacancy Modals
Writing a resume
Connectors and conjunctions
Writing a covering letter
Reported speech
Facing an interview
Framing questions
Taking a telephonic interview
Present perfect tense
Accepting a job offer
Vocabulary
15
Session
No.
SITUATION
LEVEL3: Practical English
1.
Dress And Hygiene
Preparing a Daily and Weekly Work
2.
Plan
3.
Importance Of Computers
Identifying
Different
Types
of
4.
Computers
5.
Computer Brands and Models
6.
Features, Advantages & Benefits
Locating Products; Over the Phone
7.
and In Person
8.
Complaint Handling
9.
Categorizing Computer Issues
10.
User Manual
11.
Cross Selling
12.
Merchandizing Via Technology
13.
Product Promotion
14.
Closing a Deal
15.
Stock Count
16.
Writing a Call report
COMPETENCY
Pronouns
Future Continuous Tense
Articles
Present Continuous Tense
Past Continuous Tense
Prepositions
Reported Speech
Past Perfect Tense
Active and Passive Voice
Connectors and Conjunctions
Adjectives and adverbs
Connectors and Conjunctions
Future Continuous Tense
Modals
Articles
Sentence Structure: Rearranging
Sentences
16
Session
No.
SITUATION
LEVEL4: Practical English
1.
Customer Service Representatives
2.
Describing Your Job
3.
Applying For Leave
4.
Being a Good Team Player
5.
Talking About One’s Company
6.
Information Technology
7.
The ITES Industry
8.
How to communicate effectively
Opening and Closing a Customer
9.
Service Call
10.
Paraphrasing
11.
Verification Of Information
12.
Directing A Customer Over The phone
13.
Handling An Angry Customer
14.
Handling Customer Queries
Clarifying
15.
COMPETENCY
Present Perfect Tense
Connectors and Conjunctions
Vocabulary - Shades of Meaning
Pronouns
Pronouns
Prepositions
Vocabulary - Shades of Meaning
Past Continuous Tense
Adjectives and Adverbs
Active and Passive Voice
Sentense Structure
Modals
Present and Past Perfect Tense
Reported Speech
16.
The Call Flow
Sentence Structure - Framing
Questions
Present Continuous Tense
17.
Giving And Receiving Feedback
Reported Speech
17
FUNCTIONAL ENGLISH (ADVANCED)
SESSION 1: CUSTOMER SERVICE REPRESENTATIVES
RELEVANT KNOWLEDGE
Goal: The student will be able to engage in conversations about what a
Customer Service Representative does.
Competency: Present Perfect Tense
Preparation:
•
•
Refer to the Student Hand book for the session.
Read up the Concept Note on Tenses.
Summary: The situation for this session is A Customer Service Representative.
The session is divided into 3 sections:
o The first section Comprehension discusses the Customer Service
Representative.
o The second section Activity has role plays on the situation.
o The third section Grammar discusses the competency identified for this
session.
Comprehension
Objective: The student is introduced to a Customer Service Representative.
Suggested activity:
Greet the class. Ask the students if they are aware of what it is that a Customer
Service Representative does. Write on the board examples of the job
description that they might mention. Now write down the following as well if it
has not been mentioned:
Form a link between businesses and the customers, providing customer
service support, answer general questions, offer technical support over the
phone or via internet-chat.
Ask the class what each of the above descriptions mean. After some students
have attempted to answer, you may explain and discuss the job description as
follows:
• Customer service representatives are more popularly known as “CSRs”
• CSRs may be direct representatives (store executives) or calling agents
(call center) of their businesses.
• They communicate with customers to provide information in response to
inquiries about products and services, and to handle and solve customer
complaints. They form a very important link between businesses and the
customers; they are often a company's main source of constant customer
contact. CSRs, as call center agents, may also provide customer service
support by offering technical and non-technical support over the phone
or via internet-chat or answer general questions.
18
•
They might handle bank or credit card account inquiries, customer
requests, customer complaints, technical or non-technical support
issues, customer suggestions and feedback.
Ensure that the students write down the definitions / explanations as given by
you.
Now ask each student to define what a CSR does using their own words. The
first student can start with the first point, the second student the second point,
and so on.
Correct grammatical and pronunciation errors wherever necessary.
Next, ask the class if they know what the most important skills of a good CSR
are. After some students have answered, you may explain and discuss the skills
of a good CSR as follows:
• Communication: CSRs often handle client concerns by phone, so it's
important they be skilled talkers. They must also be good listeners, and
should be able to write brief and clear emails and letters.
• Problem Solving: Often, CSRs must identify problems, handle complaints
or answer complicated questions. This makes it very important for them
to be skilled in quick, logical problem solving.
• Computer Skills: The majority of CSRs use computers use computers on
a daily basis, to recover client or company information. Therefore, they
must be comfortable using computers and be able to learn and use
different types of software and the Internet.
• People Skills: Customers are often upset when they contact customer
service. This makes it very important that the CSRs are able to remain
calm, polite and respectful at all times.
• Grammar and Spelling: CSRs should speak proper English and be able to
avoid slang. When writing emails or letters, they must practice good
grammar and spelling.
Make sure that the students write down the above skills descriptions as given by
you.
Now ask each student to define ‘what the skills of a good CSR are’, using their
own words. The first student can start with the first point, the second student
the second point, and so on.
Correct grammatical and pronunciation errors wherever necessary.
EXERCISE2 : Present Perfect Tense
Activity
Objective: The student is able to correctly describe and understand the job of
a customer service representative, in a call center scenario and a face-to-face
interaction.
Mandatory activity:
Preparation time: 25 min
Presentation time: 35 min
19
Language prop: Exercise sheet “CSRs” in the student handbook.
1. A: Hi! How did your interview go?
B: Good. They said I had the skills of a good CSR.
A: CSR? What’s that?
B: It’s the shorter version of a ____________________________.
A: Oh, that’s good to know. So, what is the job of a CSR?
B: Well, as they deal with customers on a daily basis, they form a very
important ________ between the businesses and the customers. And
because they handle complaints and sometimes answer complicated
questions, they also need to be skilled in quick, logical
__________________.
A: Sounds interesting. I hope you get the job.
B: Me too.
A: Good luck!
B: Thanks!
2. A: Hey, Do you think I too could apply for a job as a CSR?
B: Sure! In fact, you would be perfect for the job.
A: What makes you think so?
B: Because you have the all the skills required for the job.
A: What are the skills needed?
B: The first skill needed is _________________, as you will have to either
talk or email chat with customers the whole day. The next skill needed is
___________________, as it’s very important to be calm, polite and
respectful at all times when dealing with customers. The other skills
required are two things you are excellent at!
A: What?
B: Computers and ___________ and ___________. Computers, as CSRs
use computers on a daily basis, to take down and recover client or
company information, and they are required to speak and write/type
letters/mails in clear and understandable English.
A: Great! I think I will apply for the job first thing tomorrow morning.
Wish me luck.
B: Best of luck!
3. A: Did you check out the new website “this is IT.com” for IT/ITES jobs?
B: No. Is it any good?
A: Yes, it is. My friend just got a job through the site.
B: So, do you know of any job offers that I could apply for?
A: Yes. There is an opening for a customer service representative in a
BPO. You should apply.
B: What would my job as a customer service representative be like?
A: I think you might have to provide customer service support by offering
________ and ___-_________ support over the phone or via internet-chat
20
or answer general questions. And you also may have to handle _____ or
______ card account inquiries, customer requests, customer __________.
B: Wow! That seems like a lot to do. Do you really think I should apply?
A: Yes. I do.
B: Alright. I will go online and apply for the job right away!
A: All the best!
B: Thanks!
Divide the class into pairs to work on one of the two scenarios. Tell the
students that they have to fill in the blanks with the definitions and skills learnt
in the previous section after which they will enact the roles of A and B.
After the preparation time is up, ask each pair to come to the front of the class
present the conversation. After all pairs have presented, read out the complete
conversations to the class.
1. A: Hi! How did your interview go?
B: Good. They said I had the skills of a good CSR.
A: CSR? What’s that?
B: It’s the shorter version of a Customer Service Representative.
A: Oh, that’s good to know. So, what is the job of a CSR?
B: Well, as they deal with customers on a daily basis, they form a very
important link between the businesses and the customers. And because
they handle complaints and sometimes answer complicated questions,
they also need to be skilled in quick, logical Problem Solving.
A: Sounds interesting. I hope you get the job.
B: Me too.
A: Good luck!
B: Thanks!
2. A: Hey, Do you think I too could apply for a job as a CSR?
B: Sure! In fact, you would be perfect for the job.
A: What makes you think so?
B: Because you have the all the skills required for the job.
A: What are the skills needed?
B: The first skill needed is Communication, as you will have to either talk
or email chat with customers the whole day. The next skill needed is
People Skills, as it’s very important to be calm, polite and respectful at
all times when dealing with customers. The other skills required are two
things you are excellent at!
A: What?
B: Computers and Grammar and Spelling. Computers, as CSRs use
computers use computers on a daily basis, to take down and recover
client or company information, and they are required to speak and
write/type letters/mails in clear and understandable English.
A: Great! I think I will apply for the job first thing tomorrow morning.
Wish me luck.
21
B: Best of luck!
3. A: Did you check out the new website “this is IT.com” for IT/ITES jobs?
B: No. Is it any good?
A: Yes, it is. My friend just got a job through the site.
B: So, do you know of any job offers that I could apply for?
A: Yes. There is an opening for a customer service representative in a
BPO. You should apply.
B: What would my job as a customer service representative be like?
A: I think you might have to provide customer service support by offering
Technical and Non-Technical support over the phone or via internet-chat
or answer general questions. And you also may have to handle Bank or
Credit card account inquiries, customer requests, customer Complaints.
B: Wow! That seems like a lot to do. Do you really think I should apply?
A: Yes. I do.
B: Alright. I will go online and apply for the job right away!
A: All the best!
B: Thanks!
EXERCISE2 : Present Perfect Tense
Grammar
Objective: The student will be able to understand, practice, and make
sentences that correctly employ this language concept.
The competency identified for this session is present perfect tense.
You can refer to Session 14 (Level2) Attending to a Phone Call where this
competency has been explained in detail. You can briefly explain the concept
again to the class.
Mandatory activity:
Write the following sentences on the board and ask the students to identify the
ones in the present perfect tense.
1. More stores have realized the importance of good customer service. X
2. APPLE has introduced the iPad-4 recently. √
3. Compworld has a new computer gaming section. X
4. Customers have decided to shop only at Compworld because of the wide
range of computers they sell.√
5. They have reduced the prices of their laptops to half. √
6. More customers are coming to the shop after the sale was announced. X
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
22
ASSESSMENT
Read this:
1. I ______ (buy) a modem.
I have bought a modem.
2. I ______ not ______ (buy) a CD.
I have not bought a CD.
Instruction: Fill in the blanks with present perfect form of the verbs given in
the brackets.
1. By mistake I ____________ (keep) these old DVDs.
2. I just bought the laptop for 50,000 rupees and yet you____________ not
____________ (give) me any discount.
3. We are in loss because he ____________ (sell) the laptop at a price
lower than the cost price.
4. Trust me ma’am, I ____________ (offer) you the best price. No other
shop will offer you this price.
5. Someone ____________ (forget) their wallet here.
6. He ____________ (sell) very few computers because the customers find
the prices very high.
7. I ____________ (spend) less money for this computer than I thought I
would because the shopkeeper gave me a good discount.
8. How many calls ____________ you ____________ (make) to the
customers?
9. You ____________ not ____________ (tell) me the cost of the Tablet PC.
10. You ____________ already ____________ (serve) the customer well.
Answers:
1. By mistake I have kept these old DVDs.
2. I just bought the laptop for 50,000 rupees and yet you have not given
me any discount.
3. We are in loss because he has sold the laptop at a price lower than the
cost price.
4. Trust me ma’am, I have offered you the best price. No other shop will
offer you this price.
5. Someone has forgotten their wallet here.
6. He has sold very few computers because the customers find the prices
very high.
7. I have spent less money for this computer than I thought I would
because the shopkeeper gave me a good discount.
8. How many calls have you made to the customers?
9. You have not told me the cost of the Tablet PC.
10. You have already served the customer well.
23
SESSION 2: DESCRIBING YOUR JOB
RELEVANT KNOWLEDGE
Goal: The student will be able to describe their jobs.
Competency: Connectors and Conjunctions
Preparation:
•
•
Refer to the Student Hand book for the session.
Review the exercise “Describing Your Job”.
Summary: The situation for this Session is Describing Your Job. The session is
divided into 3 sections:
o The first section Comprehension gives an example of a simple job
description.
o The second section Activity has a role play on the situation that the
students enact in pairs.
o The fourth section Grammar discusses the competency identified for this
session.
Comprehension
Objective: The student is able to understand how to give a simple job
description.
Suggested activity:
Greet the class. Write down the following five questions on the board:
1. What do you do?
2. Where do you work?
3. Where is your office located?
4. How long have you been working there?
5. What are your work timings?
Ask the students for responses to these questions. Tell the students they can
use details of their current or previous job. Write the following example on the
board:
“I am a Customer Service Representative, working for ACE – ONE, it’s a BPO. My
office is in Gurgaon, and I have been working there for 7 months. My working
hours are from 12:00pm to 21:00hrs (9:00pm)”.
Ask the students to write down their own answers in their notebooks. Give
them at least 10 minutes to prepare their answers. Then, ask them to read the
answers one by one. Ensure all of them participate. Mention that what the
students have just said constitutes a simple description of their jobs.
EXERCISE 1: Describing Your Job
Activity
Objective: The students will be able to answer questions regarding their jobs.
24
Mandatory activity:
Preparation time: 25 min
Presentation time: 30 min
Language prop: Exercise “Describing Your Job”. It has the following:
Sahil works for a call center called “Contact-One”. He is a customer service
representative. His job requires him to answer all in-coming calls from
customers and help them solve their issues. The office he works at is located in
Gurgaon. He works from 14.30hrs (2:30pm) in the afternoon to 23.30hrs
(11:30pm) in the night. He has been working on the same job for a little more
than 2 years.
Sahil had worked as a customer service executive at a lifestyle-store before,
but he likes this job better. That is because Contact-One is a huge organization
and working there has helped him develop and expand his skills. He is also
happy with the salary and benefits he receives. Sahil gets a salary of Rs 12,000
per month, and medical insurance for him and his parents. He also receives an
additional bonus of Rs 500 every week, if he solves more than 90% of his
customers’ issues, which Sahil does! The only problem that he has with his job
is the long distance from his home to the office, and the time it takes to travel
back and forth.
A: So, where are you working at?
B:
___________________________________________________________________.
A: Where is it located?
B:
____________________________________________________________________.
A: How are the working hours?
B:
____________________________________________________________________.
A: How long have you been working on this job?
B:
____________________________________________________________________.
A: Tell us a little about your work.
B: I am working as a _______________________________. The job requires
____________________________________________________________________.
A: Have you worked as a sales representative before?
B:
____________________________________________________________________.
A: How is this job different from your previous job?
B:
____________________________________________________________________.
A: How much does your job pay you?
25
B:
____________________________________________________________________.
A: What else is there?
B:
____________________________________________________________________.
A: So, is there anything that you do not like about your job?
B:
____________________________________________________________________
________________________________________________.
Divide the class into pairs and ask them to read the passage first. It discusses
Manish’s job. Now, the students have to imagine that they are Manish (stand in
Manish’s boots) and answer the questions in the conversation that follows. After
that, they will role play the conversation between A and B. As soon as the
preparation time is up, ask a pair to come forward and present the
conversation. Check their conversations against the sample below. The
sentences may not be the same, but make a note of the mistakes made.
A: So, where are you working at?
B: I work for a call center called Contact-One.
A: Where is it located?
B: The office is located in Gurgaon.
A: How are the working hours?
B: There are different shift-timings. I work from 14.30hrs (2:30pm) in the
afternoon to 23.30hrs (11:30pm) in the night.
A: How long have you been working on this job?
B: I have been working on the job for a little more than 2 years.
A: Tell us a little about your work.
B: I am working as a customer service representative. The job requires me to
answer all in-coming calls from customers and help them solve their issues.
A: Have you worked as a sales representative before?
B: Yes. I worked as a customer service executive at a lifestyle-store before.
A: How is this job different from your previous job?
B: Working here has helped me develop and expand my skills.
A: How much does your job pay you?
B: I get a salary of Rs 12,000 per month plus a weekly bonus of Rs 500, and
that’s not all.
A: What else is there?
B: They have also provided my parents and me with medical insurance.
A: So, is there anything that you do not like about your job?
B: Yes. The only problem that he has with his job is the long distance from his
home to the office, and the time it takes to travel back and forth
26
Read out this sample after all pairs have presented their role plays. Discuss the
mistakes that you have noted in their conversations.
EXERCISE 2: Connectors and Conjunctions
Grammar
Objective: The student will be able to understand, practice, and make
sentences that correctly employ this language concept.
The competency identified for this session is connectors and conjunctions.
You can refer to Session 18 (Level 2) Writing a Resume where this competency
has been explained in detail. You can briefly explain the concept again to the
class.
Mandatory activity:
Write the following on the board and ask the students to choose the
appropriate conjunction / connector.
1. My main job is that of a Team Leader, _____ I also answer calls
sometimes. (but, yet, so)
2. I chose to take up the job in Delhi _____ it is a bigger organization. (so,
as, and)
3. My working hours are from 9am to 7pm; _____ you could say that I work
10 hours. (but, so, because)
4. I am doing an MBA ___________ I want to grow in my career. (and,
though, because)
5. In the near future, I want to become a Call Center Manager.
____________ I have not worked in a managerial role before, I am sure I
will pick up the skills. (Though, For, But)
6. First, I used to be a call center agent. ______ I became a Team Leader.
(However, Then, In brief)
7. I like my new job. _____________ I love talking on the phone!
(Nevertheless, Moreover, Therefore)
Please Note: The options in bold are the correct ones
Ensure that the students write down the sentences in their notebooks.
Encourage the students to make simple sentences using conjunctions and
connectors.
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
ASSESSMENT
Read this:
1. I told her I didn’t know how to make an omelet, so she offered to show me
how. (conjunction)
27
2. I told her I didn’t know how to make an omelet. Then she offered to show
me how. (connector)
3. She offered to show me how to make omelet as I didn’t know how.
(conjunction)
4. I didn’t know how to make an omelet. Therefore she offered to teach me.
(connector)
Instruction: Fill in the blanks with connectors/conjunctions given in the box
below. Some of the connectors/conjunctions can be used more than once.
though
however
and
but
as
then
because
so
next
thus
My name is Isha _______ I am a call center agent at WKS, a BPO at Tech-City in
Gurgaon. I have been working there for more than a year. _______ I enjoy my
work so much that time seems to have passed very quickly.
_______, a lot of people feel that a call center agent’s job is easy, it’s not. It is
a job that requires a lot of energy _______ patience. Every morning, I have to
reach the office by 9:00am sharp. _______ I have to mark my attendance,
_____ make sure I check all my emails for any incomplete work that has to be
completed. _______, I have to attend and solve all the customers’ calls.
I start attending to calls at around 9:30am, _____, break for lunch only at
12:30pm. We have an hour to finish eating, and _____ its back to work.
_______ our organization is very large ____ internationally well known, it
attracts a lot of customers from across the world.
Answers:
My name is Isha and I am a call center agent at WKS, a BPO at Tech-City in
Gurgaon. I have been working there for more than a year. But I enjoy my work
so much that time seems to have passed very quickly.
Though, a lot of people feel that a call center agent’s job is easy, it’s not. It is
a job that requires a lot of energy and patience. Every morning, I have to reach
the office by 9:00am sharp. Then I have to mark my attendance, and make
sure I check all my emails for any incomplete work that has to be completed.
Next, I have to attend and solve all the customers’ calls.
I start attending to calls at around 9:30am; however, we break for lunch only
at 12:30pm. We have an hour to finish eating, and then it’s back to work.
Because our organization is very large and internationally well known, it
attracts a lot of customers from across the world.
28
SESSION 3: APPLYING FOR LEAVE
RELEVANT KNOWLEDGE
Goal: The student will be able to write a leave application.
Competency: Vocabulary
Preparation:
•
•
•
Refer to the Student Hand book for the session.
Review exercise: Writing a Leave Application
Prepare the Leave Application Chart. On a full scale chart paper.
Summary: The situation for this Session Plan is “Writing a Leave Application”.
The Session Plan is divided into 3 sections:
o In the first section Comprehension, the student is introduced to the topic.
o The second section Activity has a role play on the topic that the students
enact in pairs.
o The third section Language point discusses the competency identified for
this session.
Comprehension
Objective: The student is introduced to the topic.
Suggested activity: Greet the class. Discuss the topic briefly: Tell the class that
an application for leave is a common employment email / letter written /
typed in all the organizations.
•
•
•
•
•
•
•
•
•
The application emails / letters help in maintaining the leave record of
the employee.
The application is written to inform the superior about the employee’s
non-availability in the organization for a specific period.
The reason of leave and period of absence has to be specified in the
letter.
The application email / letter has to be short and precise.
Only relevant information should feature in the letter / mail.
Always assure the employer that all the pending work will be completed
once you return from leave.
The letter has to use formal language and format that is specified by the
organization.
An employee should make it a point to draft a leave application before
going on long leave.
This will help the management in hand-over your responsibilities to
another employee, while you are on leave.
29
The two samples below are for employees who choose to write an application in
hard copy. Note the format and the language.Notice how the employee is
applying leave for five days for a genuine personal reason.
A Sample Employee Leave Application letter – 1
Name: Raashi Dingra
Employee Code: CSD - 1248
Date: 05/24/2012
To,
Avinash Bagaadi
Manager, Human Resources
Subject: Leave Application for 10 days for exams
Dear Sir,
I wish to apply for 10 working days leave from the 15th of next month till the
end of month (16 - 27 Apr. 2012).
The reason for this is my master's course examinations of the final term. The
examinations consist of the 10 papers that I need to appear for, and the
additional five days are for preparing for the examinations.
I shall report back to work on the 30thof May 2012. I request you to kindly
approve my leave.
Thanking you.
Regards,
Ankita Pandey
A Sample Employee Leave Application letter - 2
Dated: 21st July, 2009
To,
The Manager,
Computer Services Department.
Subject: Request for leave
Dear Sir/Ma’am,
I would like to request a leave for 5 days, from the 25th to the 29thof July, as I
have to attend my brother’s wedding in Jamshedpur.
I would be extremely happy if my leave is sanctioned.
Thanking you,
30
Regards,
Arun Anand - (Employee-Id No. 0123)
Computer Services Department
Explain the format to the class. Tell them which part has to come before the
other:
o The date should be written on the top left corner.
o The date should be followed by the designation of the addressee. This
will be written on the left.
o The designation of the addressee should be followed by the subject.
o The subject should be followed by the salutation.
o The salutation should be followed by the body of the later.
o The body of the letter should be followed by the leave-taking.
Sample-3 below is for employees who choose to write an application via e-mail.
Note the format and the language.Notice that the employee is applying leave
for five days for a genuine personal reason
.
A
Sample
Employee
Leave Application E-mail
-
3
Dear Sir,
This application mail is to request you to grant me a leave of absence for three
weeks. My leave would start from November 10, 2012. My wife has had an
accident resulting in a dislocated knee joint that needs to be surgically
operated on.
I have to be with her during the surgery and the recovery period. The doctors
have advised her three weeks of complete bed rest.
Therefore, I would really appreciate your approval of leave, as I will have to
take care of my wife, children and home. I will return to work on December 2,
2012.
All my work has been completed up-to-date; however, if there are any
concerns, I can be contacted via phone / internet.
Yours sincerely
Jagjit Anand
Customer Service Representative
Employee – id 78910
Format of an Employee Leave Application Mail
31
In an e-mail, the format all sections within the letter are aligned to the left.
The paragraphs too should start from the left. All sentences too, should start
from the margin of the letter or mail.
For example:
To: (recipient's address)
CC: (the reporting manager’s personnel's e-mail addresses)
Subject: Leave application for ____ days for ____.
o
o
o
In this section, you may or may not mention the reason of the leave in the
subject line itself.
For instance, if it is for personal reasons, it is better not to write it in the
subject line.
In case it is for some examination, then you may.
Body of the E-Mail:
o
o
o
o
o
o
Start with the addressee's name, designation, department, etc. In the first
line, i.e. the introduction of the e-mail, one is supposed to write that he or
she wishes to apply for leaves.
Next, follows the date and number of working days.
In the second paragraph, one can cite the reason for applying for leaves.
Then request them to accept and approve the leave.
The content of this letter should not exceed more than 300 words in
general.
End the letter by thanking the recipient and saying that you will await the
reply.
Signature: Your name, designation, employee id, department
Tell the students that the above samples of employee leave application letters
/ e-mails will give them an idea of how to address the letter to their seniors
and specify their reasons for asking leaves. Ensure all the students copy down
the samples as well as the formats.
EXERCISE 1: Writing a Leave Application
Activity
Objective: The student enacts a role-play based on the topic.
Mandatory activity:
Preparation time: 20min
Presentation time: 25min
Language prop: Exercise: Writing a Leave Application
Fill in the blanks with the options given below:
o your reasons for taking the leave
o The letter should start
32
o
o
o
o
o
o
you can write down the salutation
Thanks a lot
the top left corner
you can write the body of your leave application
write the subject after that
designation of the person
A: I don’t know how to write a leave application.
B: I do. Would you like me to teach you?
A: Yes, that will be great!
B: Okay. _____________________with the date. Write down the date on
_________________.
A: Okay. What should I write after date?
B: The ______________________________________you are writing the leave
application to.
A: Right! And I suppose we have to _______________________________.
B: Correct! After that, ________________________________________.
A: And the salutation is usually followed by the subject, isn’t it?
B: Yes. Then, ______________________________________________________.
A: What should I write in that?
B: You can state how many days’ leave you want to request as well as
___________________ _______________________.
A: Okay. And what comes after the body?
B: After the body of the letter, you can give the leave-taking. And that’s how
you write a leave application.
A: ________________________________!
Divide the class into pairs. Ask the students to prepare their presentation as
directed in the exercise. Each pair has to enact the completed conversation in
the form of a role-play where one student plays the role of the A and B. The
students should switch roles. After the role-plays are over, read out the sample
below. Ask the students to listen carefully and correct any errors in their
presentation.
A: I don’t know how to write a leave application.
B: I do. Would you like me to teach you?
A: Yes, that will be great!
B: Okay. The letter should start with the date. Write down the date on the top
left corner.
A: Okay. What should I write after date?
B: The designation of the person you are writing the leave application to.
A: Right! And I suppose we have to write the subject after that.
B: Correct! After that, you can write down the salutation.
A: And the salutation is usually followed by the subject, isn’t it?
33
B: Yes. Then, you can write the body of your leave application.
A: What should I write in that?
B: You can state how many days’ leave you want to request as well as your
reasons for taking the leave.
A: Okay. And what comes after the body?
B: After the body of the letter, you can give the leave-taking. And that’s how
you write a leave application letter.
A: Thanks a lot!
EXERCISE 2: Vocabulary
Language
Time: 30min
Objective: The competency identified for this session is vocabulary.
Mandatory activity:
Choose the option which define the words in bold or share meaning with them.
1. A leave letter is one where you request leave.
(a) ask for
(b) demand
(c) refuse
2. It should have a subject.
(a) a statement which shortens the letter
(b) a statement which states the topic of the letter
(c) a statement which is an example of the letter
3. It is easy to write a leave application.
(a) difficult
(b) a tough job
(c) not difficult
4. I would be extremely happy if my leave is sanctioned.
(a) refused
(b) allowed
(c) not allowed
5. I have to attend my brother’s meeting in Jamshedpur.
(a) to be present at
(b) to be absent at
(c) to not go to
The correct options are:
1. (a) ask for
2. (b) a statement which states the topic of the letter
3. (c) not difficult
4. (b) allowed
5. (a) to be present at
34
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
ASSESSMENT
Instruction: Select the right word from the options given.
1. I would like to request/beg you for a grant of motherhood/maternity leave.
2. I have been working with this organization for the past six years and my
leave record is very good/perfect.
3. Apart from last year when I exhausted/finished all my available leaves,
every other year has at least 5 or 6 days of un-availed leaves.
4. I understand/know that the company does not provide maternity leave/off.
5. However/Though, I hope that my case can be considered as an
exception/omission to the rule.
6. I hope this record helps you to view my case favorably/happily.
7. I would be extremely grateful if my leave is sanctioned/passed.
Answers:
1. I would like to request you for a grant of maternity leave.
2. I have been working with this organization for the past six years and my
leave record is very good.
3. Apart from last year when I exhausted all my available leaves, every other
year has at least 5 or 6 days of un-availed leaves.
4. I know that the company does not provide maternity leave.
5. However, I hope that my case can be considered as an exception to the
rule.
6. I hope this record helps you to view my case favourably.
7. I would be extremely grateful if my leave is sanctioned.
35
SESSION 4: BEING A GOOD TEAM PLAYER
RELEVANT KNOWLEDGE
Goal: The student will be able to able to understand how he/she can be a good
team player.
Competency: Pronouns
Preparation:
•
•
•
Refer to the Student Hand book for the session.
Read the Concept Note on Pronouns.
Review the Handout: Team Player 1 and Handout: Team Player 2.
Summary: The situation for this Session Plan is “Being a Good Team Player”.
The Session Plan is divided into 3 sections:
o In the first section Comprehension, the students are introduced to the
topic.
o The second section Activity has a role play on the situation that the
students enact in pairs.
o The third section Grammar point discusses the competency identified for
this session.
Comprehension
Objective: The student is able to understand the topic.
Mandatory activity:
Greet the class. Discuss the situation briefly with the class. Talk to them about
the following situations and ask them which characterizes the quality of being a
good team player and which does not.
1. Your colleague asks you to look after his department for while because
he has to attend an urgent call. You refuse him by saying that you are
too busy.
2. Your junior asks you to explain what to do as he is new. You describe the
job in detail and tell him to come to you if he needs any help.
3. Your boss tells you to complete the call reports for the last two weeks
with the help of two other customer service reps.; you tell your boss that
you like to do things alone.
4. Your colleague asks you to help her with her calculations for the report.
You willingly calculate her numbers and offer to complete the report for
her.
Ensure all the students copy the points down in their notebooks, and answers
them. After all the students have read out their answers, tell the class that
Situations 1 and 3 do not exemplify the quality of being a good team player
whereas Situation 2 and 4 does.
EXERCISE 1: Team Player
36
Suggested activity:
Now ask the students to turn to the following exercise in their Student
Handbooks: Team Player 1. Explain the situations given in the exercise and ask
them what they would do in order to be a good team player.
Exercise: Team Player 1
1. A colleague of yours wants your help in completing a project. You say:
(a) I am busy; however, I suppose I could help you a little.
(b) I am busy and I can’t help you at all.
2. A colleague of yours wants your help in getting the information for the
weekly call report. You say:
(a) I am busy so I can’t help.
(b) I really wish I could help you; however, I have a lot of work to finish.
3. You and your colleagues are given the same task. You say:
(a) I think we can work together on the task as a team.
(b) You do the work your own way.
Give the students 10 minutes to answer the questions. Then, ask them to
read out their answers one by one. The correct answers are:
1. (a) I am busy but I suppose I could help you a little.
2. (b) I wish I could help you but I have a lot of work to finish.
3. (a) I think we can work together on the task as a team.
EXERCISE 2: Team Player 2
Activity
Objective: The student enacts a role-play based on the situation.
Mandatory activity:
Preparation time: 20min
Presentation time: 20min
Language prop: Exercise: Team Player 2
Rearrange the following in order to complete the conversation between A and
B.
o Maybe we could do it together.
o We will need the call reports, follow-up documents, as well as, all the onsite service reports we have.
o Oh! Even I have been given the same assignment.
o Okay. Shall I get the call reports?
o Yes, we could. Let’s make a list of the things we might need.
A: Hello, I have been asked to categorize all the customer files according to the
issues.
B:
____________________________________________________________________
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A:
____________________________________________________________________
B:
____________________________________________________________________
A:
____________________________________________________________________
B:
____________________________________________________________________
A: Yes. I will go and get the follow-up documents, and the on-site service
reports.
Divide the class into pairs. Ask the students to prepare their presentation as
directed in the exercise. Each pair has to enact the completed conversation in
the form of a role-play where one student plays the role of the A and B. After
the role-plays are over, read out the sample below. Ask the students to listen
carefully and correct any errors in their presentation.
A: Hello, I have been asked to categorize all the customer files according to the
issues.
B: Oh! Even I have been given the same assignment.
A: Maybe we could do it together.
B: Yes, we could. Let’s make a list of the things we might need.
A: We will need the call reports, follow-up documents, as well as, all the onsite service reports we have.
B: Okay. Shall I get the call reports?
A: Yes. I will go and get the follow-up documents, and the on-site service
reports.
EXERCISE 3: Pronouns
Grammar
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
The competency identified for this session is pronouns.
Mandatory activity:
Ask the students to choose the appropriate pronoun for the following:
1. He told me to do the job ______________. (mine, myself, me)
2. I needed __________ help. (your, yours, you)
3. If we do the work together, it will take ________ less time to complete
it. (we, our, us)
4. I told them we can’t do it without ____________ co-operation. (theirs,
their, them)
5. Working as a team helps ___________ do our work faster and better.
(we, us, ourselves)
6. Would you like _____ to help you? (me, I, myself)
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7. He can do the work ___________ but if we help him, it will be done
faster. (him, himself, his)
The answers are:
1. myself
2. your
3. us
4. their
5. us
6. me
7. himself
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
ASSESSMENT
Read this:
Examples:
1. We need to fight for our rights.
2. They should do the work themselves.
3. I have to learn it on my own.
4. This is my struggle and mine alone.
Instruction: Fill in the blanks with the correct pronouns.
1. My boss is a very intelligent and friendly person. _________ (His / He)
guidance and support help _________ (ourselves / us) do our work
efficiently.
2. When I joined the electronic department I didn’t know how to service a DVD
player. But Kaushik, who is very kind and helpful in nature, explained all
_________ (it / its) know-how to me.
3. Shalini seemed unfriendly at first, but once I become a friend of _________
(hers / her), she helped _________ (I / me) a lot and made me feel
comfortable in the new office.
4. Naman and ________ (I / me) have never been that close, yet when I asked
_________ (him / he)to help with categorizing the products according to
their Brands, he readily agreed.
5. Anshuman had to leave for home early as his sister was not well. My boss not
only gave _________ (him / his) permission to leave early, but also asked
_________ (he / his) driver to drop Anshuman home.
6. Vandana has exchanged _________ (hers / her) day shift with Nisha’s night
shift because Nisha had to go to her son’s school on Monday morning.
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Answers:
1. My boss is a very intelligent and friendly person. His guidance and support
help us do our work efficiently.
2. When I joined the electronic department I didn’t know how to service a DVD
player. But Kaushik, who is very kind and helpful in nature, explained all its
know-how to me.
3. Shalini seemed unfriendly at first, but once I become a friend of hers, she
helped me a lot and made me feel comfortable in the new office.
4. Naman and I have never been that close, yet when I asked him to help with
categorizing the products according to their Brands, he readily agreed.
5. Anshuman had to leave for home early as his sister was not well. My boss not
only gave him permission to leave early, but also asked his driver to drop
Anshuman home.
6. Vandana has exchanged her day shift with Nisha’s night shift because Nisha
had to go to her son’s school on Monday morning.
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REVIEW SESSION 1
RELEVANT KNOWLEDGE
Objective: To evaluate the students’ knowledge and understanding of Sessions
1, 2, 3 and 4 of Level-4.
Methodology: The review evaluations will be Question and Answer based.
Answers will be assessed on Content, Context, Grammar, Sentence structure
and Vocabulary based on the L-4 sessions that were imparted.
Process: The review evaluations will be divided into four parts. One for each
session:
1.
2.
3.
4.
Customer Service Representatives.
Describing your job.
Applying for Leave.
Being a Good Team Player.
The time allotted to each part will be 30 minutes.
Suggested Activity:
Greet the class. Explain the process of the evaluation to the class. Tell them
that the evaluations are divided into four parts, each part is allocated 30min,
and that they are Question and Answer based.
ASSESSMENT
Review of Session 1: Customer Service Representatives
1. Activity: Question and Answer
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions).
Questions:
1. What are customer service representatives popularly known as?
2. What kind of a “link” do customer service representatives form between
businesses and their customers, and why?
3. What is the job description of a customer service representative?
4. What the most important skills of a good customer service representative?
Answer Key: Answers may vary but must suggest the following:
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1. Customer service representatives are more popularly known as “CSRs”
2. They form a very important link between businesses and the customers, as
they are often the company's main source of constant customer contact
3. *Please Note: The students’ answers may suggest some or all of the
following:
Their job requires them to communicate with customers to provide
information in response to inquiries about products and services, and to
handle and solve customer complaints.
It also necessitates them to provide customer service support by offering
technical and non-technical support in person, over the phone or via
internet-chat or answer general questions.
Their jobs may also require them to handle bank or credit card account
inquiries, customer requests, customer complaints, technical or nontechnical support issues, customer suggestions and feedback.
4. *Please Note: The students’ answers may suggest some or all of the
following:
The most important skills of a good customer service representative are:
o Communication: CSRs often handle client concerns by phone, so it's
important they be skilled talkers. They must also be good listeners, and
should be able to write brief and clear emails and letters.
o Problem Solving: Often, CSRs must identify problems, handle complaints
or answer complicated questions. This makes it very important for them
to be skilled in quick, logical problem solving.
o Computer Skills: The majority of CSRs use computers use computers on a
daily basis, to recover client or company information. Therefore, they
must be comfortable using computers and be able to learn and use
different types of software and the Internet.
o People Skills: Customers are often upset when they contact customer
service. This makes it very important that the CSRs are able to remain
calm, polite and respectful at all times.
o Grammar and Spelling: CSRs should speak proper English and be able to
avoid slang. When writing emails or letters, they must practice good
grammar and spelling.
2. Activity: Fill in the blanks
Directions: Ask the students to fill in the blanks of the given sentences with
present perfect form of the verbs given in the brackets.
Sentences:
1. By mistake I ____________ (keep) these old DVDs.
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2. I just bought the laptop for 50,000 rupees and yet you____________ not
____________ (give) me any discount.
3. Trust me ma’am, I ____________ (offer) you the best price. No other store
will offer you this price.
4. Someone ____________ (forget) their wallet here.
5. He ____________ (sell) very few computers because the customers find the
prices very high.
6. You ____________ not ____________ (tell) me the cost of the Tablet PC.
7. You ____________ already ____________ (serve) the customer well.
Answer Key:
1. By mistake I have kept these old DVDs.
2.
I just bought the laptop for 50,000 rupees and yet you have not given
me any discount.
3.
Trust me ma’am, I have offered you the best price. No other shop will
offer you this price.
4.
Someone has forgotten their wallet here.
5.
He has sold very few computers because the customers find the prices
very high.
6.
You have not told me the cost of the Tablet PC.
7.
You have already served the customer well.
Review of Session 2: Describing Your Job
1. Activity: Role-Play
Directions: Tell the students that the details given are of Tanuja Shah’s job
description. Ask the class to first, rearrange the sentences of her job
description, so it makes sense and has a sequential flow, and then to answer
the questions given below.
Sentences:
She works from 9.30am in the morning to 6:30pm in the evening. Her job
requires her to attend to and serve all the customers’ needs and queries, and
assist them in the best way possible. She is a customer service representative
at one of their stores. Tanuja works for a computer manufacturing giant called
“Gadgetronics”.
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She has been working on the same job for a little more than 2 years. The office
she works at is located in Gurgaon.
That is because Gadgetronics is a huge organization and working there has
helped her develop and expand her skills. Tanuja gets a salary of Rs 9,500 per
month, and medical insurance for her and her parents. Tanuja had worked as a
customer service executive at a lifestyle-store before, but she likes this job
better. She is also happy with the salary and benefits she receives. The only
problem that she has with her job is the long distance from her home to the
office, and the time it takes to travel back and forth. She also receives an
additional bonus of Rs 750 every week, if she provides excellent service to
more than 90% of her customers and receives good feedback, which Tanuja
does!
Answer Key: The re-arranged sentence order may vary; however they must be
as coherent as follows:
Tanuja works for a computer manufacturing giant called “Gadgetronics”. She is
a customer service representative at one of their stores. Her job requires her to
attend to and serve all the customers’ needs and queries, and assist them in
the best way possible. The office she works at is located in Gurgaon. She works
from 9.30am in the morning to 6:30pm in the evening. She has been working on
the same job for a little more than 2 years.
Tanuja had worked as a customer service executive at a lifestyle-store before,
but she likes this job better. That is because Gadgetronics is a huge
organization and working there has helped her develop and expand her skills.
She is also happy with the salary and benefits she receives. Tanuja gets a salary
of Rs 9,500 per month, and medical insurance for her and her parents. She also
receives an additional bonus of Rs 750 every week, if she provides excellent
service to more than 90% of her customers and receives good feedback, which
Tanuja does! The only problem that she has with her job is the long distance
from her home to the office, and the time it takes to travel back and forth.
Questions:
A: So, where are you working at?
B: ___________________________________.
A: Where is it located?
B: ______________________________.
A: How are the working hours?
B: _____________________________________________________.
A: How long have you been working on this job?
B: ___________________________________________________.
A: Tell us a little about your work.
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B: I am working as a _______________________________. The job requires
_______________________________________________________________.
A: Have you worked as a sales representative before?
B: __________________________________________________________ .
A: How is this job different from your previous job?
B: _____________________________________________.
A: How much does your job pay you?
B: _________________________________________________________________.
A: What else is there?
B: ________________________________________________________.
A: So, is there anything that you do not like about your job?
B:___.______________________________________________________________.
Answer Key:
A: So, where are you working at?
B: I work for a computer manufacturing giant called “Gadgetronics”.
A: Where is it located?
B: The office is located in Gurgaon.
A: How are the working hours?
B: There are different shift-timings. I work from 9.30am in the morning to
6:30pm in the evening.
A: How long have you been working on this job?
B: I have been working on the job for a little more than 2 years.
A: Tell us a little about your work.
B: I am working as a customer service representative. The job requires me to
attend to and serve all the customers’ needs and queries, and assist them in
the best way possible.
A: Have you worked as a sales representative before?
B: Yes. I worked as a customer service executive at a lifestyle-store before.
A: How is this job different from your previous job?
B: Working here has helped me develop and expand my skills.
A: How much does your job pay you?
B: I get a salary of Rs 9,500 per month plus a weekly bonus of Rs 750, and that’s
not all.
A: What else is there?
B: They have also provided my parents and me with medical insurance.
A: So, is there anything that you do not like about your job?
B: Yes. The only thing I don’t like is the long distance from his home to the
office, and the time it takes to travel back and forth
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2. Activity: Fill in the blanks
Directions: Ask the students to fill in the blanks with connectors/conjunctions
given in the box above the given sentences. Some of the connectors /
conjunctions can be used more than once.
Connectors & Conjunctions:
though
however
and
but
as
then
because
so
next
thus
Sentences:
My name is Isha _______ I work as a customer service representative at
Gadgetronics at Tech-City in Gurgaon. I have been working there for more than
a year now. _______ I enjoy my work so much, I haven’t noticed the months
roll by.
_______, a lot of people feel that a customer service representative’s job is
easy, it’s not. It is a job that requires a lot of energy _______ patience. Every
morning, I have to reach the office by 9:00am sharp. _______ I have to mark
my attendance, _____ make sure I check all my emails for any incomplete work
that has to be completed. _______, I have to attend to all the customers’
needs.
I start attending to customers at around 9:30am, _____, break for lunch only at
12:30pm. We have an hour to finish eating, and _____ it’s back to work.
_______ our organization is very large ____ internationally well known, it
attracts a lot of customers from across the world.
Answer Key:
My name is Isha and I work as a customer service representative at
Gadgetronics at Tech-City in Gurgaon. I have been working there for more than
a year now. Because I enjoy my work so much, I haven’t noticed the months
roll by.
Though, a lot of people feel that a customer service representative’s job is
easy, it’s not. It is a job that requires a lot of energy and patience. Every
morning, I have to reach the office by 9:00am sharp. Then I have to mark my
attendance, and make sure I check all my emails for any incomplete work that
has to be completed. Next, I have to attend to all the customers’ needs.
46
I start attending to customers at around 9:30am; however, we break for lunch
only at 12:30pm. We have an hour to finish eating, and then it’s back to work.
Because our organization is very large and internationally well known, it
attracts a lot of customers from across the world.
Review of Session 3: Applying For Leave
Activity: Questions and Answers
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions).
Questions:
1. What do application emails/letters help maintain?
2. What kind of language and format must you use in an application
email/letter?
3. What should be specified in the application email/letter?
4. Why is the application email/letter for leave written, and to whom?
5. “A leave application email/letter should consist of all kinds of
information.” - True/False? State why.
6. “The leave application email/letter should not be lengthy and
imprecise.” – True/False? State why.
7. “An employee shouldn’t draft a leave application before going on long
leave.” – True/False? State why.
8. What do you need to always assure your employer of when applying for
leave?
9. What is the format of a leave application letter? Explain step-by-step.
Answer Key: Answers may vary but must suggest the following:
1. The application emails / letters help in maintaining the leave record of
the employee.
2. The email/letter has to use formal language and format that is specified
by the organization.
3. The reason of leave and period of absence has to be specified in the
email/letter.
4. The application email/letter is written to inform the superior about the
employee’s non-availability in the organization for a specific period.
5. False. - Only relevant information should feature in the leave application
email/letter.
6. True. - The application emails/letters have to be short and precise.
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7. False. - An employee should make it a point to draft a
leave application before going on long leave, as it would help the
management in hand-over your responsibilities to another employee,
while you are on leave.
8. You need to always assure the employer that all the pending work will be
completed once you return from leave.
9. The format is as follows:
a. The date should be written on the top left corner.
b. The date should be followed by the designation of the addressee.
This will be written on the left.
c. The designation of the addressee should be followed by the
subject.
d. The subject should be followed by the salutation.
e. The salutation should be followed by the body of the later.
f. The body of the letter should be followed by the leave-taking.
g. The leave-taking should be followed by the salutary closing;
thanks, regards, etc.
h. The salutary closing should be followed by the signature; name,
designation, employee id, department.
1. Activity: Role-Play
Directions: Ask the class to rearrange the given points, to form a logical and
coherent leave application letter based on the format taught in the session.
Leave Application Letter:
o Dear
o Computer Services Department
o The Manager,
o Thanking you,
o Dated: 21st July, 2009
o Sir/Ma’am,
o Regards,
o Computer Services Department
o Subject: Request for leave
o Mitaali Singhania - (Employee-Id No. 7890)
I would be extremely happy if my leave is sanctioned. from the 25th to the 29th
of July, as I have to attend my brother’s wedding in Jamshedpur. I would like to
request a leave for 5 days,
Answer Key:
To,
48
The Manager,
Computer Services Department
Subject: Request for leave
Dear Sir/Ma’am,
I would like to request a leave for 5 days, from the 25th to the 29th of July, as I
have to attend my brother’s wedding in Jamshedpur.
I would be extremely happy if my leave is sanctioned.
Thanking you,
Regards,
Mitaali Singhania - (Employee-Id No. 7890)
Computer Services Department
2. Activity: What’s the Word?
Directions: Ask the students to select the right word from the options given in
bold in the given sentences.
Sentences:
1. I would like to request / beg you for a grant of unwell/sick leave.
2. I have been working with this organization for the past six years and my
leave record is very good/perfect.
3. Apart from last year when I exhausted / finished all my available leaves,
every other year has at least 5 or 6 days of un-availed leaves.
4. I understand / know that the company does not provide any paid leave /
off.
5. However / Though, I hope that my case can be considered as an
exception / omission to the rule.
6. I hope this record helps you to view my case favorably / happily.
7. I would be extremely grateful if my leave is sanctioned / passed.
Answer Key:
1. I would like to request you for a grant of sick leave.
2. I have been working with this organization for the past six years and my
leave record is very good.
3. Apart from last year when I exhausted all my available leaves, every
other year has at least 5 or 6 days of un-availed leaves.
4. I know that the company does not provide any paid leave.
5. However, I hope that my case can be considered as an exception to the
rule.
6. I hope this record helps you to view my case favorably.
49
7. I would be extremely grateful if my leave is sanctioned.
Review of Session 4: Being a Good Team Player
1. Activity: Questions and Answers
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions).
Questions:
1. Which of the following characterizes the quality of being a good team player,
and which does not?
o Your colleague asks you to help her prepare the report chart. You willingly
help her and offer to complete preparing the chart for her.
o Your colleague asks you to help him with his report because he has to
submit it today. You refuse him by saying that you are too busy.
o A new member of your team asks you to explain to him what the job
involves. You describe the job in detail and tell him to come to you if he
needs any help.
o Your boss tells you to complete the customer service reports for the last
two weeks with the help of two other customer service reps.; you tell your
boss that you can’t work with them, as you don’t like them.
Answer Key: Answers may vary but must suggest the following:
1. Situations 2 and 4 do not exemplify the quality of being a good team player
whereas Situation 1 and 3 does.
2. Activity: Role-Play: Good Team Player
Directions: Ask the students to rearrange the following dialogues, in order to
complete the conversation between A and B.
Role-Play: Good Team Player
o Maybe we could do it together.
o We will need the customer service reports, follow-up documents, as well as,
all the on-site service reports we have.
o Oh! Even I have been given the same assignment.
o Okay. Shall I get the customer service reports?
o Yes, we could. Let’s make a list of the things we might need.
A: Hello, I have been asked to categorize all the customer files according to the
issues.
50
B:
____________________________________________________________________
A:
____________________________________________________________________
B:
____________________________________________________________________
A:
____________________________________________________________________
B:
____________________________________________________________________
A: Yes. I will go and get the follow-up documents, and the on-site service
reports.
Answer Key:
A: Hello, I have been asked to categorize all the customer files according to the
issues.
B: Oh! Even I have been given the same assignment.
A: Maybe we could do it together.
B: Yes, we could. Let’s make a list of the things we might need.
A: We will need the customer service reports, follow-up documents, as well as,
all the on-site service reports we have.
B: Okay. Shall I get the customer service reports?
A: Yes. I will go and get the follow-up documents, and the on-site service
reports.
3. Activity: Fill in the blanks
Directions: Ask the students to fill in the blanks of the given sentences with
the correct pronouns.
Sentences:
1. My boss is a very intelligent and friendly person. _________ (His / He)
guidance and support help _________ (ourselves / us) do our work
efficiently.
2. When I joined the electronic department I didn’t know how to service a
DVD player. But Kaushik, who is very kind and helpful in nature,
explained all _________ (it / its) know-how to me.
3. Shalini seemed unfriendly at first, but once I become a friend of
_________ (hers / her), she helped _________ (I / me) a lot and made
me feel comfortable in the new office.
4. Naman and ________ (I / me) have never been that close, yet when I
asked _________ (him / he) to help with categorizing the products
according to their Brands, he readily agreed.
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5. Anshuman had to leave for home early as his sister was not well. My boss
not only gave _________ (him / his) permission to leave early, but also
asked _________ (he / his) driver to drop Anshuman home.
6. Vandana has exchanged _________ (hers / her) day shift with Nisha’s
night shift because Nisha had to go to her son’s school on Monday
morning.
Answer Key:
1. My boss is a very intelligent and friendly person. His guidance and
support help us do our work efficiently.
2. When I joined the electronic department I didn’t know how to service
a DVD player. But Kaushik, who is very kind and helpful in nature,
explained all its know-how to me.
3. Shalini seemed unfriendly at first, but once I become a friend of
hers, she helped me a lot and made me feel comfortable in the new
office.
4. Naman and I have never been that close, yet when I asked him to
help with categorizing the products according to their Brands, he
readily agreed.
5. Anshuman had to leave for home early as his sister was not well. My
boss not only gave him permission to leave early, but also asked his
driver to drop Anshuman home.
6. Vandana has exchanged her day shift with Nisha’s night shift because
Nisha had to go to her son’s school on Monday morning.
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SESSION 5: TALKING ABOUT ONE’S COMPANY
RELEVANT KNOWLEDGE
Goal: The student will be able to talk about his company.
Competency: Pronouns
Preparation:
•
•
•
Refer to the Student Hand book for the session.
Read the Concept Note on Pronouns.
Review “Talking About One’s Company 1” and “Talking About One’s
Company 2”
Summary: The situation for this Session Plan is “Talking About One’s
Company”. The Session Plan is divided into 4 sections:
o The first section Comprehension gives an example of a company
description.
o The second section Activity 1 has pointers to help students talk about a
company.
o The third section Activity 2 has a role play on the situation that the
students enact in pairs.
o The fourth section Grammar discusses the competency identified for this
session.
Comprehension
Objective: The student is able to describe a company with the help of pointers.
Suggested activity:
Greet the class. Write down the following on the board:
Safe-Keep
• One of largest Software Companies in India
• Manufacture high-end anti-virus and anti-hacking softwares
• USP – softwares that keeps all individual personal data; bank accounts,
personal information, all online details and passwords, etc. safe from
theft; being hacked, and viruses
Select seven students randomly. Tell them that they work at Safe-Keep and
they have to describe their company based on the points given above. Give
them 3 minutes to prepare their description, after which they have to read
them out by turns. After all have read, read the description given below:
“I work at Safe-Keep. It is one of the largest Software Companies in India. It
makes high-end anti-virus and anti-hacking softwares. It’s USP is that it keeps
all individual personal data; bank accounts, personal information, all online
details and passwords, etc. safe from theft; being hacked, and viruses.”
EXERCISE:1: Talking About One’s Company 1
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Activity 1
Objective: The student is able to describe a company with the help of pointers.
Mandatory activity:
Preparation time: 10 min
Presentation time: 20 min
Situation props: None
Language prop: Exercise “Talking About One’s Company 1”. It will have the
following on it:
Nokia
• World’s largest manufacturer of mobile devices
• Offers internet services which enable users to access music, games,
media, messaging, and maps
• One of the most valuable global brands
• Mobile devices named according to series
• Series ranging from 1000 to 9000
• Special function series include Nokia Eseries (Enterprise series), Nokia
Nseries (Multimedia Computer series), and Nokia N-Gage (Mobile gaming
devices)
Ask the students to use the given points to make a paragraph. Tell them to
start with the line “I work at Nokia.” As soon as the preparation time is over,
let each student read out his paragraph. Correct pronunciation issues and
grammatical errors wherever they arise. Then, read out the sample below:
“I work at Nokia. It is the world’s largest manufacturer of mobile devices as
well as one of the most valuable global brands. It offers internet services which
enable users to access music, games, media, messaging, and maps. Nokia’s
mobile devices are named according to series. The series range from 1000 to
9000. Special function series include Nokia Eseries (Enterprise series), Nokia
Nseries (Multimedia Computer series), and Nokia N-Gage (Mobile gaming
devices).”
EXERCISE 2: Talking About One’s Company 2
Activity 2
Objective: The student is able to answer questions regarding his company.
Mandatory activity:
Preparation time: 20 min
Presentation time: 25 min
Situation props: None
Language prop: Exercise “Talking About One’s Company 2”. The purpose of
this exercise is to rearrange the sentences to form a conversation between a
Customer and a Salesperson.
•
APPLE is the largest technology company in the world that designs,
manufactures and sells consumer electronics, computer software, and
personal computers.
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Of course! Our company invented the iPod!
Thank you so much Ma’am. Please do visit us again.
Ma’am, some of our best-known products are the Macintosh line of
computers, the iPod, the iPhone and the iPad.
No. That will be all.
Ok. Does your company have any product that plays music only?
Could you tell me a little about your company?
Oh! That’s great. What are your best known products?
Really? I didn’t know that.
Alright, you’ve convinced me. APPLE it is! I’ll buy the APPLE Laptop.
Can you tell me what some of them are?
Ma’am, would you like to purchase any software too?
Do you make software too?
Thank you. After all that you’ve told me about your company, I’m really
happy I’ve bought an APPLE product.
No. Not at this time. Right now, I only want to buy a good laptop for my
son’s birthday. He is studying animation.
Then I think an APPLE Laptop would be perfect for your son Ma’am, as
our products are mainly for professionals in the creative media and
design fields.
Our company produces some excellent software such as, iTunes, iLife,
iWork, and many more.
Very good! Is there anything else I can help you with Ma’am?
Alright Ma’am, I’ll make your bill right away.
The conversation should start with:
Customer: Could you tell me a little about your company?
Divide the class into pairs and ask them to work on the exercise. Tell the
students to rearrange the sentences as directed. Each pair will then enact the
role of the Customer and the Salesperson. After the presentations are over,
read out the conversation given below:
Customer: Can you tell me a little about your company?
Salesperson: Sure Ma’am. APPLE is the largest technology company in the
world that designs, manufactures and sells consumer electronics, computer
software, and personal computers.
Customer: That’s great! What are some of your company’s best known
products?
Salesperson: Ma’am, some of our best-known products are the Macintosh line
of computers, the iPod, the iPhone and the iPad.
Customer: Ok. Does your company have any product that plays music only?
Salesperson: Of course, Ma’am. Our company invented the iPod!
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Customer: Really? I didn’t know that.
Salesperson: Ma’am, would you like to purchase any software too?
Customer: Do you make software too?
Salesperson: Yes Ma’am. Our company produces some excellent software such
as, iTunes, iLife, iWork, and many more.
Customer: No, not at this time. Right now, I only want to buy a good laptop for
my son’s birthday. He is studying animation
Customer: No. Not at this time. Right now, I only want to buy a good laptop for
my son’s birthday. He is studying animation.
Salesperson: Then I think an APPLE Laptop would be perfect for your son
Ma’am, as our products are mainly for professionals in the creative media and
design fields.
Customer: Alright, you’ve convinced me. APPLE it is! I’ll buy the APPLE Laptop.
Salesperson: Very good! Is there anything else I can help you with Ma’am?
Customer: No. That will be all.
Salesperson: Alright Ma’am, I’ll make your bill right away.
Customer: Thank you. After all that you’ve told me about your company, I’m
really happy I’ve bought an APPLE product.
Salesperson: Thank you so much Ma’am. Pit was a pleasure serving you. Please
do visit us again.
EXERCISE 3: Pronouns
Grammar
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
The competency identified for this session is pronouns.
You can refer to Session 18 (Level 1) Inviting Someone where this competency
has been explained in detail. You can briefly explain the concept again to the
class.
Mandatory activity:
Read out the sentences below and ask the students to choose the correct
pronouns.
1. _____ was asked to talk about ____ company. (she-her, her-she)
2. I will let the company’s success speak for ________. (myself, itself)
3. ______ Company lets _____, the employees, take initiatives. (our-we,
our-us)
4. _____ Company employs fewer workers than _______. (my-yours, yoursmine)
5. _______ Company employs more workers than _______ does. (yours-my,
your-mine)
6. At ______ company, ______ do not have to bring _______ own food.
(our-we-our, our-us-our, our-we-ours)
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7. Cooks are employed to prepare lunch for _____. (ours, us, ourselves)
8. But those who do not like the food prepared by ______, can bring food
from home. (them, they, their)
(The options in bold are correct)
Encourage students to make simple sentences using pronouns.
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
ASSESSMENT
Read this:
This, these, that, and those – These pronouns distinguish particular objects and
people.
Anyone, anybody, somebody, someone, everyone, each, either, neither,
everything, everyone, something, nothing, nobody, both, few, fewer, many,
others, several, all, any, more, most, none, some, and such – These pronouns
refer to one or more unspecified things or people.
Instruction: Fill in the blanks by choosing the correct pronoun.
I work at SellWell, _______ (who, which) is a huge supermarket. It is situated in
Anand Vihar. My job there is that of a sales representative.
______ (Our, Ours) company is the largest supermarket chain in India. It has
been around for more than five years.
The items that we sell in ______ (this, these) huge supermarket are many.
_______ (They, Their) include food, clothing, accessories, utilities, kitchen
items, stationery, books – the list goes on.
In fact, our slogan is “A shop for________.” (everyone, each)
Although we do great business every day, the one time when we get over a
thousand customers a day is during the “Sale Season”.
For_____ (me, mine), it is also the time to earn a lot of incentive. Customers
pour in by hundreds and we have to help ______ (them, they) with ______
(their, theirs) shopping.
Each customer gives the sales representative helping them a token; the more
tokens you get, the higher _______ (your, yours) incentive.
And the person who gets the highest incentive is awarded the “Best Sales Rep”
title. It was given to ______ (me, myself) last year.
Answers:
I work at SellWell, which is a huge supermarket. It is situated in Anand Vihar.
My job there is that of a sales representative.
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Our company is the largest supermarket chain in India. It has been around for
more than five years.
The items that we sell in this huge supermarket are many. They include food,
clothing, accessories, utilities, kitchen items, stationery, books – the list goes
on.
In fact, our slogan is “A shop for everyone”.
Although we do great business every day, the one time when we get over a
thousand customers a day is during the “Sale Season”.
For me, it is also the time to earn a lot of incentive. Customers pour in by
hundreds and we have to help them with their shopping.
Each customer gives the sales representative helping them a token; the more
tokens you get, the higher your incentive.
And the person who gets the highest incentive is awarded the “Best Sales Rep”
title. It was given to me last year.
58
SESSION 6: INFORMATION TECHNOLOGY
RELEVANT KNOWLEDGE
Goal: The student will be able to understand what IT is.
Competency: Preposition
Preparation:
•
•
•
Refer to the Student Hand book for the session.
Read Concept Note on Prepositions.
Review Exercise “This is IT”
Summary: The situation for this Session Plan is Information Technology. The
Session Plan is divided into 3 sections:
o The first section Comprehension explains the situation.
o The second section Activity has role plays based on the situation.
o The fourth section Grammar discusses the competency identified for this
session.
Comprehension
Objective: The student is able to understand what IT is.
Suggested activity:
Greet the class. Ask the students the following questions:
What does the term Information Technology' mean?
Write on the board examples of the descriptions that they might
mention.
Now read/write down the following, if they have not been mentioned. Tell the
students that they may write down the points in their notebooks.
“The full form of IT is Information technology. It is a branch of engineering
dealing with the use of computers and telecommunications equipment to
store, recover, transmit and control data”
Information technology is information that is processed, communicated,
displayed and recovered in a fast, error-free and proper-way. Today's world is
the world of information and telecommunication. All this has been possible
through information technology like telephone, fax, telex, computers, internet,
e-mail, photocopier, printer, scanner, cellular phones, pagers, videophone,
televisions, digital camera, multimedia, etc. We can find IT everywhere around
us. In fact the modern world will be incomplete without Information
Technology and its various uses. It’s almost impossible to even imagine the
modern facilities without the use of IT. Every day new technology and
inventions are being made in the area of information, processing and travelling,
agriculture, health, education, etc.
In the field of agriculture, IT tells the farmers start harvesting with the help of
a “digital moisture meter” that records the wetness in the soil. For people,
who are suffering from hearing loss, “digits technology” is of great help. It
59
processes sounds that reduce noise, improves clarity of speech and controls
unwanted loudness. In supermarkets it helps for faster processing of bills.
Things that were once done manually or by hand have now become easier and
faster due to the arrival of a computing technology. Our world today has
changed a great deal with the help of IT which has entered almost every part of
our daily lives, from homes to businesses. IT has become a part and parcel of
our daily lives through the use of PC's, Internet, cell phones, faxes, etc. It is
transforming lifestyles and habits of people all over the world. Any information
can be exchanged by people in few seconds and that, too, in a proper and
effective way without any loss of data while it is being processed.
The wonders of satellite phones, internet phones, text messages and e-mails,
have opened up many opportunities for direct communication. Due to this, the
whole world has become a smaller place today. The breakdown of geographical
boundaries has made the world a 'global village'.
The use of IT has increased by leaps and bounds worldwide. Internet and
multimedia have now become playthings for children. Our surroundings are
proof enough to see how Information Technology has entered itself into our
everyday lives. Shopping, banking, travelling, education, entertainment, public
sector, private sector, almost everywhere IT is playing its various roles very
smoothly.
One of the biggest advantages of IT has been the creation of a whole new field
of opportunities for skilled people leading to new and interesting jobs;
hardware and software developers, computer programmers, web designers,
system analysts, etc. The list of new jobs created could go on.
The Indian Institutes of Information Technology are being set up at various
places in the country. The government of India is very keen to achieve a great
deal in the field of information technology. Now we can hope that India will
become an information technology superpower in near future. There are many
next generation modern and developing fields of Information Technology. Let
us hope that these newer developments can provide benefits to our future
generations, just as it has greatly benefited ours.
“Without Information Technology, Modern life will be the same as a car
without fuel.”
EXERCISE 1: Information Technology
Activity
Objective: The student is able to understand, what “Information Technology”
is and it’s various roles, correctly.
Mandatory activity:
Preparation time: 25 min
Presentation time: 35 min
Situation prop: Class Exercise “Information Technology”. It will have the
following on it:
60
Divide the class into pairs and tell them to practice and complete the following
Exercise.
Ask the students to complete the conversation between A and B with the help
of inputs from the comprehension section of this session.
A: What is the book you’re reading?
B: It’s on Information technology. It’s called “This is IT!” Have you read it?
A: Yes. It was very informative. Before reading the book, I never knew that IT is
a branch of ____________ dealing with the use of computers and
telecommunications equipment to ______, _______, ________ and _______
data.
B: Exactly! IT’s so interesting to find out that Information technology is just
information that is processed, _____________, displayed and __________ in a
fast, error-free and proper-way.
A: Today, we can find IT everywhere around us. In fact the ________ world will
be incomplete without Information Technology and its various uses.
B: It’s almost impossible to even imagine the modern facilities without the use
of IT.
A: I agree. Every day new __________ and __________ are being made in the
area of information, __________ and _________, agriculture, health, ________,
etc.
B: Very true. In the field of agriculture, IT tells the farmers start harvesting
with the help of a “digital moisture meter” that _______ the wetness in the
soil.
A: Yes, and for people, who are suffering from hearing loss, “digits technology”
is of great help. It processes sounds that _______ noise, _______ clarity of
speech and _______ unwanted loudness.
B: And in super_____ it helps for ______ processing of bills.
A: It is amazing how things that were once done manually by hand, have now
become so much easier and faster due to the arrival of __________ _
______________.
B: IT has entered almost every part of our daily lives, from _______ to
____________.
A: Our surroundings are proof enough to see how Information Technology has
entered itself into our everyday lives.
B: _____ping, _______, travelling, education, entertainment, public business
sector, private business sector, almost everywhere IT is playing its various roles
very smoothly.
A: Yes, it is transforming ________ and ______ of people all over the world.
B: Due to the wonders of satellite _______, _______ phones, text messages and
e-mails, have opened up many opportunities for direct communication.
A: And because of that, the whole world has become a smaller place today.
B: Absolutely! The breakdown of geographical ___________ has made the world
a 'global ______'.
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A: Let us just hope that the new developments in the fields of IT can provide
benefits to our future ____________, just as it has greatly benefited ours.
Divide the class into pairs and tell them they have to present role plays where
they enact the role of A and B. After the presentations are over, read out the
corrected role-play below and ask the students to make corrections wherever
necessary.
A: What is the book you’re reading?
B: It’s on Information technology. It’s called “This is IT!” Have you read it?
A: Yes. It was very informative. Before reading the book, I never knew that IT is
a branch of engineering dealing with the use of computers and
telecommunications equipment to store, recover, transmit and control data.
B: Exactly! IT’s so interesting to find out that Information technology is just
information that is processed, communicated, displayed and recovered in a
fast, error-free and proper-way.
A: Today, we can find IT everywhere around us. In fact the modern world will
be incomplete without Information Technology and its various uses.
B: It’s almost impossible to even imagine the modern facilities without the use
of IT.
A: I agree. Every day new technology and inventions are being made in the area
of information, businesses and travelling, agriculture, health, education, etc.
B: Very true. In the field of agriculture, IT tells the farmers start harvesting
with the help of a “digital moisture meter” that records the wetness in the soil.
A: Yes, and for people, who are suffering from hearing loss, “digits technology”
is of great help. It processes sounds that reduces noise, improves clarity of
speech and controls unwanted loudness.
B: And in supermarkets it helps for faster processing of bills. A: It is amazing
how things that were once done manually by hand, have now become so much
easier and faster due to the arrival of Information Technology.
B: IT has entered almost every part of our daily lives, from homes to
businesses.
A: Our surroundings are proof enough to see how Information Technology has
entered itself into our everyday lives.
B: Shopping, banking, travelling, education, entertainment, public business
sector, private business sector, almost everywhere IT is playing its various roles
very smoothly.
A: Yes, it is transforming lifestyles and habits of people all over the world.
B: Due to the wonders of satellite phones, internet phones, text messages and
e-mails, have opened up many opportunities for direct communication.
A: And because of that, the whole world has become a smaller place today.
B: Absolutely! The breakdown of geographical boundaries has made the world a
'global village'.
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A: Let us just hope that the new developments in the fields of IT can provide
benefits to our future generations, just as it has greatly benefited ours.
EXERCISE 2: Prepositions
Grammar
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
The competency identified for this session is prepositions.
You can refer to Session 7 (Level 2) Giving Directions where this competency
has been explained in detail. You can briefly explain the concept again to the
class.
Mandatory activity:
Read out the sentences and ask the student to choose the correct preposition:
1. Stack those Cds ________ the third shelf. (in, on, at)
2. The shelf where the cables are kept is next _______ the shelf where the
disks are stacked. (to, from, beside)
3. Put those CPUs on the shelf _________ the one where you just placed
the monitors. (below, under, underneath)
4. Keep the yellow folders separate _________ the blue ones. (with,
against, from)
5. Then arrange the keyboards on the shelf ______ the one where the
speakers are placed. (above, over, inside)
6. Place the manual ___________ the table. (above, over, on)
7. Make sure the monitor screen is facing forward when you put it _____
display. (at, for, on)
8. Make sure the customers ___________ are served too. (out, outside,
over)
9. Make sure all products are placed _______ the right shelves. (on, in, at)
10. You can stack these parts are fixed _______ the help of the technology
specialist. (by, with, from)
11. Our ever day lives have been made easier ________ Information
Technology. (by, with, from)
12. The manual will tell you where _____ put each cable. (to, at, with)
(The options in bold are the correct ones)
Encourage the students to make simple sentences using prepositions.
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
63
ASSESSMENT
Read this:
1. Are you
2. Are you
3. Are you
4. Are you
going to the office?
going to the office with Ashish?
going to the office with Ashish in his car?
going at 5 or before that?
Instruction: Fill in the blanks with appropriate prepositions.
1. Do not place heavy items ______________ (between / on) the laptop. It
is not strong enough to bear the weight.
2. The software designer lives ______________ (at / in) the end of the
street.
3. Remove the deleted items ______________ (in / from) the recycle bin.
4. Always make sure that the logos of the computers are visible so that it’s
easy for the customers’ _____________ (to / for) recognize the brand
names.
5. Do not place too many items _____________ (above / on) the desktop. It
slows down the computer.
6. Make sure that there is enough lighting ___________ (in / on) the office.
Put extra lights _____________ (over / upon) the items that you want to
draw attention to.
7. Customers’ details should be filed and kept _____________ (into /
inside) a folder.
8. Be extra careful _____________ (while / during) opening certain emails.
9. The game may be stored _____________ (under / in) a folder.
10. Make sure there is enough space _____________ (among / between) the
two shelves for customers to walk around.
Answers to Ex. 6:
1. Do not place heavy items on top of the laptop. It is not strong enough to
bear the weight.
2. The software designer lives at the end of the street.
3. Remove the deleted items from the recycle bin.
4. Always make sure that the logos of the computers are visible so that it’s
easy for the customers’ to recognize the brand names.
5. Do not place too many items on the desktop. It slows down the
computer.
6. Make sure that there is enough lighting in the office. Put extra lights
over the items that you want to draw attention to.
7. Customers’ details should be filed and kept inside a folder.
8. Be extra careful while opening certain emails.
9. The game may be stored in a folder.
10. Make sure there is enough space between the two shelves for customers
to walk around.
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SESSION 7: THE ITES INDUSTRY
RELEVANT KNOWLEDGE
Goal: The student will have a better understanding of The ITES Industry.
Competency: Vocabulary
Preparation:
•
•
Refer to the Student Hand book for the session.
Review Exercise “The ITES Industry”.
Summary: The situation for this Session Plan is “The ITES Industry”. The
Session Plan is divided into 3 sections:
o The first section Comprehension explains what the ITES Industry involves.
o The second section Activity has a role play on the situation that the
students enact in pairs.
o The fourth section Language point discusses the competency identified for
this session.
Comprehension
Time:
45 min
Objective: The student is able to understand what the ITES Industry is.
Suggested activity:
Greet the class. Ask the students to if they know what ITES is. Write on the
board examples of the descriptions that they might mention. Now write down
the following, if they have not been mentioned:
ITES stands for Information Technology-Enabled Services.
• This means services delivered over telecom networks (phone) or the
Internet (e-mail or chat) to millions of customers of different companies
across the world.
• In simple terms, IT-Enabled Services are functions performed in a
country (example: India / China) different from the one where the finalservice is delivered (United States of America or England); that is,
delivered over telecommunication (phone or e-mail).
• ITES is supported by Information Technology (IT) in different fields like
Banking, Insurance, Telecommunication, etc.
• ITES – Information Technology Enabled Services includes the Call center,
BPO, KPO and RPO.”
Ask the class what each of the following terms mean: “Call center”, “BPO”,
“KPO” and “RPO”. After some students have attempted, you may read/write
65
the following. Ask the students to write down the following points in their
notebooks:
Call center: is a service center that has good telecom facilities, trained
consultants, access to the Internet and other online information set-up to
provide information and support to a customer.
They are offices used for the purpose of receiving and transmitting a large
volume of customer focused telephone calls that are handled by trained
customer service representatives. The telephone calls may be “inbound”
(customers call-in for getting information about a product) or “outbound”
(customer service representatives call customers to sell some product or to
provide information about some service).
A typical call center functions as follows:
• A customer uses a toll-free number (there is no cost when this number is
dialed) that is connected to a customer support center.
• When a call reaches the call center, the customer is answered by a
trained customer service representative, who has access to a wide
database of information, and is trained on the product/service being
offered.
• The technology created, by the IT experts, to support the Call center
makes sure that the customer service representatives have the latest
information available, so that the highest standards of customer service
are delivered.
• With the increase in world-wide connectivity, it does not matter if the
call center is located in the city of the customer or anywhere else in the
world.
BPO: is business process outsourcing when an organization outsources a part of
its business (customer service; attending customer calls or sales calls) to
another organization that is an expert in handling that kind of business. The
two organizations can be in two entirely different parts of the world.
For example; Company-A in the USA, may sign an outsourcing customer-service
contract with Company-B in India. The contract means that Company-B will be
responsible for Company-A’s Customers by
• Attending and communicating with all of Company-A’s customers
• Handling all Company-A’s customers’ questions and complaints
• Making sure all of Company-A’s customers are happy and satisfied
with the services provided by Company-A and Company-B.
• Making certain that all of Company-A’s customers stay loyal to
Company-A’s Brand.
Company-B will be responsible for Company-A’s customer-service only till the
time that is mentioned in the contract.
KPO: is Knowledge Process Outsourcing. It describes the outsourcing of core
business activities, that are important and forms a primary part of a company's
chain of activities. KPO services include all kinds of research and information
66
gathering, e.g. intellectual property research for patent applications; equity
research, business and market research, legal and medical services; training,
consultancy, as well as, research and development in fields such as;
pharmaceuticals and biotechnology, and animation and design.
RPO: Recruitment Process Outsourcing is a form of business process outsourcing
(BPO) where an employer outsources or transfers all or part of its employment
and staffing activities to an external service provider. The employment and
staffing activities that are normally stated in the contract are; screening of
candidates who have applied for jobs and the hiring of new employees. If
mentioned in the contract, it may also include one, some or all of the
following:
1. Deciding the position and salaries to be offered to new
employees
2. Setting company guidelines, and
3. Ensuring all employees and department heads follow
company guidelines.
Next, read the following story:
Twenty-two-year-old Hrithik gets ready in haste, and rushes into the company
cab to go to the I-Tech city. He works at AG - Gurgaon, a Call center for the
American company Assurance Giant Inc.
A typical day for Hrithik begins at 7 p.m. (8 a.m. US time), as he begins calling
the AG credit-card holders in faraway places like New York and Washington to
remind them to pay their bills. "Hi. My name is Greg (his name is changed to
Greg) and I’m calling from AG," he says in his friendliest voice. People
answering Greg 's calls have no way of knowing that he is sitting in Gurgaon, or
that his real name is Hrithik, and that he picked up the American accent by
attending a training class at AG, Gurgaon. AG, Gurgaon, is filled with such
talented customer service representatives who make outgoing calls to the
United States of America, and take incoming calls, bounced by satellite to
India.
Most have never set foot in the United States, but they spend a large part of
every day (or every night) answering customer enquiries, calling credit-card
nonpayers, calculating medical claims, providing customer service, and doing
such other activities. There are many international companies such as…
computer giants; DELL, Microsoft, automobile manufacturer; Ford, and leading
airline; British Airways, who are benefiting from the IT-enabled services being
provided in India.
Now, ask the students “Why India?” Why do so many American organizations
choose to outsource their businesses to India? Encourage them to volunteer.
Write on the board examples of the descriptions that they might mention.
Now write down the following, if they have not been mentioned:
67
Our country offers many advantages as an IT-enabled services destination for
major global companies:
•
A 12 hour time difference with the USA
•
Talented work force who can speak English fluently
•
The cost of qualified employees is amongst the lowest in the world
•
The support that the Government of India lends to all IT based
industries
EXERCISE 1: The ITES Industry
Activity
Objective: The student is able to discuss the different sectors of ITES industry.
Mandatory activity:
Preparation time: 25 min
Presentation time: 35 min
Situation props: None
Language prop: Practice “The ITES Industry”. It will have the following on it:
Divide the class into pairs and tell them to practice and complete the Exercise.
Tell the students with the help of the above comprehension section of this
session, complete the conversation between Aman and Simrit.
Aman: Simrit, I heard you’ve decided to join the ITES industry, is it true?
Simrit: Yes. It’s a good offer from a very big company, and the job is very
interesting too.
Aman: Well, good for you! Can you tell me what does ITES stand for?
Simrit: ITES stands for _____________ ________________ _________
___________.
Aman: Thanks for telling me. So, are you going to work for the ITES itself?
Simrit: No, silly! ITES means services delivered over _________ networks or the
__________ to millions of customers of different companies across the world.
Aman: I’m still a little confused.
Simrit: Okay, let me explain it in simpler terms, ITES are __________
performed in a country (example: India / China) different from the one where
the final-service is _________ (United States of America or England); that is,
delivered over tele______________.
Aman: So do the computer experts also work for the ITES?
Simrit: Well, the ITES is supported by _________________ ______________ (IT).
Aman: So, what are the different businesses that are a part of the ITES?
Simrit: There are mainly four business units that are part of the ITES.
Aman: I think I know one, the ____ ________. Correct?
Simrit: Yes. You’re right! The remaining three are the ___, the ___ and the
____.
Aman: What’s the difference between all of them? Aren’t they all business
pro_____ _____________ing units?
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Simrit: Well, they are similar, and yet have very different functions.
Aman: How?
Simrit: Well, let’s start with the ____ __________. They are offices used for the
purpose of ____ing and transmitting a large volume of __________ focused
__________ calls that are handled by trained __________ service
_________________.
Aman: What kind of calls?
Simrit: The calls may be “_________”, meaning customers call-in for getting
information about a product, or “_________”, meaning calls are made out to
customers to sell some product or to provide information about some service.
Aman: Is it true that the ___ ________ can be located in a different city or
country from where the customer lives?
Simrit: Yes. The customer may be in a completely different part of the world!
Aman: Cool! So what about the ____? What are its functions?
Simrit: ____ is ________ pro______ __________ing. That is, when an
organization _____________ a part of its business to another organization that
is an ________ in handling that kind of business.
Aman: And can the two organizations be in two entirely different parts of the
world?
Simrit: Yes. A company in the USA may sign an __________ing customer-service
_________ with a company in India.
Aman: What does the Indian company have to do?
Simrit: The Indian company will be _____________ for the American company’s
customer-service that is, taking care of all their customers, only till the time
that is mentioned in the contract.
Aman: Sounds interesting. So what about the ____? How is that different from
the above two?
Simrit: The ____ is known as _______ledge Pro____ _________ing. It describes
the _______ing of core _________ activities, that are important and forms a
primary part of a company's chain of activities.
Aman: What kind of services do they provide?
Simrit: ____ services include all kinds of __________ and ____________
gathering.
Aman: So it’s all knowledge based?
Simrit: Yes.
Aman: Super! So, what about the ____? I’ve never heard about it before.
Simrit: ____ is Rec________ Pro_____ Out_______ is when an employer
___sources or transfers all or part of its employment and staffing activities to
an external service provider.
Aman: What are the employment and staffing activities?
Simrit: The employment and staffing activities that are normally stated in the
contract are the ________ing of candidates who have _______ for jobs and the
______ of new employees.
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Aman: Wow! Everything sounds very interesting. Thanks Simrit, for explaining
it all to me.
Simrit: You’re welcome! Aman, now it’s your turn to explain something to me.
Aman: What?
Simrit: Can you tell me why do American organizations choose to outsource
their businesses to India?
Aman: I suppose because of a ___ hour time difference with the USA, and we
have talented _____ force who can speak _______ fluently. Also because, the
cost of _________ employees is amongst the _______ in the world, and the
support that the _____________ of India lends to all IT based industries.
Simrit: So true.
Divide the class into pairs and tell them they have to present role plays where
they enact the role of Aman and Simrit. After the presentations are over, read
out the corrected role-play below and ask the students to make corrections
wherever necessary.
Aman: Simrit, I heard you’ve decided to join the ITES industry, is it true?
Simrit: Yes. It’s a good offer from a very big company, and the job is very
interesting too.
Aman: Well, good for you! Can you tell me what does ITES stand for?
Simrit: ITES stands for Information Technology-Enabled Services.
Aman: Thanks for telling me. So, are you going to work for the ITES itself?
Simrit: No, silly! ITES means services delivered over telecom networks or the
Internet to millions of customers of different companies across the world.
Aman: I’m still a little confused.
Simrit: Okay, let me explain it in simpler terms, ITES are functions performed
in a country (example: India / China) different from the one where the finalservice is delivered (United States of America or England); that is, delivered
over telecommunication.
Aman: So do the computer experts also work for the ITES?
Simrit: Well, the ITES is supported by Information Technology (IT).
Aman: So, what are the different businesses that are a part of the ITES?
Simrit: There are mainly four business units that are part of the ITES.
Aman: I think I know one, the Call center. Correct?
Simrit: Yes. You’re right! The remaining three are the BPO, the KPO and the
RPO.
Aman: What’s the difference between all of them? Aren’t they all business
process outsourcing units?
Simrit: Well, they are similar, and yet have very different functions.
Aman: How?
Simrit: Well, let’s start with the Call center. They are offices used for the
purpose of calling and transmitting a large volume of customer focused
telephone calls that are handled by trained customer service representatives.
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Aman: What kind of calls?
Simrit: The calls may be “inbound”, meaning customers call-in for getting
information about a product, or “outbound”, meaning calls are made out to
customers to sell some product or to provide information about some service.
Aman: Is it true that the Call center can be located in a different city or
country from where the customer lives?
Simrit: Yes. The customer may be in a completely different part of the world!
Aman: Cool! So what about the BPO? What are its functions?
Simrit: BPO is business process outsourcing. That is, when an organization
outsources a part of its business to another organization that is an expert in
handling that kind of business.
Aman: And can the two organizations be in two entirely different parts of the
world?
Simrit: Yes. A company in the USA may sign an outsourcing customer-service
contract with a company in India.
Aman: What does the Indian company have to do?
Simrit: The Indian company will be responsible for the American company’s
customer-service that is, taking care of all their customers, only till the time
that is mentioned in the contract.
Aman: Sounds interesting. So what about the KPO? How is that different from
the above two?
Simrit: The KPO is known as knowledge process outsourcing, describes the
outsourcing of core business activities, that are important and forms a primary
part of a company's chain of activities.
Aman: What kind of services do they provide?
Simrit: KPO services include all kinds of research and information gathering.
Aman: So it’s all knowledge based?
Simrit: Yes.
Aman: Super! So, what about the RPO? I’ve never heard about it before.
Simrit: RPO is recruitment process outsourcing is when an employer
outsources or transfers all or part of its employment and staffing activities to
an external service provider.
Aman: What are the employment and staffing activities?
Simrit: The employment and staffing activities that are normally stated in the
contract are the screening of candidates who have applied for jobs and the
hiring of new employees.
Aman: Wow! Everything sounds very interesting. Thanks Simrit, for explaining
it all to me.
Simrit: You’re welcome! Aman, now it’s your turn to explain something to me.
Aman: What?
Simrit: Can you tell me why do American organizations choose to outsource
their businesses to India?
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Aman: I suppose because of a 12 hour time difference with the USA, and we
have talented work force who can speak English fluently. Also because, the
cost of qualified employees is amongst the lowest in the world, and the
support that the Government of India lends to all IT based industries.
Simrit: So true.
EXERCISE 2: Shades of Meaning
Grammar/Language
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
The competency identified for this session is shades of meaning.
Mandatory activity:
Read out the following sentences and ask the students to choose the correct
option:
1. ___________ you were deciding on which book to read, I bought a music
Cd. (While, Meanwhile)
2. If you ________ to do your MBA, you will ______ a degree first. (wantrequire, require-want)
3. Put those computer ________ (packets, packs) in the “Electronics”
section.
4. All phones should be checked before the customers __________ (start,
commence) calling.
5. All Cds should be __________ (deposited, stored) in their covers.
6. Product _____________ (arrangement, display) is a tricky task.
7. _______________ (Show, Demonstrate), the customers around the store
and _____________ (assist, support) them in finding what they need.
(The options in bold are the correct ones)
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
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ASSESSMENT
Instruction: Fill in the blanks with the correct options.
1. You need to _______________ (follow / go after) the guidelines of the
company.
2. Make sure that the team works well _____________ (jointly / together).
3. The pictures in the manuals need to be easy for the customers to
understand, so that they can easily _____________ (identify / detect)
the parts of the computer.
4. _____________ (Extra / Further) work should be appreciated.
5. Do not touch the computer monitor with _____________ (polluted /
dirty) hands.
6. Do not put more than the required number of items needed on your
desk, or else it will look _____________ (messy / jumbled).
7. Keep the floppy disks away from extreme heat, or else they will get
________ (spoilt / destroyed).
8. _____________ (Current / Fresh) recruits should be informed of the
company’s guidelines.
9. I have always wanted to join the BPO ____________ (sector / portion).
10. The new micro-computer is very ____________ (small / little)
Answers :
1. You need to follow the guidelines of the company.
2. Make sure that the team works well together.
3. The pictures in the manuals need to be easy for the customers to
understand, so that they can easily identify the parts of the computer.
4. Extra work should be appreciated.
5. Do not touch the computer monitor with dirty hands.
6. Do not put more than the required number of items needed on your
desk, or else it will look messy.
7. Keep the floppy disks away from extreme heat, or else they will get
spoilt.
8. Fresh recruits should be informed of the company’s guidelines.
9. I have always wanted to join the BPO segment.
10. The new micro-computer is very small
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REVIEW SESSION 2
RELEVANT KNOWLEDGE
Objective: To evaluate the students’ knowledge and understanding of Sessions
5, 6 and 7 of Level-4.
Methodology: The review evaluations will be Question and Answer and RolePlay based. Answers will be assessed on Content, Context, Grammar, Sentence
structure and Vocabulary based on the L-3 sessions that were imparted.
Process: The review evaluations will be divided into three parts. One for each
session:
1. Talking about One’s Company.’
2. Information Technology.
3. The ITeS Industry.
The time allotted to each part will be 40 minutes.
Suggested Activity:
Greet the class. Explain the process of the evaluation to the class. Tell them
that the evaluations are divided into three parts, each part is allocated 40min,
and that they are Question and Answer and Role-Play based.
ASSESSMENT
Review of Session 5: Talking about one’s Company
Activity: Questions and Answers
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions).
Questions:
1. In Scenario-I, you work for Gadgetronics. Describe your company based on
the points given below.
Scenario – I: Gadgetronics
o One of largest Computer and Software Manufacturing Companies in India
o Manufacture all types of Computers and high-end anti-virus softwares
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o USP – “Something for Everyone” their tag line. Costs that suits every budget
and softwares that keeps all online data and passwords, safe from viruses.
2. In Scenario-II, you work for Nokia. Describe your company based on the
points given below.
Scenario – II: Nokia
o World’s largest manufacturer of mobile devices
o Offers internet services which enable users to access music, games, media,
messaging, and maps
o One of the most valuable global brands
o Mobile devices named according to series
o Series ranging from 1000 to 9000
o Special function series include Nokia E-series (Enterprise series), Nokia Nseries (Multimedia Computer series), and Nokia N-Gage (Mobile gaming
devices)
Answer Key: Answers may vary but must suggest the following:
1. Scenario-I: “I work at Gadgetronics. It is one of the largest Computer and
Software Manufacturing Companies in India. It makes all types of Computers
and high-end anti-virus softwares. It’s USP is it’s tag line “Something for
Everyone” that it suits every budget and softwares that keeps all online data
and passwords; bank accounts, personal information, all personal
information, etc. safe from being destroyed by viruses.”
2. Scenario-II: “I work at Nokia. It is the world’s largest manufacturer of mobile
devices as well as one of the most valuable global brands. It offers internet
services which enable users to access music, games, media, messaging, and
maps. Nokia’s mobile devices are named according to series. The series
range from 1000 to 9000. Special function series include Nokia E-series
(Enterprise series), Nokia N-series (Multimedia Computer series), and Nokia
N-Gage (Mobile gaming devices).”
1. Activity: Role-Play
Directions: Ask the students to rearrange the sentences to form a conversation
between a Customer and a Customer Service Representative.
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Role-Play:
o APPLE is the largest technology company in the world that designs,
manufactures and sells consumer electronics, computer software, and
personal computers.
o Of course! Our company invented the iPod!
o Thank you so much Ma’am. Please do visit us again.
o Ma’am, some of our best-known products are the Macintosh line of
computers, the iPod, the iPhone and the iPad.
o No. That will be all.
o Ok. Does your company have any product that plays music only?
o Could you tell me a little about your company?
o Oh! That’s great. What are your best known products?
o Really? I didn’t know that.
o Alright, you’ve convinced me. APPLE it is! I’ll buy the APPLE Laptop.
o Can you tell me what some of them are?
o Ma’am, would you like to purchase any software too?
o Do you make software too?
o Thank you. After all that you’ve told me about your company, I’m really
happy I’ve bought an APPLE product.
o No. Not at this time. Right now, I only want to buy a good laptop for my
son’s birthday. He is studying animation.
o Then I think an APPLE Laptop would be perfect for your son Ma’am, as our
products are mainly for professionals in the creative media and design fields.
o Our company produces some excellent software such as, iTunes, iLife, iWork,
and many more.
o Very good! Is there anything else I can help you with Ma’am?
o Alright Ma’am, I’ll make your bill right away.
Answer Key:
Customer: Can you tell me a little about your company?
Customer Service Representative: Sure Ma’am. APPLE is the largest
technology company in the world that designs, manufactures and
sells consumer electronics, computer software, and personal computers.
Customer: That’s great! What are some of your company’s best known
products?
Customer Service Representative: Ma’am, some of our best-known products
are the Macintosh line of computers, the iPod, the iPhone and the iPad.
Customer: Ok. Does your company have any product that plays music only?
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Customer Service Representative: Of course, Ma’am. Our company invented
the iPod!
Customer: Really? I didn’t know that.
Customer Service Representative: Ma’am, would you like to purchase any
software too?
Customer: Do you make software too?
Customer Service Representative: Yes Ma’am. Our company produces some
excellent software such as, iTunes, iLife, iWork, and many more.
Customer: No. Not at this time. Right now, I only want to buy a good laptop for
my son’s birthday. He is studying animation.
Customer Service Representative: Then I think an APPLE Laptop would be
perfect for your son Ma’am, as our products are mainly for professionals in the
creative media and design fields.
Customer: Alright, you’ve convinced me. APPLE it is! I’ll buy the APPLE Laptop.
Customer Service Representative: Very good! Is there anything else I can help
you with Ma’am?
Customer: No. That will be all.
Customer Service Representative: Alright Ma’am, I’ll make your bill right
away.
Customer: Thank you. After all that you’ve told me about your company, I’m
really happy I’ve bought an APPLE product.
Customer Service Representative: Thank you so much Ma’am. It was a
pleasure serving you. Please do visit us again.
2. Activity: Fill in the blanks
Directions: Ask the students to fill in the blanks by choosing the correct
pronoun.
Sentences:
I work at Gadgetronics, _______ (who, which) is a computer manufacturing
giant. It is situated in Gurgaon. My job there is that of a customer service
representative.
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______ (Our, Ours) company is the largest computer manufacturer in India. It
has been around for more than five years.
The computers that we sell in ______ (our, we) stores are many. _______
(They, Their) include desktops, laptops, tablets, notebooks, etc.
In fact, our slogan is “Something for________.” (Everyone, Each)
Although we do great business every day, the one time when we get over a
thousand customers a day is during the “Sale Season”.
For_____ (me, mine), it is also the time to earn a lot of incentive. Customers
pour in by hundreds and we have to help ______ (them, they) with ______
(their, theirs) shopping.
Each customer gives the customer service representative helping them a token;
the more tokens you get, the higher _______ (your, yours) incentive.
And the person who gets the highest incentive is awarded the “Best Service
Rep” title. It was given to ______ (me, I) last year.
Answer Key:
I work at Gadgetronics, which is a computer manufacturing giant. It is situated
in Gurgaon. My job there is that of a customer service representative.
Our company is the largest computer manufacturer in India. It has been around
for more than five years.
The computers that we sell in our stores are many. They include desktops,
laptops, tablets, notebooks, etc.
In fact, our slogan is “Something for everyone.”
Although we do great business every day, the one time when we get over a
thousand customers a day is during the “Sale Season”.
For_____ (me, mine), it is also the time to earn a lot of incentive. Customers
pour in by hundreds and we have to help them with their shopping.
Each customer gives the customer service representative helping them a token;
the more tokens you get, the higher your incentive.
And the person who gets the highest incentive is awarded the “Best Service
Rep” title. It was given to me last year.
Review of Session 6 :Information Technology
Activity: Questions and Answers
78
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions).
Questions:
1.
2.
3.
4.
What is Information Technology?
Where can we find Information Technology? Explain.
How has computer technology made things easier? Give an example.
Fill in the blanks with the correct option given: Every day new
_______________ (technicians/technology) and ________________
(things / inventions) are being made in the area of information,
processing and travelling, agriculture, health, education, etc.
5. How has our world today changed with the help of Information
Technology?
6. How has Information Technology become a part of our daily lives?
7. What is one of the biggest advantages of Information Technology, in
relation to jobs?
8. The government of India is not showing much interest in the field of
information technology. True or False? Explain.
9. The Indian Institutes of Information Technology are being set up at
various places in the country. True or False?
10. Today, Information takes a long time to be exchanged by people and
that too, in an improper and ineffective way where loss of data may
occur while it is being processed. True or False? State your reason.
Answer Key: Answers may vary but must suggest the following:
1. It is a branch of engineering dealing with the use of computers and
telecommunications equipment to store, recover, transmit and control
data”
2. We can find Information Technology everywhere around us. In fact the
modern world will be incomplete without Information Technology and its
various uses. It’s almost impossible to even imagine the modern facilities
without the use of IT.
3. Things that were once done manually or by hand have now become
easier and faster due to the arrival of a computing technology. For
Example: In supermarkets it helps for faster processing of bills.
4. Every day new technology and inventions are being made in the area of
information, processing and travelling, agriculture, health, education,
etc.
5. Our world today has changed a great deal with the help of IT which has
entered almost every part of our daily lives, from homes to businesses,
through information technology like telephone, fax, telex, computers,
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internet, e-mail, photocopier, printer, scanner, cellular phones, pagers,
videophone, televisions, digital camera, multimedia, etc.
6. It has become a part of our daily lives through the use of computers,
Internet, mobile phones, etc.
7. One of the biggest advantages of Information Technology has been the
new and interesting job opportunities that have opened up for skilled
people in the various IT related fields such as, hardware and software
developers, computer programmers, web designers, system analysts,
etc.
8. The government of India is very keen to achieve a great deal in the field
of information technology.
9. True. The Indian Institutes of Information Technology are being set up at
various places in the country.
10. False. Because, in the world today, Information can be exchanged by
people in few seconds and that, too, in a proper and effective way
without any loss of data while it is being processed.
Activity: Fill in the blanks
Directions: Ask the students to fill in the blanks with appropriate prepositions.
Sentences:
1. Do not place the Cds ______________ (between / on) top of the modem.
2. The Gadgetronics office is ______________ (at / in) Gurgaon.
3. Do not place too many items _____________ (above / on) the desktop. It
slows down the computer.
4. Customers’ details should be filed and kept _____________ (into / inside) a
folder.
5. Make sure that there is enough lighting ___________ (in / on) the office. Put
extra lights _____________ (over / upon) the items that you want to draw
attention to.
6. Delete all the infected files ______________ (in / from) the computer.
7. Be very careful _____________ (while / during) opening certain emails.
8. Companies usually make sure their logos are visible so that they’re easy for
customers’ _____________ (to / for) recognize their brand names.
9. Place the customer contact details _____________ (under / in) the
“customer info” label.
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10.
Computer technology is very popular _____________ (among / between)
the youth.
Answer Key:
11.
Do not place the Cds on top of the modem.
12.
The Gadgetronics office is in Gurgaon..
13.
Do not place too many items on the desktop. It slows down the
computer.
14.
Customers’ details should be filed and kept inside a folder.
15.
Make sure that there is enough lighting in the office. Put extra lights
over the items that you want to draw attention to.
16.
Delete all the infected files in the computer.
17.
Be very careful while opening certain emails.
18.
Companies usually make sure their logos are visible so that they’re easy
for customers’ to recognize their brand names.
19.
Place the customer contact details under the “customer info” label.
20.
Computer technology is very popular among the youth.
Review of Session 7: The ITES Industry
1. Activity: Questions and Answers
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions).
Questions:
1. What does ITES stand for?
2. When we say IT-Enabled “Services”, what kind of services are we referring
to?
3. What is ITES supported by?
4. Does the ITES Company and the customer need to be in the same country? If
no, explain why.
5. What does ITES comprise of?
6. What is a Call center and its’ functions? Explain in simple terms.
7. What does BPO stand for, and what is its main function? Give example of the
kind of business.
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Answer Key: Answers may vary but must suggest the following:
1. ITES stands for Information Technology-Enabled Services.
2. IT-Enabled Services are functions performed/delivered over the phone or the
Internet, e-mail or chat, to millions of customers of different companies
across the world.
3. ITES is supported by Information Technology (IT) in different fields like
Banking, Insurance, Telecommunication, etc.
4. The ITES functions can be performed in a country different from the one
where the customer lives, as the service can be delivered over phone or email.
5. The ITES includes the Call center, BPO, KPO and RPO.
6. A Call center is a service center that has good telecom facilities, trained
consultants, access to the Internet and other online information set-up. The
main function of a Call center is to provide information and support to
customers by receiving and transmitting customer focused telephone calls
that are handled by trained customer service representatives.
7. BPO stands for Business Process Outsourcing. Its main function is when an
organization outsources a part of its business (For example: customer
service; attending customer calls or sales calls) to another organization that
is an expert in handling that kind of business. The two organizations can be
in two entirely different parts of the world.
2. Activity: Vocabulary – Fill in the blanks
Directions: Ask the students to fill in the blanks with the correct options.
Sentences:
1. The files that have been infected by the virus have all been ________ (gone
bad/ destroyed).
2. We should _______________ (follow / go after) what we want.
3. They need to do this project _____________ (jointly / together).
4. Our logo has to be easy for the customers to _____________ (identify /
detect) our brand.
5. _____________ (Extra / Further) progress should be made.
6. Science has _____________ (proved / improved) over the years.
7. Do not put more than the required number of folders needed on your
desktop, or else it will look _____________ (messy / jumbled).
8. _____________ (Current / Fresh) recruits should be informed of the
company’s guidelines.
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9. I have always wanted to join the ITES ____________ (sector / portion).
10.
The new microchip from Intel is really very ____________ (small / tiny)
Answer Key:
1. The files that have been infected by the virus have all been destroyed.
2. We should go after what we want.
3. They need to do this project together.
4. Our logo has to be easy for the customers to identify our brand.
5. Further progress should be made..
6. Science has improved over the years.
7. Do not put more than the required number of folders needed on your
desktop, or else it will look messy.
8. Fresh recruits should be informed of the company’s guidelines.
9. I have always wanted to join the ITES sector.
10.
The new microchip from Intel is really very tiny.
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SESSION 8: COMMUNICATING EFFECTIVELY
RELEVANT KNOWLEDGE
Goal: The student will be able to Communicate Effectively.
Competency: Past Continuous Tense
Preparation:
•
•
•
Refer to the Student Hand book for the session.
Read the Concept Note on Past Continuous Tense.
Review exercise: Communicate Effectively.
Summary: The situation for this Session Plan is “Communicating Effectively”.
The Session Plan is divided into 3 sections:
o In the first section Comprehension, the students are given an example of
how to communicate effectively.
o The second section Activity has a role play on the situation that the
students enact in pairs.
o The third section Grammar point discusses the competency identified for
this session.
Comprehension
Objective: The student is given an example of how to communicate effectively.
Suggested activity:
Greet the class. Discuss the topic briefly with the class. “Whether you're
speaking with a customer over the phone, via email or face-to-face, effective
communication skills; proper grammar and active listening / reading skills, can
make all the difference between satisfying a need and escalating a problem.
In fact, the same is true when communicating with anyone in a professional
environment, whether you're applying for a job or talking to your boss about a
promotion you want.
So while basic, these skills are critical to achieving every one of your
professional goals, both today and in the future. Best of all, it's all right here at
your fingertips. Just practice your pronunciation, enhance your listening
and improve your grammar.”
Give the students the following situation:
“Your boss demands that you work an extra hour. But you always come to work
on time and leave after you complete your shift. Plus, your house is quite far
from your office and you have to take a bus.”
Ask the students how they would explain to the boss that they can’t work the
extra hour.
Let the students volunteer individually. Encourage them with their replies.
After they have responded, read out the following samples:
“I am sorry; Ma’am/Sir, however, I will not be able to work an extra hour. As
you are aware, I always come to the office on time and complete all the work
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assigned to me by the end of my shift. The main reason; however is that, I live
quite far from the office and have to take a bus.”
EXERCISE 1: Communicating Effectively
Activity
Objective: The student is able to choose appropriate responses to a difficult
boss’s demands.
Mandatory activity:
Preparation time: 20min
Presentation time: 30min
Language prop: Exercise: Communicating Effectively
Choose the appropriate response:
1. Your customer asks you to process his/her request while on the call. But
you, as a CSR, have your own work to do.
(a) I am not going to process anything for you now. I am busy.
(b) I am sorry, Sir/Ma’am. I really wish I could do that right now, however, as a
customer service rep, I have to process orders according to the call number of
the customers.
2. Your boss gives you only ten minutes’ lunch-break.
(a) Sir/Ma’am, could we have a longer lunch-break? Ten minutes is too short for
having lunch.
(b) No one can eat lunch in ten minutes.
(c) Could you give us a longer lunch-break?
3. Your customer does not want the cell-phone that has been delivered to her.
She says it’s not working properly.
(a) I am not going to replace the cell-phone. You bought it, so you have to keep
it.
(b) I’m sorry Ma’am/Sir; however, as we have no return policy, I will be unable
to replace the cell-phone. What I can do is, have one of our tech-experts take a
look at it and replace any parts that may not be working properly. Will that be
okay with you?
4. Your boss never sanctions your request for leave. You have an important
family event to attend.
(a) I would like you to consider my request, Sir/Ma’am. I have an important
family event to attend.
(b) I am asking because I have an important family event to attend. Now, are
you allowing me to go or not?
5. Your colleague asks you to help him/her prepare the monthly service call
report.
(a) I wish I could, however, I am sorry; I will not be able to assist you with the
monthly report, as I have to complete all my assigned work by the same date.
(b) I am not going to help you. I have enough to do.
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Ask them to choose the response that is appropriate for the situation. After
they have finished preparing, let them read out their answers one by one.
Then, tell them the correct answers. They are given below:
1. Your customer asks you to process his/her request while on the call. But
you, as a CSR, have your own work to do. (b) I am sorry, Sir/Ma’am. I
really wish I could do that right now, however, as a customer service
rep, I have to process orders according to the call number of the
customers.
2. Your boss gives you only ten minutes’ lunch-break.
(a) Sir/Ma’am, could we have a longer lunch-break? Ten minutes is too
short for having lunch.
3. Your customer does not want the cell-phone that has been delivered to
her. She says it’s not working properly.
(b) I’m sorry Ma’am/Sir; however, as we have no return policy, I will be
unable to replace the cell-phone. What I can do is, have one of our techexperts take a look at it and replace any parts that may not be working
properly. Will that be okay with you?
4. Your boss never sanctions your request for leave. You have an important
family event to attend.
(a) I would like you to consider my request, Sir/Ma’am. I have an
important family event to attend.
5. Your colleague asks you to help him/her prepare the monthly service call
report. (a) I wish I could, however, I am sorry; I will not be able to assist
you with the monthly report, as I have to complete all my assigned work
by the same date.
Note: Explain the responses in the vernacular language in order to make their
meanings clearer to the students.
EXERCISE 2: Past Continuous Tense
Grammar
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
The competency identified for this session is past continuous tense.
Mandatory activity:
Read out the following sentences and ask the students to identify those that
are in the Past Continuous Tense.
1. I was talking to my boss.
2. He is a demanding person.
3. He was asking me if I could work this Saturday.
4. I refused him by saying that I have some urgent work.
5. Everyone has been complaining about him.
6. My colleagues were also telling me about their experiences.
7. We were thinking about writing a formal complaint.
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The correct answers are:
1. Past Continuous Tense.
2. No.
3. Past Continuous Tense.
4. No.
5. No.
6. Past Continuous Tense.
7. Past Continuous Tense.
8. Ask the students to go through the assessment. If time permits, the
students can try to attempt the exercise in class. Otherwise, they can
attempt it at home and bring to the class the next day for review.
ASSESSMENT
Read this:
1. She was playing with her dog.
2. The mob of people was shouting.
3. Zara, and not Meher, was painting the wall.
Instruction: Change the verbs in bold to Past Continuous Tense and rewrite
the sentences.
1. My boss is looking for me.
2. He is going to complain about my performance again.
3. He plans to talk about why the store is getting less and less customers
each day.
4. Fewer customers come because of lack of fresh stock.
5. But our boss blames us for this.
6. We have thought of having a talk with him.
7. We are going to tell him that we need to remove the old stocks and get
fresh ones. Who wants to buy rotten potatoes, after all?!
8. We think that a meeting would be a better approach than talking
individually.
9. We forced him to listen to our opinions on the subject.
10. He listened to his worker’s suggestions for the first time in his life; our
plan worked!
Answers:
1. My boss is looking for me.
My boss was looking for me.
2. He is going to complain about my performance again.
He was going to complain about my performance again.
3. He plans to talk about why the store is getting less and less customers each
day.
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He was planning to talk about why the store was getting less and less
customers each day.
4. Fewer customers come because of lack of fresh stock.
Fewer customers were coming because of lack of fresh stock.
5. But our boss blames us for this.
But our boss was blaming us for this.
6. We have thought of having a talk with him.
We were thinking of having a talk with him.
7. We are going to tell him that we need to remove the old stocks and get
fresh ones. Who wants to buy rotten potatoes, after all?!
We were going to tell him that we need to remove the old stocks and get
fresh ones. Who wants to buy rotten potatoes, after all?!
8. We think that a meeting would be a better approach than talking
individually.
We were thinking that a meeting would be a better approach than talking
individually.
9. We forced him to listen to our opinions on the subject.
We were forcing him to listen to our opinions on the subject.
10. He listened to his worker’s suggestions for the first time in his life – our plan
worked!
He was listening to his worker’s suggestions for the first time in his life – our
plan was working!
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SESSION 9:OPENING AND CLOSING A CUSTOMER SERVICE CALL
RELEVANT KNOWLEDGE
Goal: The student will know how to Open and Close a Customer Service Call.
Competency: Adjectives and Adverbs
Preparation:
• Refer to the Student Hand book for the session.
• Read the Concept Note on Adjectives and Adverbs.
• Review the class exercise “Opening and Closing a Customer Service Call”.
Summary: The situation for this Session Plan is ‘Opening and Closing a
Customer Service Call’.
The session is divided into 4 sections:
o The first section Comprehension demonstrates how to deal with customers
over the phone.
o The second section Sentences introduces the student to some phrases and
sentences used for greeting a customer.
o The third section Activity has role plays on the situation.
o The fourth section Grammar discusses the competency identified for this
session.
Comprehension
Objective: The student is able to understand how to how to Open and Close a
Customer Service Call.
Suggested activity:
Greet the class.
1. Select six students to come forward. Each of them has to play the role of
a customer service representative opening and closing a customer
service call
2. Select six students to come forward. Each of them has to play the role of
a customer who has called up a service providing company with a very
simple enquiry.
Next, ask the customer service representatives to imagine that a customer has
just called their service providing company, needing something or some help.
What would they say to the customer?
Write down their responses on the board. After they have finished their role
play, you may explain and discuss how to Open and Close a Customer Service
Call.
When dealing with customers over the telephone, CSRs need to remember that,
it is a substitute for face-to-face conversations.
Over the phone, no one can see the other persons cannot see facial
expressions, manners, reactions, or what the other person is doing or saying.
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The rules for dealing with a customer over a phone professionally are simple
but they need to be continually practiced.
Sentences
Objective: The student is able to speak some phrases and sentences used in
greeting customers.
Mandatory activity:
Write the following lines on the board and ask the students to copy them in
their notebooks.
Opening the conversation:
There are the two basic ways of opening a call. These should always be
employed.
1. Smile when you answer. This helps to make the customer feel welcome
2. Use friendly phrases as part of your greeting; “Thanks for calling”, “May I
help you?”
Some polite opening statement examples;
a. Greet the customer
State the name of your organization
Introduce yourself
Offer your help
For Example:
“Good morning, Airway Travels, Harpreet Kaur speaking. How may I help?”
b. Thank the customer for calling your organization
Introduce yourself
Offer your help
For Example:
“Thank you for calling Airway Travels, this is Harpreet Kaur. How may I help?”
Closing the conversation:
When CSRs finish their telephone conversation there are some polite
statements that should always be made.
1. Ask the customer if their issue has been solved to their satisfaction.
2. Ask the customer if there is anything else they need any assistance or
help with.
3. Thank the customer, once again, for calling your organization. This lets
the customer know that their business has been appreciated
4. Re-introduce yourself
5. Tell the customer it was a pleasure serving them.
6. Say good-bye and close call
For Example:
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“Has your question been answered satisfactorily? Is there anything else I can
help you with? Thank you for calling Airway Travels. This was Harpreet Kaur. If
you have any additional questions please feel free to call us anytime. It was a
pleasure serving you. Goodbye.”
After they have finished reading, let them practice speaking the sentences. Ask
each student to speak at least two lines in front of the class. Correct
pronunciation errors, wherever necessary.
You may speak the lines yourself after the pattern demonstrated in the
Comprehension section, so that the students understand how to Open and
Close a Customer Service Call.
EXERCISE 1: How to Open and Close a Customer Service Call
Activity
Objective: The student is able to greet and offer help to a customer.
Mandatory activity:
Preparation time: 20 min
Presentation time: 25 min
Situation props: None
Language prop: Ask the students to read the conversation in “How to Open and
Close a Customer Service Call”. It will have the following:
CSR: __________ for calling Airsell. This is Jaspreet. How ____________
you?
CSR: May I please have your full name and phone number?
Cust: Ranjeev Singh. My phone number is 919922 2299
CSR: If I understand you correctly, what you are saying is you would like
a ‘post-paid connection’, am I correct?
Cust: Yes.
CSR: Very good Sir. I’d be very happy to tell you all about the different
plans we have. May I have two minutes of your time now?
Cust: No, I don’t have the time right now, but could you please mail me
your different post-paid plans?
CSR: Sure. Would you please provide me with your email-id and I’ll send
you the details right away!
Cust: Great! My email-id is ranjeev.singh@email.com
CSR: May I please confirm your email-id. It is ranjeev.singh@email.com,
am I correct?
Cust: Yes.
CSR: Thank you Sir. Is _______________ I can assist you with?
Cust: No. That’s it.
CSR: ____________ so much for _______ Airsell. This was Jaspreet. It’s
been a pleasure serving you. Goodbye!
___________________
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CSR: Hello! Thank you for ________ Holiday Travels. ____ is Mandira
________. How may I help you?
Cust: My family and I want to go for a summer holiday, and we would
like to know the best place to go to. Can you please tell me which place
is best?
CSR: I can surely help you Ma’am. As there are many wonderful places to
choose from, I can send you a mail with all the different choices and you
can take your time and select what best suits your family.
Cust: Great!
CSR: May I please have your email-id Ma’am? So I can mail you the details
right away!
Cust: Its seema.kapoor@yahoo.com.
CSR: Thank you Ma’am. Is there anything else I can help you with?
Cust: No.
CSR: Thank you for calling Holiday Travels. We really appreciate you
calling us. This was Mandira. It’s was a _________ assisting you.
__________!
Divide the class into pairs and ask them to do the exercise in their student
handbooks. Tell the students to fill in the blanks using the lines that they learnt
in the preceding sections. After they have filled out the blanks, the pairs will
come forward by turns and enact the role of the CSR and Customer.
After the presentations are over, read out the conversations below and ask the
students to make corrections, wherever necessary.
CSR: Thank you for calling Airsell. This is Jaspreet. How may I help you?"
Cust: I want to subscribe for a post-paid connection. How do I do that?
CSR: May I please have your full name and phone number?
Cust: Ranjeev Singh. My phone number is 919922 2299
CSR: If I understand you correctly, what you are saying is you would like
a ‘post-paid connection’, am I correct?
Cust: Yes.
CSR: Very good Sir. I’d be very happy to tell you all about the different
plans we have. May I have two minutes of your time now?
Cust: No, I don’t have the time right now, but could you please mail me
your different post-paid plans?
CSR: Sure. Would you please provide me with your email-id and I’ll send
you the details right away!
Cust: Great! My email-id is ranjeev.singh@email.com
CSR: May I please confirm your email-id. It is ranjeev.singh@email.com,
am I correct?
Cust: Yes.
CSR: Thank you Sir. Is there anything else I can assist you with?
Cust: No. That’s it.
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CSR: Thank you so much for calling Airsell. This was Jaspreet. It’s been a
pleasure serving you. Goodbye!
1. CSR: Hello! Thank you for calling “Holiday Travels”. This is Mandira
speaking. How may I help you?
Cust: My family and I want to go for a summer holiday, and we would
like to know the best place to go to. Can you please tell me which place
is best?
CSR: I can surely help you Ma’am. As there are many wonderful places to
choose from, I can send you a mail with all the different choices and you
can take your time and select what best suits your family.
Cust: Great!
CSR: May I please have your email-id Ma’am? So I can mail you the details
right away!
Cust: Its seema.kapoor@yahoo.com.
CSR: Thank you Ma’am. Is there anything else I can help you with?
Cust: No.
CSR: Thank you for calling Holiday Travels. We really appreciate you
calling us. This was Mandira. It’s was a pleasure assisting you. Goodbye!
EXERCISE 2: Adjectives and Adverbs
Grammar
Objective: The student will be able to understand, practice, and make
sentences that correctly employ this language concept.
The competency identified for this session is adjectives and adverbs.
You can refer to Session 9 (Level 1) Describing Someone where this
competency has been explained in detail. You can briefly explain the concept
again to the class.
Mandatory activity:
Read out the following sentences and ask the students to identify whether the
words in bold are adjectives or adverbs.
1. Good Morning! (adjective)
2. The customer service representative must always be polite. (adverb)
3. A customer must be greeted cheerfully. (adverb)
4. A Satisfied (adjective) customer will speak highly (adverb) of the
company.
5. Smile warmly while greeting customers. (adverb)
6. Wish customers a good day when you end a call. (adjective)
7. Never forget to thank customers for calling. (adverb)
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Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
ASSESSMENT
Read this:
1. This issue should be solved quickly. (adverb)
2. You need to be quick while handling such issues. (adjective)
3. I am sure that the work will be completed. (adjective)
4. Surely, the work will be completed. (adverb)
Instruction: Fill in the blanks with the correct adjective/adverb.
Delivering good customer service – sounds like an ________ (easy, easily) task.
However, how you talk to your customers plays an important role.
A ________________ (professional, professionally) __________ (friend, friendly)
conversation will makes them feel welcome. Here are some examples of how
you can talk to a customer _______ (warm, warmly):
1. Good morning! Thank you for calling ‘book-your-ticket.com’,
2. This is Karan Singh speaking.
3. How may I help? Or
4. Is there anything in __________ (particular, particularly) that I can help
you with?
5. Has your question been answered satisfactorily?
6. Is there anything else I can help you with?
7. Thank you for calling ‘book-your-ticket.com’.
8. This was Karan Singhania.
9. If you have any additional questions please feel free to call us anytime.
10. It was a pleasure serving you.
11. Goodbye.
________ (Simple, Simply) sentences like these not just show manners; they
___________ (actual, actually) let your customers know that help is available.
However, just saying the words is not enough. Your voice plays an __________
(equal, equally) important role. Politeness and a friendly smile __________
(real, really) helps the customers feel comfortable. You also show them that
your services are _________ (ready, readily) available, and you will do all that
you can to make sure their experience is _____________ (successful,
successfully).
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Answers:
Delivering good customer service – sounds like an easy task. However, how you
talk to your customers plays an important role.
A professionally friendly conversation will makes them feel welcome. Here are
some examples of how you can talk to a customer warmly:
1. Good morning! Thank you for calling ‘book-your-ticket.com’,
2. This is Karan Singh speaking.
3. How may I help? Or
4. Is there anything in particular that I can help you with?
5. Has your question been answered satisfactorily?
6. Is there anything else I can help you with?
7. Thank you for calling ‘book-your-ticket.com’.
8. This was Karan Singhania.
9. If you have any additional questions please feel free to call us anytime.
10. It was a pleasure serving you.
11. Goodbye.
Simple sentences like these not just show manners; they actually let your
customers know that help is available.
However, just saying the words is not enough. Your voice plays an equally
important role. Politeness and a friendly smile really helps the customers feel
comfortable. You also show them that your services are readily available, and
you will do all that you can to make sure their experience is successful.
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SESSION 10: PARAPHRASING
RELEVANT KNOWLEDGE
Goal: The student will be able to talk about “Paraphrasing Issues”.
Competency: Active Passive Voice
Preparation:
•
•
•
Refer to the Student Hand book for the session.
Read up the Concept Note on Active Passive Voice.
Review Exercise “Learning to Paraphrase-1” and “Paraphrasing Issues-2”.
Summary: The situation for this Session Plan is “Paraphrasing Issues”. The
Session Plan is divided into 4 sections:
o The first section Comprehension discusses what is “Paraphrasing”.
o In the second section Activity 1, the students learn how to paraphrase.
o The third section Activity 2 has role-plays on the situation that the
students enact in pairs.
o The fourth section Grammar discusses the competency identified for this
session.
Comprehension
Objective: The student understands “what is Paraphrasing?”
Suggested activity:
Greet the class and discuss the situation with the students. Ask them what
exactly does the word “Paraphrase” mean? Write on the board examples of the
descriptions that they might mention. Ensure they write down all the points in
their notebooks. Now write down the following, if they have not been
mentioned:
The Merriam-Webster online dictionary defines the word “paraphrase” as a
restatement of a text, passage, or work giving the meaning in another form.”
Tell the students the following:
In Simple terms, “Paraphrasing is restating in your own words what someone
else said.”
•
Paraphrasing sends a signal to the speaker that you “got” what
the speaker is saying.
•
Paraphrasing also shows that you are interested in making sure
that what you heard is what the speaker meant to say.
For example, if your customer says, “I really like the Apple Macintosh PC, the
Apple Laptop, the Apple iPad and the Apple iPod.”
- You could say, “Wow! You really like Apple products!”
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Next, ask the class “What is paraphrasing all about?” - Write on the board
examples of the descriptions that they might mention. Ensure they write down
all the points in their notebooks.
Now write down the following, if they have not been mentioned:
•
Paraphrasing is really about
o
Understanding what the customer is trying to convey;
message / issue
o
Internalizing the customers’ message / issue
o
Restating the important points in your own voice
Next, ask the class “Why is paraphrasing necessary? - Write on the board
examples of the descriptions that they might mention. Ensure they write down
all the points in their notebooks.
Now write down the following, if they have not been mentioned:
•
Paraphrasing…
clarifies what your customer is saying
o
demonstrates to your customer that you are interested in what
he/she has to say
o
confirms for your customer that you understand what he/she said
o
ensures that you fully understand the situation before moving
ahead with the conversation
Tell students that when on a call, there are some starting phrases on how an
agent/CSR should start to paraphrase.
Some of the starting phrases are:
•
“If I heard you correctly, you were asking if…”
•
“Your question is/was……Is that right?”
•
“As I understand it, you want to know if…. Am I correct?”
•
“So your issue is …”
•
“As I understand, you’re facing an issue with…. Would that be
correct?
If the customer confirms that the paraphrased question is correct, then the
agent/CSR should start answering. The agent’s / CSRs response should be what
the customer wants to hear and know. Tell the students: Learning how to
paraphrase requires practice. When you are talking with someone, practice
listening to what he or she is saying and then clarifying it in your own words. As
you practice paraphrasing, you will find yourself gaining a better understanding
of your customer and others in your life.
The key to paraphrasing is listening carefully to what the other person says,
and then translating what you heard into your own words.
EXERCISE 1: Learning to Paraphrase - I
o
Activity
Objective: The student is able to paraphrase sentences.
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Mandatory activity:
Preparation time: 15 min
Presentation time: 15 min
Situation props: None
Language prop: Exercise “Learning to Paraphrase-1”.
Prior to starting the exercise, tell the students that paraphrasing can be done
with individual sentences or entire paragraphs.
The first sentence that has been paraphrased as an example
•
Original: The women, whose lives Sakshi had saved, were very
thankful to her.
•
Paraphrase: The women were very thankful to Sakshi for saving
their lives.
Here are some sentences that have to be paraphrased:
Original: Giraffes like eating leaves and hay, and they can consume 35 kilos of
it a day
Paraphrase:__________________________________________________________
____________________________________________________________________
Original: Any trip to Delhi should include a visit to Agra to see the Taj.
Paraphrase: __________________________________________________________
____________________________________________________________________
Original: The use of recycled resources could stop the destruction of the
rainforests.
Paraphrase:
____________________________________________________________________
____________________________________________________________________
Original: From the thousands of motorcycle accidents each year, three-fourths
were caused by head injuries. Half of those killed were school-age children.
One study reported that wearing a bike helmet can reduce the risk of head
injury by 85%. During an accident, a bike helmet absorbs the shock, cushions
the head and can save a life
Paraphrase:
_____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Ask the students to fill in the paraphrased sentences with help from what
they’ve learnt in the previous section. After the preparation time is up, read
out the correct answers and ask the students to self check:
Original: Giraffes like eating leaves and hay, and they can consume 35
kilos of it a day.
Paraphrase: A giraffe can eat up to 35 kilos of leaves and hay every day.
Original: Any trip to Delhi should include a visit to Agra to see the Taj.
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Paraphrase: Be sure to include the Agra, Taj -sightseeing experience
when visiting Delhi.
Original: The use of recycled resources could stop the destruction of the
rainforests.
Paraphrase: Using recycled resources could stop people destroying the
rainforests.
Original: From the thousands of motorcycle accidents each year, threefourths are caused by head injuries. Half of those killed are school-age
children. One study reported that wearing a bike helmet can reduce the
risk of head injury by 85%. During an accident, a bike helmet absorbs the
shock, cushions the head and can save a life.
Paraphrase: The use of a helmet is the key to reducing motorcycle
accidents, which are due to head injuries 75% of the time. By cushioning
the head upon impact, a helmet can reduce accidental injury by as much
as 85%, saving the lives of victims annually, half of whom are as young as
school children.
EXERCISE 2: Learning to Paraphrase - II
Activity 2
Objective: The student is able to paraphrase customer issues over the phone.
Mandatory activity:
Preparation time: 15 min
Presentation time: 25 min
Situation props: None
Language prop: Exercise “Paraphrasing Issues-2”. It will have the following:
Customer: Could you tell me when will I get my laptop?
Agent: ______________________________________________________________
____________________________________________________________________
Customer: I don’t think my desktop is functioning properly.
Agent: ______________________________________________________________
____________________________________________________________________
Customer: This is not what I had booked. Please send me the one I chose.
Agent: ______________________________________________________________
____________________________________________________________________
Customer: My new iPad is completely broken…Am I entitled to another one for
free?
Agent: ______________________________________________________________
____________________________________________________________________
Customer: I need the service-order information sent to me right now!
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Agent: ______________________________________________________________
____________________________________________________________________
Divide the class into pairs and tell the students that they can use the starting
phrases to fill in the responses of the agents.
•
“If I heard you correctly, you were asking if…”
•
“Your question is/was……Is that right?”
•
“As I understand it, you would like to / want to know if…. Am I
correct?”
•
“So your issue is …Is that correct?”
•
“As I understand, you’re facing / you have an issue with…. Would
that be correct?
After the presentations are over, read out the correct paraphrased responses of
the agents and ask the students to make corrections wherever necessary.
Customer: Could you tell me when will I get my laptop?
Agent:
As I understand it, you would like to know when your
computer will reach you. Am I correct?
Customer:
I don’t think my desktop is functioning properly.
Agent:
So your issue is that your computer is not working well. Am
I correct?
Customer: This is not what I had booked. Please send me the one I chose.
Agent:
As I understand, the wrong product has been delivered to
you, and you would like the one you picked to be sent to you right away. Would
that be correct?
Customer: My new iPad is completely broken…Am I entitled to another one
for free?
Agent:
Your question is whether we would replace your damaged
iPad for no cost. Is that right?
Customer: I need the service-order information sent to me right now!
Agent:
As I understand it, you would like the details of your
service-order mailed to you right away. Am I correct?
EXERCISE 3: Active and Passive Voice
Grammar
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
The competency identified for this session is Active and Passive Voice.
You can refer to Session Plan 19 (Level 1) Shopping for Necessities where this
competency has been explained in detail. You can briefly explain the concept
again to the class.
Mandatory activity:
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The following sentences are in the Passive Voice. Ask the students to convert
them to Active Voice.
The products have been sorted by us.
1.
2.
The products have been packed.
3.
The products had to be sorted so that we could pack them.
The answers are:
1.
We have sorted the products.
2.
We have packed the products.
3.
We had to sort the products so that we could pack them.
The following sentences are in the Active Voice. Ask the students to convert
them to Passive Voice.
We put the iPads and laptops into the Electronics category.
1.
2.
We have counted the number of iPads and laptops.
3.
We had packed the iPads and laptops.
The answers are:
1.
The iPads and laptops were put into the Electronics category.
The number of iPads and laptops has been counted.
2.
3.
The iPads and laptops had been packed.
Encourage the students to make simple sentences in the active and passive
voice.
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
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ASSESSMENT
Read this:
Active Voice: She is arranging her bedroom.
Passive Voice: Her bedroom is being arranged.
Active Voice: She has arranged her bedroom.
Passive Voice: Her bedroom has been arranged.
Active Voice: She will arrange her bedroom.
Passive Voice: Her bedroom will be arranged.
Instruction: Convert the following sentences into passive voice.
1. I have categorized the items that can be packed together.
2. She has made a list of items packed in each carton.
3. Pooja is making a list of items to be packed separately.
4. You should not pack vegetarian and non-vegetarian food items together.
5. You have to bubble wrap all the glass and porcelain items.
6. This list specifies the order in which the items have to be packed.
7. I will remove the security tags before packing the clothes and glassware.
8. I will fold the garments before they are packed.
9. You must label all the cartons carefully.
10. I have counted the number of cartons to be loaded in the truck.
Answers:
1.
2.
3.
4.
The items that can be packed together have been categorized.
A list of items packed in each carton has been made by her.
A list of items to be packed separately is being made by Pooja.
Vegetarian and non-vegetarian food items should not be packed
together.
5. All the glass and porcelain items have to be bubble wrapped.
6. The order in which the items have to be packed is specified in the list.
7. The security tags will be removed before packing the clothes and
glassware.
8. The garments will be folded before they are packed.
9. All the cartons must be labeled carefully.
10. The number of cartons to be loaded in the truck has been counted.
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REVIEW SESSION 3
RELEVANT KNOWLEDGE
Objective: To evaluate the students’ knowledge and understanding of Level-4
Session-8: Communicating Effectively, Session-9: Greeting a Customer &
Session-10: Paraphrasing.
Methodology: The review evaluations will be Question and Answer & RolePlay based. Answers will be assessed on Content, Context, Grammar, Sentence
structure and Vocabulary based on the L-4 sessions that were imparted.
Process: The review evaluations will be divided into three parts.
1. Communicating Effectively
2. Greeting A Customer
3. Paraphrasing
The time allotted to each part will be 40 minutes.
Suggested Activity:
Greet the class. Explain the process of the evaluation to the class. Tell them
that the evaluations are divided into three parts, each part is allocated 40min,
and that they are Question and Answer & Role-Play based.
ASSESSMENT
Review of Session 8: Communicating Effectively
Activity: Question and Answer
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions). 2. In the Role-Play Scenario ask the students to apply
effective communication skills to explain their decision to their Manager. 3. Ask
the students to change the verbs in bold in the given sentences, to Past
Continuous Tense and rewrite the sentences.
Questions:
1. When speaking to a customer, over the phone, via e-mail or face-toface, what skill can either please the customer or escalate the issue?
2. How important are communication skills when communicating in a
professional environment?
3. How does a person improve his/her communication skills?
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Answer Key: The answers may vary, but must suggest the following:
1. Whether speaking with a customer over the phone, via email or face-toface, effective communication skills; proper grammar and active
listening / reading skills, can make all the difference between satisfying
a customer and escalating a problem.
2. Communication skills are very important, whether you’re talking to
someone in a professional environment; you’re applying for a job or
talking to your boss. Communication skills are critical to achieving every
one of your professional goals, both today and in the future.
3. A person has to practice his/her pronunciation, enhance his/her listening
and improve his/her grammar.
1. Activity: Role-Play
Directions: Ask the students to apply effective communication skills to explain
their decision to their Manager.
Role-Play Scenario:
Your Manager asks you to work for an extra hour every day for the entire week,
and help your team mate, Akaash, finish his reports.
You’ve completed all your pending work, and live two hours away from the
office.
Before you make your decision, you must think of all the pros and cons of the
situation.
o If leave an hour late by bike, you’ll end up reaching your home only by 11pm
every day, therefore, you will have to request your Manager for a car to
pick-up and drop you for the week.
o Your acceptance will showcase your positive attitude towards your team, as
well as, make your Manager happy.
o If you decline, then it may showcase your attitude towards your team in poor
light, and you might end up upsetting your Manager.
What will you do? Explain your decision to your Manager, using effective
communication skills.
Answer Key:
Option A: “I’m always glad to assist my team in any way I can Ma’am/Sir. I’ll
help Akaash complete all his reports. I would, however, like to request you to
please arrange for me to be picked up and dropped every day, as I live two
hours away, and it’s not very safe for me to travel home at 11:00pm by myself.
I do hope you understand Ma’am/Sir.”
Option B: “I am sorry; Ma’am/Sir, however, I will not be able to work an extra
hour. As you are aware, I always complete all the work assigned to me and the
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team, however; as I live quite far from the office and I travel alone by
bike/bus, I prefer not travelling all by myself that late, at night. I do hope you
understand Ma’am/Sir.”
2. Activity: Revise Sentences
Directions: Ask the students to change the verbs in bold in the given
sentences, to Past Continuous Tense and rewrite the sentences.
Sentences:
1. A customer is looking for a Smartphone.
2. He is going to applaud my performance again.
3. We have thought of having a talk with him.
4. I am planning to find out why our customers are going to our
competitors’ store.
5. Customers have come in thousands to see the launch of the new iPhone.
6. Our boss praised my team for the success of the project.
7. I ate, while Jaspreet Studied.
8. We think that a meeting would be a better approach than talking
individually.
9. We forced him to listen to our opinions on the subject.
10. He listened to his worker’s suggestions for the first time in his life; our
plan worked!
Answer Key:
1. A customer was looking for a Smartphone.
2. He was going to applaud my performance again.
3. We were thinking of having a talk with him.
4. I was planning to find out why our customers were going to our
competitors’ store.
5. Customers were coming in thousands to see the launch of the new
iPhone.
6. Our boss was praising my team for the success of the project.
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7. I was eating, while Jaspreet was studying.
8. We were thinking that a meeting would be a better approach than
talking individually.
9. We were forcing him to listen to our opinions on the subject.
10. He was listening to his worker’s suggestions for the first time in his life –
our plan was working!
Review of Session 9 :Greeting a Customer
Activity: Questions and Answers
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions). 2. Ask the class to fill in the blanks in order to complete the
dialogues in the Role-Play section, so as to form a conversation between
Customer and customer Sales/Service representative. 3. Ask the students to
fill in the blanks with the correct adjective/adverb.
Questions:
1. You work for Gadgetronics, a manufacturing giant that makes computers
and smartphones. You are at your store, when customers start walking
in. What are the five different ways you can greet a customer?
Answer Key: Answers may vary, however; must suggest the following:
1. Good morning, Ma’am. How may I help you?
2. Hello Sir. Welcome to Gadgetronics.
3. Welcome to Gadgetronics. Are you looking for a computer in any
particular brand?
4. Good morning, Ma’am. Welcome to Gadgetronics.
5. Hello Ma’am. Is there anything I can do for you?
6. Good Morning, Ma’am. Can I help you find a smartphone to your liking?
Activity: Role-Play
Directions: Ask the class to fill in the blanks in order to complete the dialogues
so as to form a conversation between Customer and customer Sales/Service
representative.
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ROLE-PLAY:
Scenario-1
A: _____________________________________
B: Good Morning!
A: ____________________ particular _________?
B: Yes, I would like to have a look at some laptops with a printer.
A: _________________ brand _____________?
B: Which do you have?
A: We have Apple, Dell, Sony, HCL and HP.
B: That’s great. I’d like to have a look at them.
A: Sure, Ma’am/Sir. Please come this way.
Scenario-2
A: _____________________________________
B: Hello.
A: _____________________________________
B: I would like to buy a computer. Could you show me one that is not too
expensive?
A: Sure, Ma’am/Sir. What type of computer do you have?
B: I’m not too sure. Something I can carry around.
A: I think you’ll find our range of laptops very satisfactory. Would you like to
have a look at some of them?
B: Yes.
A: Very good, Ma’am/Sir. Please come this way.
Scenario-3
A: _____________________________________
B: Morning.
A: _____________________________________
B: I haven’t decided yet. I’m just looking around.
A: Okay, Ma’am. Please _____________________________________.
B: I’ll do that. Thank you.
ANSWER KEY:
Scenario-1
A: Good Morning, Ma’am/Sir. Welcome to Gadgetronics.
B: Good Morning!
A: Are you looking for any particular type of computer?
B: Yes, I would like to have a look at some laptops with a printer.
A: Are you searching for any brand in particular?
B: Which do you have?
A: We have Apple, Dell, Sony, HCL and HP.
B: That’s great. I’d like to have a look at them.
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A: Sure, Ma’am/Sir. Please come this way.
Scenario-2
A: Hello Ma’am/Sir. Welcome to Gadgetronics.
B: Hello.
A: How may I help you/ Is there anything I can do for you/ Can I help you find
anything?
B I would like to buy a computer. Could you show me one that is not too
expensive?
A: Sure, Ma’am/Sir. What type of computer do you have?
B: I’m not too sure. Something I can carry around.
A: I think you’ll find our range of laptops very satisfactory. Would you like to
have a look at some of them?
B: Yes.
A: Very good, Ma’am/Sir. Please come this way.
Scenario-3
A: Good Morning, Ma’am/Sir. Welcome to Gadgetronics.
B: Morning.
A: Can I help you find anything?
B I haven’t decided yet. I’m just looking around.
A: Okay, Ma’am. Please feel free to ask me for anything you need.
B: I’ll do that. Thank you.
1. Activity: Fill in the blanks
Directions: Ask the students to fill in the blanks with the correct
adjective/adverb.
Sentences:
Delivering good customer service – sounds like an ________ (easy, easily) task;
however, it’s how you talk to your customers that, plays an important role.
A ________________ (professional, professionally) __________ (friend, friendly)
conversation will makes them feel welcome. Here are some examples of how
you can talk to a customer _______ (warm, warmly):
1. Good morning! Welcome to Gadgetronics.
2. My name is Krish, how may I assist you? Or
3. Is there anything in __________ (particular, particularly) that I can
help you with?
4. Has your question been answered satisfactorily? Or
5. Have you found what you’ve been looking for?
6. Is there anything else I can help you with?
7. If you have any additional questions please feel free to ask me.
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8. Thank you for being a Gadgetronics customer.
9. We aim to serve you better. Or
10. It was a pleasure serving you.
A ________ (Simple, Simply) and pleasant conversation such as this show the
customers that they are ___________ (real, really) appreciated, and that let
help is available.
However, just saying the words is not enough. You need to sound like you
__________ (actual, actually) mean it. Politeness and a friendly smile
__________ (real, really) helps the customers feel comfortable. You also need
to assure them that your services are _________ (ready, readily) available, and
you will do all that you can to make sure their experience is very
_____________ (pleasant, pleasantly).
Answer Key:
Delivering good customer service – sounds like an easy task; however, it’s how
you talk to your customers that, plays an important role.
A professionally friendly conversation will makes them feel welcome. Here are
some examples of how you can talk to a customer warmly:
1. Good morning! Welcome to Gadgetronics.
2. My name is Krish, how may I assist you? Or
3. Is there anything in particular that I can help you with?
4. Has your question been answered satisfactorily? Or
5. Have you found what you’ve been looking for?
6. Is there anything else I can help you with?
7. If you have any additional questions please feel free to ask me.
8. Thank you for being a Gadgetronics customer.
9. We aim to serve you better. Or
10. It was a pleasure serving you.
A Simple and pleasant conversation such as this show the customers that they
are really appreciated, and that let help is available.
However, just saying the words is not enough. You need to sound like you
actually mean it. Politeness and a friendly smile really helps the customers feel
comfortable. You also need to assure them that your services are readily
available, and you will do all that you can to make sure their experience is very
pleasant.
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Review of Session 10:Paraphrasing
Activity: Questions and Answers
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions). 2. Ask the students to paraphrase the original sentences given
in the Role-Play “Paraphrase this!” Once completed, the facilitator must read
out the original sentence and the students must read out the paraphrased
sentence (CSR). 3. Ask the students to convert the following sentences into
passive voice.
Questions:
1.
2.
3.
4.
5.
What is Paraphrasing? Explain in simple terms.
What are the three steps involved when paraphrasing?
What does “paraphrasing” convey to a person / customer?
Why is it necessary to paraphrase?
Describe a minimum of three starting phrases used when paraphrasing?
Answer Key: Answers may vary, however; must suggest the following:
1. In Simple terms, “Paraphrasing is restating in your own words what
someone else said.”
2. The three steps involved while paraphrasing are
a. Understanding what the person/customer is trying to convey;
message / issue
b. Internalizing the customers’ message / issue
c. Restating the important points in your own voice
3. Paraphrasing conveys to the person/customer that you “got” what the
person/customer is saying. It also shows that you are interested in
making sure that what you heard is what the person/customer meant to
say.
4. It is important to paraphrase as it
5. clarifies what your customer /person is saying
a. demonstrates to your customer /person that you are interested in
what he/she has to say
b. confirms for your customer /person that you understand what
he/she said
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c. ensures that you fully understand the situation before moving
ahead with the conversation
6. Some of the starting phrases are:
a. “If I heard you correctly, you were asking if…”
b. “Your question is/was……Is that right?”
c. “As I understand it, you want to know if…. Am I correct?”
d. “So your issue is …”
e. “As I understand, you’re facing an issue with…. Would that be
correct?
1. Activity: Role-Play - “Paraphrase this!”
Directions: Ask the students to paraphrase the original sentences given. Once
completed, the facilitator must read out the original sentence and the students
must read out the paraphrased sentence (CSR).
Role-Play: “Paraphrase This!”
Original: The computer, that Sahil had repaired, was working very well.
Original: Mansi’s new laptop has been completely damaged in an accident…Will
the company she bought it from, give her another one for free?
Original: When you go to buy that new computer you were telling me about,
make sure you buy it from the Gadgetronics store. They offer the best
discounts.
Original: I think the use of recycled resources in technology would be fantastic!
Original: From the thousands of computer crashes each year, half are caused
by virus attacks. The other half are caused by badly manufactured computers.
Answer Key:
Paraphrase: The computer that was working well was repaired by Sahil.
Paraphrase: Your question is whether Gadgetronics will replace Mansi’s
damaged laptop for no cost. Am I correct?
Paraphrase: So, what you’re saying is, since the Gadgetronics store offers some
great discounts, I should buy my computer from there. Correct?
Paraphrase: As I understand, you feel it would be very good for technology to
make use of resources that have been recycled. Would that be correct?
Paraphrase: If I heard you correctly, what you’re saying is that, poorly
manufactured computers and virus attacks are two of the main reasons why
half the computer crashes take place every year. Is that correct?
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2. Activity: Change to Passive Voice
Directions: Ask the students to convert the following sentences into passive
voice.
Sentences:
1.
2.
3.
4.
5.
6.
I have categorized the computers that need to be packed together.
She has made a list of computers packed in each carton.
Priyal is helping a customer find a laptop.
Ansh mailed the letter.
You have to paraphrase all the customers’ issues.
This list specifies the customer’s name for which the Tablet PC has to be
packed.
7. The driver delivered the desktop at the correct address.
8. The salespeople always clean the computers before they are put on sale.
9. You must file all the customers’ names alphabetically.
10. Many of our customers inquired about our newly launched laptop today.
Answer Key:
1.
2.
3.
4.
5.
6.
The computers that need to be packed together have been categorized.
A list of computers packed in each carton has been made by her.
The customer was helped by Priyal.
The letter was mailed by Ansh.
All the customers’ issues have to be paraphrased.
The name of the customer for whom the Tablet PCs has to be packed is
specified in the list.
7. The desktop was delivered at the correct address by the driver.
8. The computers are always cleaned before they are put on sale.
9. All the customers’ names must be filed alphabetically.
10. Many inquiries were made about our newly launched laptop today .
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SESSION 11: VERIFICATION OF INFORMATION
RELEVANT KNOWLEDGE
Goal: The student learns how to verify customer information.
Competency: Making meaningful sentences
Preparation:
•
•
Refer to the Student Hand book for the session.
Review Exercise “Verifying Information”.
Summary: The situation for this Session Plan is “Verifying Information”. The
Session Plan is divided into 4 sections:
o The first section Comprehension explains the situation.
o In the second section Sentences, the students frame instructions on how to
verify information.
o The second section Activity has role plays on the situation that the students
enact in pairs.
o The third section Language point discusses the competency identified for
this session.
Comprehension
Objective: The student is able to understand the situation.
Suggested activity:
Greet the class. Write down the following word and meaning on the board:
Verify: Confirm, Prove
Now, ask the students what do they think the term “Verifying Information”
means? Encourage the students to speak up. Write on the board examples of
the descriptions that they might mention. Now write down the following
points, if they have not been mentioned:
• All information gathered, can be verified, one way or another with the
help of the internet.
• The verification process that companies follow is very important as it
safe guards the customers’ information (bank account details, insurance
policy details, product and service order numbers, credit-card numbers,
etc.) from being misused or stolen.
Sentences
Objective: The student is able to frame instructions on how to verify
information.
Mandatory activity:
Write the following on the board:
“Verify names: check customers’ first name and last name (For example: Rahul
Seth), as it is important to make sure if the person calling is an existing or new
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customer. Confirm land-line and cell phone numbers: Check customers’ landline number / Cell phone number. Check the postal code: Companies provide
their agents the use of many directory services to verify customer details (if it
an existing customer) that the entered post code matches the already stored
information about the customer. If the customer is new, then the details will
be recorded and kept for future confirmation. Confirm the email address: Order
confirmations and product information are sent to the customers’ email
addresses. If the email is returned without being delivered, this can be a sign
that something is wrong; that the information provided by the customer was
not correct. Very few customers provide wrong email addresses, because they
want to be notified of their order’s status or receive information about their
old / new products. Verify service order number: Check customers’
confirmation number, service order number (the number given to the customer
at the time when customer submits the service order), and order date. End the
call: When customers do not provide correct information and do not verify their
details to the satisfaction of the agent, or when agents suspect something is
wrong, they are required to close the call.”
Ask the students to break down the paragraph into simple instructions. Read
out the following as an example:
•
Verify name: Check customers’ first name and last name (For example:
Rahul Seth), as it is important to make sure if the person calling is an
existing or new customer.
Now, ask the students to follow the above example, and try and break down
the rest of the above paragraph.
•
•
•
Confirm land-line and cell phone numbers. Check customers’ land-line
number / Cell phone number.
Check the postal code. Companies provide their agents the use of many
directory services to verify customer details (if it an existing customer)
so that the entered details (address, email-id, phone numbers,
account/service order numbers, etc.) matches the already stored
information about the customer.
Note: If the customer is new, then the details given will be recorded and
kept for future confirmation.
Confirm the email address. Order confirmations and product
information are sent to the customers’ email addresses.
o If the email is returned without being delivered, this can be a sign
that something is wrong; that the information provided by the
customer was not correct.
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o Very few customers provide wrong email addresses, because they
want to be notified of their order’s status or receive information
about their old / new products.
•
•
Verify service order number. Check customers’ confirmation number,
service order number (the number given to the customer at the time
when customer submits the service order), and order date.
End the call. When customers do not provide correct information and do
not verify their details correctly, the agent is required to close the call.
Select one student and share the following mock “verification process” roleplay with him/her. Enact the role-play in front of the class. Tell the class that
• Verification Process-1 is an example of when a customer provides the
correct information.
• Verification Process-2 is an example of what happens when a customer
does not provide correct information.
Ensure all students make a note of the following points in their books.
Verification Process -1:
Agent: Sure, I can assist you with that; however, before we continue I need to
verify your account information. Is that okay with you?
Customer: Yes.
Agent: May I have your First name and Last name?
Customer: Sure, that would be Kunal Seth.
Agent: May I please have your landline phone number and your mobile phone
number?
Customer: Sure. My landline number is 011 – 123 45678, and my mobile number
is 77410 56987.
Agent: Thank you. Would you please tell me if a customer-account number was
provided to you when you bought the product?
Customer: Yes, I was given a customer-account number.
Agent: Thank you. May I please have your customer-account number, along
with your product’s model/serial number?
Customer: The service-order number is XYZ1234. The model number is ABC4567
Agent: Thank you. Just to confirm I have the right account I see that email
address on the account is Kunal.Seth@email.com, is that correct?
Customer: Yes, that’s right.
Agent: Thank you for verifying your information. I can now assist your issue.
Verification Process -2:
Agent: Sure, I can assist you with that; however, I will need to verify your
information before we continue. May I have your First and Last name?
Customer: Sure, that would be Abhaas Kapoor.
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Agent: Thank you. May I please have your landline phone number and your
mobile phone number?
Customer: Sure. My landline number is 011 – 4567 19834, and my mobile
number is 79139 69087.
Agent: May I have your customer-account number please, along with your
service-order number?
Customer: My customer-account number is XYZ1234, and my service-order
number MKR6789
Agent: Thank you. May I please have your bill number?
Customer: Umm… I don’t know where I’ve put the bill. Will that be a problem?
Agent: No problem Sir. Do you have the date you bought the product?
Customer: Yes, I do. I bought it on the 12th of August this year.
Agent: Thank you. I am going to take just a few moments to check the account
here.
Customer: Sure.
Agent: Sir, I am unable to find any record of that customer-account number
and the service-order number in my systems. Could you please provide your
email address and billing address so I may search for your account and order
details?
Customer: Sure, my email address is AbhaasK@email.com and my billing
address is No 15, 16th Street, Sector 17, Chandigarh – 18.
Agent: Sir, I have tried to search with the details you’ve provided; however,
I’m unable to find any related account or service-order. Is it possible that you
may have registered with a different address or email address?
Customer: I may have. I don’t remember. My documents are not with me.
Agent: In that case sir, I would like to suggest you find the bill or customeraccount form and call us with the correct details. We will surely assist you
with your issue if you are able to verify your details with us.
Customer: Alright, I will do that. Thank you.
Agent: Thank you for calling “Online Clothes”. This is Dalinder. Have a nice
day.
Customer: Thank you.
EXERCISE 1: Verifying Information
Activity
Objective: The student is able to talk about cleaning stocks and shelves.
Mandatory activity:
Preparation time: 25 minutes
Presentation time: 35 minutes
Situation props: None
Language prop: Exercise “Verifying Information”. It will have the following:
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1. Verification of Information -1
Agent: Sure, I can assist you with that; however, before we continue I need
______________
_________________________. ______________________?
Customer: Yes. Go ahead.
Agent: _______________________________?
Customer: Sure, that would be Maahi Gor.
Agent: __________________________________________________________?
Customer: Sure. My ______________________ is xxx – xxxx xxxxx, and my
___________________ is xxxxx xxxxx.
Agent: ___________. ____________________________________________?
Customer: Yes. My exam roll-number is CBT345 6780.
Agent: _____________. _____________________________________?
Customer: It is myname@email.com
Agent: _______________________________________. I can now assist your
issue.
2. Verification Process -2
Agent:
Sure,
I
can
assist
you
with
that;
____________________________________before
we
continue.
________________________________?
Customer: Sure.
Agent: _________________________________?
Customer: It’s Viren Mehra.
Agent:__________.
___________________________________________________________?
Customer: Sure. My ______________________ is xxx – xxxx xxxxx, and my
_____________________ is xxxxx xxxxx.
Agent:
_____________________________________,
along
with
_______________________?
Customer: My _____________-__________ number is XYZ1234, and my
________ is IMeMyself___themail._____
Agent:
Thank
you.
Sir,
_____
unable
to
find
______________________________________ in _______________.
Customer: How can that be? Please check again. I am sure it’s there.
Agent: I am Sir. Could you please ______________________________?
Customer: Sure, I live at: No. xx, xxth Street, Sector xx, Faridabad – xx.
Agent: Sir, I have tried ____________________________; however, I’m unable
to ____________________________________________.
Customer: I don’t know what to say.
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Agent: Sir, I would like to suggest ______________________________________
____________________________________________. We will surely assist you
with your issue, ____________________________________________.
Customer: Alright, I will do that. Thank you.
Agent: _________for calling. Have a nice day.
Customer: Thank you.
3. Verification of Information -3
Agent: Sure, I can assist you with that; however, before we continue I need to
_____________________________________________.
________________________?
Customer: Yes. What do you need?
Agent: ___________________________________________?
Customer: Sure, that would be Jagpreet Anand.
Agent: __________________________________________________________?
Customer: Sure. My ______________________ is xxx – xxxx xxxxx, and my
___________________ is xxxxx xxxxx.
Agent: ___________. ____________________________________________?
Customer: Yes, I have a customer-account number.
Agent:
Thank
you.
____________________________________________________?
Customer: My ___________________________ is xxx xxxx.
Agent: __________________________________?
Customer: I got it on the 5th of Sept’2012.
Agent: _____________. _____________________________________?
Customer: My email-id is, Myself@email.com
Agent: _______________________________________. I can now assist your
issue.
Divide the class into pairs and ask the students, to frame the verification
questions for the agent, and fill in the correct responses for the customer. They
can use inputs from the previous section. Tell them that they have to present a
role play using the above questions between a customer and an agent. After
the presentations are over, read out the sample given below and tell the
students to make corrections wherever required.
1. Verification of Information -1
Agent: Sure, I can assist you with that; however, before we continue I need to
verify your account information. Is that okay with you?
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Customer: Yes. Go ahead.
Agent: May I have your First and Last name?
Customer: Sure, that would be Maahi Gor.
Agent: Thank you. May I please have your landline phone number and your
mobile phone number?
Customer: Sure. My landline phone number is xxx – xxxx xxxxx, and my mobile
phone number is xxxxx xxxxx.
Agent: Thank you. May I please have your exam roll-number?
Customer: Yes. My exam roll-number is CBT345 6780.
Agent: Thank you. May I please have your email-id?
Customer: It is myname@email.com
Agent: Thank you for verifying your information. I can now assist your issue.
2. Verification Process -2
Agent: Sure, I can assist you with that; however, I will need to verify your
information before we continue. Will that be okay with you?
Customer: Sure.
Agent: May I have your First and Last name?
Customer: It’s Viren Mehra.
Agent: Thank you. May I please have your landline phone number and your
mobile phone number?
Customer: Sure. My landline phone number is xxx – xxxx xxxxx, and my mobile
number is xxxxx xxxxx.
Agent: May I have your please have your customer-account number, along with
email-id?
Customer: My customer-account number is XYZ1234, and my email-id is
IMeMyself@themail.com
Agent: Thank you. Sir, I am unable to find any of the information you have
provided in our systems.
Customer: How can that be? Please check again. I am sure it’s there.
Agent: I am Sir. Could you please give me your home address?
Customer: Sure, I live at: No. xx, xxth Street, Sector xx, Faridabad – xx.
Agent: Sir, I have tried to search with the details you’ve provided; however,
I’m unable to find any information.
Customer: I don’t know what to say.
Agent: Sir, I would like to suggest you find your documents and call us with the
correct details. We will surely assist you with your issue, if you are able to
verify your information with us.
Customer: Alright, I will do that. Thank you.
Agent: Thank you for calling. Have a nice day.
Customer: Thank you.
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3. Verification of Information -3
Agent: Sure, I can assist you with that; however, before we continue I need to I
will need to verify your information. Will that be okay with you?
Customer: Yes. What do you need?
Agent: May I have your First and Last name?
Customer: Sure, that would be Jagpreet Anand.
Agent: Thank you. May I please have your landline phone number and your
mobile phone number?
Customer: Sure. My landline phone number is xxx – xxxx xxxxx, and my mobile
number is xxxxx xxxxx.
Agent: Thank you. Would you please tell me if you have a customer-account
number?
Customer: Yes, I have a customer-account number.
Agent: Thank you. May I please have your customer-account number?
Customer: My customer-account number is xxx xxxx.
Agent: When did you buy the product?
Customer: I got it on the 5th of Sept’2012.
Agent: Thank you. May I please have your email-id?
Customer: My email-id is, Myself@email.com
Agent: Thank you for verifying your information. I can now assist your issue.
EXERCISE 2: Making Meaningful Sentences
Language
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
The competency identified for this session is making meaningful sentences.
Mandatory activity:
Write the following on the board and ask the students to rearrange the
italicized words so that the sentences make complete sense.
1. When do we verifying start information the?
2. We have him for bought phone a.
3. Clean computers longer attractive and last look.
4. Phones should be weeks in cleaned two once.
5. Even if you wipe won’t if properly, you neat don’t them the the room
furniture, look arrange.
6. When in doubt, instructions follow the always.
The correct orders of words are:
1. When do we start verifying the information?
2. We have bought a phone for him.
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3. Clean computers look attractive and last longer.
4. Phones should be cleaned once in two weeks.
5. Even if you wipe the furniture, if you don’t arrange them properly, the
room won’t look neat.
6. When in doubt, always follow the instructions.
7. Ask the students to go through the assessment. If time permits, the
students can try to attempt the exercise in class. Otherwise, they can
attempt it at home and bring to the class the next day for review.
ASSESSMENT
Instruction: Rearrange the words in the following sentences to make
meaningful sentences.
For Example:
the laptop.
am carrying I
Ans: I am carrying the laptop.
1. from the shop. damaged the good returned The customer he bought
2. name of opening has address and Before be customer the account, a
verified. bank to
3. customers their organizations always Big to keep try happy.
4. mobile a from bought store. I online phone an
5. airline internet. booked they my on I ticket
6. everyday have important part Computers of life. an become
7. favorite is of sports. one my Football
8. industry. lots Today, the there joining of our youngsters IT
9. software homework. wish was there my that I computer all do could
10. most The love science. that computer I subject is
Answers:
1. The customer returned the damaged good he bought from the shop.
2. Before opening a bank account, the name and address of the customer
has to be verified.
3. Big organizations always try to keep their customers happy.
4. I bought a mobile phone from an online store.
5. I bought my airline ticket on the internet.
6. Computers have become an important part of everyday life.
7. Football is one of my favorite sports.
8. Today, there are lots of youngsters joining the IT industry.
9. I wish there was computer software that could do all my homework.
10. The subject that I love most is computer science.
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SESSION 12: DIRECTING A CUSTOMER OVER THE PHONE
RELEVANT KNOWLEDGE
Goal: The student will be able to direct customers around a store.
Competency: Modals
Preparation:
• Refer to the Student Hand book for the session.
• Read the Concept Note on Modals.
• Review Exercise “Directing a Customer”.
Summary: The situation for this Session Plan is ”Directing a Customer”. The
Session Plan is divided into 3 sections:
o In the first section Comprehension, the students give directions based on a
phone based scenario.
o The second section Activity has a role play on the situation that the
students enact in pairs.
o The third section Grammar point discusses the competency identified for
this session.
Comprehension
Objective: The student is able to direct customers on the basis of a store
layout.
Suggested activity:
Greet the class. Select 4 students from the class and ask them to come
forward.
Fig 1 - DESKTOP
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Fig 2
Fig 3
Tell the class that you are going to engage in a role play with each of the four
students. Tell the students that they will play the role of a Customer Service
Representative (CSR), while you will play the role of the customer.
Role Play 1: Ask the CSR (Student 1) you show you where the desktop is on your
computer.
Role Play 2: Ask the CSR (Student 2) tell me where the taskbar is.
Role Play 3: Ask
k the CSR (Student 3) how to close a document you are working
on.
Role Play 4: Ask the CSR (Student 4) tell you where the Start button is.
Begin you questions with, “Excuse me, could you show me where or how to…?”
or “Excuse me, could you tell me where or how to _______?”
Let the students try and respond on their own. After they respond, reply back
with a “Thank you.”
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Suggest the following responses after the role plays are over. Ensure that the
students copy them down in their notebooks.
Role Play 1
Customer: “Excuse me, could you show me where my desktop is on my
computer? This is the first time I’m using a computer, and I’m feeling quite
lost.”
CSR: “Sure, Ma’am/Sir. I’ll be glad to assist you. The Desktop (Fig 1) is the very
first screen you see after Windows starts. It’s a blue screen. Can you see it?
Customer: “Yes.”
CSR: Very good Ma’am/Sir. There you should be able to find the folders: My
Documents, My Computer, the Recycle Bin and any Shortcuts for applications
and files that you have created. Do you see them Ma’am?
Customer: “Oh, yes! Thank you.”
CSR: “You’re very welcome!”
Role Play 2
Customer: “Excuse me, could you tell me where the taskbar is?”
CSR: “Of course, Ma’am/Sir. The Taskbar (Fig 2) is the row at the bottom of
the Windows screen where all currently open applications or files are listed.”
Customer: “Thank you.”
Role Play 3
Customer: “Excuse me, could you tell me how do I close a document I am
working on?”
CSR: “Sure, Ma’am/Sir. Please open a word document Ma’am/Sir.”
Customer: “Okay, done.”
CSR: “In the top-right corner of your document, you should be able to see three
buttons; one with a dash / hyphen, one with a tiny square, and the third with
an “x” mark.”
Customer: “Yes. I do.”
CSR: “Those are the Minimize / Maximize / Close buttons (Fig 3). You can try
the following instructions as I explain its uses to you. The first one when clicked
reduces the document / screen you’re working on, sending it to the taskbar.
Please click on the first button now.”
Customer: “Okay. Wow, it works! Do I press the second button now?”
CSR: “Yes, Ma’am/Sir. You can click on the second button. You will notice that
the second button works two-ways, just click it once, it fills the whole desktop
with the document you are working with. Click it again; it will make your active
window (the document you are working on) smaller.”
Customer: “Great. So, what about the last button? Can I click on it?”
CSR: “Yes, Ma’am/Sir. The last button is used to close your document. Please
click on it and tell me what happens.”
Customer: “The document closed! Super! Thank you so much.”
CSR: “You’re very welcome!”
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Role Play 4
Customer: “Excuse me, could you tell me where the Start button is?”
Sales Representative: “Yes, Ma’am/Sir. Please have a look the very bottomleft corner of the desktop screen. You will find a small rectangle tab with a
windows symbol and the word Start (Fig 2) on it. Please tell me if you see it
Ma’am/Sir.”
Customer: “Yes, I do. Thank you.”
CSR: “You’re welcome!”
EXERCISE 1: Directing a Customer
Activity
Objective: The student is able to help a customer solve an issue.
Mandatory activity:
Preparation time: 25 min
Presentation time: 35 min
Situation props: None
Language prop: Class Exercise “Directing a
Customer”. It will have the following:
Divide the class into pairs and ask the students to
fill in appropriate responses (wherever there are no
responses), and instructions with the help from
(FIG-4 & FIG-5), for the Customer Service
Representative.
As soon as the preparation time is up, each pair has
to enact the roles of Customer and CSR
Tell students that it is okay if they do not get all
the responses correctly, as the following exercise
may be a little hard for some students, but they
must try and complete the activity.
Tell them that they should aim to “attempt” and
not give up.
ISSUE
“Phone is frozen on the menu screen.”
Customer: My phone is frozen on the menu screen.
I can navigate around. I’ve tried to make a call, but
there is a message saying that there isn't any
service. It didn’t switch off for a long time either! Can you please help me?
CSR:
Customer: What kind of information do you need?
CSR: I will need the _____________ and _________ of your phone please.
Customer: I have a TracFone, but I don't have the paperwork, so I'm not sure of
the model.
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CSR:
Customer: I think it’s a LG220
CSR: Okay, Thank you! Could you please tell me _____________________
switched off?
Customer: Yes. Do you know what the matter is with it?
CSR: From what you’ve described, the phone it seems needs to restart, so let’s
try and force a restart, shall we?
Customer: Okay. Is it a big problem?
CSR: Not really. This is usually just a tiny issue that can be cleared up quickly.
Please try this and let me know the results.
•
Remove the battery and wait a few seconds then reinsert the battery.
•
Then hold the power button for 30 seconds
•
Allow the phone to restart and it should be ready for use again.
Customer: I've never taken the back off, and I don't want to ruin the phone, so
can you help me with that?
CSR: No issues! I will guide you through a set of ______________ to remove the
battery. Will that be okay?
Customer: Yes, absolutely!
CSR: Okay. Kindly perform the following steps, as I call out the instructions:
•
Please _________________________________________________ (1) on
the back of your phone, _________________________________ (2).
•
Lift _______________ (1) and away (2) from ________________.
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To replace the battery:
•
To reinstall the battery, arrange the battery contacts (1) with those in
the battery compartment. Press the _______________ until it clicks into place
(2).
•
With the battery in position in the phone, ____________________ on the
back of your phone so that it fits.
Customer: Mission Accomplished! Thank you!
CSR: I hope everything is working well with your phone now. Please let me
know if there is anything else, I can be of any assistance with. I will be glad to
answer any follow up questions you may have.
Customer: No. Everything’s working just fine. Thank you, once again!
CSR:_________________________________
After the presentations are over, read out the conversation given below.
Suggest the following appropriate responses after the role plays are over.
Ask the students to make correct mistakes in the conversations they have
prepared.
Customer: My phone is frozen on the menu screen. I can navigate around. I’ve
tried to make a call, but there is a message saying that there isn't any service.
It didn’t switch off for a long time either! Can you please help me?
CSR: Hello, thanks for your question. My name is ______________ and I look
forward to assisting you today and providing you with the best answer possible.
I am, sorry to hear this happened to your phone; I will do my best to help you
get it working again.
Customer: What kind of information do you need?
CSR: I will need the brand name and model of your phone please.
Customer: I have a TracFone, but I don't have the paperwork, so I'm not sure of
the model.
CSR: Okay, that’s not a problem. Tell me which one you do have.
Customer: I think it’s a LG220
CSR: Okay, Thank you! Could you please tell me is your phone currently
switched off?
Customer: Yes. Do you know what the matter is with it?
CSR: From what you’ve described, the phone it seems needs to restart, so let’s
try and force a restart, shall we?
Customer: Okay. Is it a big problem?
CSR: Not really. This is usually just a tiny issue that can be cleared up quickly.
Please try this and let me know the results.
•
Remove the battery and wait a few seconds then reinsert the battery.
•
Then hold the power button for 30 seconds
•
Allow the phone to restart and it should be ready for use again.
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Customer: I've never taken the back off, and I don't want to ruin the phone, so
can you help me with that?
CSR: No issues! I will guide you through a set of instructions to remove the
battery. Will that be okay?
Customer: Yes, absolutely!
CSR: Okay. Kindly perform the following steps, as I call out the instructions:
•
Please turn your phone off, press in on the battery cover release (1) on
the back of your phone, slide the battery cover up and lift off (2).
•
Lift the battery up (1) and away (2) from the phone.
To replace the battery:
•
To reinstall the battery, align the battery contacts (1) with those in the
battery compartment. Press the battery down until it clicks into place (2).
•
With the battery in position in the phone, replace the battery cover on
the back of your phone so that it fits.
Customer: Mission Accomplished! Thank you!
CSR: I hope everything is working well with your phone now. Please let me
know if there is anything else, I can be of any assistance with. I will be glad to
answer any follow up questions you may have.
Customer: No. Everything’s working just fine. Thank you, once again!
CSR: It has been a pleasure to work with you. Thank you very much for calling
us at TracFone!
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EXERCISE 2: Modals
Grammar
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
The competency identified for this session is modals.
You can refer to Session 17 (Level 2) Calling up to Find about a Job Vacancy
where this competency has been explained in detail. You can briefly explain
the concept again to the class.
Mandatory activity:
Write the following on the board and ask the students to select the right
modals:
1. ___________ you like me to show you the way? (Could, Should, Would)
2. I _______ check and let you know if we have this shirt in size XL. (will,
shall, can)
3. _________ I help you? (Can, May, Might)
4. I ___________ take you there if you like. (will, could, should)
5. You _________ try our new arrivals here. (could, would, will)
6. Turn left and walk straight down – you ________ be able to find the
Customer Care desk there. (could, can, should)
(The options in bold are correct)
Next, ask each student to make a sentence with one of the following modals:
might, could, should, shall, can, will, would, may
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
ASSESSMENT
Read this:
Has/Have to - Used to express something that is certain or necessary.
The singer has to be Smriti from our class.
We have to get there by seven.
Ought to - Used to express an obligation or something that is probable.
The Indian team ought to win the match.
We ought to let them know when we are arriving.
Had better - Used to express warning, recommendation, or hope.
You had better complete your essay before Monday.
You had better take your raincoat today.
You had better be right about the car coming to get us.
Instruction: The following is a conversation between a salesman and a
customer . Fill in the blanks with appropriate modals.
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Salesman: Hello ma’am! How _____________ (may / will) I help you?
Customer: Well, I wanted to buy a gift for my daughter. _____________
(Should / Could) you direct me to the kid’s section?
Salesman: Sure, ma’am! Please follow me. It’s right here…Are you looking for
something specific?
Customer: I’m not sure! _____________ (Would / Can) you help me find a
good gift for her? She is just six years old.
Salesman: In that case, you _____________ (should / will) take a look at our
gifts section here…this section is especially for girls. You _____________
(must / can) choose from a variety of gifts here…How about this pair of
earrings here?
Customer: Well, I was thinking of educational gifts…you know…the ones that
help children learn even as they play.
Salesman: Such gifts are very popular these days. They are on that shelf near
the counter. These wooden blocks are specially recommended by
teachers…You _____________ (will / must) buy these.
Customer: Well, this is exactly what I was looking for.
Salesman: _____________ (Should / Would) you like this gift to be giftwrapped ma’am.
Customer: Yes, please. And I _____________ (must / would) like to take a
look at the Women’s section also. Is it on the same floor?
Salesman: No, ma’am it’s on the second floor. You _____________ (will/
could) take the elevator to go there.
Customer: Oh! I _____________ (have to / would) buy some stuff for the
birthday party also…Where is the grocery section?
Salesman: It’s on the ground floor.
Customer: Thanks!
Salesman: Is there anything else I _____________ (will / can) help you with?
Customer: No, thanks! You have been a great help!
Answers:
Salesman: Hello ma’am! How may I help you?
Customer:
Well, I wanted to buy a gift for my daughter. Could you direct
me to the kid’s section?
Salesman: Sure, ma’am! Please follow me. It’s right here…Are you looking for
something specific?
Customer:
I’m not sure! Can you help me find a good gift for her? She is
just six years old.
Salesman: In that case, you should take a look at our gifts section here…this
section is especially for girls. You can choose from a variety of gifts
here…How about this pair of earrings here?
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Customer:
Well, I was thinking of educational gifts…you know…the ones
that help children learn even as they play.
Salesman: Such gifts are very popular these days. They are on that shelf near
the counter. These wooden blocks are specially recommended by
teachers…You must buy these.
Customer:
Well, this is exactly what I was looking for.
Salesman: Would you like this gift to be gift-wrapped ma’am.
Customer:
Yes, please. And I would like to take a look at the Women’s
section also. Is it on the same floor?
Salesman: No, ma’am it’s on the second floor. You could take the elevator to
go there.
Customer:
Oh! I have to buy some stuff for the birthday party also…Where
is the grocery section?
Salesman: It’s on the ground floor.
Customer:
Thanks!
Salesman: Is there anything else I can help you with?
Customer:
No, thanks! You have been a great help!
131
SESSION 13: HANDLING AN ANGRYCUSTOMER
RELEVANT KNOWLEDGE
Goal: The student will be able to handle an angry customer.
Competency: Present and Past Perfect Tense
Preparation:
•
•
•
Refer to the Student Hand book for the session.
Read the Concept Note on Present and Past Perfect Tense.
Practice Class Exercise: Handling an Angry Customer.
Summary: The situation for this Session Plan is “Handling an Angry
Customer”. The Session Plan is divided into 3 sections:
o In the first section Comprehension, the students are introduced to the topic
and taught some standard lines used in the situation.
o The second section Activity has a role play on the situation that the
students enact in pairs.
o The third section Grammar discusses the competency identified for this
session.
Comprehension
Objective: The student is able to speak standard lines used in the situation.
ANGRY: ANNOYED, IRATE, ENRAGED, FURIOUS AND IRRITATED
Suggested activity:
Greet the class. Read the situation to the students:
“A customer purchased a new mobile phone from a reputable cell phone
provider. Three months later, the phone started to malfunction and the
customer sent the phone back to the company for service.
The company stated that they would not replace the phone because it showed
signs of rust on the battery. The customer informed the company that the
phone had not been exposed to water; however, all of the customers’ calls to
the company’s customer service department, were met with the ridiculous
excuse that the rust was due to the phone’s normal exposure to air – so the
company was not responsible, and therefore they would not replace it or fix
the problem free of charge!”
Now, ask the class;
1. How would they feel, if they were the customer, in the above situation?
Ask them would they feel “nice”, “upset”, “pleasant”, “irritated”,
“unconcerned”, “cheated”, “happy” or “angry”.
Most of the students’ responses will be “angry”, “cheated”, “upset”,
“irritated”, etc.
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Next, ask the class;
2. How would they
representative?
speak
to
the
company’s
customer
service
Ask them would they speak “nicely”, “pleasantly”, “indifferently”, “happily”
or “angrily”.
Most of the students’ responses will be “angrily”.
Now, ask the class;
3. What should be the lesson the company should learn from this situation?
Wait for students to respond, and then tell the class that;
The lesson here is obvious. Customer satisfaction requires for companies to stop
making excuses and get to the root of the problem. This means that, if the
company is responsible for the issue, then the company has to accept its
accountability and the costs involved in fixing it. If, however, the company is
not responsible for the issue, then the company has to be able to handle and
solve the issue successfully
Explain to the class that in a career as a call center customer service
representative, one must have come across Angry customers. Such customers
leave zero ground for conversation or negotiation.
There’s nothing much that the customer service representative can do when
the customer is Angry. The cause of the anger may be valid or otherwise.
Tell the students that when customers are concerned, upset or irritated,
customer service representatives need to act quickly to regain their trust and
confidence.
CSRs use the following techniques to develop skills that will help them deal
effectively with Angry customers.
Then, write down the following points on the blackboard and ask the students
to copy them on their notebook.
Remain Calm: When answering an angry customers’ call, always be patient.
Realize that any anger that the customer is displaying is not directed towards
you personally. Therefore, do not respond with emotion. An angry customer
will just get even angrier if you respond with any aggression. Takes quiet deep
breaths and wait patiently for your turn to speak. Be warm and friendly and
remain calm at all times.
Listen: Calmly listen to what the customer has to say, without any interruption.
Listening to an upset customer is half of the process helping to reduce a
customer’s emotions, making the person easier to deal with. The other half is
doing something to ease the tension.
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Apologize: Express sincere personal regret for the bad experience if
appropriate; apologize on behalf of the organization.
For Example:
o “I apologize that (specify the issue) happened”
o “I am sorry you ran into that issue”
o “You are right; it is our error; and I apologize”
o "I'm sorry your expectations weren't met. Let's focus on finding a solution
that will make you happy."
o
Paraphrase: Re-phrase the customer's complaint to ensure that you correctly
understand the issue. The customer is more to likely calm down if he/she
realizes you understand the situation.
Be Empathetic; to identify with and understand someone else’s situation: It
is important to show empathy when dealing with an angry customer.
Remember, customers want to be heard. The ideal way to let your customer
know you hear and understand their anger is to acknowledge it. You're letting
the customer know you understand without necessarily agreeing. For Example:
o "You're right, it can be frustrating to read and fill out all of this
paperwork"
o "I understand how frustrating writing this down must be."
No matter how you feel on the inside, you must always speak very courteously,
confidently and politely to the customer. This tells the customer that you are
in-control of the situation and are experienced in handling angry customers.
Act to Improve the Situation:
• Fix it!–
Provide a solution that will make your customer happy.
Correct the issue for the specific customer and also look for long
term corrective measures.
It may be appropriate to reassure the customer that you will be
available to assist in the event that another different problem
should occur again.
•
Explain what happened–
Recap the issue and solution.
Restate the issue and every change you've made to correct the
issue so that the angry customer knows exactly what was done.
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Follow up: Leave a positive impression. By displaying compassion and
attentiveness after an issue has been solved send a powerful message to the
customer that you really care about each individual customer. This follow-up
after the anger has subsided and the solution has been proven to be effective
may be enough to retain loyal customers and earn a few new ones.
Thank the customer: Thank the customer for taking the time to call and let
you know about the issue. Tell the customer that he/she has done your
company a favor by notifying your company about an issue other customers may
also be experiencing.
End the Call on a High-Note: Close all angry calls by thanking customers, and
telling them that you appreciate and value them and their feedback. And, that
you look forward to serving them in the best possible way.
Now, ask the students that if they were the customer in the same scenario
given below, what would they want the CSR to say to them, and how would
they want the CSR to handle the situation? Now, tell the students that they can
use the above given points in order to handle the customer.
“A customer purchased a new Laptop from a well-known computer
manufacturer. A few months later, the laptop malfunctions and the customer
wants the company to replace the laptop or provide service that’s free of
charge.
The company responds that it is not responsible and that it would not replace
the Laptop as the laptop showed signs of some parts being short circuited
because of water. The customer informs the company that water has never
been spilt on the Laptop; however, all of the customers’ calls to the company’s
customer service department were met with one negative excuse after
another.
As a result of this, the customer has become very angry.”
Encourage them to respond. Make sure that each student has had a chance to
speak up.
EXERCISE 1: Handling an Angry Customer
Activity
Objective: The student enacts a role-play based on the situation.
Mandatory activity:
Preparation time: 20min
Presentation time: 25 min
Language prop: Practice Class Exercise: Handling an Angry Customer.
Fill in the blanks with the options given below so as to complete the
conversation between a CSR and a Customer:
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As I understand, the music system installed in your laptop is not functioning
properly. Am I correct?
I am so sorry for your inconvenience, Ma’am. May I please have a moment to
check your records?
Thank you for your patience, Ma’am.
I understand you’d like your laptop replaced, would that be correct?
I really wish I could Ma’am; however, company policy wouldn’t allow me to do
that. What I can do, however, is replace your laptop’s music system with a
brand new one! Would that be okay with you?
How can I help you, Ma’am?
So I can better serve you, and get started on solving the issue,
Could you please tell me what is the issue you’re facing Ma’am?
Ma’am, please let me assure you that I am here to assist you in finding a
solution to the issue you’re facing right away. Will that be okay with you?
Thank you Ma’am. Would you please tell me when you bought the laptop?
Thank you, Ma’am. We really appreciate you bringing the issue to our notice. It
was a pleasure serving you.
CSR: _______________________________________________________________?
Customer: I want a replacement for this laptop, and I want it now!
CSR: _______________________________________________________________?
Customer: Yes.
CSR: _______________________________________________________________?
Customer: The stereo is not working!
CSR: _______________________________________________________________?
Customer: Yes!
CSR: ________________________________________________________________
____________________________________________________________________?
Customer: Yes, I guess so.
CSR: _______________________________________________________________?
Customer: I bought it eight months ago, and it’s been giving me an issue for
the past four months! This is the fifth time I’m calling you people!
CSR: _______________________________________________________________?
Customer: Why?
CSR: _______________________________________________________________.
Customer: Ok, fine!
CSR: ________________________________________________________________
Customer: So, will you be replacing my laptop with a new one, for free?
CSR: ________________________________________________________________
____________________________________________________________________.
Customer: Oh, absolutely! That will be great! Thank you so much!
CSR: ________________________________________________________________
____________________________________________________________________.
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Divide the class into pairs. Ask the students to prepare their presentation as
directed in the Exercise. Each pair has to enact the completed conversation in
the form of a role-play where one student plays the role of the Customer
Service Representative and the other, the Customer. After the role-plays are
over, read out the sample below. Ask the students to listen carefully and
correct any errors in their presentation.
CSR: How can I help you, Ma’am?
Customer: I want a replacement for this laptop, and I want it now!
CSR: I understand you’d like your laptop replaced, would that be correct?
Customer: Yes.
CSR: Could you please tell me what is the issue you’re facing Ma’am?
Customer: The stereo is not working!
CSR: As I understand, the music system installed in your laptop is not
functioning properly. Am I correct?
Customer: Yes!
CSR: Ma’am, please let me assure you that I am here to assist you in finding a
solution to the issue you’re facing right away. Will that be okay with you?
Customer: Yes, I guess so.
CSR: Thank you Ma’am. Would you please tell me when you bought the laptop?
Customer: I bought it eight months ago, and it’s been giving me an issue for
the past four months! This is the fifth time I’m calling you people!
CSR: I am so sorry for your inconvenience, Ma’am. May I please have a moment
to check your records?
Customer: Why?
CSR: So I can better serve you, and get started on solving the issue.
Customer: Ok, fine!
CSR: Thank you for your patience, Ma’am.
Customer: So, will you be replacing my laptop with a new one, for free?
CSR: I really wish I could Ma’am; however, company policy wouldn’t allow me
to do that. What I can do, however, is replace your laptop’s music system with
a brand new one! Would that be okay with you?
Customer: Oh, absolutely! That will be great! Thank you so much!
CSR: Thank you, Ma’am. We really appreciate you bringing the issue to our
notice. It was a pleasure serving you.
EXERCISE 2: Present Perfect Tense
Grammar
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
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The competency identified for this session is present perfect tense and past
perfect tense.
Mandatory activity:
Choose the correct option:
1. I am afraid we can’t do that.
(a) Present Perfect Tense
(b) Past Perfect Tense\
(c) Neither
2. I had bought it eight months before.
(a) Present Perfect Tense
(b) Past Perfect Tense
(c) Neither
3. We have to follow our company’s policy.
(a) Present Perfect Tense
(b) Past Perfect Tense
(c) Neither
4. I have brought the bill with me.
(a) Present Perfect Tense
(b) Past Perfect Tense
(c) Neither
5. We had replaced your mobile phone’s battery.
(a) Present Perfect Tense
(b) Past Perfect Tense
(c) Neither
6. We have fixed your laptop’s stereo.
(a) Present Perfect Tense
(b) Past Perfect Tense
(c) Neither
7. The warranty period has got over.
(a) Present Perfect Tense
(b) Past Perfect Tense
(c) Neither
8. I had already complained before.
(a) Present Perfect Tense
(b) Past Perfect Tense
(c) Neither
The correct answers are:
1. (c) Neither.
2. (b) Past Perfect Tense.
3. (c) Neither.
4. (a) Present Perfect Tense.
5. (b) Past Perfect Tense.
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6. (a) Present Perfect Tense
7. (a) Present Perfect Tense
8. (b) Past Perfect Tense
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
ASSESSMENT
Read this:
Present Perfect Tense
1. I have had enough of those chocolate cakes.
2. She has marked the chapter.
3. You have done nothing to make her happy.
Past Perfect Tense
1. I had had enough of those chocolate cakes.
2. She had marked the chapter.
3. You had done nothing to make her happy.
Instruction: Fill in the blanks with the correct present and past perfect forms
of the verbs in brackets.
1. One of the most difficult customers I_____________ (face) is Mrs. Anju
Mukherjee.
2. Neither I nor Tara were able to handle this lady’s complaints about the
mobile phone she ______________ (buy) last week.
3. Naresh ________________ (check) her mobile phone and found out the
problem.
4. His friendly nature, along with his sound technical knowledge,
______________ (prove) proved useful in handling this difficult customer.
5. The problem that none of us were able to solve for so long, _____________
(solve) in only a few minutes by him!
6. I _______________ (come) across many difficult customers in my life, but
none has been as bad as Mr. Gupta.
7. He _____________ (order) for a toaster, and after I ____________ (make)
the bill, he called and cancelled it.
8. I had to politely remind him, as I ____________ (remind) him twice before,
that he could not cancel his order after the bill was made.
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Answers:
1. One of the most difficult customers I have faced is Mrs. Anju Mukherjee.
2. Neither I nor Tara were able to handle this lady’s complaints about the
mobile phone she had bought last week.
3. Naresh had checked her mobile phone and found out the problem.
4. His friendly nature, along with his sound technical knowledge, had
proved useful in handling this difficult customer.
5. The problem that none of us were able to solve for so long, was solved
in only a few minutes by him!
6. I have come across many difficult customers in my life, but none has
been as bad as Mr. Gupta.
7. He had ordered for a toaster, and after I had made the bill, he called
and cancelled it.
8. I had to politely remind him, as I had reminded him twice before, that
he could not cancel his order after the bill was made.
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REVIEW SESSION 4
RELEVANT KNOWLEDGE
Objective: To evaluate the students’ knowledge and understanding of Level-4
Session-11: Verification of Information, Session-12: Directing a Customer &
Session-13: Handling an Angry Customer.
Methodology: The review evaluations will be Question and Answer & RolePlay based. Answers will be assessed on Content, Context, Grammar, Sentence
structure and Vocabulary based on the L-4 sessions that were imparted.
Process: The review evaluations will be divided into three parts. One for each
session:
1. Verification of Information .
2. Directing a Customer.
3. Handling an Angry Customer.
The time allotted to each part will be 40 minutes.
Suggested Activity:
Greet the class. Explain the process of the evaluation to the class. Tell them
that the evaluations are divided into three parts, each part is allocated 40min,
and that they are Question and Answer & Role-Play based.
ASSESSMENT
Review of Session 11:Verification of Information
1. Activity: Question and Answer
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions). 2. In the Role-Play Scenario ask the students to complete the
“Verification Process”. 3. Ask the students to rearrange the words in the given
sentences to make meaningful sentences.
Questions:
1. How much information can be verified, and with the help of what?
2. What is the process of verifying information that most companies follow?
3. How would a company know if the information provided by the customer are
incorrect?
4. Why is the verification process that companies follow important?
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Answer Key: The answers may vary, but must suggest the following:
1. All information gathered, can be verified, one way or another with the help
of the internet.
2. The verification process is as follows:
o Confirm customers’ first name and last name, as it is important to make
sure that the customers’ name in the company files correct.
o Verify the customers’ land-line and cell phone numbers, and address and
postal code.
o Confirm the email address; Order confirmations and product information
are sent to the customers’ email addresses.
o Verify service order number. Check customers’ confirmation number,
service order number (the number given to the customer at the time when
customer submits the service order), and order date.
3. If the email is returned without being delivered/ if the address, postal code,
and phone numbers given are not right, this can be a sign that something is
wrong; that the information provided by the customer was not correct.
4. The verification process that companies follow is very important, as it safe
guards the customers’ information (phone numbers, address, bank account
details, insurance policy details, product and service order numbers, creditcard numbers, etc.) from being misused or stolen.
2. Activity: Role-Play
Directions: Ask the students to complete the “Verification Process”. 3. Ask the
students to rearrange the words in the given sentences to make meaningful
sentences.
Role-Play: Verification Process -1:
CSR: Sure, I can help you with sourcing your order number; however, before we
continue __________________
____________________. Is that _____________?
Customer: Yes.
CSR: May _________________________________?
Customer: Sure, that would be Karan Thakur.
CSR:
May
I
please
_______________________________and
your
__________________________?
Customer: Sure. My _____________________ is 012 – 45678910, and my
__________________ is 98456 78910.
CSR: Thank you. Would you please tell me if a __________________ number
was provided to you when you bought the product?
Customer: Yes, I was given a _____________________.
CSR: Thank you. May I please have the date you placed the order, along with
your product’s model/serial number?
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Customer: The date is the 17th of June. The Desktop’s model number is
DTP3456
CSR: Thank you. Just to confirm I have the right details, I see that
__________________in our files is Karan.Thankur@email.com, is that correct?
Customer: Yes, that’s right.
CSR: Thank you ___________________________. I can now assist you with your
issue.
Answer Key: Verification Process -1
CSR: Sure, I can help you with sourcing your order number; however, before we
continue I will need to verify your account information. Is that okay with
you?
Customer: Yes.
CSR: May I have your First name and Last name?
Customer: Sure, that would be Karan Thakur.
CSR: May I please have your landline phone number and your mobile phone
number?
Customer: Sure. My landline number is i012 – 45678910, and my mobile
number is 98456 78910.
CSR: Thank you. Would you please tell me if a service-order number was
provided to you when you bought the product?
Customer: Yes, I was given a service-order number.
CSR: Thank you. May I please have the date you placed the order, along with
your product’s model/serial number?
Customer: The date is the 17th of June. The Desktop’s model number is
DTP3456
CSR: Thank you. Just to confirm I have the right details, I see that email
address in our files is Karan.Thankur@email.com, is that correct?
Customer: Yes, that’s right.
CSR: Thank you for verifying your information. I can now assist you with your
issue.
3. Activity: Form Coherent (Meaningful) Sentences
Directions: Ask the students to rearrange the words in the given sentences to
make meaningful sentences.
Sentences:
1. the I day. laptop to every work carry
2. Gadgetronics. another customer Notebook The from bought
3. software all work. wish do was there our that I computer could
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4. name delivering has of address and When the be customer the a verified.
package, and to
5. customers their organizations always Big to keep try happy.
6. most The love science. that computer I subject is
7. PC a from new store. I website Tablet a bought
8. sold bought his and a Macintosh new laptop. on Armaan the APPLE
internet, brand old computer
9. everyday have important part Computers of life. an become
10. industry. lots Today, the there joining of our youngsters IT
Answer Key:
I carry the laptop to work every day.
The customer bought another Notebook from Gadgetronics.
I wish there was computer software that could do all our work.
When delivering a package, the name and address of the customer has to
be verified.
5. Big organizations always try to keep their customers happy.
6. The subject that I love most is computer science.
7. I bought a Tablet PC from a new website.
8. Armaan sold his old computer on the internet, and bought a brand new
APPLE Macintosh laptop.
9. Computers have become an important part of everyday life.
10. Today, there are lots of youngsters joining the IT industry.
1.
2.
3.
4.
Review of Session 12:Directing a Customer
Activity: Role-Play I & II
Directions: Ask the class to rearrange the given phrases, and fill in the blanks
in order to complete the dialogues so as to form a coherent conversation
between a Customer Service representative (CSR) and a Customer. 2. Ask the
students to fill in the blanks of the given sentences with appropriate modals, in
order to complete a conversation between the customer sales representative
(CSR) and the customer (Cx).
I] Role-Play: “Direct the Customer”
a. Once the folder is open, right-click on a blank space inside the folder and,
once again, you will see the drop-down menu appear.
b. Please make sure the files you want copied, is closed.
c. Please select "Copy" from the menu that appears.
d. Now, please select the option "Paste."
e. The file is copied to the folder. Depending on the size of the file, this may
happen immediately or take some time.
f. Next, please right-click on the file that you want to copy.
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g. Now, please double-click on the folder to which you want to paste the file.
h. You will see a drop-down menu.
i. To close the file, please click the red "X" in the top-right corner of the
window.
Customer Service representative:
_____________________________________________.
Customer: I’m sorry, but you’ll have to tell me how.
Customer Service representative:_____________________________________.
Customer: Oh, ok. Done! What next?
Customer Service representative:______________________________________.
Customer: Ok.
Customer Service representative: You will see a drop-down menu.
Customer: Yes, I do.
Customer Service representative: ____________________________________.
Customer: Uhm… Okay, selected.
Customer Service representative:______________________________________.
Customer: Ok, double clicked.
Customer
Service
representative:_____________________________
_______________________.
Customer: I have, and I do. What do I select now?
Customer Service representative:______________________________________.
Customer: Okay, Done.
Customer Service representative:_____________________________________
__________.
Customer: Yes, it has. Thank you so much!
Answer Key:
Customer Service representative: Please make sure the files you want copied,
is closed.
Customer: I’m sorry, but you’ll have to tell me how.
Customer Service representative: To close the file, please click the red "X" in
the top-right corner of the window.
Customer: Oh, ok. Done! What next?
Customer Service representative: Next, please right-click on the file that you
want to copy.
Customer: Ok.
Customer Service representative: You will see a drop-down menu.
Customer: Yes, I do.
Customer Service representative: Please select "Copy" from the menu that
appears.
Customer: Uhm… Okay, selected.
Customer Service representative: Now, please double-click on the folder to
which you want to paste the file.
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Customer: Ok, double clicked.
Customer Service representative: Once the folder is open, right-click on a
blank space inside the folder and, once again, you will see the drop-down menu
appear.
Customer: I have, and I do. What do I select now?
Customer Service representative: Now, please select the option "Paste."
Customer: Okay, Done.
Customer Service representative: The file is copied to the folder. Depending
on the size of the file, this may happen immediately or take some time.
Customer: Yes, it has. Thank you so much!
II] Role-Play: “Direct the Customer Again!”
a) Now, please choose one of the options that appear in the menu. You can
either select switch off the computer entirely, or you can choose to log off.
b) You should be able to see the “Shut-Down” / “Log Off” button in the Start
Menu. Please confirm once you do.
c) Please click on the "Start" button at the bottom right corner of the taskbar.
d) A drop-down menu should appear next to the “Shut-Down” / “Log Off”
button.
e) Thank you. Please click on the “Shut-Down” / “Log Off” button.
Sentences:
Customer Service representative: _______________________________.
Customer: Okay.
Customer Service representative: _________________________________.
________________________.
Customer: Yes, I do.
Customer Service representative: _________________________________.
Customer: Okay, I have.
Customer Service representative: ________________________________.
Customer: Yes, it has.
Customer
Service
representative:
.____________________________
______________________________________________.
Customer: Okay, done. Thank you.
Answer Key:
Customer Service representative: Please click on the "Start" button at the
bottom right corner of the taskbar.
Customer: Okay.
Customer Service representative: You should be able to see the “Shut-Down”
/ “Log Off” button in the Start Menu. Please confirm once you do.
Customer: Yes, I do.
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Customer Service representative: Thank you. Please click on the “Shut-Down”
/ “Log Off” button.
Customer: Okay, I have.
Customer Service representative: A drop-down menu should appear next to
the “Shut-Down” / “Log Off” button.
Customer: Yes, it has.
Customer Service representative: Now, please choose one of the options that
appear in the menu. You can either select switch off the computer entirely, or
you can choose to log off.
Customer: Okay, done. Thank you.
1. Activity: Fill in the blanks
Directions: Ask the students to fill in the blanks of the given sentences with
appropriate Modals, in order to complete a conversation between the customer
sales representative (CSR) and the customer.
Sentences:
Customer Service representative: Hello ma’am! How ________ (may / will) I
help you?
Customer: Well, I wanted to buy a Desktop for my daughter. ________ (Should
/ Could) you direct me to the computers’ section?
Customer Service representative: Sure, ma’am! Please follow me. Its right
here…Are you interested in any particular brand?
Customer: I’m not sure! ________ (Would / Can) you help me find a good brand
for her? She is just 10 years old.
Customer Service representative: In that case, you ________ (should / will)
take a look at our range of kids’ computers by Gadgetronics…here they are.
They’ve been made esspecially for children below 13. You ________ (must
/ can) choose from a variety of models and colors here…How about this one
in pink and white here?
Customer: Well, I was thinking of something in blue, that’s her favorite color.
Customer Service representative: Good choice. Blue is very popular these
days. They are on that shelf near the counter.
Customer: Well, this is exactly what I was looking for.
Customer Service representative: While you’re looking at those, ________
(will/may) I show you some of these educational software that are specially
recommended for school going children… they are subject guides that will
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help your daughter do her homework, as well as, guide her when she
studies for her exams. You _____________ (will / must) buy one of these
for her.
Customer: Excellent!
Customer Service representative: _____________ (Should / Would) you like
me to gift wrap the computer Ma’am?
Customer: Yes, please.
Customer Service representative: Is there anything else I _____________
(will / can) help you with, Ma’am?
Customer: No, thanks! You have been a great help!
Answer Key:
Customer Service representative: Hello ma’am! How may I help you?
Customer: Well, I wanted to buy a Desktop for my daughter. Could you direct
me to the computers’ section?
Customer Service representative: Sure, ma’am! Please follow me. Its right
here…Are you interested in any particular brand?
Customer: I’m not sure! Can you help me find a good brand for her? She is just
10 years old.
Customer Service representative: In that case, you should take a look at our
range of kids’ computers by Gadgetronics…here they are. They’ve been
made esspecially for children below 13. You can choose from a variety of
models and colors here…How about this one in pink and white here?
Customer: Well, I was thinking of something in blue, that’s her favorite color.
Customer Service representative: Good choice. Blue is very popular these
days. They are on that shelf near the counter.
Customer: Well, this is exactly what I was looking for.
Customer Service representative: While you’re looking at those, may I show
you some of these educational software that are specially recommended for
school going children… they are subject guides that will help your daughter
do her homework, as well as, guide her when she studies for her exams.
You must buy one of these for her.
Customer: Excellent!
148
Customer Service representative: Would you like me to gift wrap the
computer Ma’am?
Customer: Yes, please.
Customer Service representative: Is there anything else I can help you with,
Ma’am?
Customer: No, thanks! You have been a great help!
Review of Session 13:Handling an angrycustomer
1. Activity: Questions and Answers
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions). 2. Ask the students to fill in the blanks with the options given
given in the Role-Play section so as to complete the conversation between a
Customer service representative (CSR), and an angry Customer. 3. Ask the
students to fill in the blanks of the given sentences with the correct present
and past perfect forms of the verbs in brackets.
Questions:
1. When facing an issue with a dis-satisfied customer, what must a company
do to ensure customer satisfaction?
2. What must a company do if it is responsible for an issue?
3. What must a company do, if it is not responsible for the issue?
4. What must customer service representatives do when faced with
customers who are customers are concerned, upset or irritated?
5. What do customer service representatives use to help them deal with
angry customers?
6. What are the 9 steps that a good customer service representative uses to
effectively handle an angry customer?
Answer Key: Answers may vary, however; must suggest the following:
1. Customer satisfaction requires for companies to stop making excuses and
get to the root of the problem.
2. If the company is responsible for an issue, then the company has to
accept its responsibility and try fixing it.
3. If the company is not responsible for the issue, then the company has to
be able to handle and solve the issue successfully.
4. When customers are concerned, upset or irritated, customer service
representatives need to act quickly to regain their trust and confidence.
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5. Customer service representatives use certain skills and techniques that
help them deal effectively with angry customers.
6. The 9 steps are as follows;
a. To Remain Calm
b. To Listen
c. To Apologize
d. To Paraphrase
e. To Empathise; to identify with and understand someone else’s
situation
f. To Act and Improve the Situation; Fix it and Explain what
happened
g. To Follow-up
h. To Thank the customer
i. To End the Call on a High-Note
Activity: Role-Play
Directions: Ask the students to fill in the blanks with the options given given,
so as to complete the conversation between a Customer service representative
(CSR), and an angry Customer. 3. Ask the students to fill in the blanks of the
given sentences with the correct present and past perfect forms of the verbs in
brackets.
Role-Play:
a) Thank you, Ma’am. We really appreciate you bringing the issue to our notice.
It was a pleasure serving you.
b) I am so sorry for your inconvenience, Ma’am. May I please have a moment to
check your records?
c) Thank you for your patience, Ma’am.
d) I understand you’d like your laptop replaced, would that be correct?
e) I really wish I could Ma’am; however, company policy wouldn’t allow me to
do that. What I can do, however, is replace your laptop’s music system with
a brand new one! Would that be okay with you?
f) How can I help you, Ma’am?
g) As I understand, the music system installed in your laptop is not functioning
properly. Am I correct?
h) So I can better serve you, and get started on solving the issue,
i) Could you please tell me what is the issue you’re facing Ma’am?
j) Ma’am, please let me assure you that I am here to assist you in finding a
solution to the issue you’re facing right away. Will that be okay with you?
k) Thank you Ma’am. Would you please tell me when you bought the laptop?
Customer Service representative: ____________________________________?
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Customer: I want a replacement for this laptop, and I want it now!
Customer Service representative:______________________________________?
Customer: Yes.
Customer Service representative:_____________________________________?
Customer: The stereo is not working!
Customer Service representative:_____________________________________?
Customer: Yes!
Customer Service representative:_____________________________________
____________________________________________________________________?
Customer: Yes, I guess so.
Customer Service representative: _____________________________________?
Customer: I bought it eight months ago, and it’s been giving me an issue for
the past four months! This is the fifth time I’m calling you people!
Customer Service representative: ____________________________________?
Customer: Why?
Customer Service representative: ____________________________________.
Customer: Ok, fine!
Customer Service representative: _____________________________________
Customer: So, will you be replacing my laptop with a new one, for free?
Customer Service representative: _____________________________________
____________________________________________________________________.
Customer: Oh, absolutely! That will be great! Thank you so much!
Customer Service representative: _____________________________________
___________________________________________________________________.
Answer Key:
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Customer Service representative: How can I help you,
Customer: I want a replacement for this laptop, and I want it now!
Ma’am?
Customer Service representative: I understand you’d like your laptop
replaced, would that be correct?
Customer: Yes.
Customer Service representative: Could you please tell me what is the issue
you’re facing Ma’am?
Customer: The stereo is not working!
Customer Service representative: As I understand, the music system installed
in your laptop is not functioning properly. Am I correct?
Customer: Yes!
Customer Service representative: Ma’am, please let me assure you that I am
here to assist you in finding a solution to the issue you’re facing right away.
Will that be okay with you?
Customer: Yes, I guess so.
Customer Service representative: Thank you Ma’am. Would you please tell me
when you bought the laptop?
Customer: I bought it eight months ago, and it’s been giving me an issue for
the past four months! This is the fifth time I’m calling you people!
Customer Service representative: I am so sorry for your inconvenience,
Ma’am. May I please have a moment to check your records?
Customer: Why?
Customer Service representative: So I can better serve you, and get started
on solving the issue.
Customer: Ok, fine!
Customer Service representative: Thank you for your patience, Ma’am.
Customer: So, will you be replacing my laptop with a new one, for free?
Customer Service representative: I really wish I could Ma’am; however,
company policy wouldn’t allow me to do that. What I can do, however, is
replace your laptop’s music system with a brand new one! Would that be okay
with you?
Customer: Oh, absolutely! That will be great! Thank you so much!
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Customer Service representative: Thank you, Ma’am. We really appreciate
you bringing the issue to our notice. It was a pleasure serving you.
2. Activity: Fill in the blanks
Directions: Ask the students to fill in the blanks of the given sentences with
the correct Present and Past Perfect Forms of the Verbs in brackets.
Sentences:
1. One of the most difficult customers I_____________ (face) is Mr. Anand
Singh.
2. Neither Tara nor I were able to handle this lady’s complaints about the
Smartphone she ______________ (buy) last week.
3. I had to politely remind him, as I ____________ (remind) him twice
before, that he could not cancel his order after the bill was made.
4. Mira ________________ (update) her computer.
5. His friendly nature, along with his sound technical knowledge,
______________ (prove) proved useful in handling this difficult
customer.
6. The problem that none of us were able to solve for so long,
_____________ (solve) in only a few minutes by him!
7. Gurmeet _______________ (handle) many difficult customers in his
career as a customer sales representative.
8. He _____________ (order) for a laptop, but later he ____________
(change) his mind, and ordered a desktop.
Answer Key:
1. One of the most difficult customers I have faced is Mrs. Anju
Mukherjee.
2. Neither Tara nor I were able to handle this lady’s complaints about
the Smartphone she had bought last week.
3. I had to politely remind him, as I had reminded him twice before,
that he could not cancel his order after the bill was made.
4. Mira had updated her computer.
5. His friendly nature, along with his sound technical knowledge, had
proved useful in handling this difficult customer.
6. The problem that none of us were able to solve for so long, was
solved in only a few minutes by him!
7. Gurmeet had handled many difficult customers in his career as a
customer sales representative.
8. He had ordered for a laptop, but later he had changed his mind, and
ordered a desktop.
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SESSION 14: HANDLING CUSTOMER QUERIES
RELEVANT KNOWLEDGE
Goal: The student will be able to handle customer queries.
Competency: Reported Speech
Preparation:
•
•
•
Refer to the Student Hand book for the session.
Read the Concept Note on Concept Note.
Practice Class Exercise: Handling Customer Queries.
Summary: The situation for this Session Plan is Handling Customer Queries.
The Session Plan is divided into 3 sections:
o In the first section Comprehension, the student is introduced to the
situation and standard lines used in the situation.
o The second section Activity has a role play on the situation that the
students enact in pairs.
o The third section Grammar discusses the competency identified for this
session.
Comprehension
Objective: The student is able to understand the situation as well as standard
lines used in it.
Suggested activity:
Greet the class. Explain the situation briefly to the class. While working as a
customer service or sales representative, they will have to answer a lot of
queries, i.e. questions, asked by their customers.
Write down the following sentences on the blackboard and ask the students to
copy them on their notebook.
1. “How can I help you, Ma’am/Sir?”
2. “Is there anything else I can help you with?”
3. “Of course, I can help you with that.”
4. “It’s my pleasure, Ma’am/Sir.”
5. “It was a pleasure serving you Ma’am/Sir.”
6. “I’m glad I could help. Is there anything else you’d like to know
Ma’am/Sir?”
Tell that these are lines which are commonly used in the situation. When a
customer service or sales representative is approached or called by a customer,
he or she should greet the customer with a polite “How can I help you,
Ma’am/Sir?” The customer service or sales representative may also ask the
customer if he/she can be of further assistance. When the customer service or
sales representative is thanked by the customer, he/she should say either “It
was a pleasure serving you Ma’am/Sir.” Or “It’s my pleasure, Ma’am/Sir”
instead of “You are welcome, Ma’am/Sir.”
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Write the following points on the board. Tell the class that the following points
are important when handling customers’ queries. Ensure all the students write
them down in their notebooks.
Listen actively. Accurately listening to customers is as important as talking to
them. Efficient listening is focussing on everything the customer has to say.
Paraphrase.To ensure that you're capturing the right information, CSRs must
repeat in their own words; paraphrase what they’ve heard. This shows
customers that you are paying attention to them and their needs. This also
aassures the customers that the CSRs are attempting to process and understand
what is being asked or said; it helps to avoid any communication errors. CSRs
need to paraphrase customer queries, as well as, any other important
information that the customers may provide.
Provide practical details. CSRs should provide customers with information that
helps them understand the products and services satisfactorily.
Smile. Customers can hear the smile in the CSRs voice when they answer the
phone. No matter what type of day the CSR may be experiencing, all of that is
not important when they're assisting a customer. It is important to provide
customers the most pleasant, memorable experience possible when they call.
EXERCISE 1: Handling Customer Queries
Activity
Objective: The student enacts a role-play where he/she handles customers’
queries.
Mandatory activity:
Preparation time: 15 min
Presentation time: 25min
Language prop: Handout: Handling Customer Queries
Rearrange the jumbled words in order to complete the conversation between
Sales Rep and Customer. The jumbled words have been italicized.
Sales Rep: Yes, Ma’am/Sir. How can I help you?
Customer: I just wanted to ask you if this I exchange cell could phone.
___________________________________________________________________
Sales Rep: Could me tell it wrong what’s you with?
___________________________________________________________________
Customer: The phone keeps switching off by itself although I keep the battery
well charged.
Sales Rep: I see. When it buy you did?
___________________________________________________________________
Customer: I bought it two months ago.
Sales Rep: Okay, Ma’am. Since not is over warranty the yet period, we will
replace the item.
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___________________________________________________________________
Customer: Thank you.
Sales Rep: It’s my pleasure, Ma’am/Sir.
Sales Rep: How can I help you, Sir/Ma’am?
Customer: I to discount about inquire wanted scheme your.
___________________________________________________________________
Sales Rep: We have different schemes for different products. Which you know
like would to about product?
___________________________________________________________________
Customer: Adidas.
Sales Rep: For Adidas, you will get a 15% discount for a purchase of 2000
Rupees, 25% discount for a purchase of 4000 Rupees and 50% discount for a
purchase of 7000 Rupees.
Customer: Great! Thanks.
Sales Rep: Is there anything else I can help you with?
Customer: No, be that all will. Thanks again.
___________________________________________________________________
Sales Rep: No problem, Ma’am/Sir.
Divide the class into pairs and distribute the handouts. Ask the students to
prepare their presentation as directed in the handout. Each pair has to enact
the completed conversation in the form of a role-play where one student plays
the role of the Sales Rep and the other, the Customer. Each pair can switch
roles if they wish. After the role-plays are over, read out the sample below. Ask
the students to listen carefully and correct any errors in their presentation.
1.
Sales Rep: Yes, Ma’am/Sir. How can I help you?
Customer: I just wanted to ask you if I could exchange this cell phone.
Sales Rep: Could you tell me what’s wrong with it?
Customer: The phone keeps switching off by itself.
Sales Rep: I see. When did you buy it?
Customer: I bought it two months ago.
Sales Rep: Okay, Ma’am. Since the warranty period is not over yet, we will
replace the item.
Customer: Thank you.
Sales Rep: It was a pleasure serving you, Ma’am/Sir.
2.
Sales Rep: How can I help you, Sir/Ma’am?
Customer: I read about it in the paper today, and would like to inquire about
your new discount scheme.
Sales Rep: We have different schemes for different products. Which product
would you like to know about?
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Customer: I’m interested in buying a Sony Tablet PC.
Sales Rep: Very good, Sir/Ma’am. Sony is offering a15% discount on all their
Laptops, a 25% discount on their Tablet PCs and a fantastic discount of 40% on
all their Desktops!
Customer: Great! Thanks. I think I’ll go for the Laptop instead.
Sales Rep: Excellent choice, Sir/Ma’am! Is there anything else you’d like to
know Ma’am/Sir?
Customer: No, that will be all. Thanks again.
Sales Rep: I’m glad I could help. It was a pleasure serving you, Ma’am/Sir.
EXERCISE 2: Reported Speech
Grammar
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
The competency identified for this session is reported speech.
You can refer to session19 (Level 2) Writing a Covering Letter where this
competency has been explained in detail. You can briefly explain the concept
again to the class.
Mandatory activity:
The following sentences are in the reported speech. Ask the students to choose
the option that is in the corresponding direct speech.
1. The customer asked the salesperson if that TV was on sale.
(a) “Is this TV on sale?”
(b) “Is that TV on sale?
(c) “Was that TV on sale?”
2. The salesperson told that customer that the TV was not on sale.
(a) “The TV is not on sale.”
(b) “Is the TV not on sale?”
(c) “The TV was not on sale.”
3. The customer asked the salesperson how much the TV cost.
(a) “How much the TV cost?”
(b) “How much does the TV cost?”
(c) “How much does the TV costs?”
4. The salesperson told the customer that the TV cost 7500 Rupees.
(a) “The TV cost 7500 Rupees.”
(b) “The TV costs 7500 Rupees.”
(c) “Does the TV cost 7500 Rupees?”
5. The salesperson told the customer that the price was fixed.
(a) “The price was fixed.”
(b) “That the price is fixed.”
(c) “The price is fixed.
The correct options are:
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1. Both (a) and (b) are correct. “This” in direct speech becomes “that” in
reported speech.
2. (a) “The TV is not on sale.”
3. (b) “How much does the TV cost?”
4. (b) “The TV costs 7500 Rupees.”
5. (c) “The price is fixed.”
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
ASSESSMENT
Read this:
Direct speech: Anuskha: “Shall I give the presentation?”
Reported speech: Anushka asked if she should give the presentation.
Direct speech: Manager: “Yes, Anuskha. You should give the
presentation.”
Reported speech: The manger told Anushka that she should give the
presentation.
Instruction: Change the following sentences into reported speech.
1. Customer: “I got this gift coupon yesterday. Can I redeem it here?”
_________________________________________________________________.
Salesperson: “Yes Sir, you can.”
_________________________________________________________________.
2. Customer:
“Do
you
follow
an
exchange
and
refund
policy?”__________________________________________________________.
3. Salesperson: “We have a strict “no refund” policy.”
_________________________________________________________________.
Salesperson: “You can exchange the item within a week of purchase, but
only if the price tag is still in place.”
__________________________________________________________________
_________________________________________________________________.
4. Customer: “Excuse me, could you tell me how much VAT you charge?”
_________________________________________________________________.
Salesman: “We charge only 12% VAT, Sir.”
_________________________________________________________________.
5. Salesman: “Can I help you, Ma’am?”
_________________________________________________________________.
Customer: “Yes, I lost the invoice. Could you make me another one?”
_________________________________________________________________.
Salesman: “Sure, Ma’am. Just give me a minute.”
_________________________________________________________________.
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Answers to Ex. 14:
1. Customer: “I got this gift coupon yesterday. Can I redeem it here?”
The customer said that he had got the coupon the day before. He asked
whether he could redeem it there.
Salesperson: “Yes Sir, you can.”
The salesperson replied that he could.
2. Customer: “Do you follow an exchange and refund policy?”
The customer asked whether they followed an exchange and refund policy.
Salesperson: “We have a strict “no refund” policy.”
The salesperson replied that they had a strict “no refund” policy.
Salesperson: “You can exchange the item within a week of purchase, but
only if the price tag is still in place.”
The salesperson said that the customer could exchange the item within a
week of purchase, but only if the price tag was still in place.
3. Customer: “Excuse me, could you tell me how much VAT you charge?”
The customer asked if the salesperson could tell him how much VAT they
charged.
Salesperson: “We charge only 12% VAT, Sir.”
The salesperson replied that they charged only 12% VAT.
4. Salesperson: “Can I help you, Ma’am?”
The salesperson asked whether he could help her.
Customer: “Yes, I lost the invoice. Could you make me another one?”
The customer said that she had lost the invoice. She asked whether he
could make her another one.
Salesman: “Sure, Ma’am. Just give me a minute.”
The salesperson asked her to give him a minute.
159
SESSION 15: CLARIFYING
RELEVANT KNOWLEDGE
Goal: The student will be able to clarify what customers want.
Competency: Framing Questions
Preparation:
•
•
Refer to the Student Hand book for the session.
Practice Class Exercise: Clarifying.
Summary: The situation for this Session Plan is Clarifying. The session is
divided into 3 sections:
o In the first section Comprehension, the situation is explained to the
students and they are given some standard phrases used in the situation.
o The second section Activity has a role play on the situation that the
students enact in pairs.
o The third section Grammar discusses the competency identified for this
session.
Comprehension
Objective: The student is able to understand the situation as well as learn
standard phrases used in it.
Suggested activity:
Greet the class. Explain the situation briefly to the class.
While customers call, the customer service representative has to ask the
customers a few questions in order to clarify what it is they want or what the
issue is. The following are some of the common phrases which are often used
by call center CSRs:
1. Which _______ would you like?
2. What kind of a ____________ are you interested in?
3. Do you have any __________ ______ in mind?
4. Would you like it in any particular _______?
5. Would you like to subscribe to our _________?
6. Could you be a little more __________ about when you first noticed the
issue? Was a week back or a little longer?
7. So what you’re saying is that the mobile ___________ to you, is not the
same one you had ________, would that be correct?
8. Am I correct in understanding that you would like to ____________ in the
next survey we conduct?
Write down the above sentences on the blackboard and ask the students to
copy them on their notebook. Then, give some examples using these sentences:
1. Which brand would you like?
2. What kind of a computer are you interested in?
3. Do you have any particular brand in mind?
160
4. Would you like it in any particular color?
5. Would you like to subscribe to our service?
6. Could you be a little more specific about when you first noticed the
issue? Was a week back or a little longer?
7. So what you’re saying is that the mobile delivered to you, is not the
same one you had ordered, would that be correct?
8. Am I correct in understanding that you would like to participate in the
next survey we conduct?
Now, ask the students to make examples of their own. Give them ten minutes
to prepare. Then ask them to read out their examples. Look out for
grammatical as well as pronunciation errors.
EXERCISE 1: Clarifying
Activity
Objective: The student is enacts a role-play based on the situation.
Mandatory activity:
Preparation time: 20min
Presentation time: 25min
Language prop: Practice Class Exercise: Clarifying
Rearrange the following sets of sentences in order to form conversations
between a Customer Service Representative (CSR) and a Customer.
Scenario – I
a)
b)
c)
d)
e)
f)
CSR: For which standard are you interested in?
Customer: 250 to 500 Rupees.
Customer: Sure.
CSR: Very good. What the price range you are looking at?
Customer: Standard XI (eleven).
CSR: Thank you. Could you please provide me with your postal address,
in order for us to mail you the DVD?
g) Customer: Hi! Does your company sell any “School Self-Help Guide”
DVDs?
h) CSR: Yes, we do. Which subject would you like; Science, English or
Computers?
i) Customer: Computers.
Scenario – II
a) CSR: Now, could you please open a new word document, and type your
name?
b) Customer: Okay, done.
c) CSR: Could you please check and let me know if the cable that runs from
the keyboard to the central processing unit (CPU) tower, is fit in the
socket properly?
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d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
p)
q)
r)
Customer: Yes, exactly!
CSR: Can you tell me what the issue you’re facing is?
Customer: Great! I can see my name. Thank you!
CSR: As I understand, whenever you type on the keyboard, the action
does not translate itself on to the document, thus leaving the open page
blank. Would that be correct?
Customer: Four days ago.
CSR: So your keyboard is not functioning properly. Am I correct?
Customer: It’s a little loose.
CSR: Could you push it in the socket firmly?
Customer: When I type anything no words appear on the document. It
remains empty.
CSR: Thank you. Could you tell me when did you first notice the issue?
Customer: Okay.
CSR: Could you please let me know what happens?
Customer: My keyboard is not working. I need one of your computer
technicians to come and repair it?
CSR: Thank you.
Customer: Yes.
Divide the class into pairs. Ask the students to prepare their presentation as
directed in the handout. Each pair has to enact the completed conversation in
the form of a role-play where one student plays the role of the Customer
Service Representative (CSR) and the other, the Customer. Each pair can switch
roles if they wish. After the role-plays are over, read out the sample below. Ask
the students to listen carefully and correct any errors in their presentation.
1. Customer: Hi! Does your company sell any “School Self-Help Guide”
DVDs?
CSR: Yes, we do. Which subject would you like? Science, English or
Computers?
Customer: Computers.
CSR: For which standard are you interested in?
Customer: Standard XI (eleven).
CSR: Very good. What the price range you are looking at?
Customer: 250 to 500 Rupees.
CSR: Thank you. Could you please provide me with your postal address,
in order for us to mail you the DVD?
Customer: Sure.
2. Customer: My keyboard is not working. I need one of your computer
technicians to come and repair it?
CSR: So your keyboard is not functioning properly. Am I correct?
162
Customer: Yes.
CSR: Thank you. Could you tell me when did you first notice the issue?
Customer: Four days ago.
CSR: Can you tell me what the issue you’re facing is?
Customer: When I type anything no words appear on the document. It
remains empty.
CSR: As I understand, whenever you type on the keyboard, the action
does not translate itself on to the document, thus leaving the open page
blank. Would that be correct?
Customer: Yes, exactly!
CSR: Could you please check and let me know if the cable that runs from
the keyboard to the central processing unit (CPU) tower, is fit in the
socket properly?
Customer: It’s a little loose.
CSR: Could you push it in the socket firmly?
Customer: Okay, done.
CSR: Now, could you please open a new word document, and type your
name?
Customer: Okay.
CSR: Could you please let me know what happens?
Customer: Great! I can see my name. Thank you!
CSR: Thank you.
EXERCISE 2: Framing Questions
Grammar
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
The competency identified for this session is framing questions.
Mandatory activity:
Ask the students to choose the options which could be the appropriate question
for the given statements.
1. The train to Mumbai leaves at 5:45 p.m.
(a) When does the train to Mumbai leave?
(b) Which train leaves at 5: 45 p.m.?
(c) Where does the train leave?
2. Tara is going to the mall with Smita.
(a) Who is going to the mall with Smita?
(b) Who is Tara going to the mall with?
(c) Where do Tara and Smita want to go?
3. He wants to buy a book.
(a) What does he want to buy?
(b) Which book does he want to buy?
(c) What does he want to do?
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4. She should meet him at school.
(a) Where should she meet him?
(b) Why should she meet him?
(c) Who should meet her?
5. The lunch will arrive at 12:30 sharp.
(a) When will the lunch arrive?
(b) Who sends the lunch?
(c) Where is the lunch?
6. It is Tina’s birthday tomorrow.
(a) Whose birthday is it tomorrow?
(b) Who is Tina?
(c) What day is tomorrow?
The correct options are:
1. Both a and b are correct.
2. Both a and b are correct.
3. Both a and c are correct.
4. Only a is correct.
5. Only a is correct.
6. Only a is correct.
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
ASSESSMENT
Instruction: Choose the question that should follow what the customer says.
For Example: Customer: I would like a cold drink, please.
Your question:
a. When cold drink would you like, ma’am?
b. Which cold drink would you like, ma’am? √
1. Customer: I’m looking for formal shirts.
Your question:
a.
Do you have any particular brand in mind?
b.
Are you looking for a shirt, ma’am?
2. Customer: I would like an ice-cream.
Your question:
a. When flavor would you like?
b. Which flavor would you like?
3. Customer: Could you show me a pair of jeans please?
Your question:
a.
Sure ma’am! Are you looking for a particular color or brand?
b.
Sure ma’am! Can you look for a particular color or brand?
4. Customer: I need five packets of Ching’s Secret noodles.
Your question:
164
a. Shall you want egg noodles or vegetarian noodles?
b. Do you want egg noodles or vegetarian noodles?
5. Customer: I need to exchange this sweater. This is too small for me.
Your question:
a. You can try out the medium size?
b. Would you like to try out the medium size.
6. Customer: I like the phone but I don’t like the color.
Your question:
a. This phone comes in five different colors, Sir. Would you like to take
a look at them?
b. This phone comes in five different colors, Sir. What you would like to
take a look at?
7. Customer: I am looking for Chetan Bhagat’s books.
Your question:
a. We have all of them, ma’am. What one do you want?
b. We have all of them ma’am. Which one do you want?
8. Customer: I saw a beautiful vase here last week – can you please find that
for me?
Your question:
a. Where was the color of the vase?
b. What was the color of the vase?
9. Customer: Can you show us a cot?
Your question:
a. Should I show you a double bed or a single bed, Sir?
b. How I show you a double bed or a single bed, Sir?
10. Customer: I need to buy a gift for my niece. Could you help me out?
Your question:
a. Why are you looking for something in particular?
b. Are you looking for something in particular?
Answers:
1. Customer: I’m looking for formal shirts.
Your question:
c.
Do you have any particular brand in mind?
2. Customer: I would like an ice-cream.
Your question:
b. Which flavor would you like?
3. Customer: Could you show me a pair of jeans please?
Your question:
a.
Sure ma’am! Are you looking for a particular color or brand?
4. Customer: I need five packets of Ching’s Secret noodles.
Your question:
b. Do you want egg noodles or vegetarian noodles?
165
5. Customer: I need to exchange this sweater. This is too small for me.
Your question:
b. Would you like to try out the medium size?
6. Customer: I like the phone but I don’t like the color.
Your question:
a.
This phone comes in five different colors, Sir. Would you like to
take a look at them?
7. Customer: I am looking for Chetan Bhagat’s books.
Your question:
b. We have all of them ma’am. Which one do you want?
8. Customer: I saw a beautiful vase here last week – can you please find that
for me?
Your question:
b. What was the color of the vase?
9. Customer: Can you show us a cot?
Your question:
Should I show you a double bed or a single bed, Sir?
a.
10. Customer: I need to buy a gift for my niece. Could you help me out?
Your question:
b. Are you looking for something in particular?
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SESSION 16: THE CALL FLOW
RELEVANT KNOWLEDGE
Goal: The student will be able to understand the call flow process.
Competency: Present Continuous Tense.
Preparation:
• Refer to the Student Hand book for the session.
• Read the discussion on Present Continuous Tense in Session 8(Level2).
Summary: The situation for this Session Plan is describing “The Call Flow”.
The Session Plan is divided into 3 sections:
o The first section Comprehension explains the situation.
o The second section Activity has role-play exercises based on the situation.
o The third section Grammar point discusses the competency identified for
this session.
Comprehension
Objective: The student is able to understand how to make a sales pitch.
Suggested activity:
Greet the class. Tell the students that sessions 45 and 58 are reference points
for today’s session. Ask the students if they know the meaning of the term “call
flow”?
Write on the board examples of the descriptions that they might mention.
Now read/write down the following, if they have not been mentioned. Tell the
students that they may write down the points in their notebooks. Inform the
class that:
• The telephone is one of the best brand-building devices out there.
• Over the telephone agents get 5-to-30 minutes of a customer’s full
attention; depending on the issue.
• If the agent gets the interaction right, he/she can create a memorable
experience for the customer, generate positive word-of-mouth
advertising, and build customer loyalty.
• This leads to a better brand image and increased profits.
Getting the interaction “right” usually requires a call flow of some kind. The
following 11-point call plan (See “Call-Flow Chart”) focuses on creating a warm
customer-focused experience and building a better brand image.
1. Standard opening (Smile. State own name and Company’s name, and ask for
Issue)
• “Good morning” or “Good afternoon. Customer Care. This is Preetha.”
• “Thank you for calling Customer Care. This is Preetha. How may I help
you?”
167
2. Paraphrase issue and check for confirmation (Paraphrase: to retell something
in your own words)
• “So, what you’re saying is you want to / you have a ....... would that be
correct?”
• “From what I understand, you would like to / your ………. would that be
correct?”
3. Ask for verification of details
• “May I please have your first name and last name?
May I have your phone number, postal address and email-id please?
May I please have the account / bill / model number of the product? (If
applicable)”
(The call will only proceed if the customer has verified / confirmed all his
details.)
4. Bridge to questioning
• “In order to find out what happened, I will need to ask you some
questions.”
• “Do you mind if I ask you some questions so we can find out what has
happened?”
• “For me to assist you better, may I ask you a few questions?”
5. Question customer about details of the issue (Use please and thank you)
• “Can you tell me when you first noticed the problem with …………?”
• “For how long has it been …….?”
• “When did you buy the product…?”
• “Have you checked the…..?”
• “Thanks. I have one final question.”
6. Assure customer
• “This is just a small issue. Please be sure I will find a solution.”
• “There’s nothing to worry. I will guide you through the instructions.”
• “I will get that information for you.”
7.Seek customer’s agreement for following troubleshooting steps
(troubleshooting steps: a set of instructions)
• “We’ll have to perform a few troubleshooting steps / instructions. Is it
okay with you?”
8. Direct customer
• “Please place the ……………………over the ………… and click on ……………..on
the mouse and then click on……………………...”
• “Please click on the …………..at the bottom ……………..of your
…………………… you will see a ………………………… on the ………………..of
the……………..”
9. Inform customer of solution, and ask customer for permission to document
result.
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•
“I would like to inform you that the issue you called us
for………………………… has been solved. I’d like your permission to record
this interaction as resolved.”
10. Clarify “Is there anything else?”
• “May I help you with anything else?”
•
“Do you have any additional questions, Sir/Ma’am?”
• “Is there anything else I can help you with today, Sir/Ma’am?”
11. Standard closing (Include thanks, own name and company name)
• “Thank you for calling…………………... This was ………………Good-bye.”
• “Thank
you
for
calling………………………
You
were
speaking
to/with……………… Goodbye.”
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The Call Flow Chart
Select one student and share the following mock role-play with him/her. Enact
the role-play in front of the class. Tell the class to make a note of the following
points in their books.
Mock-Role-Play:
Situation: A customer is calling for assistance because he is unable to open the
internet on his computer at home.
Solution: Helps customer to successfully move a file from his desktop to the
documents folder.
Agent: Thank you for calling “Customer-Tech-Support”. This is Jasmeet. How
may I assist you?
Customer: Hi this is Sahil. I am one of C-T-S’ customers, and I’d like some help
with this issue I am having. I have a file on the Desktop on my PC that I want to
transfer it to the “documents” folder.
Agent: So you want to move a file from your desktop to your documents folder?
Sure, I can assist you with that; however, I will need to verify your account
information before we continue. May I have your First name and Last name?
Customer: Sure, that would be Sahil Shah.
Agent: Thank you. May I have your C-T-S account number please?
Customer: That’d be XYZ1234.
Agent: Thank you. Just to confirm I have the right account I see that email
address on the account is Sahil.Shah@email.com, is that correct?
Customer: Yes, that’s right.
Agent: Thank you for verifying your account Sir. I can now assist you with
transferring your file to the “documents” folder on your PC. Are you in front of
your PC now?
Customer: Yes I am.
Agent: Which operating system are you running on your PC sir?
Customer: It is windows 7.
Agent: Alright, do you see the file on your desktop sir?
Customer: Yes, I do.
Agent: Please place the mouse cursor / pointer over the icon and click on the
right side button on the mouse and then click on cut with the left mouse
button.
Customer: Okay I have done that.
Agent: Now click on the start button, at the bottom right corner of your
Desktop screen, and once the start menu opens, you will see a button named
“Documents” on the right side of the menu.
Customer: Yes, do I click on it?
Agent: Yes, Please. That should bring up the window for the documents folder.
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Customer: Yes it did.
Agent: Position the cursor / pointer on the empty part of the window and click
on the right side button on the mouse and click on the “paste” option.
Customer: Okay…yes. I see the file in this folder now. Thank you
Agent: You are welcome sir. Before we end this call I’d like to confirm that the
issue you called us for, moving a file from the desktop to the documents folder
is resolved.
Customer: Yes, that’s right.
Agent: Thank you. I’d like your permission to record this interaction as
resolved.
Customer: Sure, please go ahead.
Agent: Thank for choosing “Customer-Tech-Support”, sir. Have a nice day.
Customer: Thank you. You have a nice day as well.
EXERCISE 1: Following a Call Flow
Activity
Objective: The students enact role-plays based on the call-flow.
Suggested activity:
Preparation time: 15 min
Presentation time: 30 min
Language prop: Exercise “Following a Call Flow”
Ask the students to fill in the responses for the agent in the role-plays below,
with the help of the previous section and the above given call flow chart.
I] Role-Play -1
Situation: A customer is calling to find out his bank account balance.
Agent Name: Tanish.
Company Name: Bank of Wealth
Solution: Agent informs customer how much money there is in the account
Agent:
Customer: I would like to know how much money I have in my account.
Agent:
Customer: Sure, it's Harsha Randwa. My account number is 012-345-9876-543
Agent:
Customer: The last three numbers of my password is ***.
Agent:
Customer: Oh, I thought I had one lakh, but fifteen thousand less is not bad
either.
Agent:
Customer: That will be all. Thank you.
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Agent:
Customer: Yes, that’s right.
Agent:
Customer: Sure, please go ahead.
Agent:
II] Role-Play -2
Situation: A customer is calling in to order a Pizza.
Agent Name: Kushi.
Company Name: Tasty Kebabs
Solution: Place the order and offer the customer to upgrade their orders.
Agent:
Customer: I want to order kebabs for dinner, for the entire family. We are 12
of us, and we’re all non-vegetarians. So, what would you suggest?
Agent:
Customer: Great! That sounds perfect. I’d like to order 4 sheekh kebabs, 4
murgh hariyali kebabs, and 4 tandoori chicken kebabs!
Agent:
Customer: Yes. Please have it delivered to H – 1/23, Sector – 456, Faridabad
(Haryana).
Agent:
Customer: Sure! 5 rupees per roti is very reasonable. Send 2 rotis per person.
I'll just pay the bill in cash once it's delivered.
Agent:
Customer: 30 minutes? Very good!
Agent:
Customer: No. No. That’s all! Thank you.
Agent:
Divide the class into pairs and have them complete the role plays. Tell the
students to try and respond on their own. As soon as the preparation time is
up, tell the pairs to present the role-plays first. Suggest the following
responses after the role plays are over. Ensure that the students copy them
down in their notebooks, and tell them to correct any mistake that they had
made in their call flow.
I] Role-Play -1
Situation: A customer is calling to find out his bank account balance.
Agent Name: Tanish.
Company Name: Bank of Wealth
Solution: Agent informs customer how much money there is in the account.
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Agent: Thank you for calling “Bank of Wealth”, my name is Tanish, How can I
help you?
Customer: I would like to know how much money I have in my account.
Agent: I'll be glad to help you. May I please have your Bank Account
number and the Name on the Account?
Customer: Sure, it's Harsha Randwa. My account number is 012-345-9876-543
Agent: Thank you. Please give me a minute to check on it. Ok, would you
please, verify the last three numbers of your password?
Customer: The last three numbers of my password is ***.
Agent: Thank you. The amount of money in your account is Rs 85,000.
Customer: Oh, I thought I had one lakh, but fifteen thousand less is not bad
either.
Agent: Is there anything else that I could assist you with?
Customer: That will be all. Thank you.
Agent: You are welcome Ma’am. Before we end this call I’d like to confirm that
the issue you called us for, moving a file from the desktop to the documents
folder is resolved.
Customer: Yes, that’s right.
Agent: Thank you. I’d like your permission to record this interaction as
resolved.
Customer: Sure, please go ahead.
Agent: You are very welcome, Ms. Randwa! Thank you for calling “Bank of
Wealth”. This was Tanish. Have a great day and good Bye!
II] Role-Play -2
Situation: A customer is calling in to order a Pizza.
Agent Name: Kushi.
Company Name: Tasty Kebabs
Solution: Place the order and offer the customer to upgrade their orders.
Agent: Thank you for calling “Tasty Kebabs”, this is Kushi. May I please have
your order?
Customer: I want to order kebabs for dinner, for the entire family. We are 12
of us, and we’re all non-vegetarians. So, what would you suggest?
Agent: I think some sheekh, murgh hariyali and tandoori chicken kebabs, would
be satisfactory.
Customer: Great! That sounds perfect. I’d like to order 4 sheekh kebabs, 4
murgh hariyali kebabs, and 4 tandoori chicken kebabs!
Agent: Thank you, so, that is 4 sheekh kebabs, 4 murgh hariyali kebabs, and 4
tandoori chicken kebabs. Is that right?
Customer: Yes. Please have it delivered to B – 1/52, Sector – 11, Faridabad
(Haryana).
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Agent: I’ve noted the address. Would you like to order some rotis to go with
the kebabs, they’re just 5 rupees each.
Customer: Sure! 5 rupees per roti is very reasonable. Send 2 rotis per person.
I'll just pay the bill in cash once it's delivered.
Agent: Very good Sir. Your order will reach you within 30mins.
Customer: 30 minutes? Very good!
Agent: Thank you. Will there be anything else?
Customer: No. No. That’s all! Thank you.
Agent: Thank you for calling “Tasty Kebabs”. You were talking to Kushi. Have a
great night! Good bye!
EXERCISE 2: Present Continuous Tense
Grammar
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
The competency identified for this session is Present Continuous Tense. Refer
to Session 8(Level 2) Describing an Event for a discussion on Present
Continuous Tense.
Mandatory activity:
Read out the following and tell the students to pick out the sentences which
are in the Present Continuous Tense.
1. Nokia is a very large company that specializes in the production of
mobile devices.
2. You are looking at a new model by Sony which has an external memory
slot.
3. This phone is becoming popular day by day.
4. The iPhone is also great for using the internet.
5. APPLE is offering a 10% discount on all their products this Christmas.
6. Buying this product will also make you a member of our Premium
Customer Group.
7. By becoming a member of this group, you are securing for yourself a 15%
discount on all further purchases.
The correct answers are:
1. Not in the Present Continuous Tense. The verb in this sentence is “is”.
2. In the Present Continuous Tense. The verb in this sentence is “are
looking”.
3. In the Present Continuous Tense. The verb in this sentence is “is
becoming”.
4. Not in the Present Continuous Tense. The verb in this sentence is “is”.
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5. In the Present Continuous Tense. The verb in this sentence is “is
offering”.
6. Not in the Present Continuous Tense. The verb in this sentence is “will
make”.
7. In the Present Continuous Tense. The verb in this sentence is “are
securing”.
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
ASSESSMENT
Read this:
1. Meetika and I are solving the riddles.
2. One of my colleagues is coming to dinner tonight.
3. Is anyone coming to the dance show?
Instruction: Fill in the blanks with the present continuous form of the words
in brackets.
1. Keeping in mind the special brand name and image of our company, I
____________ (prepare) a new advertisement for our products.
2. Ma’am, we _______________ (launch) a new mobile phone, which will make
dialing calls easier.
3. Sir, I ______________ (offer) you the best price for this product because
you are a valued customer.
4. This computer has a nice design; it ___________ (go) to look great in your
study-room.
5. If you ____________ (look) for a computer that most artists use, then this is
the one.
6. I have sold at least 50 such phones since morning. We_________ (run) out of
stock now. These are the last three we have. So, if you like the design, you
should buy one now.
7. A lot of stores charge far more money than we have offered. But we
___________ (charge) less because you are a regular customer.
8. If you ___________ (will) to buy them now, then we can offer you a 25%
discount.
9. We ______________ (search) for a new place to shift the office.
10. This is such a fantastic computer! You ___________ (do) the right thing by
buying it.
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Answers:
1. Keeping in mind the special brand name and image of our company, I am
preparing a new advertisement for our products.
2. Ma’am, we are launching a new mobile phone, which will make dialing
calls easier.
3. Sir, I am offering you the best price for this product because you are a
valued customer.
4. This computer has a nice design; it is going to look great in your studyroom.
5. If you are looking for a computer that most artists use, then this is the
one.
6. I have sold at least 50 such phones since morning. We are running out of
stock now. These are the last three we have. So, if you like the design,
you should buy one now.
7. A lot of stores charge far more money than we have offered. But we are
charging less because you are a regular customer.
8. If you are willing to buy them now, then we can offer you a 25%
discount.
9. We are searching for a new place to shift the office.
10. This is such a fantastic computer! You are doing the right thing by
buying it.
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REVIEW SESSSION 5
Objective: To evaluate the students’ knowledge and understanding of Level-4
Session-14: Handling Customer Queries, Session-15: Clarifying & Session-16: The
Call Flow.
Methodology: The review evaluations will be Question and Answer & RolePlay based. Answers will be assessed on Content, Context, Grammar, Sentence
structure and Vocabulary based on the L-4 sessions that were imparted.
Process: The review evaluations will be divided into three parts. One part for
each session:
1. Handling Customer Queries .
2. Clarifying .
3. The Call Flow.
The time allotted to each part will be 40 minutes.
Suggested Activity:
Greet the class. Explain the process of the evaluation to the class. Tell them
that the evaluations are divided into three parts, each part is allocated 40min,
and that they are Question and Answer & Role-Play based.
ASSESSMENT
Review of Session-14: Handling Customer Queries
Activity: Question and Answer
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions).
Questions:
1. What should a customer service/sales representative (CSR) do when he/she
is approached or called by a customer?
2. What are the different ways a customer service/sales representative (CSR)
may ask the customer if he/she can be of further assistance?
3. What must a customer service/sales representative (CSR) do when a
customer thanks them?
4. What are the four important skills ‘customer service/sales representatives’
use when handling customers’ queries? Explain in detail.
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Answer Key: The answers may vary, but must suggest the following:
1. When a customer service/sales representative is approached or called by a
customer, he or she should greet the customer with a polite “How can I help
you, Ma’am/Sir?” The CSR may also ask the customer “How can I help you,
Ma’am/Sir?”
2. The different ways a customer service/sales representative (CSR) can ask a
customer if they can be of further assistance is;
o “Is there anything else I can help you with?”
o “Of course, I can help you with that.”
o “It’s my pleasure, Ma’am/Sir.”
o “It was a pleasure serving you Ma’am/Sir.”
o “I’m glad I could help. Is there anything else you’d like to know
Ma’am/Sir?”
3. When the customer service or sales representative is thanked by the
customer, he/she should say either “It was a pleasure serving you
Ma’am/Sir.” Or “It’s my pleasure, Ma’am/Sir” instead of “You are welcome,
Ma’am/Sir.”
4. The four important skills CSRs use are;
Listen actively.
o Accurately listening to customers is as important as talking to them.
o Efficient listening is focussing on everything the customer has to say.
Paraphrase.
o To ensure that you're capturing the right information, CSRs must repeat
in their own words; paraphrase what they’ve heard.
o This shows customers that you are paying attention to them and their
needs.
o This also assures the customers that the CSRs are attempting to process
and understand what is being asked or said; it helps to avoid any
communication errors.
o CSRs need to paraphrase customer queries, as well as, any other
important information that the customers may provide.
Provide practical details.
o CSRs should provide customers with information that helps them
understand the products and services satisfactorily.
Smile.
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o Customers can hear the smile in the CSRs voice when they answer the
phone.
o No matter what type of day the CSR may be experiencing, all of that is
not important when they're assisting a customer.
o It is important to provide customers the most pleasant, memorable
experience possible when they call.
Activity: Revise Sentences
Directions: Ask the students to change the given sentences into reported
speech.
Sentences:
1. Customer: “I bought a computer yesterday. Can I exchange it?”
_________________________________________________________________.
CSR: “Yes Sir, you can, as it’s only one day since you bought it.”
_______________________________________________________________.
2. Customer: “Do you follow an exchange and refund policy?”
____________________________________________________________.
CSR:
“We
have
a
strict
policy.”_______________________________________.
“no
refund”
CSR: “You can exchange the item within a week of purchase, but only if the
price tag is still in place.”
_______________________________________________________________.
3. Customer: “Excuse me, could you tell me how long will you take to deliver
my computer set to my house?”
________________________________________________________________.
CSR: “We will deliver it within two days, Sir.”
_______________________________________________________________.
4. CSR:
“Can
I
help
Ma’am?”_______________________________________.
you,
Customer: “Yes, I lost my service-delivery number. Could you please give
me
the
number
again?”___________________________________________________________
_______________________________________.
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CSR:
“Sure,
Ma’am.
Just
give
me
minute.”______________________________________________.
a
Answer Key:
1. Customer: “I bought a computer yesterday. Can I exchange it?”
Reported Speech: The customer said that he had bought a computer the day
before. He asked whether he could exchange it there.
CSR: “Yes Sir, you can, as it’s only one day since you bought it.”
Reported Speech: The CSR replied that as it’s only twenty-four hours since
he made the purchase, he could.
2. Customer: “Do you follow an exchange and refund policy?”
Reported Speech: The customer asked whether they followed an exchange
and refund policy.
CSR: “We have a strict “no refund” policy.”
Reported Speech: The CSR replied that they had a strict “no refund” policy.
CSR: “You can exchange the item within a week of purchase, but only if the
price tag is still in place.”
Reported Speech: The CSR said that the customer could exchange the item
within a week of purchase, but only if the price tag was still in place.
3. Customer: “Excuse me, could you tell me how long will you take to deliver
my computer set to my house?”
Reported Speech: The customer asked if the CSR could tell him how much
time would it take for his computer set to be delivered to his home.
CSR: “We will deliver it within two days, Sir.”
Reported Speech: The CSR replied that the set would be delivered within
the next forty eight hours.
4. CSR: “Can I help you, Ma’am?”
Reported Speech: The CSR asked whether he could help her.
Customer: “Yes, I lost my service-delivery number. Could you please give me
the number again?”
Reported Speech: The customer said that she had lost her service-delivery
number. She asked whether he could give her the details once more.
180
CSR: “Sure, Ma’am. Just give me a minute.”
Reported Speech: The CSR asked her to give him a minute.
Review of Session-15: Clarifying
1. Activity: Question and Answer
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions). 2. Ask the students to rearrange the given sentences in RolePlays I & II, in order to form conversations between a Customer Service
Representative (CSR) and a Customer. 3. Ask the students to choose the
question, in the given sentences, that should follow what the customer says.
Questions:
1. What are some of the common questions customer service representatives
ask customers, in order to clarify what it is they want or what the issue is?
Answer Key: Answers may vary, however; must suggest the following:
1. Some of the common clarification questions that CSRs ask customers are;
o Which brand would you like?
o What kind of a computer are you interested in?
o Do you have any particular brand in mind?
o Would you like it in any particular color?
o Would you like to subscribe to our service?
o Could you be a little more specific about when you first noticed the issue?
Was a week back or a little longer?
o So what you’re saying is that the mobile delivered to you, is not the same
one you had ordered, would that be correct?
o Am I correct in understanding that you would like to participate in the
next survey we conduct?
Activity: Role-Play I & II
Directions: Ask the students to rearrange the given sentences in order to
form conversations between a Customer Service Representative (CSR) and a
Customer.
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I] Role-Play:
CSR: Excellent choice, Ma’am/Sir! Could you please provide me with your
phone number and postal address, in order for us to make a note of your details
in our customer database?
Customer: Hi! Does your company sell Smartphones?
CSR: Very good. What is the price range you are looking at?
Customer: What’s the difference between the Apple and Samsung?
CSR: Yes, we do. Which brand would you like to see?
Customer: Sure.
Customer: I think the best benefit of the Samsung Smartphone is that it fits
right into my budget! I’ve decided to buy the Samsung Smartphone. Could you
please make my bill?
CSR: Not much, except for the cost. The Smartphone by Samsung costs only Rs
27,000, whereas, the basic Apple Smartphone costs more than Rs 40,000! In
fact, the Smartphone by Samsung has got as many features, advantages and
benefits as the one by Apple.
CSR: Thank you. May I suggest the Samsung Smartphone?
Customer: In Apple, the 4-S and in Samsung, I’m not too sure.
CSR: We have the complete range of Apple and Samsung products. Is there any
particular model you’re interested in?
Customer: Rs 20,000 to a maximum of Rs 35,000. Not more.
Customer: Apple or Samsung.
CSR: Thank you.
**********************************************************************************
Answer Key:
Customer: Hi! Does your company sell Smartphones?
CSR: Yes, we do. Which brand would you like to see?
Customer: Apple or Samsung.
CSR: We have the complete range of Apple and Samsung products. Is there any
particular model you’re interested in?
Customer: In Apple, the 4-S and in Samsung, I’m not too sure.
CSR: Very good. What is the price range you are looking at?
Customer: Rs 20,000 to a maximum of Rs 35,000. Not more.
CSR: Thank you. May I suggest the Samsung Smartphone?
Customer: What’s the difference between the Apple and Samsung?
CSR: Not much, except for the cost. The Smartphone by Samsung costs only Rs
27,000, whereas, the basic Apple Smartphone costs more than Rs 40,000! In
fact, the Smartphone by Samsung has got as many features, advantages and
benefits as the one by Apple.
Customer: I think the best benefit of the Samsung Smartphone is, that it fits
right into my budget! I’ve decided to buy the Samsung Smartphone. Could you
please make my bill?
182
CSR: Excellent choice, Ma’am/Sir! Could you please provide me with your
phone number and postal address, in order for us to make a note of your details
in our customer database?
Customer: Sure.
CSR: Thank you.
II] Role-Play:
CSR: Now, could you please open a new word document, and type your name?
Customer: Okay, done.
CSR: Could you please check and let me know if the cable that runs from the
keyboard to the central processing unit (CPU) tower, is fit in the socket
properly?
Customer: Yes, exactly!
CSR: Can you tell me what the issue you’re facing is?
Customer: Great! I can see my name. Thank you!
CSR: As I understand, whenever you type on the keyboard, the action does not
translate itself on to the document, thus leaving the open page blank. Would
that be correct?
Customer: Four days ago.
CSR: So your keyboard is not functioning properly. Am I correct?
Customer: It’s a little loose.
CSR: Could you push it in the socket firmly?
Customer: When I type anything no words appear on the document. It remains
empty.
CSR: Thank you. Could you tell me when did you first notice the issue?
Customer: Okay.
CSR: Could you please let me know what happens?
Customer: My keyboard is not working. I need one of your computer
technicians to come and repair it?
CSR: Thank you.
Customer: Yes.
**********************************************************************************
Answer Key:
Customer: My keyboard is not working. I need one of your computer
technicians to come and repair it?
CSR: So your keyboard is not functioning properly. Am I correct?
Customer: Yes.
CSR: Thank you. Could you tell me when did you first notice the issue?
Customer: Four days ago.
CSR: Can you tell me what the issue you’re facing is?
Customer: When I type anything no words appear on the document. It remains
empty.
183
CSR: As I understand, whenever you type on the keyboard, the action does not
translate itself on to the document, thus leaving the open page blank. Would
that be correct?
Customer: Yes, exactly!
CSR: Could you please check and let me know if the cable that runs from the
keyboard to the central processing unit (CPU) tower, is fit in the socket
properly?
Customer: It’s a little loose.
CSR: Could you push it in the socket firmly?
Customer: Okay, done.
CSR: Now, could you please open a new word document, and type your name?
Customer: Okay.
CSR: Could you please let me know what happens?
Customer: Great! I can see my name. Thank you!
CSR: Thank you.
Activity: What’s the “Question”?
Directions: Ask the students to choose the question, in the given sentences,
that should follow what the customer says.
Sentences:
1. Customer: I would like a sell my laptop for 7,500 rupees.
Your question:
o When would you like to sell it?
o How old is the laptop?
2. Customer: I would like to buy a mobile phone.
Your question:
o What kind of phone would you like to buy?
o Is there any particular brand of phone that you would like to see?
3. Customer: Could you show me a pair of speakers please?
Your question:
o Sure! Are you looking for a specific brand or model?
o Sure! Can you look for me any particular brand or model?
4. Customer: I need some educational CDs on Science and Math.
Your question:
o Shall you want CDs for five sciences only?
o Would you like one Cd for each subject?
5. Customer: I need to exchange this phone. It hasn’t been working from the
day I bought it!
Your question:
184
o Oh, that’s too bad! Do you want to buy another phone in
exchange?
o I’m so sorry for the inconvenience caused. Could you please
provide me with the Bill you had received when you had bought
the phone?
6. Customer: I like the phone but I don’t like the color.
Your question:
o This phone comes in five different colors. Would you like to take a
look at them?
o This phone comes in five different colors. What you would like to
take a look at?
7. Customer: I am looking for the Apple iPhone.
Your question:
o We have all of them. What one do you want?
o We have all of Apples’ iPhones. Which one would you like to see?
8. Customer: I saw a pair of speakers here last week – can you please find that
for me?
Your question:
o Where was the brand or model of the speakers?
o What was the brand or model of the speakers?
9. Customer: Can you show us a computer?
Your question:
o Should I show you a desktop or a laptop?
o How I show you a desktop or a laptop?
Customer: I want to buy a computer for my niece. Could you help me
10.
out?
Your question:
o Why are you looking for something in particular?
o Are you looking for a particular type of computer?
Answer Key:
1. Customer: I would like a sell my laptop for 7,500 rupees.
Your question: How old is the laptop?
2. Customer: I would like to buy a mobile phone.
Your question: Is there any particular brand of phone that you would like
to see?
3. Customer: Could you show me a pair of speakers please?
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Your question: Sure! Are you looking for a specific brand or model?
4. Customer: I need some educational CDs on Science and Math.
Your question: Would you like one Cd for each subject?
5. Customer: I need to exchange this phone. It hasn’t been working from the
day I bought it!
Your question: I’m so sorry for the inconvenience caused. Could you
please provide me with the Bill you had received when you had bought the
phone?
6. Customer: I like the phone but I don’t like the color.
Your question: This phone comes in five different colors. Would you like
to take a look at them?
7. Customer: I am looking for the Apple iPhone.
Your question: We have all of Apples’ iPhones. Which one would you like
to see?
8. Customer: I saw a pair of speakers here last week – can you please find that
for me?
Your question: What was the brand or model of the speakers?
9. Customer: Can you show us a computer?
Your question: Should I show you a desktop or a laptop?
10.
Customer: I want to buy a computer for my niece. Could you help me
out?
Your question: Are you looking for a particular type of computer?
Review of Session-16: The Call Flow
1. Activity: Question and Answer
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions).
186
Questions:
1. What does the 11-point Call Flow Plan Focus on?
2. What are the 11 steps of the 11-point Call Flow Plan?
3. Explain each step of the Call Flow Plan. Give an example for each step.
4. Which step decides whether the call will proceed or not?
Answer Key: Answers may vary, however; must suggest the following:
1. The 11-point call plan focuses on creating a warm customer-focused
experience and building a better brand image.
2. The 11 steps are:
* Standard opening
* Paraphrase Issue
* Verification of details
* Bridge to questioning
* Question customer
* Assure customer
* Seek Agreement
* Direct customer
* Inform & seek Permission
* Clarify
* Standard closing
3. The 11 point call flow plan is as follows;
1) Standard opening – should smile, and state own name and Company’s
name, and ask for Issue)
o “Good morning” or “Good afternoon. Gadgetronics. This is Samah.”
o “Thank you for calling Gadgetronics. This is Samah. How may I help
you?”
2) Paraphrase issue and check for confirmation
o “So,
what you’re saying is you want to / you have a ....... would that be
correct?”
o “From
what I understand, you would like to / your ………. would that be
correct?”
3) Ask for Verification of details
o “May
o May
I please have your first name and last name?
I have your phone number, postal address and email-id please?
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o May
I please have the account / bill / model number of the product? (If
applicable)”
4) Bridge to questioning
o “In
order to find out what happened, I will need to ask you some
questions.”
o “Do
you mind if I ask you some questions so we can find out what has
happened?”
o “For
me to assist you better, may I ask you a few questions?”
5) Question customer about details of the issue (Use please and thank you)
o “Can
you tell me when you first noticed the problem with …………?”
o “For
how long has it been …….?”
o “When
o “Have
did you buy the product…?”
you checked the….?”
o “Thanks.
I have one final question.”
6) Assure customer
o “This
is just a small issue. Please be sure I will find a solution.”
o “There’s
o “I
nothing to worry. I will guide you through the instructions.”
will get that information for you.”
7) Seek customer’s Agreement for following troubleshooting steps
(troubleshooting steps: a set of instruction
o “We’ll have to perform a few troubleshooting steps / instructions. Is it
okay with you?”
8) Direct customer
o “Please place the ……………………over the ………… and click on ……………..on
the mouse and then click on……………………...”
o “Please click on the …………..at the bottom ……………..of your
…………………… you will see a ………………………… on the ………………..of
the……………..”
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9) Inform customer of solution, and seek Permission from customer to
document result.
o “I would like to inform you that the issue you called us
for………………………… has been solved. I’d like your permission to record this
interaction as resolved.”
10) Clarify “Is there anything else?”
o “May
o
I help you with anything else?”
“Do you have any additional questions, Sir/Ma’am?”
o “Is
there anything else I can help you with today, Sir/Ma’am?”
11) Standard closing – should include thanks, own name and company name
o “Thank you for calling…………………... This was ………………Good-bye.”
o “Thank you for calling……………………… You were speaking to/with………………
Goodbye.”
4. The 3rd step, Verification of details. The call will only proceed if the
customer has verified / confirmed all his details.
Activity: Fill in the blanks
Directions: Ask the students fill in the blanks of the given sentences with the
Present Continuous form of the words in brackets.
Sentences:
1. Keeping in mind the special brand name and image of our company, I
____________ (made) new user manuals for all our computers.
2. This is such a fantastic computer! You ___________ (do) the right thing by
buying it.
3. We _______________ (launch) a new Smartphone, which will make storing
data easier.
4. A lot of companies ___________ (charge) far more money for a computer
than we do.
5. We ______________ (offer) a 40% discount for the newly launched
Smartphone to our first 100 customers.
6. This computer has a nice design; it ___________ (go) to sell like hot-cakes!
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7. If you ____________ (look) for a store that sells computers at the best
prices, then you’ve come to the right place!
8. We have sold at least 120 laptops today. We_________ (run) out of stock
now. These are the last three we have.
9. If you ___________ (will) to buy them now, then we can offer you a 30%
discount.
10.
I ______________ (search) for the customer service report.
Answer Key:
1. Keeping in mind the special brand name and image of our company, I am
making new user manuals for all our computers.
2. This is such a fantastic computer! You are doing the right thing by buying it.
3. Ma’am, we are launching a new Smartphone, which will make storing data
easier.
4. A lot of companies charge far more money for a computer than we do.
5. We are offering a 40% discount for the newly launched Smartphone to our
first 100 customers.
6. This computer has a nice design; it is going to sell like hot-cakes!
7. If you are looking for a store that sells computers at the best prices, then
you’ve come to the right place!
8. We have sold at least 120 laptops today. We are running out of stock now.
These are the last three we have.
9. If you are willing to buy them now, then we can offer you a 30% discount.
10.
I am searching for the customer service report.
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SESSION 17: GIVING AND RECEIVING FEEDBACK
RELEVANT KNOWLEDGE
Goal: The student will be able to able to give feedback as well as respond to it.
Competency: Reported Speech
Preparation:
• Refer to the Student Hand book for the session.
• Read the Concept Note on Reported Speech.
• Practice Class Exercise: Giving and Receiving Feedback.
Summary: The situation for this session is Giving and Receiving Feedback. The
session is divided into 3 sections:
o In the first section Comprehension, the students learns some standard lines
used in the situation.
o The second section Activity has a role play on the situation that the
students enact in pairs.
o The third section Grammardiscusses the competency identified for this
session.
Comprehension
Objective: The student learns some standard lines used in the situation.
Suggested activity:
Greet the class. Discuss the situation briefly with the students. Write down the
following on the blackboard:
1. You did a good job!
2. You need to improve your performance.
3. You have improved a lot.
4. You have done well.
5. You should try harder.
Such comments are issued when you:
(a) Are happy with someone’s performance at work.
(b) Feel that someone needs to work harder.
Now, ask the students to decide for each point, whether the feedback belongs
to option (a) or to option (b). For this, explain the meaning of the five
feedbacks in the vernacular language, if required. Let the students volunteer
individually. After the students have volunteered, tell them the correct
answers. Feedback 1, 3 and 4 belong to (a) and 2 and 5 to (b). Then, tell them
to copy the sentences on their notebook.
After the students have copied the sentences, ask them how to respond to the
above feedback. Let the students try and answer on their own. Then, read out
the following:
1. You did a good job!
- Thank you, Ma’am/Sir.
2. You need to improve your performance.
191
- Thanks for the feedback, Ma’am/Sir. I will work on my performance.
3. You have improved a lot.
- Thanks for the feedback, Ma’am/Sir. I will make sure I keep my
performance at this level.
4. You have done well.
- Thank you, Ma’am/Sir.
5. You should try harder.
- Thank you, Ma’am/Sir. I will try harder.
The students should copy down the samples of responses. Write down the
following points on the board. Ensure all students write down the following
points in their notebooks.
Guidelines for giving feedback:
• Express your feedback in positive terms. For example, 'It would have
been helpful if you had emailed the location and starting time for the
meeting to everybody” rather than “How do you expect us to meet if you
don't tell us the time and location”.
Being positive gives an opportunity for agreement, being negative is
more confrontational.
• Be descriptive rather than evaluative. For example, “You didn't bring
the notes to the meeting, which you agreed you would” rather than “You
are lazy and unreliable”.
Describing what you see and hear reduces the need for others to react
emotionally.
• Reveal your own position or feelings. For example, “I felt unsettled
when you argued your point” rather than “You were very rude”.
Describing your reaction gives the person an opportunity to think and
respond to the feedback.
• Be specific rather than general. For example, “When you spent forty
minutes trying to find my account details in your records, I lost some of
my confidence” rather than “You and your company are disorganised”.
• Feedback is usually more effective when requested than when given
voluntarily.
• Generally, feedback is most useful at the earliest opportunity after
the given behaviour.
• Check that you have communicated your feedback clearly. Ask the
person to rephrase your feedback to see if it corresponds closely to what
you intended.
Guidelines for receiving feedback:
• Listen to the feedback. Try to understand the other person's perspective.
• There is nothing called “negative” feedback. All feedback is always
positive; only the attitude of the person can be negative.
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•
•
•
•
•
•
Focus on “only” what you need to learn from the feedback.
Don’t reject feedback immediately. Give the feedback serious
consideration and weigh up the consequences of changing or not
changing. Don't reject it immediately.
Express your thoughts and feelings about the feedback and possible
changes.
Tell the person whether you intend to try and change, and in what ways.
Tell the person what they could do to help you make changes.
Express appreciation for their concern and interest. 'Thank you for the
feedback' or 'Thank you for the ideas'.
EXERCISE 1: Giving and Receiving Feedback
Activity
Objective: The student enacts a role-play based on the situation.
Mandatory activity:
Preparation time: 20 min
Presentation time: 25min
Language prop: Practice Exercise: Giving and Receiving Feedback.
Fill in the blanks with appropriate feedback and responses:
o I will work harder.
o Thank you for the feedback, Sir/Ma’am.
o You have to learn how to work in a team.
1. A: I have reviewed your performance.
B: How did I do, Sir/Ma’am?
A: You do well alone but not when you are working in a team.
__________________________________________________.
B: Thank you for the feedback, Sir/Ma’am. I will work on it.
2. A: How do you find work at our office?
B: I like working here, Sir/Ma’am.
A: I would like to give you a feedback. You have done very well till now.
B: _______________________________.
3. A: I would like to give you a feedback.
B: Okay, Sir.
A: As a sales representative, you need to be more attentive to the customers.
B:
Thank
you
for
the
feedback,
Sir/Ma’am.
_______________________________________.
Divide the class into pairs. Ask the students to prepare their presentation as
directed in the exercise. Each pair has to enact the completed conversation in
the form of a role-play where one student plays the role of the A and B. The
students should switch roles. After the role-plays are over, read out the sample
193
below. Ask the students to listen carefully and correct any errors in their
presentation.
1. A: I have reviewed your performance.
B: How did I do, Sir/Ma’am?
A: You do well alone but not when you are working in a team. You have to
learn how to work in a team.
B: Thank you for the feedback, Sir/Ma’am. I will work on it.
2. A: How do you find work at our office?
B: I like working here, Sir/Ma’am.
A: I would like to give you a feedback. You have done very well till now.
B: Thank you for the feedback, Sir/Ma’am.
3. A: I would like to give you a feedback.
B: Okay, Sir.
A: As a sales representative, you need to be more attentive to the
customers.
B: Thank you for the feedback, Sir/Ma’am. I will work harder.
EXERCISE 2: Reported Speech
Grammar
Objective: The student will be able to understand, practice, and produce
sentences that correctly employ this language concept.
The competency identified for this session is reported speech.
Mandatory activity:
The following sentences are in the Direct Speech. Choose the option which is in
the corresponding reported speech.
1. The supervisor to Reena: “You are doing well.”
(a) The supervisor told Reena she was doing well.
(b) The supervisor told Reena you are doing well.
(c) The supervisor told Reena she were doing well.
2. Reena to the supervisor: “Thank you, Ma’am.”
(a) Reena told the supervisor thank you.
(b) Reena said thank you Ma’am.
(c) Reena thanked the supervisor.
3. The supervisor to Reena: “You need to improve.”
(a) The supervisor told Reena she needs to improve.
(b) The supervisor told Reena she needed to improve.
(c) The supervisor told Reena you need to improve.
4. Reena to the supervisor: “I will work harder.”
(a) Reena told the supervisor she would work harder.
(b) Reena told the supervisor she will work harder.
(c) Reena told the supervisor I will work harder.
5. The supervisor to Reena: “You will get a feedback.”
(a) The supervisor told Reena you will get a feedback.
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(b) The supervisor told Reena she would get a feedback.
(c) The supervisor told Reena she will get a feedback.
The correct answers are:
1. (a) The supervisor told Reena she was doing well.
2. (c) Reena thanked the supervisor.
3. (b) The supervisor told Reena she needed to improve.
4. (a) Reena told the supervisor she would work harder.
5. (b) The supervisor told Reena she would get a feedback.
Ask the students to go through the assessment. If time permits, the students
can try to attempt the exercise in class. Otherwise, they can attempt it at
home and bring to the class the next day for review.
ASSESSMENT
Read this:
Direct speech: Linda: “Ayesha, you are looking great.”
Reported speech: Linda told Ayesha that she was looking great.
Direct speech: Ayesha: “Thanks for the compliment, Linda.”
Reported speech: Ayesha thanked Linda for the compliment.
Instruction: Change the parts in bold to reported speech.
1. Manager: “Saroj, you have done well!”
____________________________________________________________________.
Saroj: “Thank you, Sir!”
2. Manager: “You need to be more attentive to your customers.”
____________________________________________________________________.
Saroj: “Yes, Sir. I will try harder.”
____________________________________________________________________.
3. Manager: “You have to learn how to work in a team.”
____________________________________________________________________.
Saroj: “Yes, Sir. Actually this is the first time I am working as a part of a
team.”
____________________________________________________________________.
Saroj: “However, I will give it my level best.”
____________________________________________________________________.
4. Manager: “Saroj, I am happy to see that you are improving.”
____________________________________________________________________.
Saroj: “Thank you, Sir.”
Manager: “How do you like working in this office?”
____________________________________________________________________.
Saroj: “Sir, I like the office very much as it provides opportunities for
moving ahead.”
____________________________________________________________________
____________________________________________________________________.
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Answers:
1. Manager: “Saroj, you have done well!”
The Manager told Saroj that she had done well.
Saroj: “Thank you, Sir!”
2. Manager: “You need to be more attentive to your customers.”
The manager said that Saroj needed to be more attentive to her customers.
Saroj: “Yes, Sir. I will try harder.”
Saroj replied that she would try harder.
3. Manager: “You have to learn how to work in a team.”
The Manager said that Saroj would have to learn how to work in a team.
Saroj: “Yes, Sir. Actually this is the first time I am working as a part of a
team.”
Saroj replied that it was actually the first time that she was working as a
part of a team.
Saroj: “However, I will give it my level best.”
She said that she would give it her level best.
4. Manager: “Saroj, I am happy to see that you are improving.”
The manager told Saroj that he was happy to see that she was improving.
Saroj: “Thank you, Sir.”
Manager: “How do you like working in this office?”
The Manager asked Saroj how she liked working in the office.
Saroj: “Sir, I like the office very much as it provides opportunities for
moving ahead.”
Saroj replied that she liked the office very much as it provided
opportunities for moving ahead.
196
REVIEW SESSSION 6
Objective: To evaluate the students’ knowledge and understanding of Session
17 of Level-4.
Methodology: The review evaluations will be Question and Answer based.
Answers will be assessed on Content, Context, Grammar, Sentence structure
and Vocabulary based on the L-4 sessions that were imparted.
Process: The review evaluation consists of one session: Giving & Receiving
Feedback.
Suggested Activity:
Greet the class. Explain the process of the evaluation to the class. Tell them
that the evaluation consists of one session, and the time allocated 120min, and
that they are Question and Answer based.
ASSESSMENT
Review of Session-17: Giving and Receiving Feedback
1. Activity: Ask the students to follow the following given directions.
Directions: Tell the students to answer each question as completely as
possible, in their own words. Inform them that you are not looking for
“parroted” answers (i.e. not to repeat the exact same words that were taught
in the sessions).
Questions:
1. What kind of feedback do you give when you are happy with someone’s
performance at work? State examples.
2. What kind of feedback do you give when you feel that someone needs to
work harder? State examples.
3. How should someone respond to following feedback? Fill in the blanks with
the appropriate responses.
o “You did a good job!”- _________________________.
o “You
need
to
improve
your
performance.”_____________________________________________________________.
o “You
have
improved
a
lot.”_______________________________________________________________
_________.
o “You have done well.”- ______________________.
o “You should try harder.”- _______________________________________.
4. What are the different guidelines for giving feedback? Give examples that
describe each guideline.
5. When is feedback more effective?
6. When is feedback most useful?
7. How will you know if your feedback has been understood clearly?
197
8. What are the guidelines for receiving feedback?
Answer Key: Answers may vary but must suggest the following:
1. When you’re happy with someone’s performance, you can give them the
following “positive” feedback:
o “You did a good job!”
o “You have improved a lot.”
o “You have done well.”
2. When you feel that someone needs to work harder, you can give them the
following “helpful” feedback:
o “You need to improve your performance.”
o “You should try harder.”
3. The appropriate responses are;
o “You did a good job!”- “Thank you, Ma’am/Sir.”
o “You need to improve your performance.”- “Thanks for the feedback,
Ma’am/Sir. I will work on my performance.”
o “You have improved a lot.”- “Thanks for the feedback, Ma’am/Sir. I
will make sure I keep my performance at this level.”
o “You have done well.”- “Thank you, Ma’am/Sir.”
o “You should try harder.”- “Thank you, Ma’am/Sir. I will try harder.”
4. The guidelines for giving feedback are;
o Express your feedback in positive terms. Being positive gives an
opportunity for agreement, being negative is more confrontational.
For example, 'It would have been helpful if you had emailed the location
and starting time for the meeting to everybody” rather than “How do
you expect us to meet if you don't tell us the time and location”.
o Be descriptive rather than evaluative. Describing what you see and
hear reduces the need for others to react emotionally.
For example, “You didn't bring the notes to the meeting, which you
agreed you would” rather than “You are lazy and unreliable”.
o Reveal your own position or feelings. Describing your reaction gives
the person an opportunity to think and respond to the feedback.
For example, “I felt unsettled when you argued your point” rather
than “You were very rude”.
o Be specific rather than general.
For example, “When you spent forty minutes trying to find my account
details in your records, I lost some of my confidence” rather than “You
and your company are disorganised”.
5. Feedback is usually more effective when requested than when given
voluntarily.
6. Generally, feedback is most useful when it is given at the earliest
opportunity after the given behaviour.
198
7. Check that you have communicated your feedback clearly. Ask the person to
rephrase your feedback to see if it corresponds closely to what you intended.
8. The guidelines for receiving feedback are;
o Listen to the feedback. Try to understand the other person's perspective.
o There is nothing called “negative” feedback. All feedback is always
positive; only the attitude of the person can be negative.
o Focus on “only” what you need to learn from the feedback.
o Don’t reject feedback immediately. Give the feedback serious
consideration and weigh up the consequences of changing or not
changing. Don't reject it immediately.
o Express your thoughts and feelings about the feedback and possible
changes.
o Tell the person whether you intend to try and change, and in what ways.
o Tell the person what they could do to help you make changes.
o Express appreciation for their concern and interest. 'Thank you for the
feedback' or 'Thank you for the ideas'.
2. Activity: Role-Play
Directions: Ask the students to fill in the blanks with the appropriate feedback
and responses, in order to form a coherent conversation between “A” & “B”. 3.
ROLE-PLAY:
a) I will work harder.
b) Thank you for the feedback, Sir/Ma’am.
c) I could see the amount of effort you’d put into your work, and I really think
you will be very successful if you keep up the good work.
d) You have to learn how to work in a team.
e) Thank you so much for your feedback. I assure you, I will continue to do
well.
1. A: I have reviewed your performance
B: How did I do, Sir/Ma’am?
A: You do well alone but not when you are working in a team.
__________________________________________________________________
_____________________.
B: Thank you for the feedback, Sir/Ma’am. I will work on it.
2. A: How do you find work at our office?
B: I like working here, Sir/Ma’am.
A: I would like to give you a feedback. You have done very well till now.
B:_______________________________________________________________.
3. A: I went through your report this morning.
B: Was it okay. I’d collected all the data I could get.
A: I’d like to give you some feedback that may help you.
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B: What is it?
A:________________________________________________________________.
B:________________________________________________________________.
4. A: I would like to give you a feedback.
B: Okay, Sir.
A: As a customer service representative, you need to be more attentive to
the customers.
B: Thank you for the feedback, Sir/Ma’am.
______________________________________________________.
ANSWER KEY:
1. A: I have reviewed your performance.
B: How did I do, Sir/Ma’am?
A: You do well alone but not when you are working in a team. You have to
learn how to work in a team.
B: Thank you for the feedback, Sir/Ma’am. I will work on it.
2. A: How do you find work at our office?
B: I like working here, Sir/Ma’am.
A: I would like to give you a feedback. You have done very well till now.
B: Thank you for the feedback, Sir/Ma’am.
3. A: I went through your report this morning.
B: Was it okay. I’d collected all the data I could get.
A: I’d like to give you some feedback that may help you.
B: What is it?
A: I could see the amount of effort you’d put into your work, and I really
think you will be very successful if you keep up the good work.
B: Thank you so much for your feedback. I assure you, I will continue to do
well.
4. A: I would like to give you a feedback.
B: Okay, Sir.
A: As a customer service representative, you need to be more attentive to
the customers.
B: Thank you for the feedback, Sir/Ma’am. I will work harder.
3. Activity: Direct Speech to Reported Speech
Directions: Ask the students to convert the direct speech of the given
sentences to reported speech by filling in the blanks.
Sentences:
1. Manager: “Sahil, your presentation was very good!”
____________________________________________________
Sahil: “Thank you, Sir!”
2. Team Leader: “Trisha, you need to be more focused on your work.”
200
______________________________________________________________.
Trisha: “Yes, Sir. I will try harder.”
____________________________________.
3. Manager: “You have to learn how to work in a team.”
______________________________________________________________.
Sahil: “Yes, Ma’am. Actually this is the first time I am working as a part of a
team.”
_________________________________________________________________.
4. Manager: “How do you like working in this office?”
______________________________________________________________.
Sahil: “Sir, I like the office very much as it provides opportunities for
moving
ahead.”___________________________________________________________.
5. Team Leader: “Trisha, I am happy to see that you are improving.”
______________________________________________________________.
Sahil: “Thank you, Sir.”
Answer Key:
1. Manager: “Sahil, your presentation was very good!”
The Manager told Sahil that his presentation was very good.
Sahil: “Thank you, Sir!”
2. Team Leader: “Trisha, you need to be more focused on your work.”
The Team Leader said that Trisha needed to be more focused on her
work.
Trisha: “Yes, Sir. I will try harder.”
Trisha replied that she would try harder.
3. Manager: “You have to learn how to work in a team.”
The Manager said that the Sahil would have to learn how to work in a
team.
Sahil: “Yes, Ma’am. Actually this is the first time I am working as a part
of a team.”
Sahil replied that it was actually the first time that he was working as a
part of a team.
4. Manager: “How do you like working in this office?”
The Manager asked Sahil how he liked working in the office.
Sahil: “Sir, I like the office very much as it provides opportunities for
moving ahead.”
Sahil replied that he liked the office very much as it provided
opportunities for moving ahead.
5. Team Leader: “Trisha, I am happy to see that you are improving.”
The manager told Trisha that he was happy to see that she was improving.
Sahil: “Thank you, Sir.”
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COMMUNICATION SKILLS
SESSSION 17: IMPORTANCE OF COMMUNICATION SKILLS
This section on communication skills has the following topics:
1.
2.
3.
4.
5.
Importance of communication skills.
Effective listening skills.
Non-verbal communication.
Workplace communication.
Interview skills
This section focuses on a few of the soft skills that you need as you move from
school to the workplace. Hence, you will find that the exercises and activities
are different from the previous section on English. Listen carefully to your
facilitator to make the most of this section.
Importance of Soft Skills
Soft skills are often described by using terms often associated with personality
traits, such as:
• optimism
• common sense
• responsibility
• a sense of humor
• honesty
These are also abilities that can be practiced (but require the individual to
genuinely like other people) such as:
• empathy (sensitivity to others views/feelings)
• teamwork
• leadership
• communication
• good manners
• negotiation
• sociability
• ability to teach.
It's often said that qualifications and expertise (often called “hard skills”) will
get you through an interview but you need soft skills to get (and keep) the job.
Many people often refer to 'soft skills' as 'people skills' or 'emotional
intelligence'. Hard skills are the technical abilities required to do a job or
perform a task: essentially they are acquired through training and education
programs.
Some studies have shown that a person's ability to manage his or herself and
relate to other people-matters twice as much as intelligence or technical skills
in job success.
Results of recent studies on the importance of soft skills indicated that the
single most important soft skill for a job candidate to possess was interpersonal
skills, followed by written or verbal communication skills and the ability to
work under pressure.
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RELEVANT KNOWLEDGE
Facilitator writes the word communication on the board/flipchart and asks
participants to give examples of ways they communicate:
Facilitator lists their responses, adding others from the list below, as
appropriate:
* Talking face to face
* Talking on the phone
* Writing an e-mail
* Creating a video or CD
* Participating in an online forum
* Texting
* Instant messaging or chat
* Telling a story
* Acting
* Giving a speech
* Sending non-verbal signals with posture or gestures
* Making a face
* Writing a poem
* Singing a song
Facilitator asks the students what is the communication process; compiles the
responses and draws the following diagram on board:
Sender -> Message ->Receiver ->Feedback-> Sender
Emphasizes that communication is an ongoing process and does not end with
receiver receiving the message. Feedback is a very important component of this
process.
Facilitator writes the following sentence on the board and asks the students to
read it :
Esha and Anita are talking. Esha says, “I don't think I want to go to the party
tonight. Simran is going to be there. I think I'll just stay home and listen to
music.”
How will you interpret this sentence?
Several possible messages include:
a. “I don't want to go to the party because I do not like Simran and she's going
to be there.”
b. “Something is going on between me and Simran and I want to tell you about
it.”
c. “I am scared of Simran hence I will not go to the party.”
d. “I know Simran does not like me hence I will not go to party.”
Any other answer that students suggest.
Facilitating points:
• Message is not just what a person says, but also the meaning of that
message. Meaning takes more than one form. That is, it can be the
meaning(s) as intended by the sender and the meaning(s) as interpreted
by the receiver. Sometimes, the sender may have more than one
meaning and/or the receiver may understand more than one meaning.
• Feedback is the way the receiver lets the sender know she or he got a
message and the way the sender finds out if the receiver correctly
understood the message.
203
•
Review the scenario between Esha and Anita. Ask the group what Anita
could say to Esha to clarify the message received (give Esha feedback).
Several possibilities include:
Anita can ask a question: “Esha, are you saying you don't like Simran
anymore?”
Anita can tell Esha she doesn't understand: “l guess I don't really
understand why you don't want to go. I thought you liked Simran.”
Anita can repeat the message she thinks Esha sent: “Esha, it sounds like
you are worried about meeting Simran at the party.”
What other ways could Anita clarify what Esha meant?
Point out that any one of these responses opens the door for Esha to
communicate again with Anita and give additional information. Without
feedback from Anita, Esha will not know if Anita misunderstood and Anita may
never know what Esha meant. If Anita asks no questions, Esha may not tell her
friend what she is really feeling.
What Is Communication?
Communication is more than just talking; it requires understanding the
information that has been exchanged. If you cannot understand what has been
expressed, then the communication has not been not successful. For example,
you can explain to someone how to multiply a complicated equation, but if
they don’t understand your explanation, then your communication was not
successful.
Many actions are involved with communication:
•
•
•
•
•
•
•
speaking clearly,
listening effectively,
asking questions,
understanding body language,
using a common language,
organizing information,
understanding (this is the most important aspect).
We want the students to not only improve their language skills, but also
improve the way they speak with other people to ensure that the thoughts are
conveyed and understood correctly. This will be important when they move into
the working environment, and interact with and are exposed to different
people. They might meet people who don’t listen well or cannot communicate
effectively, causing misunderstandings.
Misunderstandings can create many problems. Hence it is important for
students to improve their communication skills in order to avoid
misunderstandings and improve the likelihood of positive outcomes with
everything they do.
Our understanding of communication is incomplete till we understand the flow:
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Sender -> Message ->Receiver ->Feedback-> Sender
Communication is an ongoing process and does not end with receiver receiving
the message. Feedback is a very important component of this process.
Message is not just what a person says, but also the meaning of that message.
Meaning takes more than one form. That is, it can be the meaning(s) as
intended by the sender and the meaning(s) as interpreted by the receiver.
Sometimes, the sender may have more than one meaning and/or the receiver
may understand more than one meaning.
Feedback is the way the receiver lets the sender know she or he got a message
and the way the sender finds out if the receiver correctly understood the
message.
WORKSHEET - EFFECTIVE COMMUNICATION
Divide the students in pairs and ask them to answer the Effective
Communication worksheet and later on ask some students to share their
responses.
Main objective is to check the understanding of the communication model and
make the students realize previous failures can be used as an example to
improve communication skills and should not be viewed as barriers.
Answer the following questions in your own words based on your experiences
and learning from today’s session.
1. What do you think about the communication model?
2. Have you ever had difficulty sending a message? What
happened? Why is it sometimes difficult to say what we really
mean?
3. Have you ever tried to communicate and been misunderstood?
What happened? What could you have done differently?
1. What happens when communication breaks down between you and your
friends?
(Answers may include, but are not limited to: the sender may get angry
or frustrated when the message is not interpreted correctly; the
receiver may get hurt feelings if he/she thinks the sender has sent a
negative message; a job may be done incorrectly because the receiver
did not understand the message; a relationship may end because two
people have not been able to communicate clearly.)
Case Study- Communication is the savior
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Explain the importance of communication through a case study.
• Divide the students in groups of four.
• Ask them to individually read the case – Communication is the savior.
• Discuss what they understood from the case with group members.
Share responses and compile points to highlight how timely communication
saved lives of hundreds.
The following is a true story that took place on a small fishing island off the
coast of Sri Lanka at the time of the Tsunami. The son of one of the fishermen
was in Singapore, watching news about the earthquake that had just occurred
off the coast of Indonesia. Worried about the potential impact on his family of
giant waves that were reported to be spreading across the Indian Ocean, he
telephoned his sister in Nallavadu, who told him that water was already
beginning to seep into her home. He told her to leave immediately, and to urge
others to do so. The villagers broke into the telecommunications centre. Using
the public alert system set up for weather forecasts, they told the 500 families
in the village that they had to leave immediately. The result of the warning was
that although 150 houses and 200 boats were destroyed, not one of more than
3,500 villagers lost their lives.
What does this story tell us? Discuss with your class fellows.
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SESSSION 18: EFFECTIVE LISTENING SKILLS
RELEVANT KNOWLEDGE
What are Effective Listening Skills?
Expressing our wants, feelings, thoughts and opinions clearly and effectively is
only half of the communication process needed for interpersonal effectiveness.
The other half is listening and understanding what the other person is
communicating to us. Effective communication exists between two people
when the receiver comprehends, interprets and understands the sender’s
message in the same way as the sender intended it. It has many advantages.
By listening effectively, you will:
•
•
•
•
•
Get more information from the people
Increase others trust in you
Reduce conflict
Better understand how to motivate others
Inspire a higher level of commitment in the people you manage
Effective listening is actively absorbing the information given to you by the
speaker, showing that you are listening and are interested in what he/she is
saying, and giving feedback to the speaker so that he/she knows that the
message was received. It makes the speaker feel special and paid attention to.
Active Listening
Active listening is an intent to "listen for meaning", in which the listener checks
with the speaker to see that a statement has been correctly heard and
understood. The goal of active listening is to improve mutual understanding.
When interacting, people often do not listen attentively to one another. They
may be distracted, thinking about other things, or thinking about what they are
going to say next. (The latter case is particularly true in conflict situations or
disagreements).
Active listening is a structured way of listening and responding to others. It
focuses attention on the speaker. Suspending one’s own frame of reference and
suspending judgment are important in order to fully attend to the speaker.
Techniques:
•
•
Focus on the speaker.
Watch for non-verbal cues. These may be more important than what
is said.
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•
•
•
•
•
•
•
•
•
•
•
Listen to how something is said. Inflection, intonation and strength of
the speaker’s voice may communicate more than words alone.
Eliminate distractions.
Give encouraging non-verbal cues. Nodding and leaning toward the
speaker show interest.
Encourage the speaker by using words such as, “Yes,” “I see,” and
“go on”.
Ask questions to clarify what is said.
Check your understanding by repeating or paraphrasing what you
think you heard.
Respond when appropriate.
Control emotional responses.
Listen to the entire point without interrupting.
Give the speaker time to think as well as talk.
Summarize what was said.
Your facilitator will guide you through the session. Listen to him/her carefully
and follow all instructions.
What is listening?
Facilitator asks the students the following questionsGod has given us one mouth but two ears. Why?
That is because listening is twice as hard as speaking.
Activity- Listening or hearing
Divide the students in pairs. Tell students that one of them will be Student "A"
and the other will be Student "B." get the A’s and B’s to group together and
give group A and B separate instructions. One group should not know the
other’s instruction.
Instruction for Student A- Narrate your happiest and sad moments to your
partner. Maintain eye contact with your partner and try to get his/her
attention.
Instruction for Student B - Avoid eye contact with your partner and distract
him/her when he/she is narrating; disagree or interrupt
• Ask the A’s what annoying listening habits their partners displayed and how
did they feel when their partners were distracting and not listening to them.
Compile their responses and ask the students to brainstorm good listening
habits in groups of four. Write up the responses.
Points should include:
• Maintain eye contact and face the speaker
• Be patient
• Take notes if needed
• Avoid forming an opinion or being judgmental
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•
•
- Did
least
Don’t jump to conclusions
Confirm and clarify/provide feedback
you know listening is the skill we need/use most but for which we receive
training
Feedback- an important element of listening
Facilitator asks the students what kind of listener are they:
Possible answersGood
Bad
Not sure
Facilitating points:
What do you do when someone is talking to you?
Possible answers
Listen
Effective listening activity:
Arrange students into pairs. (Use the same pairs from the previous activity)
Have each pair of students sit at their desks back-to-back, with the writing
surfaces of their desks in front of them. Tell students that one of them will be
Student "A" and the other will be Student "B."
Instruct all "A's" to spend two minutes drawing something on their papers.
Students need not be good at drawing; even stick drawings will do for this
activity. (Partners may not look at or talk to each other during this part of the
activity.) While "A's" are drawing, "B's" should remain in their seats. At the end
of the two-minute drawing period, instruct "A's" to put down their pens/pencils.
Next, tell "B's" to pick up their pens/pencils. Instruct "A's" to give a clear
description of their drawings to their respective partners. Instruct "B's" to listen
carefully to their partners' instructions and not to ask any questions or give any
feedback. Each "B" will use the oral instructions to try to re-create his or her
partner's drawing. Allow five minutes for this next step. Remember: The only
means of communication is for each "A" to provide description of the drawing to
his or her partner. "B's" can only listen and draw. Partners should remain sitting
back-to-back at all times during this part of the activity. At the end of the fiveminute time period, instruct "B's" to put down their pens/pencils.
Allow a few minutes for partners to show each other their drawings and discuss
the results.
For the next part of the activity, instruct partners to resume their back-to-back
positions. Provide each student with a clean sheet of drawing paper and tell
students that the second part of the activity will be different from the first
part. Then have "B's" spend three minutes drawing on their papers. Students
should use the entire three minutes to draw something which is not a simple
shape or geometric figure. When the three minutes are up, "B's" should put
down their pens/pencils.
Remind the pairs to remain seated back-to-back. Instruct all "A's" to prepare to
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draw. Tell students that this time the "A's" are going to reproduce their
partners' drawings, but the only way they can obtain information about those
drawings is by asking yes or no questions. Emphasize that only questions that
can be answered in yes or no are allowed! Allow students five minutes to
complete this part of the activity. When time is up, let the partners compare
their drawings.
Take time to discuss the difficulties or successes experienced by the pairs. Ask
which exercise was more difficult and why. Discuss what they learned about the
need for effective communication.
Students should conclude in their discussions that effective communication
requires cooperation, honest listening, clear instructions, and respect for one
another, clarifying questions, proper feedback, and openness to different
opinions.
Are you good listeners?
Activity- Check your listening skills (attached worksheet)
Make sure that each student has plenty of paper to use to manipulate the
letters. Ask them to write on a blank sheet of paper. Read each direction
slowly, pausing between each step. Some students may have difficulty
following along, but do not give them hints as you go. The lessons learned come
from careful listening.
Collect papers at the end of the exercise to ensure that all students
participated.
Answer is HOLLAND.
Now give out the Instructions to each student and ask them to read and solve
the puzzle. Were they able to get the answer HOLLAND?
Wrap up
Why was following directions difficult as compared to reading and solving?
Did they lack concentration while listening/ Were they listening or hearing?
Emphasize effective listening is possible only when you are ready to listen.
Discuss the rules for becoming effective listener
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EXERCISE: CHECK YOUR LISTENING SKILLS
Name: __________________________________________________
Directions: Start in the United States and follow the directions to see where
you end up.
1. Write down: THE UNITED STATES OF AMERICA
2. Take out all of the E’s.
3. Take out every fifth letter.
4. Change the F to an A.
5. Move the S’s to the front of the word.
6. Take out all of the T’s.
7. Take out the first vowel (A, E, I, O, U) and the last consonant
(alphabets other than the vowels).
8. Move the fourth and fifth letter to the end of the word.
9. Replace the S’s with L’s.
10. Remove the sixth, seventh, and eighth letters.
11. Move the double L’s to be the third and fourth letters.
12. Where
did
you
end
____________________________________________
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up?
SESSSION 19: NON-VERBAL COMMUNICATION
RELEVANT KNOWLEDGE
What is Non Verbal Communication?
Our Communication comes from three sources. These are listed below:
Words
7%
Tone
38%
Gestures, Body Language
55%
Nonverbal communication is behavior, other than spoken or written
communication, that creates or represents a meaning. In other words, it
includes facial expressions, body movements, and gestures. Nonverbal
communication is talking without speaking a word. It is very effective, maybe
even more so than speech.
Remember the saying, “Actions speak louder than words”.
You may be surprised to know that it is not only humans who
respond to this form of communication. If you have a pet,
especially a dog, it may follow directions and respond to hand
and body movements more than your words. Dogs will even get
confused if you say “sit” but give the hand motion that you
usually use for “stay”.
Next, we will focus on different kinds of nonverbal communication and its
usage. One form of nonverbal communication is called the “universal
gesture”. See if you can guess what it is by the time you finish this page!
There are two main types of nonverbal communication: Body Language and
Gestures.
Body language: Body language is body movements that depend on a person’s
attitude or feelings. Body language includes the way people walk, how they
stand, and their facial features. In other words, any kind of meaning that is
shown by a person's body attitude or movements. For example, when a boy is
sad he may drop his head and walk slowly. Or, if a girl is happy, she might run
and jump or stand up straight and put her hands in the air. People don't have to
say anything to show how they feel about things. The color of people's skin may
even show how they feel. For example, if people with light colored skin get
embarrassed, their skin may turn red, or if they are worried, they might get
pale. Body language can be voluntary (on purpose) or involuntary (a person
can’t help it). An interesting fact is that blind children will smile when happy
even though they have never seen a smile.
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Gestures: Gestures are communications like facial expressions, hand signals,
eye gazing, and body postures. Examples include smiles, handshakes, waving,
and raising certain fingers to say something. For instance, if you see a friend at
a noisy carnival, you might smile
smile and wave at your friend. You might also point
at theFerris wheel if you wanted to meet your friend there. You could do all of
these things without saying a word. Another great example is in cricket the
umpire has different hand signals for showing if the batsman is out or if he has
hit four or six runs.
There are three main uses of nonverbal communication. People
often use all of them every day.
The first use is for greetings.. Greetings include waves,
handshakes, hugs and salutes. For example, when you
you see your
friends in the morning on the way to school, you may wave to
them. A more formal greeting would be shaking hands with your boss at work.
The salute is used in the armed forces when you see a person with a rank higher
than yours.
The next use is for specific communication.. For example, workers may use
signals at their jobs. One important use is in construction when a worker signals
to a crane operator to keep everyone safe. These signals are very specific and
tell the operator to move left, right,
right, or raise and lower the hook. Another very
important use is sign language. This form of communication is used for people
who have hearing problems. They use hand signals and lip reading to
communicate very specific things.
The third use is involuntary nonverbal
verbal communication.
communication These
are movements and attitudes that show how people feel. Most
times, people don't even know they're communicating when they
make these actions, because these actions are automatic. For
example, a slumped posture may mean that the person is sad. A
stern look may show that the person is in a serious mood. When people rub
their eyes, it can show they are tired. All of these examples show how people
feel.
Note:: Expressions and gestures are not the same around the
world. Some gestures,, like the “thumbs up,” which is a positive
gesture in the United States, may mean something very different
in other cultures. In Nigeria, the thumbs up gesture is a rude
insult! In Australia it is an obscene insult. Another funny example
is spinning your finger around your ear. This is known as the
“you’re crazy” sign in America and in some other nations. But in
Argentina, it means “you have a phone call!”
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Another gesture that can be taken completely differently depending upon
where you live is nodding the head. In most parts of the world, it is a positive
or “yes” gesture. In Bulgaria, and parts of Greece and the Middle East, it means
no.
Other examples of involuntary communication are rubbing hands together to
show anticipation, tapping or drumming fingers when impatient, biting nails if
nervous, and putting a hand or finger to one's cheek if thinking deeply.
Non verbal communication includes, Proxemics- how we use our personal
space, eye contact or gaze, facial expression, gesture, especially use of hands
and arms, dress, posture, paralanguage – sounds that we make e.g., uff,
hmmm, etc. Carefully study the handouts on nonverbal cues given in this
session.
Facilitator reads out the following text speaking without gestures, mime/voice
modulation and hides her/his face with a book so that the students cannot see
the facial expressions.
Text:
Nonverbal communication is the unspoken communication that goes on in every
face-to-face encounter with another human being. It tells you their true
feelings towards you and how well your words are being received. 90% of our
message is communicated nonverbally, and only 10% is actual words.
Facilitating points:
• What was read?
• Did you follow?
• Why?
Facilitator reads the text again with gestures, facial expressions and
suitable voice modulations.
• Was it easier to follow this time?
• Why?
Facilitator explains
• What is non verbal communication
• Why students need to work and improve their non verbal communication
along with verbal communication.
During their job interview they mat say they are confident but body language
may be conflicting.
Explain what is covered under non verbal communication::
• Proxemics- how we use our personal space
• Eye contact or gaze
• Facial expression
• Gesture, especially use of hands and arms
• Dress
• Posture
• Paralanguage – sounds that we make e.g., uff, hmmm, etc
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Give examples for each of the above and ask for more examples from the
students. You can use the diagram above to explain how we use our personal
space and sounds that show feelings.
(Another important aspect of proxemics is the use of Personal territory. Let me
briefly outline the four areas of personal territory; public, social, personal, and
intimate, that we intuitively respect and use.
a. Public space ranges from 12 to 25 feet and is the distance
maintained between the audience and a speaker such as the
President.
b. Social space ranges from 4 to 10 feet and is used for
communication among business associates, as well as to separate
strangers using public areas such as beaches and bus stops.
c. Personal space ranges from 2 to 4 feet and is used among friends
and family members, and to separate people waiting in lines at
teller machines.
d. Finally, intimate space ranges out to one foot and involves a high
probability of touching. We reserve it for whispering and
embracing
Source : http://www.cs.unm.edu/~sheppard/proxemics.htm)
Ask the students to carefully study the handouts on nonverbal communications.
Use this as a basis for discussion of nonverbal behavior. During class, point out
the nonverbal cues being exhibited by students, and ask the students to point
out cues exhibited by you the facilitator
Activity- Non verbal communication
Divide the class into small groups (preferably groups of four each). Ask the
groups to create a role play that involves ONLY body language and NO talking.
The group can pick any scene (preferably a workplace scenario) and characters
it wants. Encourage the group NOT to over-plan the role play. Instead, suggest
that they pick a scene, define the characters in the scene, and think of a few
possibilities for events that might occur in the scene. The group enacting will
provide NO introduction to the role play. The class can then guess what is
happening in the scene.
Facilitating points:
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Did you find it difficult to communicate without using words?
Did you find it difficult to understand what the students performing were trying
to say?
Non verbal cues at workplace worksheet
Now ask the students to answer individually the Worksheet Non verbal cues at
workplace.
Debrief:
Facilitator explains how our body language can give wrong signals at workplace
if we do not match it to our verbal communication.
NON VERBAL CUES
NO
♦ Facial expressions
♦ Body language
♦ Eye contact
♦ Dress and physical appearance
♦ Gestures
When our words send one
message and our nonverbal cues
send another message, people
almost always believe our
Most People Express and Can Recognize
Six Basic Emotions
Sadness
Anger
Happiness
Surprise
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Disgust
Fear
WORKSHEET NON VERBAL CUES AT WORKPLACE
Answer the questions based on the scenario given:
#1
Damanjit was complaining about the work he had to do on the job. His
supervisor, Mr. Ritesh, looked at him crossed his arms and frowned.
1. What is the inappropriate behavior?
____________________________________________________________________
2. What are the non-verbal cues?
____________________________________________________________________
3. How should Damanjit correct the behavior
____________________________________________________________________
#2
Julie is very friendly with Koel on the job. She always jokes with Koel and helps
Koel do her work. She doesn't really talk to anyone else. She never helps other
workers. When she does talk to other workers, like Suraj they often turn away
and ignore her.
1. What is the inappropriate behavior?
____________________________________________________________________
2. What are the cues?
____________________________________________________________________
3. How could he correct the behavior?
____________________________________________________________________
#3
Jay is a great worker at Coffee Day. He's young and has an unhappy family life,
but he does a good job for you. He always has a frown on his face though. When
customers ask him for an extra napkin or coffee, he always gets it for them, but
he scowls and shrugs while he's doing it. So, the customers are left feeling like
they have been an inconvenience to him. He also walks around looking at the
217
floor with his shoulders slouched down. You would think he didn't like himself
very well.
1. What is the inappropriate behavior?
____________________________________________________________________
2. What are the cues?
____________________________________________________________________
3. How could he correct the behavior?
____________________________________________________________________
#4
Sohini works at a cyber cafe. She knocks into things and uses quick, jerky
motions. She often touches people while she talks to them and puts her hands
on their shoulders.
1. What is the inappropriate behavior?
____________________________________________________________________
2. What are the cues?
____________________________________________________________________
3. How could she correct the behavior?
____________________________________________________________________
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SESSSION 20: WORKPLACE COMMUNICATION
RELEVANT KNOWLEDGE
What is workplace communication?
In the workplace, the learners will meet a variety of communication styles.
They may need to understand how language can mean different things to
different people. They need to know how to communicate directly and to
clarify expectations.
Workplace Communication Skills
There are two types of communication; formal and informal. Informal
communication is between family and friends, but when it comes to formal
communication, there are some etiquette and rules that need to be followed.
Here are some tips for effective communication in the workplace with your
subordinates, colleagues, as well as seniors.
•
Be Clear and Transparent: You need to be very clear and transparent in
the way you communicate, especially at work. Avoid statements that
may be dubious or with a double meaning. Whatever you communicate,
be it any changes in the rules, regulations or policies, everything should
be explained properly and clearly with examples.
•
Be Well Prepared: Remember this is professional communication, so you
should always have a proper documentation of all the points to be
covered while communicating with your employees or colleagues.
Include everything that you want to communicate, as missing out on
even a single important point might create a hassle later on.
•
Be Precise: You are here to communicate about organizational matters,
and so you need to honor the time of everyone involved directly or
indirectly. For this, you have to be precise. So do not drag the discussion
unnecessarily and come to the point directly.
•
Be Generic: Communicating on a professional level needs discussion on a
generic level. Pointing at anyone's mistakes or errors is undesirable, as
this might result in a conflict. Use the word 'We' for success as well as
failures, and try not to use the word 'You' unless there is a need for
mentioning something specifically.
•
Be Assertive: Communicate in an assertive manner. It should be such
that you, as well as the person in front of you should be benefited. Be
open and honest about what you say, while respecting the feelings of
others.
219
•
Do Not Assume: Never work with any assumptions, at least as far as
communication is concerned. For example, if there is a set of tasks that
need to be performed, make sure you specify all of them along with the
end result, and do not assume that everyone involved will know most of
the things needed to be done anyway.
•
Encourage Two-Way Communication: Always give the other party a
chance to speak. Ask questions and take the other person's opinion too,
once you have finished speaking. Such a two-way conversation forms the
basis of a healthy communication, and you also come to know about
people's thoughts about certain issues. Moreover, you never know who
might come up with a great idea and that too when least expected.
Facilitator uses the Mullah Nasruddin story – ask the students to read it from their
student workbook.
Facilitating points:
What did you understand from this story?
What should have been done?
Ask the group to think about the way they communicate. For example, if someone asks
them a question do they give a direct response or do they ask for clarifications. Do they
get to the point quickly or do they talk for a long time before they get to the point?
Highlight everyone has a unique way of communicating and we need to understand and
respect the various communicating styles at workplace.
Effective non-verbal communication
A Mullah Nasruddin Story:
A renowned foreign scholar and his team members were passing through the
town where Mullah Nasruddin lived. The scholar was honored by the ministers
of that town. During this ceremony the foreign scholar said he wanted to have
an intellectual discussion with the knowledgeable person in the city.
The ministers wanted to have some fun, so they immediately summoned their
Town Jester – the “wise fool” – Mullah Nasruddin. As the news spread, a large
crowd gathered to witness the “battle of wits”.
The foreign scholar did not speak the local language and the rustic Nasruddin
could not understand or converse in the foreign scholar’s language. So, the two
wise men tried to communicate with each other non-verbally in sign-language,
while the audience looked on with fascination. The foreigner, using a stick,
drew a large circle on the sand. Mullah Nasruddin took the stick and divided the
circle into two. Then the foreigner drew a line perpendicular to the one
Nasruddin had drawn and the circle was now split into four quarters.
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He motioned to indicate first the three quarters of the circle and then pointed
to the remaining quarter. In response to this Mullah Nasruddin made a swirling
motion with the stick on the four quarters. Then the foreigner made a bowl
shape with his two hands side by side, palms up, and wiggled his fingers.
Nasruddin responded by cupping his hands palms down and wiggling his fingers.
The foreign scholar then bowed his head in deference before Mullah Nasruddin.
Mullah Nasruddin smiled at the foreign scholar and then he walked away.
Later the renowned foreign scholar explained the intellectual encounter to the
city council. “Mullah Nasruddin is truly a very learned man,” the foreign scholar
said, “I told him that the earth was round and he told me that there was the
equator in the middle of the earth. I told him that the three quarters of the
earth was water and one quarter of it was land and he said that there were
undercurrents and winds. I told him that the waters warm up, vaporize and
move towards the sky, and in reply to that, he said that they cool off and come
down as rain.”
Later, when he reached home, his wife was curious, so Mullah Nasruddin
explained his version of intellectual encounter: “This stranger has real good
taste. He said that he wished there was a large round tray of halwa (milk cake).
I said that he could only have half of it. He said that the syrup should be made
with three parts sugar and one part honey.
I agreed and said that they all had to mix well and blend properly. Next he
suggested that we should cook it on blazing fire. To this I suggested that we
should pour crushed nuts on top of the halwa.” “It was a very rewarding
discussion,” said Nasruddin with a glow of self satisfaction, “and I am so proud
that I taught the foreign scholar the best recipe for halwa for which he will be
grateful to me forever.”
Activity – Saturday shift
Ask the students to study the dialogue in, “Saturday Shift”. Have two members
of the class role play the dialogue as Mr. Ramakrishna and Mr. Banerjee.
1. Ask the class to describe what is happening in the dialogue.
2. Ask the class about the expectations of Mr. Ramakrishna.
3. Ask the class about the expectations of Mr. Banerjee.
4. Ask the class about the end result of the dialogue. What do they think will
happen?
• Brainstorm as a class how Mr. Ramakrishna and then Mr. Banerjee could
have been clearer. Discuss what outcome they each wanted to achieve.
• Review what would make the dialogue clearer
• Ask the class to work in pairs. They must jointly decide what outcome
they wish to achieve (such as getting time off or having someone to them
a favor) and then write a dialogue in which both parties clearly
understand the outcome.
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•
•
Have each pair role play their dialogue to the rest of the class
Have the class debrief the pairs as to whether they achieved their
outcome clearly
DebriefIt is important to have clear communication no matter what your occupation is.
Ask some students to share a situation where lack of clear communication
caused a problem.
SATURDAY SHIFT- DIALOGUES
Mr. Ramakrishna- It looks like we are going to have to keep the production
line running on Saturday.
Mr. Banerjee – I see
Mr. Ramakrishna – Can you come in on Saturday?
Mr. Banerjee - I think so.
Mr. Ramakrishna –That will be a great help.
Mr. Banerjee – Yes, Saturday is a great day for me, did you know that.
Mr. Ramakrishna - How do you mean?
Mr. Banerjee – It is my son’s birthday.
Mr. Ramakrishna – How nice. I hope you all enjoy it.
Mr. Banerjee - Thank you very much for your understanding.
Facilitator ask students to go through the workplace scenario worksheet and
asks the students to answer it individually.
Once the students finish, responses should be shared and discussed.
Facilitating points:
What is wrong with Chetna’s behavior?
What is wrong with Sameer’s behavior?
What will the result of such inappropriate behavior on the business? On
Chetna/Sameer? On their peers?
Facilitator wraps up the session - Communication is vital in every phase of life,
and it might take several years to learn effective communication, as there are
different types and different levels of communication at the workplace.
Tips to communicate effectively at workplace :
• Be Clear and Transparent
• Be well prepared
• Be precise
• Be assertive
• Do not assume
• Engage in two way communication.
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WORKPLACE SCENARIOS
Read the scenarios given below and discuss the questions that follow with your
class:
1. Chetna works as a customer relation officer at a famous beauty clinic. She's
rude and doesn't look at people when she talks to them. When she seats
them, she tosses the menus on the table and walks off as though she is in a
hurry and angry. She does not make the people feel welcome.
a). What is the inappropriate behavior?
____________________________________________________________________
____________________________________________________________________
b). What are the cues?
____________________________________________________________________
____________________________________________________________________
c). How could the behavior be corrected?
____________________________________________________________________
____________________________________________________________________
2. Chetan works as IT support officer in a college. He usually slumps and holds
his head down. He often shrugs and frowns when someone speaks to him.
a). What is the inappropriate behavior?
____________________________________________________________________
____________________________________________________________________
b). What are the cues?
____________________________________________________________________
____________________________________________________________________
c). How could he correct the behavior?
____________________________________________________________________
____________________________________________________________________
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SESSSION 21: INTERVIEW SKILLS
RELEVANT KNOWLEDGE
What are Interview Skills?
Prepare for your interview.
When you get selected for an interview you need to ask yourself - what was
there in your CV or application form which interested the employer? Those
being interviewed probably have similar skills and achievements, so you need to
show that you are the right and the best match. To prepare yourself, check the
company website, read the company literature (if any) and find out as much as
you can about the organization.
Remind yourself about the contents of your application form/CV.
A valuable tool you need to prepare is a statement about yourself so you can
answer the key question which is often asked – ‘Why are you applying for this
job?’ So practice talking about your own self by preparing a ‘Career
Statement’. Can you list two or three things you are good at? Can you list two
or three skills and combine them all into a sentence or two?
Make sure you know exactly where the interview is taking place. The building
may have several floors so you need to allow time to get to the right floor. Plan
your route – how long will it take to get there? You need to allow time for
problems with transport, parking, bad weather etc.
Do you know who will be interviewing you? This is not essential but it may give
you some idea about their focus.
Dress for success
You also need to prepare in advance, what you are going to wear. What you
wear does not have to be new, but it does have to be clean and neat. Dress
smartly in an outfit which is comfortable to wear and fits well. It is probably
preferable to wear a suit of a dark, plain color and men could wear a tie.
Women can wear a skirt or smart trousers with a coordinating jacket or a
traditional saree/salwarkameez. Your shoes should be comfortable and clean.
Your hair should be neat and remember to keep jewellery to a minimum. Your
visual appearance is very important and you want to make the right impression.
Looking good will also boost your confidence.
Typical interview questions
Prepare yourself for answering some questions that are typically asked in every
interview. You could use some concepts you have learnt in your Level 1 text
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book while preparing your answers. Most importantly, remember to be natural
while giving your answers.
•
•
•
•
•
•
•
•
Tell me about yourself
Why have you applied for this job and applied to this company?
What evidence can you offer that demonstrates you have the skills we
are seeking?
Can you give me an example of a problem you have solved?
Why did you choose your particular degree?
What are your strengths and weaknesses?
Where do you see yourself in five years’ time?
What do you do in your leisure time?
Ask the students to form groups of 3
Explain the aims of the lesson using the learning outcomes on Info Sheet (1).
Ask the students to work in small groups brainstorming what we mean by
careful preparation for interviews, e.g. arrive at least 10 minutes before
appointed time etc.
Ask for feedback to the class and write the responses on the
blackboard/flipchart. Discuss them and add to the list.
Ask the students to look at Info Sheet (1) – (5). They can add additional points
to Info Sheets (3) and (4) from their brainstorming session.
Brief the students for carrying out mock interviews with one another, taking it
in turns to be the interviewer, the interviewee and the observer. All students
should get the chance to perform all the roles.
Before going into the role play the students will need some time to prepare a
‘script’. During the role play the observer must complete Activity Sheet (1).
Students will have to be timed and signaled when to start and stop each mock
interview. Time should be provided for feedback in between each interview.
Groups of 3 will take a shorter time than groups of 4.
After the role play, ask students to complete Activity Sheet (2).
Ask the students what they have learned from the lesson.
Summarize the main learning outcomes.
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INFO SHEET (1)- Interview Techniques
“This could be the most important 20 minutes of your life”
Interviews give you the
chance to tell someone
about yourself – your
strengths,
yourachievements and
your personal qualities
Most
people
are
nervous about selection
interviews for jobs and
courses. One way to
reduce anxiety and
perform
better
at
interviews is to get
some practice.
This lesson provides an
opportunity to do that.
You will get the chance
to be in the role of an
interviewer and be able
to observe someone
else as well as being the
interviewee
This should help you to
do better next time
when it may really be
“the most important 20
minutes of your life!!”.
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INFO SHEET (2) – Interview Techniques
JOB SPECIFICATION
The company requires an enthusiastic youth who can work as a Customer
Care Executive with a leading Gym in Delhi.
The person must be able to work as part of a team, be
a good communicator, and be prepared to work flexible
hours, be smart in appearance, have a keen interest in
physical fitness and be committed to our training
program.
Qualification- Passed Class 12 (desirable but not
compulsory)
*INTERVIEWER is the manager of the gym
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INFO SHEET (3) – INTERVIEW TECHNIQUES
Interviewee’s
Checklist
PREPARATION
•
•
•
•
•
Decide what to wear, be clean and tidy.
Plan the journey including how long the journey will take.
Find out about the company.
Prepare some questions.
Prepare some answers
THE INTERVIEW
•
•
•
•
•
•
•
•
•
•
•
Arrive 10 minutes early.
Be friendly and cheerful to the secretary or receptionist who
greets you.
Look neat and clean.
Be prepared to shake hands.
Don’t sit until you are offered a chair.
Try to relax and listen to the questions carefully.
Look at the person asking the question.
Think before you answer.
Speak clearly and in a strong voice.
Show interest and enthusiasm.
Be honest.
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INFO SHEET (4) – INTERVIEW TECHNIQUES
Interviewee’s
Checklist
Continued
QUESTIONS YOU MAY BE ASKED
•
•
•
•
•
•
Tell me about yourself.
Why do you want the job?
What makes you think you would be good at the job?
What do you do in your spare time?
What qualities do you think you have to offer?
How did you like school?
What are your strengths and weaknesses?
•
QUESTIONS WHICH YOU MAY ASK
•
•
•
•
•
•
During the interview the details of the job will probably be explained to
you, but there may be gaps and you may wish to ask your own questions.
Wait until the end of the interview to ask questions and don’t ask too
many.
What are the normal hours of work?
What training will I get?
Are there any opportunities for promotion?
Who will I be working with?
Who will I be directly responsible to?
WHAT WILL THE EMPLOYER NEED TO KNOW?
•
•
•
•
•
•
What qualifications you have to offer.
What experience you have including work experience.
The standard of your health.
Whether you are keen, interested and willing to work.
Whether you have the skills, abilities and personal qualities for the job.
Whether you have found out about the company beforehand.
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INFO SHEET (5) – INTERVIEW TECHNIQUES
Interviewer’s
Checklist
WHAT ARE THE CRITERIA THE INTERVIEWER WOULD USE IN THE SELECTION
PROCESS?
•
•
•
•
•
•
•
•
•
Qualifications.
Work experience.
Health.
Home circumstances (e.g. distance from home to work).
Skills/abilities.
Personality.
Interest and willingness to work.
Knowledge of the company.
Questions the candidate asks.
WHAT WOULD YOU TELL THE INTERVIEWEE?
•
•
•
•
•
What they would be expected to do, who they would be responsible
to.
Wages, hours, holidays, lunch arrangements.
Training offered.
Future prospects.
Values of the organization
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ACTIVITY SHEET (1) – Interview Technique
Interviewee
Good points
How is the interviewee sitting?
What impression does this give?
Is the interviewee prepared?
Is the interviewee looking at
the interviewer?
Are the answers clear?
What impression does the
interviewee give? Confident,
Nervous
Does the interviewee show
interest and enthusiasm?
Are
the
easy/difficult?
questions
Were they relevant?
Did
the
questions?
interviewee
ask
Other comments:
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Bad points
ACTIVITY SHEET (2) – Interview Techniques
Having taken part as an observer, interviewer and interviewee in today’s session,
1
list the skills, personal qualities or previous experiences you have which would be
of value to a potential employer.
List any concerns you may have about your management of any interview situation.
2
Having watched or taken part in mock interviews, list the common weaknesses in an
3
interviewee’s performance
How could these be overcome?
4
List 8 key factors important to an employer in interviewing a potential employee.
5
1.
2.
3.
4.
5.
6.
7.
8.
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APPENDIX 1 – COMMON GRAMMAR AND USAGE CONCEPTS
These notes give the underlying theory that is used for the interactive sessions.
They could be revised by the students before, during or after the session to
understand the underlying principles behind common concepts.
NOTE: The details given here are to be used only as a reference, for a deeper
understanding of the subject. While this is primarily intended for the Facilitator
and is at a more advanced level, the students can use this as a reference. They
can ask the Facilitator for further explanation if they do not understand any
concept.
CONCEPT TOPICS OVERVIEW
GRAMMAR
1. Tenses
2. Subject Verb agreement
3. Reported speech
4. Adjectives and Adverbs
5. Dangling modifiers
6. Articles
7. Prepositions
8. Pronouns
9. Countable and Uncountable
10. Verb preposition combinations
11. Modals
12. Phrases and Clauses
SENTENCE STRUCTURE
13. Active and Passive voice
14. Types of Sentences - Simple/Complex/Compound
MISCELLANEOUS
15. Hyphen and Dash
16. Its Vs It’s
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17. That Vs Which
18. The Apostrophe
19. Gerunds and Infinitives
WRITING
20. Redundancy in Language (writing to the point as well as
redundant words)
21. General Writing
•
Structuring ideas
•
Topic sentences
•
Linking sentences
•
Linking paragraphs
22. Writing formal letters / applications
VOCABULARY
23. Shades of meaning
24. Confusing words
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TENSES
A sentence is made of a subject and a verb. While the subject tells us what the
sentence is about, the verb tells us what the subject does and when – it is this
indication of time that is referred to as Tense.
Tenses denote three time frames:
Past
Present
Future
Yesterday
Today
Tomorrow
I studied tenses.
I am studying tenses.
I will study tenses
Each kind of tense is further divided into four types:
•
Simple
•
Continuous
•
Perfect
•
Perfect Continuous.
Refer to this table for examples of each:
1
2
3
4
5
6
7
8
9
10
I play cricket every day.
I am playing cricket now.
Present Simple
Present
Continuous
I have played cricket all my life.
Present Perfect
I have been playing cricket since I was Present Perfect
four years of age.
Continuous
I played cricket till 6 pm yesterday.
Past Simple
I was playing cricket when my father Past
came back from work.
Continuous
I had played cricket for two hours when Past Perfect
he came back.
I had been playing cricket since 4 pm Past
Perfect
when my father came at 6 pm.
Continuous
I will play cricket with my father Future Simple
tomorrow.
I will be playing cricket with my father Future
at 5 pm tomorrow.
Continuous
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#
11
I will have played cricket for two hours Future Perfect
by the time you come to my place
tomorrow.
12
I will have been playing cricket for two Future Perfect
hours if you come to my place at 6 Continuous#
tomorrow.
The Future Perfect Continuous Tense is rarely used in the English language.
Let us now look at some tenses in detail…
Simple Present
Used to express an action that is repeated, usual, a universal truth, or a
generalization:
•
I play cricket.
•
The train leaves every evening at 6 pm.
•
Twenty-four hours make a day.
Used to talk about scheduled events in the near future:
•
The train leaves tonight at 8 pm.
•
The party starts at 7 pm tonight.
•
When does the class get over tomorrow?
Present Continuous
Used for an action going on at the time of speaking:
•
She is running a fever yet again.
•
Kishore is singing a song right now.
•
My mother is mopping the floor.
•
The children are dusting the carpet outside the house.
Used to indicate an action that is about to happen very soon:
•
Mani Ratnam is going to make a film with Abhi and Ash.
•
She is running for the college elections this year.
•
Kishore is singing a song at the annual function tomorrow.
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•
We are leaving for a three-week tour of Europe next week.
Used for a temporary action that may not be actually happening at the time of
speaking:
•
I am reading Arundhati Roy’s The God of Small Things. (I am not reading
the book at this moment)
Present Perfect
Used to indicate an action that has just happened:
•
He has just arrived.
•
We have done the required work!
Used to indicate an action that began in the past and is still current:
•
I have lived here ever since I was born.
•
The Sharmas have been a family friend for a long time.
Used to indicate an action that happened in the past but the exact time of the
event is not clear:
•
I have been to almost all countries on the Continent.
•
Have you found the house of your choice?
Present Perfect Continuous
Used to indicate an action that is ongoing, together with a reference to the
length of time it has been ongoing:
She has been working on her research dissertation for the past three months.
Work on the flyover has been going on for several months.
Past Continuous
To understand this tense, let us look at a few examples first:
•
It’s said that King Nero was playing the fiddle as Rome burned.
•
I was studying in Class 9 when my grandmother passed away.
•
Kishore was singing a song at the annual function when the stage caught
fire.
In each of these sentences, there is not one but two things happening in the
past. The Past Continuous tense is used for that action which was taking place
237
when the other action happened. Hence, the action of “Kishore singing” was
happening at the time when “the stage caught fire”.
Past Perfect
Here too, we have two past actions…
•
She had run for the college elections when he proposed to her.
•
I had traveled to the United States twice before I went to Europe.
•
Kishore had just sung a song at the annual function when the stage
caught fire.
…and one of them – the one indicated with the past perfect tense – got
completed before the second one happened (they did not happen at the same
time).
Past Perfect Continuous
Used to indicate an action that began before a certain point in the past and
continued until (was not completed before) that point:
The report was not completed by the due date though the team had been
working on it for a month.
•
I had been watering the plants before the gardener arrived.
Future Continuous
Used to indicate an action that will be ongoing at a time in the future:
•
By this time tomorrow, I will be cruising the Mediterranean.
Used to refer to an action that is already planned or expected to happen in the
normal course of things:
My cousin will be coming tomorrow.
Future Perfect
Used to indicate an action which is going to occur in the future before another
action takes place. This second action is also a future action, but is denoted by
the Simple Present Tense.
By the time the next world cup happens, India will have played two series
against Australia.
•
I will have traveled to the United States at least twice before this year
ends.
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•
Kishore will have won all singing competitions by the time
ime he graduates
from the college.
In the figure below, the various tenses are placed on a Timeline. Refer to it if
you are confused about what tense to use.
Action
Note::
action
Refers to an ongoing action
239
Refers to a completed
SUBJECT VERB AGREEMENT
The basic principle of subject verb agreement is that the verb must agree with
the subject in number, that is if the subject is singular, the verb is singular,
and if the subject is plural, the verb is plural.
The only variant to this basic principle happens in the instance of singular third
person: he, she, it, or substitutes such as Tom, Sarah, bag/phone/laptop etc.,
which take an ‘-s’ or ‘-es’ at the end of the verb.
Example: He/Ravi works; She/Sujata works; the phone works
The two tables below shows this exception to the rule. The verbs taken for all
the subjects in the tables are “run” and “have”.
First
Person
Second
Person
Third Person
Singular
I run
You run
He runs, She
runs, It runs,
Ravi runs, Sujata
runs
Plural
We run, You
all They run, Ravi
All of us run, All of and Sujata run
run
you run
First
Person
Second
Person
Third Person
Singular
I have
You have
He has, She has,
It has, Ravi has,
Sujata has
Plural
We have, You
all They have, Ravi
All of us have, All of and Sujata have
have
you have
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When applying this simple rule, you could get make a mistake in the following
cases:
Indefinite pronouns such as ‘everyone’ and ‘everybody’ feel plural, but they
are always singular and take a singular verb.
•
•
Everyone associated with the project is proud to be part of the effort.
Someone has to be responsible for this.
Don’t be confused by phrases that come in between the subject noun and its
verb:
•
Each of the project partners is responsible for writing a project
summary.
The verb that accompanies pronouns such as ‘all’ and ‘some’ will be
determined
by whether the pronoun is referring to something that is
countable or not.
•
•
•
Some of the students in the cafeteria have voted already.
Some of the grain was ruined by the flood
Student is countable, but we cannot count grain; it is one lump, one
quantity.
‘None’ is usually regarded as singular, but it can be used as a plural.
•
•
None of the representatives has indicated how he or she will vote. OR
None of the representatives have indicated how he or she will vote.
With fractions and decimals, the verb will be determined by what is being
measured: whether it is countable or not.
•
•
•
•
Two-fifths of the grain is ruined.
One-half of the students were convinced that there would be no final
exams this year.
Of all the returns we have counted so far, fifty percent are in favour of
the referendum.
A majority of the student body is in favour of asking the Dean to stay
another year.
Phrases such as together with, along with, and as well as seem to join
subjects, but they do not work the same way as ‘and’: they are not
conjunctions.
•
Some of the hay in the barn, as well as some of the major pieces of farm
equipment, was ruined in the flood.
241
‘Either’ and ‘neither’ are always singular, even when they appear without
or and nor or when the subject seems to be two things.
•
•
Neither of these choices appears to be satisfactory
Either is fine with me.
When two or more singular nouns or pronouns are connected by ‘or’ or
‘nor’, use a singular verb.
•
The book or the pen is in the drawer
However, when neither and either appear with ‘nor’ and ‘or’, the subject
that is closer to the verb determines the number (singular or plural) of the
verb.
•
•
•
Neither the Principal nor the teachers are at fault.
Either the teachers or the Principal has to be responsible for the yearend festival.
Has either the President or his aides been in touch with you?
In normal cases, two or more words connected by “and” form a Plural
subject, and so take a plural verb.
•
•
Bunty and Babli are good friends.
Success and failure have always been considered two sides of the same
coin — one cannot happen without the other.
However, when the two (or more) words connected by ‘and’ present the same
idea, the subject becomes singular, and so takes a singular verb.
Bunty and Babli is a very interesting film.
His sudden success and failure has surprised many people.
Words that appear plural but are actually singular!
Some words appear plural (they have an ‘s’ at the end) but they are actually
singular….
•
•
•
The news is not good: India has lost the match.
Statistics was my favorite subject in college.
Measles, along with Chicken Pox, is easily controlled by vaccinating the
children at the right age.
When we talk of periods of time, amounts of money, or quantities as single
units, they are considered as singular subjects:
•
Thousand rupees hardly gets you anything these days.
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•
•
Sixty minutes is all you have to finish this test.
Even twenty four hours is not enough time to complete all the work that
you have asked me to finish in a few hours.
Words which are always singular!
Some words are always used in the singular…
•
•
•
•
•
•
My information is correct – the enemy is moving back. (There is no word
as “Informations”)
The scenery of Kashmir is very beautiful.
All our luggage is arriving separately on the next flight.
The advice that I received from him is of no use.
Most of the furniture in this house is at least 50 years old.
All the machinery in this factory has been imported from Japan.
Words such as somebody, anyone, nothing…
The words formed with (some / any / every / no) + (body / one / thing) are
always singular
•
•
•
•
•
•
•
Somebody in the room is to be blamed.
Nothing is impossible.
Everyone in this room believes in God.
No one wants to lead a lonely life.
Something about this painting bothers me.
If anything happens to the child, she will only blame herself.
As soon as anyone enters that temple, the bell starts ringing.
Do not be misled by a phrase that comes between the subject and the verb.
The verb agrees with the subject, not with a noun or pronoun in the phrase.
•
•
One of the boxes is open
The people who can listen to music are few
Nouns such as scissors, tweezers, trousers, and shears require plural verbs.
(There are two parts to these things.)
•
•
These scissors are dull
Those trousers are made of wool
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REPORTED SPEECH
We often have to give information about what people say or think. In order to
do this we can either use direct or quoted speech, or indirect or reported
speech.
When reporting speech, there is a “backshift” in the tense. This is because
when we use reported speech, we are usually talking about a time in the past
(because the person who spoke originally spoke in the past). The verbs
therefore are used in the past forms.
FOR EXAMPLE: “I WILL GO TO THE CINEMA ON MONDAY” – SHE SAID SHE
WOULD GO TO THE CINEMA ON MONDAY. SHOPPE
Take a look at the following examples:
Direct speech
Present simple
They said, "It's late."
Present
continuous
He said, "I'm chatting with friends."
Present perfect simple
She said, "I've been in Delhi since
2004."
Present perfect continuous
She said, "I've been teaching English
for seven years."
Past simple
She said, "I read a book yesterday."
Indirect speech
Past simple
They said it was late.
Past
continuous
He said he was chatting with friends.
Past perfect simple
She said she had been in Delhi since
2004.
Past perfect continuous
She said she had been teaching English
for seven years.
Past perfect
She said she had read a book
yesterday.
Past continuous
Past perfect continuous
He said, "I was studying science He said he had been studying science
earlier."
earlier.
Past perfect
Past perfect
He said, "The session had already NO CHANGE - He said the session had
started when he arrived."
already started when he arrived.
Past perfect continuous
Past perfect continuous
He said, "I'd already been teaching for NO CHANGE - She said she'd already
five minutes when he came in."
been teaching for five minutes when
he came in.
Modal verb forms also sometimes change:
Direct speech
Indirect speech
Will
Would
Renu said, "I'll do the assessments Renu said she would
later."
assessments later.
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do
the
Direct speech
Indirect speech
Can
Sakshi said, "I can teach very well."
Must
She said, "I must go back home by
5pm."
Shall
She said, "What shall you wear to the
party?"
May
Natalie said, "May I come in?"
Could
Sakshi said she could teach very well.
had to
She said she had to go back by 5pm.
Would
She asked what I would wear to the
party.
Might
Natalie asked if she might come in.
Note - There is no change to could, would, should, might, and ought to.
Time change
If the reported sentence contains an expression of time, you must change it to
fit in with the time of reporting. For example:
Expressions of time if reported on a different day
This (evening)
that (evening)
Today
Yesterday
These (days)
Those (days)
Now
Then
(A week) ago
(A week) before
Last weekend
The weekend before last / the previous weekend
Here
There
Next (week)
The following (week)
Tomorrow
The next/following day
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REPORTING VERBS
SAID, TOLD, and ASKED are the most common verbs used in indirect speech.
We use ASKED to report questions; told with an object, for expressing
directions or commands, and said without an object. Take a look at the
following examples:
•
I asked Radha what time the session started.
•
Radha told me she felt tired. (Note – Here me is the object.)
•
Radha said she was going to teach using computers.
There are many other verbs we can use apart from said, told, and asked. Take
a look at the following examples:
•
He invited me to the party.
•
He begged me to come to the party.
•
He ordered me to come to the party.
•
He suggested that I should come to the party.
246
ADJECTIVES AND ADVERBS
Definition:
Adjectives and Adverbs are words or groups of words that modify (describe or
provide additional information about) a noun and a verb respectively.
Additionally, adverbs also sometimes modify another adverb or an adjective.
Take a look at the following sentences:
•
Anita lives in a beautiful house which is very well equipped.
•
Anita bought a yellow hummer which is a very fast car.
•
Anita is quickly learning to drive long distances.
Now, in the above sentences, “beautiful”, “yellow” and “long” are adjectives
as they describe the nouns “house”, “hummer” and “distances” respectively.
Similarly, “very” in the first two sentences is an adverb that modifies “well
equipped” and “fast car” – “well” and “fast” being adjectives. In the third
sentence, “quickly” modifies the verb “learning”.
Adjectives and Adverbs also function through groups of words. In this case, they
are called adjectival/adverbial clauses or phrases.
An adjectival/adverbial clause is a group of words which together acts like an
adjective/adverb and includes a subject and verb.
An adjectival/adverbial clause without a subject or a verb is called an
adjectival/ adverbial phrase. Here are some examples:
•
Anita, who is much older than I am, is an engineer.
•
Anita is the one refusing to move in with me.
•
When this week is over, we'll go to the hills.
•
She works on holidays.
In the first sentence, “…who is much more than I am…” gives us more
information about Anita and includes a subject (who) and a verb (is). This is
therefore, an example of an adjectival clause.
Similarly in the third sentence, “when this week is over…” gives us more
information about going to the hills and also includes a subject (this week) and
a verb (is). This is therefore, an example of an adverbial clause.
In the second and fourth sentences, “…refusing to move in with me” and
“…on holidays’ modify “Anita” and “work” respectively. As neither of these
247
groups have both subject and verb, they are examples of adjectival and
adverbial phrases, respectively.
Position of adjectives and adverbs
Now that we’ve understood how to identify adverbs and adjectives, let us have
a look at their position in a sentence.
Adjectives nearly always appear immediately before the noun or noun phrase
that they modify. But as with everything in the language, there are conditions
to the rule. Here are a few instances.
Size
A
Shape
Dilapidat
ed
Delicious
Som
e
Four
Gorgeous
Our
Long
stemme
d
small
•
Ag Color
e
old
Red
ne
w
brow
n
Indi
an
Thai
scho
ol
Noun
Qualifier
Material
Physical Description
Origin
Sometimes there are multiple adjectives for a particular noun or
noun phrase. In such a case, there is a particular order to be
followed. Take a look at the following table.
Observatio
n
Determiner
•
bus
food
silk
roses
Pup
In sentences beginning with “It is….”, “This is…..”, “He is….”, etc.
the adjective is placed just before the word it describes.
It is a bright day.
Delhi is a huge city.
She is a very nice girl.
We are in a difficult situation.
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•
In sentences where the word being described by the adjective comes
at the beginning, the adjective is usually placed immediately after
the connecting verb (is, am, are…).
The day is bright.
Delhi is huge.
I am tired after running the marathon.
The people are excited about the cricket match.
The situation is tense.
My hairstyle is different from yours.
•
With indefinite pronouns such as “something”, “someone”, and
“anybody”, the adjective comes after the pronoun.
Anyone capable of doing something horrible to someone nice
should be punished.
Something unfortunate came his way after he had met her.
•
There are certain adjectives that, in combination with certain words,
always come after the word that they modify.
The president elect lives in New York proper.
•
Adverbs on the other hand are easier to position. In most cases, the
adverb is placed immediately after the verb it describes:
The sun is shining brightly.
The city is expanding very fast.
She can sing beautifully.
We must face the situation bravely.
•
Sometimes, when there is need to emphasize the adverb, it can be
placed right at the beginning of a sentence.
Suddenly, the woman screamed at the top of her voice.
Gradually, he learnt how to deal in shares and stocks.
•
Adverbs such as “normally”, “usually”, “regularly”, “definitely”,
etc., come immediately before the verb.
I normally go to bed by 10 pm.
249
Children usually like to listen to a story before bedtime.
India will definitely win the last match against Sri Lanka.
•
When an adverb describes an adjective, it is placed immediately before
the adjective.
The chef needs finely chopped vegetables to cook the dish.
I usually come back home very tired.
She is particularly worried about her second son.
Adjectives and adverbs for comparison
Adjectives and adverbs can also express degrees of comparison. For example:
Natalie is tall.
Upasana is taller than Natalie.
Sakshi is the tallest.
•
They are called the positive, comparative, and the superlative
degrees of comparison.
•
Most adjectives follow the “-er” and “-est” patterns. For example:
Tall, taller, tallest
Short, shorter, shortest
Smart, smarter, smartest, etc
•
Some adjectives (those with multiple syllables) and all adverbs follow
the “more” and “most” pattern.
Beautiful, more beautiful, most beautiful
Slowly, more slowly, most slowly
Miserable, more miserable, most miserable
•
Some adjectives are irregular in their comparative forms. Here are a
few examples.
Good, better, best
Bad, worse, worst
Little, less, least
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Much, more, most
Far, further, furthest/Far, farther, farthest
•
Finally, there are some adjectives which due to the nature of their
meaning do not admit comparisons. Unique, For example, means
something different from the rest – one of a kind. So, saying more
unique or most unique does not make sense. Here are some more
such words: absolute, impossible, ideal, sufficient, and favorite.
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DANGLING MODIFIERS
Having been thrown down from the terrace, the man caught the ball.
This sentence could mean that the man was thrown from the terrace (not the
ball)!
It is obvious that the speaker of this sentence had no intentions of throwing the
man from the terrace – it must have been the ball!
Because word order is crucial to the meaning of English sentences, modifiers
must
be positioned very carefully. Otherwise the intended meaning can be
misinterpreted.
Modifiers are adverbs, adjectives, and phrases and clauses used as adverbs and
adjectives that modify the grammatical element which is nearest. Misplacing
the modifier results in ambiguity or confusion.
Let’s look some other examples
While driving on Ashoka Road yesterday evening, a tree began to fall
towards my car.
Meaning, the tree was driving on the Ashoka Road yesterday evening!
OR
The modifier While driving on Ashoka Road yesterday evening seems to
be modifying an element that is absent (I).
The correct sentence is:
When I was driving on Ashoka Road yesterday evening, a tree began to
fall towards my car.
The locker was empty, having shifted everything to the new bank.
Meaning,
the locker had shifted everything to the bank!
OR
The modifier having shifted everything to the bank seems to be
modifying an element that is absent (Abhishek).
The correct sentence is:
After Abhishek shifted everything to the new bank, the locker was
empty.
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ARTICLES
Articles are used to determine a noun. The three articles in the English
language
Are ‘a’, ‘an’ and ‘the’..
“A” and “an”
” are used for indefinite nouns. An indefinite noun
no is one which
hasn’t been referred to previously; something which is being mentioned for the
first time.
“The” is used for definite nouns. A definite noun is one which has been
mentioned before and is being referred to again.
Here is an example. Take a look at the following sequence and identify the
articles
Here is a pen and a book. Megha is using the pen and the book to write a
letter.
She will send the letter to a cousin in Kolkata.
Did you notice the difference in the usage of “a”
“ and “the”? When the pen and
the book were introduced for the first time, “a”
“ ” was used. When they were
referred to again, “the
the”
” was used. Similarly, notice the articles used for
“letter” and “cousin”.
As a general rule, “a”
” is used to determine indefinite articles which
whi start with a
consonant sound. And “an”
“ ” is used to determine indefinite articles which start
with a vowel sound.
Note:: It is the sound which matters here not just the spelling. So even though
University and European start with vowels, “Eu” is pronounced as “you”, so “a”
is used before them. So, it is “a
“ European” and “a university”.
university Similarly as
“hour” actually sounds like “our”,
“
we say “an hour”.
By the same logic, “an
an”
” is also used before abbreviations such as MBA or STD.
For example: I want to make an STD call; she is an MA in English. For M sounds
like “em” and S sounds like “es”.
“
Here are a few examples which explain the usage of “a”, “an”, and “the”.
253
•
Use “a” to signify “one” thing or person.
Can I ask you a question?
Please get me a pen.
We need a plumber and a carpenter to do the job.
•
Use “a” to signify a “certain” thing or person.
Yesterday, I talked to a salesperson.
Aditya works in a shopping mall.
We met a Disney Imagineer on the flight.
•
Use “a” to signify “any” thing or person
Can I have a chair?
A son is a son till he gets a wife.
•
Use “the” when you are clear about the thing or person that you are
talking about.
Aditya works in the shopping mall on MG Road.
Can I ask you the question once again?
Please get me the pen that I bought yesterday.
Has the fire in my room been put out as yet?
Sunny is the plumber who did the job.
•
Use “the” with superlatives, ordinals (first, second, third, etc.), and
specific dates.
Her apartment is in the tallest building in our area.
I liked the first and the last page of the book.
I will see you on the 24th.
The 1990’s was a very eventful decade for India.
She is the most efficient woman I have ever seen.
•
Use “the” with adjectives that refer to specific persons or a group of
people.
The Japanese are very hard working.
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He is the adventurous guy I was telling you about.
She is the brilliant painter I wanted to introduce you to.
•
Use “the” with a singular noun that stands for a whole class.
The cell phone is an indispensable instrument.
The grape vine is a kind of creeper.
•
Use “the” before names of oceans, seas, and rivers.
The Brahmaputra is known as the Yarlung-Tsangpo in Tibet.
I took a dip in the Indian Ocean at Kanyakumari.
The Mediterranean Sea lies between Europe and Africa.
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PREPOSITIONS
The following is a commentary on the cricket match between India and
Australia…….
“…the ball is now in the hands of the captain, Anil Kumble…who has now
tossed it to his strike bowler, Pathan. There are three fielders in catching
position on the slips...two more on the off side…one at long-on, one at the
mid-wicket boundary… one standing next to the square-leg umpire…and Dhoni
as usual behind the wickets...in comes Pathan…bowls round the wicket to
Ponting…and Ponting is…OUT!”
Can you guess the role of the words in bold in the above excerpt?
A. They help to describe how cricket is played.
B. They help to describe the position of various people and objects with
respect to other people and objects on the field.
C. They make the cricket commentary more interesting.
D. They do not have any role in the above sentences.
If your answer is B, you’re absolutely right! These words in bold are
prepositions, and in any sentence, their role is to show in what relation the
thing or person denoted by it stands in regard to something else. Run through
this list of the most commonly used prepositions:
Phrase
about
above
across
after
against
around
at
before
behind
below
beneath
beside
besides
between
By
down
during
except
for
from
in
inside
into
like
near
of
off
on
outside
over
since
through
throughout
till
to
toward
under
until
up
upon
with
256
according
because
by way
in addition
in front
in place
in regard
in spite
instead
on account
out of
Account for
Prepositions
to
of
of
to
of
of
to
of
of
of
Belong to
Take care of
Complain to
Consist of
Depend on
Hear about
Hear from
Look at
beyond
out
without
Agree
on/with
Apply for
Look for
Pay for
rely on
Talk to
Think about
Think of
Wait for
Prepositions are always used before a noun or a pronoun in formal English
(“pre” means that which comes before). This is the best way to identify a
preposition – if it does not come before a noun or a pronoun, it cannot be a
preposition. Often, prepositions function as adverbs. For example:
He went inside the cyber café.
He went inside.
In the first sentence, “inside” is a preposition (coming before the noun “cyber
café”) and in the second, it is an adverb (qualifying the verb “went”).
Some common prepositions
A. Prepositions of time: at, on, in, during, since, until, by, etc
Look at the following sentences:
The train is scheduled to arrive at 6:30 pm.
Every day, I go for a morning walk at 6 am.
Yesterday, I managed to have lunch only at 4 o’clock.
The train runs on Sundays and Thursdays only.
I was born on 31st December.
The school is closed on Friday for Holi.
I go for walk in the mornings.
I was born in December 1981.
Delhi is very cold in winters and extremely hot in summers.
257
Can you identify the relation? See if you can get this right:
To indicate…
Days and dates
Non-specific times during
a day, month, or year
Specific times
We use…
at / on / in
at / on / in
at / on / in
DO NOT USE A PREPOSITION before words like “every”, “next” etc. when these
words are used as adjectives before a day or date.
The
I left
train leaves on every Friday.
for home in the next morning.
Other prepositions of time:
During the holidays, Anita kept herself busy by conducting summer
camps for children.
She is running high temperature since last night.
Please wait until you receive my call.
Be sure to reach there by 4 o’clock.
B. Prepositions of Place: at, on, in, over, above, under, beside, behind, etc.
Yes, the same prepositions can be used for places as well:
Let’s meet at the Barista at Connaught Place this evening at 7.
Mr. Bhatnagar lives at F44, Sushant Lok, Gurgaon.
The school is opening a new branch at Sector 48, Noida.
Mr. Bhattacharya’s house is on Lamington Road.
Our New York office is on the 5th Avenue, 42nd Street.
There’s a new Big Bazaar on Richmond Road.
Mr. Bhatnagar has been living in Gurgaon for the last ten years.
Industrialization in India has been growing steadily in the last decade.
The district of Madhubani is in Bihar.
These examples tell us that at is used for specific places, on is used for roads,
streets etc., and in is used for towns, cities, and countries.
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Other prepositions of place:
She drew beautiful patterns all over the cloth.
There was a spider dangling above my head.
Did you search under the bed for the slippers?
Will you sit beside me?
Look behind. I think there is a man following us.
C. Prepositions of Direction: to, from, across, through, around, into,
towards, etc.
TO
FROM
They decided to drive to Jaipur together.
We were driving to Delhi from Jaipur when we saw the accident.
DO NOT USE THE PREPOSITION TO before words like “downstairs”, “upstairs”,
“inside”, “outside” and also “home”. FROM, however, can be used with these
words.
We went to home after the play.
The
old
lady moved to outside with great difficulty.
I came to the play directly from home.
She emerged from inside the house with a plate in her hand.
We started moving towards the flickering light.
The lance went through the shield.
259
The boy walked across the road.
She drew a circle around the tree.
She put her hands into the box to take out the contents.
Prepositions indicating other relationships: by, with, of, for, etc.
He sent the covering letter by fax.
He replaced the car tire with the help of his friend.
This sari is made of the finest silk.
There is a surprise waiting for you.
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PRONOUNS
Generally pronouns (pro + noun) refer to a noun, an individual or individuals
or thing or things whose identity has been made clear earlier in the text.
Keep in mind the following chart for a clearer understanding of various
pronouns
and their usage.
Reflexive
(used to
indicate
Determiners
Nominative Objective Determiners
an action
(used
to
Person (used
as (used as (used
as
that
indicate
subjects)
objects)
adjectives)
“reflects”
ownership)
back
to
the
subject)
1st
I
Person
We
Me
My
Mine
myself
us
Our
Ours
ourselves
2nd
You
Person
You
Your
Yours
yourself
3rd
She
Person
he
Her
Her
Hers
herself
him
his
his
himself
they
them
their
theirs
themselves
it
it
its
yourselves
itself
Personal pronouns (which stand for persons or things) change form according
to their various uses within a sentence. Thus “I” is used as the subject of a
sentence; “me” is used as an object in various ways and “my” is used as the
possessive form. For example:
I
He taught me.
This is my book.
He
am
gave me
a
book.
Do
this
Neeta.
for me.
The same is true of the other personal pronouns: the singular “you” and “he”,
261
“she”, “it” and the plural “we”, “you”, and “they”.
When a personal pronoun is connected by a conjunction to another noun or
pronoun, its form does not change. For example:
Sakshi and I (nominative) are taking a course
Namrata gave all her books to Sakshi and me (objective).
together.
The relative pronouns (who/whoever/which/that) relate groups of words to
nouns or other pronouns. For example:
The person who wrote The Alchemist is a well known author.
The expanded form of the relative pronouns — whoever, whomever, whatever
— are known as indefinite relative pronouns. For example:
The coach will select whomever he pleases.
He seemed to say whatever came to mind.
Whoever crosses this line first will win the race.
She will tell you what you need to know.
(What is often an indefinite relative pronoun)
The indefinite pronouns
(everybody/anybody/somebody/all/each/every/some/none/one)
do
not
substitute for specific nouns but function themselves as nouns. For example:
Everyone is wondering if any food is left.
Note: Indefinite pronouns like "everybody", “everyone” feel as though they
refer to more than one person, but they take singular verbs. If you think of this
word as meaning "every single body," the confusion disappears. For example:
Everybody is accounted for.
The indefinite pronoun none can be either singular or plural, depending on its
context. None is nearly always plural (meaning "not any") except when
something else in the sentence makes us regard it as a singular (meaning "not
one"). For example:
None of the food is fresh.
The reflexive pronouns indicate that the subject also receives the action of
the verb. What this means is that whenever there is a reflexive pronoun in a
sentence there must be a person to whom that pronoun can "reflect" back. For
example:
Students who cheat on this quiz are only hurting themselves.
She encouraged herself to do well.
262
Look at the sentence…..
Please hand that book to myself
…This is incorrect because there is no "I" in that sentence for the "myself" to
reflect back to. Here we should use "me" instead of "myself".
When pronouns are combined, the reflexive will take either the first person…
SIta, Renu, and I have deceived ourselves into believing in my sister.
or, when there is no first person, the second person:
You and Renu have deceived yourselves.
The interrogative pronouns (who/which/what) introduce questions.
What is that?
Who will help me?
Which do you prefer?
The interrogative pronouns also act as Determiners.
It doesn't matter which beer you buy.
He doesn't know whose car he hit.
Reciprocal pronouns are “each other” and “one another”. They are convenient
forms for combining ideas.
If Rahul gave Akanksha chocolates for Diwali and Akanksha gave Rahul
chocolates for Diwali, we can say that:
They gave each other chocolates
Or
They gave chocolates to each other.
If more than two people are involved we would say that
They gave one another chocolates.
Reciprocal pronouns can also take possessive forms:
They borrowed each other's ideas.
The scientists in this lab often use one another's equipment.
263
COUNTABLE AND UNCOUNTABLE
Countable: Things that we can count are countable nouns. They can be
concrete
(that is, not abstract) nouns and collective nouns.
Example: Four books, many monkeys, two dozen apples, four classes, etc.
Uncountable: Something that cannot be counted is uncountable. All abstract
nouns are uncountable. Some concrete nouns, when considered as a whole, are
uncountable.
Example: Some rice, hunger, freedom, etc.
Adjectives for countable and uncountable nouns
•
Much / Many
We use much with uncountable nouns.
Example: How much more time is left for the show to get over?
She has so much work to complete before the weekend.
Many is used with countable nouns.
Example: How many clothes will fill this suitcase?
There are many children in the park.
•
A lot of / lots of
A lot of is used with countable nouns.
Example: There is a lot of money in the bank.
Lots of is used with uncountable nouns.
Example: I want to drink lots of water.
There are lots of flies in this room.
•
Little, quite a little, few, quite a few
Little and quite a little modify only uncountable nouns.
Example: There is little room for you in the bus. (Meaning hardly any
space)
There is quite a little space left for you to fit in. (Meaning
plenty of space)
264
Few and quite a few are used with countable nouns.
Example: There are a few coins in her piggy bank. (Meaning very less)
There are quite a few coins in her piggy bank. (Meaning many)
•
A little bit of, quite a bit of
Both these phrases are used with uncountable nouns.
Example: We mix a little bit of yellow with red to make orange.
(Meaning less)
There is quite a bit of salt in the mutton. (Meaning much)
•
Fewer / Less
Fewer is used with countable nouns.
Example :Fewer people can be seen traveling in buses.
Drink fewer glasses of alcohol.
Less is used with uncountable nouns.
There is less water in this bottle.
One should take less sugar.
However, there is an exception to this rule. When less is used in terms
like “no less than” or “or less”, it is used with countable nouns.
His session had no less than ten red marks on it.
State your reasons in 25 words or less.
Also, we use less than for a countable noun that denotes a measure of
time, amount, or distance.
Less than three months; less than 50 km; less than Rs100
•
Enough, plenty of, some, any, and no are used with both countable
and uncountable nouns.
There is enough content in the book.
There are enough pages in the note book.
There is plenty of food in the kitchen.
There are plenty of trees in the orchard.
We have some money kept at home.
We have some bottles in the fridge.
Are there any good shoes in the shop?
Is there any water in the well?
There is no time left.
There are no ducks in the pond.
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VERB-PREPOSITION COMBINATIONS
There are some verb-preposition combinations that have definite meanings.
And, if you change the preposition, the meaning changes.
Here are a few examples:
Blow up means to explode or to be angry
Blow out means to extinguish
Blow over means be forgotten
Break in means force open
Break up means end a friendship
Break down means stop functioning
Call back means return a telephone call
Call off means cancel
Call up means make a telephone call
Carry on means continue
Carry out means follow plans
Do in means beat up
Do up means improve
Drop by/in means visit without notice
Drop out means stop going to school
Fall for means accept naively
Fall out means end friendship or shed
Get over means recover
Get through means finish
Get out means be dismissed or remove
Give up means stop making an effort
Give in means surrender to pressure
Give out means distribute
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Keep on means continue
Keep away means not get close
Keep out means not enter
Look up means search for information
Look through means examine and search
Look after means take care of
Look up to means respect
Look into means investigate
Look for means search
Pass on means tell others
Pass out means lose consciousness
Pass by means ignore
Pick up means collect or give a ride to
Pick on means selectively mistreat
Pick at means scratch
Run out of means exhaust a supply of
Run into means meet by accident
Run for means seek election
See to means take responsibility
See through means detect
Stand for means believe in or allow
Stand out means look differently
Stand by means wait or give support
Take in means give shelter to
Take off means remove or leave
Take out means invite to go out
Take over means assume responsibility
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Think of/about means have in one’s mind
Think over means consider carefully
Throw out/away means discard
Throw up means vomit
Try to means make an effort
Try on means put on to test
Try out means use to test
Turn on means start a machine
Turn out means end/extinguish a light
Turn away means face a different direction
Turn up means appear unexpectedly
Turn down means refuse an offer
Turn over means move halfway around
Wear off means disappear
Wear out means become useless
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MODALS
Modals are helping verbs which help to express shades of mood and time.
Modals like shall, will, may, can, etc., are used in conjunction with the
main verb. For example:
•
I shall go now.
Shall, will and should are used varyingly depending on the situation.
Traditionally shall has been used to express the simple future for first person
I and we. For example:
•
Shall we meet by the river?
Will has been used in the simple future for all other persons. Using will in the
first person expresses determination on the part of the speaker. For example:
•
We will finish this project by tonight!
Using shall in second and third persons would indicate some kind of promise
about the subject. For example:
•
This shall be revealed to you in good time.
In recent times however, shall has been less frequently used owing to the
increased usage of the ‘ll form which can be the shortened version of both
shall and will. Shall is mainly used to frame polite questions such as:
•
Shall we go to the movie tonight?
Or in formal situations to express obligation, for example:
•
We shall be personally responsible for your safety.
Or in place of the phrase “ought to”, for example:
•
You really shouldn’t go out tonight with that cold.
Can is used to express ability (in the sense of being able to do something or
knowing how to do something). For example:
•
He can play the piano really well.
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To expression permission (in the sense of being allowed or permitted to do
something), as in:
•
an I stay up a little late tonight?
Could is used to express an ability in the past. For example:
•
I could always beat you at chess when we were young.
To express past or future permission, as in:
•
Could I use your garden to walk our dog?
To express present possibility, for example:
•
We could always buy a ticket for the regular class.
To express possibility or ability in contingent circumstances, as in:
•
If she studied harder, she could ace the test.
In expressing ability, can and could frequently also imply willingness. For
example:
•
Can you help me with my luggage?
In most cases, may and might can be used interchangeably. They mean the
same. However, if you want to say that it was possible for something to happen
but, in fact, it did not happen, use might. For example, it is better to say:
•
The driver's negligence might have caused an accident.
Because you want to say that there could have been an accident due to the
driver's negligence. But you know that there was no accident. However, it is
better to say:
•
The driver's negligence may have caused the accident.
When you know that there was an accident but are not sure whether it was the
driver's negligence that caused it. Similarly, in certain contexts, will and would
are also interchangeable. However, to express willingness will should be used.
For example:
•
I’ll meet you outside your office tonight.
It can also express intention (especially in the first person), as in:
•
I’ll wash the dishes tonight.
And also to express predictions:
270
•
The meeting will be over soon.
Would can also be used to express willingness. For example:
•
Would you please wait outside?
It expresses characteristic activity, for example:
•
He would take the bus to work every day.
In a main clause, would can also express hypothetical meaning. For example:
•
If I were to meet him tomorrow, I would need to go early to work.
Would can also be used to express probability, as in:
•
I hear a bus. That would be the 604 to Vasant Kunj.
271
CLAUSE AND PHRASE
A clause is a group of words which contains a subject and a verb.
For example,
•
I am a twenty-year old woman.
•
I am a twenty-year old woman who likes painting.
A clause can be either an independent clause or a dependent clause. An
independent clause expresses a complete thought whereas in a dependent
clause, the thought expressed is not complete. In the sentence ,“I am a
twenty-year old woman who likes painting”, “I am” is the independent clause
and “who likes painting” is the dependent clause.
A phrase, on the other hand, is a group of words which contains a single
thought but does not necessarily express a complete thought. For instance, in
the sentence “I am a twenty-year old woman who likes painting”, “a twentyyear old woman” is a phrase.
The basic difference between a clause and a phrase is that a clause contains a
verb whereas a phrase does not.
272
ACTIVE AND PASSIVE VOICE
Consider the sentence: She conceived the new business.
Consider the rewrite: The new business was conceived by her.
Both sentences convey the same message. But what makes the two different?
Let’s find out.
In the first sentence, the doer of the action (she) comes first in the sentence.
And the thing being acted upon, or the receiver of the action (the new business
idea)follows. Such a sentence when the doer of the action precedes the
receiver of the action is called an active sentence.
In the second sentence, the receiver of the action (the new business idea)
comes before the doer of the action (she). Such a sentence is said to be written
in the passive voice.
Active:
Passive:
Doer
Tim
The Council
Receiver
Action
Wrote
declared
Action
Receiver
the report
its decision
By whom
The report
The decision
was written
was declared
by Tim
by the Council
Your choice of active or passive voice depends on whether you want to lay
stress on the doer or the receiver of the action. Words at the beginning of a
sentence are more attention grabbing than those in the middle or towards the
end of a sentence. Therefore, in our example, active voice rather than the
passive voice would be more appropriate if you want to stress on who
conceived the new business. The passive voice, on the other hand, is more
suitable if you wish to stress on “the new business”.
The passive voice enables us to do one thing though: it allows us to leave out
the doer and thus hide responsibility. So consider this alternative structure for
the passive voice:
Receiver
The report
The decision
Action
was written (By whom?)
was reserved (By whom?)
As a rule, if you are not clear about where the stress should be, choose the
active over the passive voice. Sentences in active voice are generally clearer
and more direct than those in passive voice.
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TYPES OF SENTENCES: SIMPLE SENTENCES
Sentences that have one subject and one predicate are known as Simple
Sentences.
For example:
•
The park is open today.
•
Prasad studies at Harvard.
•
Biology was my favorite subject at high school.
•
We need to buy at least two laptops for the office.
•
R. Rehman is among the finest music composers of Hindi film songs.
Note that all these sentences convey one complete idea and follow a simple
structure:
Subject + Verb + Object or Descriptive words.
Compound Sentences
The sentences that convey two thoughts of equal importance joined by a
conjunction are known as Compound Sentences. We often need to convey two
thoughts in quick succession, like this:
She smiled. He smiled back.
We can join these two sentences using conjunctions, like this:
She smiled so he smiled back.
Or
She smiled and he smiled back.
Here are some more examples:
It was hot. It was humid.
It was hot and it was humid.
She waited for the bus. It never came.
She waited for the bus but it never came.
It started to rain heavily. The umpires called off the match.
It started to rain heavily, so the umpired called off the match.
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We had only 80 runs to score in 15 overs. We lost the match.
We had only 80 runs to score in 15 overs; yet we lost the match.
Do you have a mobile phone? Or do you have a landline phone?
Do you have a mobile phone or do you have a landline phone?
All the words in bold in the sentences above are conjunctions.
Sometimes a conjunction can change the meaning of the sentence. For
example:
She smiled at him as he turned away.
She smiled at him but he turned away.
In the first sentence, the conjunction ‘as’ implies that the girl smiled at the
boy while he was turning away. In the second sentence, the conjunction ‘but’
implies that the girl smiled at the boy but the boy ignored her and turned
away. This way, the use of conjunctions can change the relationship between
the two clauses.
Note that in all these sentences, there are two subjects and two predicates
joined by the conjunction. Hence, the structure for a compound sentence is:
Subject 1 + predicate 1 + conjunction + subject 2 + predicate 2
Complex Sentences
Sentences that join one or more dependent clauses to the independent (main)
clause are known as Complex Sentences. Consider the following sentence:
As soon as I reached the office, there was a blast next door.
In this sentence, the clause “there was a blast next door” makes sense by itself
(and is therefore the main clause) while “as soon as I reached the office” does
not make sense until we add something to it (and is therefore the dependent
clause).
As soon as I reached the office, there was a blast next door.
Dependent Clause
Main Clause
Here are some more examples:
If only you had agreed to what I said, you would not have been cheated.
As Mr. Agarwal could not finish the assignment on time, the company
decided to cancel his contract.
275
Also, note the words (in bold) we have used to combine the two thoughts in
these sentences. These are known as “subordinate conjunctions” since they
mark the beginning of the dependent (or the subordinate) clause.
Here’s a list of some conjunctions used for making complex sentences:
After, although, unless, as, because, before, if, since, that, though, till,
when, where, while
After attending the workshop on tribal arts, Manita decided to use the art in
her paintings.
Although the summer heat was at its peak, the stadium was jam-packed
with spectators.
As soon as Shah Rukh Khan arrived at the stadium, people ran towards him
to get his autograph.
Unless you start exercising, you will not be able to reduce your weight.
Before the robbers could escape, the police arrived at the crime scene.
If only he had scored four runs on the last ball, Mumbai Indians would have
won the match.
Since the government has announced free education for girls, people have
started sending their daughters to schools.
The car that won the vintage car rally belongs to the Maharaja of Rajasthan.
Even though no one was interested, she kept talking about her lavish
lifestyle and high connections in London.
When he finished writing the letter, he called his servant and asked him to
post the letter immediately.
The place where I spent my holidays last summer is one of the most
beautiful hill stations in India.
While we wait for the match to begin, let us entertain ourselves by singing
some songs.
If you look at the sentences above, you will see that each of these contain two
thoughts, but one thought is dependent on the other.
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HYPHEN AND DASH
Hyphens are generally used
•
With compound numbers: fifty-six, seventy-five, ninety eight, etc.
•
With the prefix “self-”: self-esteem, self-help, etc.
•
With the prefix “ex-” when it is used to mean former: Ex-husband,
Ex-Prime Minister, etc.
•
With a prefix to avoid double vowels: re-emphasize, pre-exist, etc.
•
With a prefix to a hyphenated word: non-techno-language
•
prefix
•
Between two or more words, which together serve as an adjective
main word
before a noun: State-of-the-art technology.
•
With words that can mean differently without a hyphen: She was asked to
re-sign the petition (vs. She was asked to resign the petition)
We do not use hyphens
•
After an adverb ending with “-ly”: Fully automated (the two words are not
hyphenated).
•
Between adjectives formed by two words, one of which is in the
comparative or superlative degree: A better built storage space.
(better built is not hyphenated).
•
Between chemical names: Carbon dioxide. (Carbon and dioxide are not
hyphenated).
•
With words prefixed by “non-”, “un-, “in-”, “dis-”, “co-”, “anti-”, “hyper-”,
“pre-”, “re-”, “post-”, “out-”, “bi-”, “counter-”, “de-”, “semi-”, “mis-”,
“mega-”, “micro-”, “inter-”, “over-”, “under-”. [Note: 1. When the second
word after any one of these prefixes is capitalized or begins with the same
vowel with which the prefix ends, we use a hyphen: un-Indian; pre-exist. 2.
Some of the above prefixes, such as “non-”, “anti-”, “pre-”, “counter-”, “bi-”,
“semi-”, “post-”, and “co-”may take a hyphen after them in British and Indian
English usage.]
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Dashes
A dash can be “n-dash”, which is slightly smaller in size, or an “m-dash”,
which is comparatively bigger in size.
N-dash is used to indicate a range: 4–5pm; 5–6 years; Open Mon–Thurs.
It is also used as a minus sign: 15 – 3 = 12.
M dash is used to communicate an afterthought or an explanation that shows a
marked departure from the grammatical structure of the sentence. In such
case, a full stop is too strong and a comma too weak to set off the
parenthetical comment: I can smell something – maybe flowers?
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ITS VS. IT’S
These two English words are very often used incorrectly. Look at the following
examples:
It's
It's time to go.
Do you think it's ready?
I read your write-up - it's very good.
It's raining today.
It's been a long time since I saw you.
It's, as you can make out in the above sentences, is a contraction of "it is"
or "it has."
Its
That's an expensive device - what is its purpose?
The school kept its music class closed today
This electric kettle has its own timer.
With time, the game lost some of its charm.
Its, as you can make out in the above sentences, is the possessive form of “it”.
The confusion between it's and its occurs because normally with every other
word in English, 's indicates the sense of belonging or possession. With “it”, on
the other hand, it is the absence of ‘s that denotes possession. It's is only used
when it's a contraction of it is or it has. When in doubt, replace “it's” with “it
is” and check if the sentence still sounds right.
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THAT VS. WHICH
That, without a comma preceding it, is used with restrictive clauses (a
clausethat restricts or limits the identity of the subject in some way).
Which, with a comma preceding it, is used with nonrestrictive clauses (a clause
that does not restrict or limit the identity of the subject; it gives information
that is only incidental to the subject). For example:
•
This bed sheet, which I bought yesterday, is mine.
[Here, “which I bought yesterday” gives additional information about the bed
sheet. The sentence can completely stand on its own, without this information:
This bed sheet is mine]
•
The bed-sheet that has red and yellow flowers on it is mine.
[Here, the bed sheet is being differentiated from others by describing its
features, i.e., the one with red and yellow flowers. This, therefore, is a
restrictive clause for it singles out the bed sheet]
Let us look at another example:
•
Diamonds, which are so expensive, are her first choice in jewelry.
[Here, “which are so expensive” can be removed without affecting the meaning
of the sentence]
•
A diamond that is cut well shines the most.
[Here, we cannot do away with “that is cut well” without compromising the
meaning of the sentence]
Incorrect use of “which”
•
The painting, which was hanging in the living room, was stolen.
[Here “which was hanging in the living room” is not incidental to the painting;
it is the painting that was stolen. The clause cannot be removed without
affecting the meaning of the sentence. So “that” should be used and not
“which”]
•
The painting that was hanging in the living room was stolen.
[Here, “that was hanging in the living room” identifies the painting that was
stolen]
280
THE APOSTROPHE
The apostrophe is a punctuation mark primarily used to express the following:
A noun’s belongingness
•
Reema’s brother has qualified for the scholarship.
•
This is Sunaina’s handbag.
Here, the brother belongs to Reema; the handbag belongs to Sunaina.
Note: If the noun has the plural ending “-s” or “-es”, the apostrophe comes
after the word: Boys’ hats; the guests’ welcome drink.
Word contractions
•
Do not: don’t
•
Is not: isn’t
•
It is: it’s
•
2003:’03
Note: The apostrophe is placed just where the letter/number is omitted.
Plurals of small letters and numbers
•
The q’s in this printout are not very clear.
•
The style of the late 60’s is back in fashion now.
281
THE GERUNDS AND INFINITIVES
Gerunds are verb forms that end with “-ing” and function as a noun.
Infinitives, on the other hand, are verb forms that can function as an
adjective, noun, or an adverb. It consists of the word “to” plus the verb.
For example:
•
Fifty percent of the work required dealing with customers. [dealing:
gerund]
But if we say
Fifty percent of the work required one to deal with customers. [to deal:
infinitive]
Infinitive as subject
To wait for further results seemed foolish for it seemed to be a foregone
conclusion.
Infinitive as adjective
He lacked the strength to stand up for what was right.
Infinitive as adverb
We must jog to exercise.
282
REDUNDANCY IN LANGUAGE
Redundancy in language means the use of more words or phrases than
necessary. Remove redundant words and phrases to make your sentences easy
to understand and read better. Consider the following examples.
•
They are giving a free gift with all their products. (A gift is always
free.)
•
I promise I will not repeat this mistake again. (Repeat means to say
again)
•
I have enough past experience in this field to manage this project
efficiently. (Experience is always in the past, isn’t it?)
•
Let’s join hands together for this noble cause. (Can you join your
hands if they are not together?)
•
Please get my drink without frozen ice. (If it’s not frozen, it can’t
be ice.)
•
I am really excited about the end result of this experiment. (Result
always comes in the end, no?)
•
This is a wonderful unexpected surprise. (Will it be a surprise, if
it was expected?)
In the above sentences, the words in bold are redundant. The sentences would
make perfect sentence even without these words. Here are a few more
examples of how sentences can be made crisper by removing extra words and
phrases.
•
I need your support to help me with this work that I am doing.
I need your help in this work.
•
People who are newcomers in the company are normally not
allowed to enter the fourth floor unless they have got prior
permission from the Managing Director of the company.
Newcomers in the company cannot enter the fourth floor without
the Managing Director’s permission.
283
•
He has the ability by which he can make the ball bounce on any sort
of a pitch which is quite unbelievable.
His ability to make the ball bounce on any pitch is unbelievable.
•
I got to spend very little time with him, and in this little time, the
only thing that I managed to give to him was a sympathetic nod.
In the short time that I had with him, I could only give him a
sympathetic nod.
OR
I spent very little time with him and could only give him a
sympathetic nod.
•
There are many books in the market that promise to give you a
powerful vocabulary in 30 days but most of these do not work
because they provide only a quick-fix approach to vocabulary
building.
Most books that promise a powerful vocabulary in 30 days do not
work because they have a quick-fix approach to vocabulary
building.
284
GENERAL WRITING
While structure your writing, few things need to be kept in mind.
•
What you want to write.
•
Who you are writing for.
•
A list of major and minor points that you want to include.
•
A list of key words to include from a dictionary/ thesaurus.
Here is an example:
During the summer months, it gets very hot in Delhi. On some days, the
maximum temperature is over 45 degrees C. On such days, most people
prefer to stay indoors and the streets appear empty. Every year, some
people who do not have proper shelter even lose their lives because of
the heat.
Major point
Minor points
- Delhi is very hot in summer - Maximum. temperature is over 45 C
- Prefer to stay indoors; streets are empty
- Homeless people can die in the heat
It is extremely important to begin your writing with the right sentence. It
prepares the reader to expect what is coming. A good topic sentence should
•
Capture the reader’s attention.
•
Provide an overview of the subject.
•
Provide a definition in case the reader doesn’t understand the
subject well.
Take a look at this passage and identify the best topic sentence from the given
options.
_______________________________________________________________
________. When they were introduced in India in the year 1996, no one
would have believed that in just eight years, the number of mobile
phones in India would be more than the number of landline phones. Now,
in 2008, there are close to 6 mobile phone connections for every landline
connection in India. The growth projections continue to be optimistic as
over 75% of India’s population is still out of the telecommunication
network map. More importantly, mobile phone companies are now
285
looking at rural India – with its vast network of over 6,00,000 villages – as
the one area that promises future growth.
Which of the following will make the best opening sentence for this passage?
1. Among mobile service providers in India, Airtel has the maximum
market share.
2. The history of telecommunications in India is now over 100 years old,
though mobile phones are a recent entry.
3. In the last ten years, the use of mobile phones in India has seen
phenomenal growth.
4. Mobile phones provide various features like music players, camera,
SMS, etc. that are very popular with the young.
Sentence 3 seems to be the best opening sentence for this passage. Sentence 1
and 4 are not directly related to the topic. Sentence 2 can lead to the passage,
but Sentence 3 is better because it states the main topic, which is the growing
popularity of mobile phones in India.
To maintain the coherence of the paragraph, each sentence should logically
from the previous. All the sentence should therefore, be logically linked to its
preceding and following sentences.
While linking sentences, the following should be kept in mind.
•
The sentences should express a logical flow of thought.
•
The sentences should be linked with the desired ending kept in
mind. This allows the passage to be neatly tied up.
•
The sentences should be ordered such that, the overall paragraph
reads as a concrete discussion/argument of the writer’s point of
view.
Sometimes, connectors need to be used to introduce sub points and to
substantiate the previous point with examples, description, explanations, etc.
Some helpful words are and, but, for instance, on the other hand, however,
even though, because, etc.
Here is a more exhaustive list:
Purpose
To add another idea
Connecting Word/Phrase
furthermore, in addition, also, moreover,
likewise, similarly
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Purpose
Connecting Word/Phrase
To order ideas in time or first, finally, meanwhile, eventually, next,
sequence
subsequently, ultimately, at the same time
To add an illustration or To add an illustration or explanation
explanation
To conclude or sum up
hence, therefore, thus, accordingly, in brief,
in conclusion, consequently
To connect two contrasting on the other hand, however, yet, conversely,
ideas; to differentiate ideas nonetheless, nevertheless, rather, although,
on the contrary
To emphasize or confirm
indeed, naturally, of course, certainly,
undoubtedly, admittedly, plainly
Similarly, paragraphs also have to be linked. Each paragraph should be a
concise and structured writing, detailing a single issue. Just as sentences should
be logically linked, paragraphs should also be linked according to a logical flow
of thought, developing into a conclusion which summarizes and concludes with
the objective of the write up. Here are a few topics with suggested order of
ideas.
1. My favorite singer/film actor
•
Include a short biography of the person
•
Highlight his/her major achievements
•
Explain why you like him/her so much.
•
Mention what you would like to say to him/her if you get a
chance to meet him/her.
2. Statement of Purpose (SOP) for Job application
•
Give a good introduction of yourself, stating something that
you think is unique about you.
•
Mention what you think have been the most important
achievements in your life so far, and what dreams you want
to fulfill.
•
State why you think getting the job will help you fulfill your
dreams.
•
Finally, argue your suitability for the job by outlining ways
in which you can contribute to the role and why you are a
suitable candidate for it.
287
3. The Thing That Bothers Me (rising crime, neglect of the poor or
disabled, student suicides, increasing commercialism, etc)
•
Describe the issue as you see it, stating why you think it has
assumed such proportions.
•
Mention what you feel about it, and if there is a specific
reason for you to feel that way.
•
Outline what you think must be done to address the issue –
steps that government authorities, politicians, journalists,
industry, or common citizens should take.
•
Conclude by explaining how the world will be a better place
to live in if the issue gets resolved.
4. That Funny Incident
•
You saw a film, or a real life incident happened to you or
someone you know, or a newspaper cartoon got you rolling
on the floor…
•
Describe what happened and your role in it.
•
Explain why you found it so funny.
5. My Secret Fantasy
•
You may have imagined yourself as a superhero (like
Spiderman), a superstar (like Shahrukh Khan or Aishwrya
Rai), a star cricketer like Yuvraj Singh, or a super scientist
who discovers a way to convert water into fuel…
•
Describe how you think life would change for you if you
really became like them.
Here is an example. The paragraphs in the following passage aren’t in the
correct order. Identify the correct sequence.
(1) As I grew up and had to move to the city to pursue higher
education and a career, the instinct was to stay as close to
nature as possible. While choosing a university, for example, I
gave maximum priority to the location of the campus, as I just
could not cut myself off from nature.
(2) Now that I am close to retirement, I am looking forward to
spending the last phase of my life as I did my first one – in the
lap of nature. Last week, my wife and I became the proud
owners of a small farmhouse in the countryside, set against the
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backdrop of hills and surrounded by a variety of trees. I can
hardly wait for this fall, when we will be leaving our home in
the city to live in this farmhouse – just the way that we had
planned it.
(3) Nature is one of the things very close to my heart. Much of my
childhood was spent in the lap of nature as we used to stay in
a farmhouse amidst green and peaceful surroundings, far away
from the hustle and bustle of a city.
(4) Even when it came to taking up a job after graduation, I gave
more importance to the location – its proximity to nature –
than to the nature of the job itself. Even though this meant
that I had to compromise on what I was earning, I have no
regrets whatsoever.
The correct sequence is 3 – 1 – 4 – 2. This sequence represents a logical
flow of thought and gives a concrete structure to the passage.
289
HOW TO WRITE A FORMAL LETTER OR APPLICATION
While writing a formal letter, there are some rules to follow and a format to
be adhered to.
•
Use the opening paragraph to indicate the purpose of the letter. Keep
this paragraph short and simple.
•
The second paragraph should contain the information that you think will
be most useful to the reader of your letter. In a job application, for
example, it is best to use the second paragraph to tell the reader why
you think you are suited to do the job that has been advertised.
•
The third is paragraph optional — write it only if you want to convey
something that will make a difference to your message. Leave out any
unnecessary details. In a cover letter for a job application, you may use
this paragraph to highlight the one or two most important points in your
resume.
•
The last paragraph is used to end your letter on a polite note. Though it
is okay to write something like “hoping to hear from you soon”, it is
actually meaningless.
•
The accepted format of putting a date (in India) is DD Month YYYY; for
example, 14 June 2008. However, you can also write June 14, 2008 or
even 14-06-08. Be consistent with whatever format you choose.
•
Make sure that your writing is very clear and to the point. Do not repeat
yourself, or use flowery language. Divide your writing into short, clear
paragraphs.
•
Check the grammar and spelling carefully. Do not rely on the Spell Check
or Grammar Check features of the computer — the computer will not
know the difference if you have written “there” instead of “their”.
•
Be polite in your letters, even if you are writing a complaint letter.
•
Sign the letter by hand just above your printed name.
How to write an informal letter
•
You do not have to write the complete address of either the recipient of
the letter or your own in the letter
•
It’s advisable to write the place and the date, and you can write it on
the top right corner. You can also place these at the bottom of the letter
on the right side.
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•
You can address the person by his/her first name
•
It still makes sense to be to the point and convey the message clearly
•
It also makes sense to check for correctness of spelling and grammar,
and be polite in your tone throughout
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HOW TO WRITE AN E-MAIL
While writing an e-mail, few things need to be kept in mind.
1. Since most e-mail programs have a “spam filter”, make sure that the Subject
of e-mail is not just one word such as “Thanks” or “Hello” as these are likely to
find their way in the Spam Folder instead of the Inbox. The subject line should
be meaningful, alerting the receiver of the message contained in the email.
2. Keep the message short, simple, and straightforward. Assume that the
reader will not have the patience to go through a long message. Get to the
point immediately.
3. Do not use short forms or SMS language (plz cud v meet dis Monday) in email messages. Also, do not use all CAPS — in an e-mail, using all capitals is
equivalent to shouting at someone!
4. For addressing the recipient, use the same formats as suggested in the
sections on formal and informal letters. Dear Sir/Madam is acceptable in formal
e-mails to people whose names are unknown. In informal emails, it is always
better to use the first name of the person in your greeting.
5. Make sure you can be clearly identified by the reader. If you think the reader
may not be able to identify you by your email address (for example, if you have
an e-mail such as ms2012@gmail.com) make sure that you provide your full
name (and even your location) at the bottom of the e-mail.
6. Proofread! Remember that once you press the “Send” button, the e-mail’s
out of your hands! So before you go for this button, make sure that you have
read your mail very carefully and have corrected any errors in it.
7. Distinguish between formal and informal situations. Between friends, it is
okay to take a few liberties such as using “emoticons” or smileys such as ☺ or
. But in a formal mail, you have to stick to the rules as we defined in the
section on formal letters.
8. Politeness counts! Using “please”, “thank you”, and polite expressions such
as “May I please request you…” is always helpful.
9. Be careful while using “cc”. Add cc recipients only when you want your main
recipient to know that others will also get a copy of the mail. If you want to
send the same message to more than one person, it is best to put all the e-mail
addresses in the “To:” line rather than in the “cc” line.
10. To end, you can use any of the following:
-
Best regards,
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-
Regards,
-
Best wishes,
“Yours sincerely” or “Yours faithfully” is not so common in e-mails, though
accepted in letters.
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SHADES OF MEANING
Even though many words appear to be synonyms of each other, specific words
are appropriate in particular situations. For example, angry, livid, furious all
mean “to be angry”, each word has a different connotation to it. Take a look
at the following sentences:
•
She was angry with herself for forgetting her bag at home again.
•
The children would not stop making objectionable graffiti on her garden
walls. She kept yelling at them, telling them to stop. They still wouldn’t
listen, their disobedience made her furious.
•
The very mention of the communal riots which forced her to flee her
homeland would make her livid.
All three underlined words express anger. The shades of intensity of the words
however are different; extremely angry would be furious and extremely
furious would mean livid.
Here are a few more sets of words with similar but different shades of meaning.
•
It is really difficult for me to wake up every morning.
•
The strength of my opponent was formidable, that’s why I lost the
game so easily.
•
Learning to play the piano is challenging, but very fulfilling
nonetheless.
•
My dad forbids me to go for late night parties.
•
The employees were denied access to the meeting room.
•
These books are prohibited by the clergy.
•
This ATM has been out of order for months. Somebody needs to fix
it.
•
My handwriting is so bad, people have trouble even understanding
which language it is! I really need to improve it.
•
Education is often considered to be the panacea of all evils. It is
thought to be the only way to ameliorate poverty.
•
Obama had to keep up with a grueling campaign schedule this
year.
•
Cycling all the way school is very tiring.
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•
Teaching physics to a class of young adults is a very demanding
job, but she absolutely loves the intellectual challenge.
•
Arunima was shocked when the teacher accused her son of
repeatedly hitting the girls of the class; she had to chastise him in
front of the whole class.
•
She would berate him about coming back so late every night to no
avail.
•
Mrs. Simpson was tired of scolding Bart for keeping his room is
dirty.
•
Aditi was perplexed at the state of her finances. She had no idea
that she had withdrawn so many times this month.
•
I’m completely confounded by modern day gadgets, I have
absolutely no clue how to operate them
•
This house is so confusing. All the corridors are like a maze.
•
Abhija was very happy that her mother had come to visit her for
an entire month.
•
Abhija had cleared her exams with flying colors; she was elated
with her results.
•
After two whole years of preparation, when Abhija was selected
as a Miss India Finalist, she was ecstatic.
•
As the daylight waned and night came, Pankaj felt a sense of calm
within him.
•
His receding hairline left no doubts about his age.
•
Even after rigorous training and preparation, Sushmita found
herself regressing; maybe, it had something to do with stress.
•
His talk on recession was admirable considering that it was
extempore.
•
His academic record is exemplary. He hasn’t gone below 90% in
any exam ever!
•
I don’t know why you were so reluctant to sing, I think you are
pretty good.
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•
To outsiders, Geeta appears somewhat morose and serious but to
her family and friends she is affectionate and cheerful.
•
Ever since she found out that she hasn’t been selected for the
Dancing Queen competition, she has been dejected.
•
The sight of children begging, wearing hardly any clothes during
these cold winter months, makes me really sad.
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CONFUSING WORDS
In English, a lot of words can be confusing because they look or sound similar
but have different meanings.
Same Spelling, Same Sound, Different Meanings
Many words in English can have two (or sometimes even more) meanings that
are not related to one another. They are called homonyms. Consider the
following two sentences:
1. Yuvraj could not find a place to park his car; so he did not go to
the mall.
2. Gautam and Yuvraj were taking a walk in the park when Preeti
met them.
In the first sentence, the word park means “to leave a vehicle for some time
at a certain location” while in the second sentence, it means “playground or
recreational area”.
Here are some more examples:
1. (a) I’ve been working continuously for the last six months; I need a break.
(b) He was worried that the children might break the glass; so he asked
them to play elsewhere.
2. (a) You can see the most beautiful view of the river from this spot.
(b) The dirty spot has spoilt the beauty of the cut-glass mirror.
3. (a) Priya was looking gorgeous in a pink top and black skirt.
(b) When asked about the latest scam, authorities prefer to skirt the issue
rather than answer questions.
5.(a) The investigation seemed to be leading nowhere, so the investigators
decided to review the case from a different angle.
(b) The Leaning Tower of Pisa leans at an angle of 3.97 degrees.
6.(a) The red Maruti Swift parked near the café is mine.
(b) Apart from being one of the largest manufacturers of steel in the world,
the Gupta family also owns a gold mine in South Africa.
7.(a) On our way to the Kempty Falls, we went past some of the most beautiful
views.
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(b) The seed of the present lies in the past.
8.(a) I must reach the institute on time, because I do not want to miss my
English class.
(b) Our society is divided along the lines of class and caste.
9. (a) The movie Bride and Prejudice is based on Jane Austen’s novel, Pride
and Prejudice.
(b) To construct a building such as the Qutub Minar, the base needs to be
very strong.
10. (a) What did you mean when you said that?
(b) I think it was really mean of you to suggest that I was responsible for
this mess.
11 (a) Can you please speak a little louder? The sound is not very clear.
(b)The idea is sound — we should now focus on implementing it well.
In each of these pairs of sentences, the words in bold are spelt the same, they
sound the same, but convey different meanings.
Same Sound, Different Spellings, Different Meanings
The words that sound the same but are spelt differently are known as
homophones.
For Example:
•
Ascent — Assent
The ascent to the top of the mountain was made more difficult because of
the strong winds.
You must get your father’s assent before you decide to go for the
mountaineering trip with your friends.
•
Brake — Break
My car brakes are not working properly.
Please handle the parcel carefully; the contents may break easily.
•
Cite — Sight — Site
To explain his point, he cited a ‘shloka’ from the Gita.
The old man was nearly blind; he was losing his sight rapidly.
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Is this the site where the new hotel is supposed to come up?
•
Coarse — Course
This fabric is too coarse for this dress; we need something smoother.
Our teacher completed the course two weeks ago.
•
Complement — Compliment
The two politicians complement each other very well — one makes up for
nearly all the shortcomings of the other.
The two politicians complimented each other for the good show of their
party in the general elections.
•
Descent — Dissent
Descent = Opposite of Ascent
Dissent = Opposite of Assent
•
Desert — Dessert
The camel is sometimes called the Ship of the Desert.
I’m feeling too full after having this dinner — I’ll skip the dessert.
•
Device — Devise
This new device can connect my mobile phone to my audio CD player.
They have devised a new way to connect a phone to a CD player.
Device is a noun while devise is a verb.
•
Discreet — Discrete
As a diplomat, you learn to be very discreet (tactful) about what you say.
His style of music is distinctly discrete (different) from that of his father.
•
Forth — Fourth
The movie about the lonely child brought forth a range of emotions in her
mind — she was reminded of her own childhood.
This is the fourth (4th) movie I’ve seen this year.
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•
Hair — Hare
Hair is what grows on your head, and hare is the animal (that raced the
tortoise and lost in the old fable).
•
Lessen — Lesson
I thought the ointment would lessen the pain; instead, it aggravated.
I have now learnt a lesson — I will never use this ointment again.
•
Lose — Loose
Lose is the opposite of “Win” as well as “Find”.
We will lose the match. He loses his car keys all the time.
Loose means “not tight”, “Unattached”.
I can’t wear these shoes as they are very loose.
•
Plane — Plain
On the basics of business, my partner and I were on the same plane. (Level
of thought or existence)
Since the fares have come down, I prefer to travel by plane (short for
airplane) than by train.
The states of Bihar and Uttar Pradesh are benefited by the fertile plains of
the Ganga.
She chose to wear a plain (simple) sari for the occasion instead of a bright
and colorful one.
•
Principal — Principle
The principal of this college is very strict.
Lage Raho Munnabhai was a great attempt to talk about Gandhiji’s
principles in today’s times.
(Remember: the word principLE is related to a ruLE)
•
Stair — Stare
Stairs are steps to go up or down.
The stairs led to a long corridor with several rooms along the passage.
Stare is to look, used both as a verb and a noun.
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Ayesha stared at me as if I had just landed from Mars!
•
Stationary — Stationery
The planets are not stationary — they do not stay in one place.
Various stationery items such as pens, paper clips etc. were scattered on
the floor.
•
Weather — Whether
We should not move out in this weather — it is too stormy.
We wondered whether we should move out in the stormy weather.
Different Spellings, Different Sounds, Yet Confusing Words
•
Accept — Except — Expect
He refused to accept the award.
Everyone went to the party except Parineeta.
I did not expect Australia to lose the match.
•
Among — Between
The teacher distributed sweets among all the students in her class.
The teacher distributed sweets between the two sections.
•
Altar — Alter
The young priest was looking magnificent standing at the altar in front of
the worshippers.
This shirt is too tight for me; please alter its size.
•
Assure — Ensure — Insure
The police assured us that they will catch the thief.
We must get our office insured as we have a lot of equipment now.
We must ensure that the shipment reaches by 6am; otherwise it will get
very hot.
•
Bare — Bear — Beer
The little girl with bare feet was working all by herself in the hot sun.
Little Darsheel was fascinated to see the huge bear at the zoo.
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In some countries, there is no age restriction on the consumption of mild
alcoholic drinks such as beer.
•
Beside — Besides
I will sit beside (next to) the window.
Besides (other than) you, all others will go to Preeti’s wedding.
•
Conscious — Conscience
The word conscious has three different meanings: (i) awake; (ii) aware; and
(iii) deliberate.
(i) Despite being given anesthesia, Sanjay was conscious through most of the
operation.
(ii) From his expression, it was clear that he was not even conscious of the
huge mistake he had committed.
(iii)
Because it was raining so heavily, I had to make a conscious effort
to drive very slowly and keep my eyes fixed on the road.
Conscience is the sense of right and wrong within each of us (antar-aatma)
His conscience did not allow him to keep quiet once he came to know about
the fraud that his colleagues were planning against the company.
•
Continual — Continuous
We had continual rain throughout the day. (The rain was starting and
stopping again and again)
We had continuous rain throughout the day. (The rain never stopped once it
started)
•
Elicit — Illicit
The police tried hard to elicit a confession from the criminal, but to no
avail.
Many people think that he has an illicit relationship with his secretary.
•
Emigrate — Immigrate
To emigrate is to leave one’s country of residence. To immigrate is to settle
in a new country to which one is not native.
She emigrated to the US in 2002 with her husband.
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He was not allowed to immigrate to India as he did not have the necessary
papers.
•
Eminent — Imminent
Since he won the elections, Mr. Goyal has become an eminent (famous)
personality in our colony.
The exit polls seem to suggest that a victory for the Mr. Goyal is imminent
(certain) in the next elections.
•
Especially — Specially
I especially value this ring; it was made specially for our wedding ten years
ago.
Especially = Particularly; Specially = For a special reason
•
Explicit — Implicit
His instructions were loud and explicit — the ganster was to be shot at sight.
Though he did not say it, it was implicit that he wanted the gangster to be
shot at sight.
•
Farther — Further
The hotel is much farther from the airport than I thought — it took me over
an hour to reach there.
I had already waited for three hours — I did not want to wait any further.
Farther is used to indicate distance; further to refer to additional time,
amount, or abstract ideas.
•
Formally — Formerly
Mrs. Ambani formally issued an invitation.
I was formerly with the Reliance Group; now I have joined the Mittals.
•
Human — Humane
In the Matrix movie series, the entire human race is shown to have become
a prisoner of machines.
The doctor is known not only for his knowledge of medicine, but also for the
kind and humane touch that he brings to his practice.
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•
Idol — Idle — Ideal
The crime branch has recovered the stolen idol of Lord Ganesha from the
jungle hideout of the gangsters.
Please don’t sit idle in the house — do something worthwhile!
Because of his impressive personality and his deep voice, he was considered
as the ideal candidate for the master of ceremonies.
•
Imply — Infer
Her letter clearly implies (means) that she is no longer interested in you.
You can infer (understand) from her letter that she is no longer interested
in you.
•
Later — Latter
I’m in a meeting right now; can you please call me later (afterwards)?
I like the latter (second) design more than the former (earlier) one.
•
Lay — Lie — Laid
I will lay the table for dinner.
If you are not able to sleep, at least lie down for some time.
After being hit by a bike, he laid on the road for two hours.
Laid here is the past tense of lie.
Note: Lie also means the opposite of truth. In this case, the past tense is
lied. E.g., He lied to me that he has a job; actually, he is looking for one.
•
Lighting — Lightening
The lighting in the hall is not good enough — it needs to be brighter.
The rain was accompanied by a lot of thunder and lightening.
•
Moral — Morale
His stories were not only interesting; they also provided simple moral
lessons like truthfulness and righteousness for children.
The morale of the soldiers was already quite low; they got depressed
further when it started raining heavily.
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•
Personal — Personnel
This is her personal matter — I will not interfere in it.
The CEO of the company decided to personally head the personnel (human
resource) department of the company.
•
Peruse — Persuade — Pursue
Peruse is to read thoroughly.
My boss peruses each and every document several times before he approves
it.
I am attaching the budget for the project for your perusal.
Persuade is to plead with someone or try to convince someone about your
point-of-view.
The little boy finally managed to persuade his father to take him to the new
shopping mall.
Pursue is to follow or chase.
He is pursuing a career in animation technology.
The police jeep pursued the speeding thieves but they managed to get
away.
•
Quite — Quiet
I am quite upset with her behavior.
Please be quiet in the library.
•
Raise — Rise
Why don’t you raise (bring up) the question of a raise (increase) in salaries
at the staff meeting today?
I will not rise (get up) from my desk till I complete this work.
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