Be confident in knowing that you can make worthwhile contributions to conversation. Take time each day to be aware of your opinions and feelings so you can adequately convey them to others. Individuals who are hesitant to speak because they do not feel their input would be worthwhile need not fear. What is important or worthwhile to one person may not be to another and may be more so to someone else.
Make eye contact
Whether you are speaking or listening, looking into the eyes of the person with whom you are conversing can make the interaction more successful. Eye contact conveys interest and encourages your partner to be interested in you in return.
Develop effective listening skills
Not only should one be able to speak effectively, one must listen to the other person's words and engage in communication on what the other person is speaking about. Avoid the impulse to listen only for the end of their sentence so that you can blurt out the ideas or memories your mind while the other person is speaking.
Don't study grammar too much
This rule might sound strange to many ESL students, but it is one of the most important rules. If you want to pass examinations, then study grammar. However, if you want to become fluent in English, then you should try to learn English without studying the grammar.
Practice Speaking what you hear!
Reading, listening, and speaking are the most important aspects of any language. The same is true for English. However, speaking is the only requirement to be fluent. It is normal for babies and children to learn speaking first, become fluent, then start reading, then writing. So the natural order is listening, speaking, reading, then writing.
Be patient.
You can change the way you speak but it won't happen overnight. People often expect instant results and give up too soon. You can change the way you sound if you are willing to put some effort into it.
Watch English Movies
Observe the mouth movements of those who speak English well and try to imitate them.When you are watching television, observe the mouth movements of the speakers. Repeat what they are saying, while imitating the intonation and rhythm of their speech.
Reading Loudly
By reading loudly - you will develop confidence, unknowingly your reading correct grammar and improving grammar, your listening to correct English, You develop vocabulary. So reading loudly will develop confidence and English.
Talk Face to Face
Avoid talking about serious matters or issues in writing. Text messages, letters and emails can be misinterpreted. Talk in person so there aren’t any unnecessary miscommunications
Ask for feedback
The best way to know if you communicating right is to ask others. Ask your friends, colleagues, professors, parents etc. for their honest feedback about your communication skills. You need to be able to handle both the positive and negative feedback. Smile on your advantages and make improvements on your shortcomings. That’s all it takes!
*****If you need any clarification, Please leave your commands bellow *****
Elitmus Verbal Reading Comprehension
Directions (1-10): Read the following passage carefully and answer the questions given below it.
The importance of communication skills cannot be underestimated especially so in the teaching-learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else's perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication--the primary goal of all true educators. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one's effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.
Much of teaching is about sending and receiving messages. The process of communication is composed of three elements; the source (sender, speaker, transmitter or instructor), the symbols used in the composing and transmitting of the message (words or signs), and the receiver (listener, reader, or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It's also about receiving information the others are sending to you, with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it's a process that can be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isn't detected it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate, and collaborate with others. Effective communication is essential for a well-run classroom. A teacher, who is able to communicate well with students, can inspire them to learn and participate in class and encourage them to come forth with views thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.
Directions (1 & 2): Choose the word which is most opposite in meaning to the words printed in bold as used in the passage.
1. ABUNDANT
1) Small
2) A little
3) False
4) Sufficient
5) Rare
2. MUDDLED
1) Skillfully organized
2) Strongly controlled
3) Clearly conveyed
4) Isolated
5) Complicated
Directions (3-5): Choose the word which is most similar in meaning to the words printed in bold as used in the passage.
3. SOUNDS
1) Seems
2) Tekes
3) Noises
4) Corrects
5) Silences
4. AFFINITY
1) Partnership
2) Partiality
3) Weakness
4) Compatibility
5) Discord
5. DEGREE
1) Extent
2) Goal
3) Affect
4) Situation
5) Direction
6. Which of the following are essential for effective communication?
A. Conveying the message clearly
B. Not to waste effort and opportunity
C. Receiving the information with as little distortion as possible
1) A and C
2) Only B
3) Only A
4) Only C
5) B and C
7. Which of the following is true about rapport as per the passage?
A. It is a sympathetic relationship.
B. It is based on understanding of other people's frame of reference.
C. It helps in creating a strong bond
D. It is important for teachers to build rapport with students.
1) A and B
2) B and D
3) A, B and D
4) A, B and C
5) All are true
8. Which of the following must the teachers keep in mind to facilitate learning in students as per the passage?
1) To control the students such that they do not share ideas with others within the lecture hours
2) To maintain rapport with students and compromise on the course content
3) To realize that all students have different levels of strengths and weaknesses
4) Only to keep the lecture rich in course content
5) To ensure that students adhere to her views only
9. Which of the following are the three elements of communication as per the passage?
1) Source, Signs and Students
2) Source, Sender and Speaker
3) Signs, Words and students
4) Instructor, Listener and Reader
5) Transmitter, Student and Receiver
10. Which of the following is the finding of a study on communication styles?
1) The body language and gestures account for 38% of communication and outweighs the voice information
2) Only 9% communication is about content whereas the rest is about our tone and body language.
3) The tone of our voice accounts for 55% of what we communicate and outweighs the body language
4) More than 90% of our communication is not about content but about our tone and body language
5) Teaching is fifty percent knowledge and fifty percent interpersonal or communication skills.
Directions (1-10): Read the following passage carefully and answer the questions given below it.
The importance of communication skills cannot be underestimated especially so in the teaching-learning process. Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a lecture rich in content that provides abundant information about the subject or topic in question, but a successful teacher develops an affinity with, an understanding of and a harmonious interrelationship with her pupils. Building rapport becomes her primary task in the classroom. But what exactly is rapport? Rapport is a sympathetic relationship or understanding that allows you to look at the world from someone else's perspective. Making other people feel that you understand them creates a strong bond. Building rapport is the first step to better communication--the primary goal of all true educators. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject which they teach. To a surprising degree, how one communicates determines one's effectiveness as a teacher. A study on communication styles suggests that 7% of communication takes place through words, 38% through voice intonation and 55% through body language.
Much of teaching is about sending and receiving messages. The process of communication is composed of three elements; the source (sender, speaker, transmitter or instructor), the symbols used in the composing and transmitting of the message (words or signs), and the receiver (listener, reader, or student). The three elements are dynamically interrelated since each element is dependent on the others for effective communication to take place. Effective communication is all about conveying your message to the other people clearly and unambiguously. It's also about receiving information the others are sending to you, with as little distortion as possible. Doing this involves effort from both the sender and the receiver. And it's a process that can be fraught with error, with messages muddled by the sender, or misinterpreted by the recipient. When this isn't detected it can cause tremendous confusion, wasted effort and missed opportunity.
Good communication skills are a prerequisite for those in the teaching profession. Carefully planned and skillfully delivered messages can issue invitations to students that school is a place to share ideas, investigate, and collaborate with others. Effective communication is essential for a well-run classroom. A teacher, who is able to communicate well with students, can inspire them to learn and participate in class and encourage them to come forth with views thus creating a proper rapport. Although this sounds simple and obvious, it requires much more than a teacher saying something out loud to a student. They must also realize that all students have different levels of strengths and weaknesses.
Directions (1 & 2): Choose the word which is most opposite in meaning to the words printed in bold as used in the passage.
1. ABUNDANT
1) Small
2) A little
3) False
4) Sufficient
5) Rare
2. MUDDLED
1) Skillfully organized
2) Strongly controlled
3) Clearly conveyed
4) Isolated
5) Complicated
Directions (3-5): Choose the word which is most similar in meaning to the words printed in bold as used in the passage.
3. SOUNDS
1) Seems
2) Tekes
3) Noises
4) Corrects
5) Silences
4. AFFINITY
1) Partnership
2) Partiality
3) Weakness
4) Compatibility
5) Discord
5. DEGREE
1) Extent
2) Goal
3) Affect
4) Situation
5) Direction
6. Which of the following are essential for effective communication?
A. Conveying the message clearly
B. Not to waste effort and opportunity
C. Receiving the information with as little distortion as possible
1) A and C
2) Only B
3) Only A
4) Only C
5) B and C
7. Which of the following is true about rapport as per the passage?
A. It is a sympathetic relationship.
B. It is based on understanding of other people's frame of reference.
C. It helps in creating a strong bond
D. It is important for teachers to build rapport with students.
1) A and B
2) B and D
3) A, B and D
4) A, B and C
5) All are true
8. Which of the following must the teachers keep in mind to facilitate learning in students as per the passage?
1) To control the students such that they do not share ideas with others within the lecture hours
2) To maintain rapport with students and compromise on the course content
3) To realize that all students have different levels of strengths and weaknesses
4) Only to keep the lecture rich in course content
5) To ensure that students adhere to her views only
9. Which of the following are the three elements of communication as per the passage?
1) Source, Signs and Students
2) Source, Sender and Speaker
3) Signs, Words and students
4) Instructor, Listener and Reader
5) Transmitter, Student and Receiver
10. Which of the following is the finding of a study on communication styles?
1) The body language and gestures account for 38% of communication and outweighs the voice information
2) Only 9% communication is about content whereas the rest is about our tone and body language.
3) The tone of our voice accounts for 55% of what we communicate and outweighs the body language
4) More than 90% of our communication is not about content but about our tone and body language
5) Teaching is fifty percent knowledge and fifty percent interpersonal or communication skills.
Proposition is one of the important part in Elitmus pH test, in verbal section contains more than three questions are asked from proposition part. Proposition is easiest one in verbal section. In this post you find more details about Proposition and logical deduction questions and important rules for handling those questions.
Proposition
In Logic, any categorical statement is termed as the Proposition.
A Proposition is a statement that asserts that either a part of, or the whole of, one set of objects - the set identified by the subject term in the sentence expressing that statement - either is included in, or is excluded from, another set - the set identified by the predicate term in that sentence.
The standard form of a proposition is:
Quantifier + Subject + Copula + Predicate
Thus, the proposition consists of four parts:
1) Quantifier: The words 'all', 'no' and 'some' are called quantifiers because they specify a quantity 'All' and 'no' are universal quantifiers because they refer to every object in a certain set, while the quantifier 'some' is a particular quantifier because it refers to at least one existing object in a certain set.
2) Subject (denoted by 'S'): The subject is that about which something is said.
3) Predicate (denoted by 'P'): The predicate is the part of the proposition denoting that which is affirmed or denied about the subject.
4) Copula: The copula is that part of the proposition which denotes the relation between the subject and the predicate.
Four-Fold Classification of Propositions:
A proposition is said to have a universal quantity if it begins with a universal quantifier and a particular quantity if it begins with a particular quantifier. Besides, propositions which assert something about the inclusion of the whole or a part of one set in the other are said to have affirmative quality, while those which deny the inclusion of the whole or a part of one set in the other are said to have a negative quality. Also, a term is distributed in a proposition if it refers to all members of the set of objects denoted by that term. Otherwise, it is said to be undistributed. Based on the above facts, propositions can be classified into four types:
1) Universal Affirmative Proposition (denoted by A): It distributes only the subject i.e. the predicate is not interchangeable with the subject while maintaining the validity of the proposition.
2) Universal Negative Proposition (denoted by E): It distributes both the subject and the predicate i.e. an entire class of predicate term is denied to the entire class of the subject term, as in the proposition.
3) Particular Affirmative Proposition (denoted by I): It distributes neither the subject nor the predicate.
4) Particular Negative Proposition (denoted by O): It distributes only the predicate. e.g., Some animals are not wild. Here, the subject term 'animals' is used only for a part of its class and hence is undistributed while the predicate term 'wild' is denied in entirety to the subject term and hence is distributed. These facts can be summarized as follows:
Statement Form
|
Quantity
|
Quality
|
Distributed
|
(A): All S is P.
|
Universal
|
Affirmative
|
S only
|
(E): No S is P.
|
Universal
|
Negative
|
Both S and P
|
(I): Some S is P.
|
Particular
|
Affirmative
|
Neither S nor P
|
(O): Some S is not P
|
Particular
|
Negative
|
P only
|
Logical Deduction:
The phenomenon of deriving a conclusion from a single proposition or a set of given propositions, is known as logical deduction. The given propositions are also referred to as the premises.
Two Inferential Processes of Deduction:
I.Immediate Deductive Inference:
Here, conclusion is deduced from one of the given propositions, by any of the three ways -conversion, obversion and contraposition.
1) Conversion: The Conversion proceeds with interchanging the subject term and the predicate term i.e. the subject term of the premise becomes the predicate term of the conclusion and the predicate term of the premise becomes the subject of the conclusion.
The given proposition is called converted, whereas the conclusion drawn from it is called its converse.
Table of Valid Conversions
Converted
|
Converse
|
A: All S is P
Ex. All pins are tops. |
I: Some P is S
Some tops are pins. |
E: No S is P.
Ex. No fish is whale. |
E: No P is S.
No whale is fish. |
I: Some S is P.
Ex. Some boys are poets. |
I: Some P is S.
Some poets are boys. |
O: Some S is not P.
|
No valid conversion
|
Note that in a conversion, the quality remains the same and the quantity may change.
2) Obversion: In obversion, we change the quality of the proposition and replace the predicate term by its complement.
Table of Valid Obversions
Obverted
|
Obverse
|
A: All birds are mammals.
|
E: No birds are non-mammals.
|
E: No poets are singers.
|
A: All poets are non-singers.
|
I: Some nurses are doctors.
|
O: Some nurses are not non-doctors.
|
O: some politicians are not statesmen.
|
I: Some politicians are non-statesmen
|
Contraposition: To obtain the contra positive of a statement, we first replace the subject and predicate terms in the proposition and then exchange both these terms with their complements.
Table of Valid Contrapositions
Proposition
|
Contra positive
|
A: All birds are mammals.
|
A: All non-mammals are non-birds.
|
I: Some birds are mammals.
|
I: Some non-mammals are non-birds.
|
Note: The valid converse, obverse or contra positive of a given proposition always logically follows from the proposition.
II. Mediate Deductive Inference (SYLLOGISM): First introduced by Aristotle, a Syllogism is a deductive argument in which conclusion has to be drawn from two propositions referred to as the premises.
Example:
1. All lotus are flowers.
2. All flowers are beautiful.
3. All lotus are beautiful.
Clearly, the propositions 1 and 2 are the premises and the proposition 3, which follows from the first two propositions, is called the conclusion.
Term: In Logic, a term is a word or a combination of words, which by itself can be used as a subject or predicate of a proposition.
Syllogism is concerned with three terms:
1. Major Term: It is the predicate of the conclusion and is denoted by P (first letter of 'Predicate').
2. Minor Term: It is the subject of the conclusion and is denoted by S (first letter of 'Subject').
3. Middle Term: It is the term common to both the premises and is denoted by M (first letter of 'Middle').
