2. Lean a little to the left.
3. Mom, may I go skating with Suzi?
4. You can get extra supplies from the stationery store.
5. Eileen and Miranda have been best friends since third grade.
6. The ground under the trees isn’t even wet.
7. We can do this work without any extra help.
8. The paprika is between the onion powder and the pepper.
9. I can stay only until eight o’clock.
10. I found my homework inside my social studies book.
11. We ran five laps around the gym and then practiced shots.
12. Myra lives near Mr. Polumski, who is my English teacher.
13. The airplane flew above the storm.
14. Sprinkle the colored sugar on top of the frosting.
15. Meet me during lunch period.
16. I can meet you in front of the library at four o’clock.
17. Samantha and David ran down the street.
18. Alfie, my golden retriever, relaxes in the shade under the oak tree.
19. Juan shyly stood apart from the other new students.
20. We must be on the train by noon.
21. Jeremy sits third from the left among the other trumpet players.
22. Will you write about John Cabot instead of Abigail Adams?
23. According to Mr. Wolford, you performed beyond all expectations.
24. Everyone went outside the building because of the false alarm.
25. All of these papers except the green ones are for Salem Elementary.
26. Crawl through the tunnel, and climb onto the platform.
27. How did you get inside the house without your key?
28. Go into the stable and look for the saddle soap.
29. During my study time, I came upon this beautiful poem.
30. On top of the mountain the temperature often drops below zero.
(Title or Position)
Name of Company
Address (number and street)
Address (city, state, and zip)
Dear Exact Name of Person: (or Dear Sir or Madam if answering a blind ad)
(name in caps)
1. Not sending a covering letter in the first place.
4. Poor spelling and grammar.
5. Irrelevant information.
6. Overwritten. Write as if you were speaking clearly and naturally to a colleague.
7. Badly presented.
8. Too long.
9. Difficult to read.
10. Inappropriate style.
- I ( done, have done) it
- They (came, come) yesterday
- Mary said she (thank, thought) of it yesterday
- Four sailors (drowned, drownded) in the accident
- I (have seen, seen) it
- I (have seen, saw) it
- We ( did, done) it when you told us to do
- We have ( did, done) it before
- You (wrote, have wrote) a good letter
- They (threw, throwed) out a lot of old magazines
- She ( has broke, has broken) her promise
- The water pipe ( burst, bursted) last week
- I (knowed, knew) he was right all along
- He (drank, drunk) his coffee
- He (has drunk, has drank) his coffee
- I ( brang, brought) a friend along
- She has (written, wrote) us a nice note
- We have( drive, drove) 300 miles today
- The batter (slid, slud) into third bare
- I’m sorry but I’ve (forgotten, forgot) his name
- You have (gone, went) and done it again
- Mr.Brown has (chosen, chose) not to go
- He has been (bitten, bit) by the dog
- Just an hour ago she (laid, lay) down for a nap
- I have ( spoken, spoke) to the principal about your behaviour
- Have you (ate, eaten) ?
- The farmer (dug, digged) the potatoes before noon
- Yesterday a bee (stung, stang) her
- The water pipes have (froze, frozen)
- St.George (slew, slayed) the dragon
- My son has (grown, growed) a lot this year
- My son (grew, growed) tomatoes in the back yard last summer
- Have you (drew, drawn) your pay yet?
- Have you even (swum, swam) in the ocean?
- The birds have all ( flown, flew) away
- Have you ever (ridden, rode) a horse?
- She hasn’t (drank, drunk) her milk this morning
- I’d have (thunk, thought) you knew better than that.
- He picked up the rock and (slang, slunged) it over the fence
- Have you (given, gave) him his share?
- Who (built, builded) this cabin?
- He ( throwed, threw) the snowball at me
- We have all (sang, sung) the national anthem
- The cut on his finger (bleeded, bled) badly
- You have ( broke, broken) mother’s favorite glass
- She ( began, begun) the job yesterday
- She ( began, has begun) the job already
- He ( swimmed, swam) the river at its widest point
- You have (tore, torn) your dress
- Haven’t I ( seen, saw) you some where before
- Joe and Tom (begun, began) the job yesterday
- Joe and Tom have ( begun, began) the job
- Have you (worn, wore) that dress before?
- She ( strove, strived) to improve herself
- The baseball team got ( beat, beaten) badly
- Your shirt ( shrunk, shrank) in ht laundry
- Has the whistle (blew, blown)?
- He had (run, ran) all the way to school
- I (done, did) it yesterday
- Mother has (hidden, hid) the jar
a) strong b) modern c)kind d) honest e) intelligent
2. Ravi’s behaviour is worthy of ________ by all the youngsters.
a) trail b) emulation c)following d) exploration e) experiment
3. The speaker did not properly use the time as he went on ________ on one point alone.
a) dilating b) devoting c) deliberation d) diluting e) distributing
4. The principal and staff have made ______efforts to enable the students to attend college on the days of the bus strike.
a) integrated b) deliberate c) concerted d) systematic
5. It was _________ that a mind so pure and searching could miss the truth.
a) likely b) unlikely c) possible d) scarcely
6. The _________ is working on wood.
a) artifact b) artistic c) artist d) artisan
7. If an indelible ink is used, this will not be ____________
a) observed b) obligated c) obliterated d) obviated
8. He _________ that he could speak languages.
a) challenged b) boasted c) submitted d) suggested
9. It is indeed ________ that 40 years after independence, we have failed to ________ a suitable education or examination system.
a) bad, produce b)improper, create c) sad, evolve d) objectionable, present
10. The boy you met yesterday is in class.
a) ninth b) the ninth c) nine d) the nine
11. The children were disappointed because they had hoped _______with us
a) to have gone b) to go c) would have gone
12. He is the friend ___________ I trust most
a) him b) whom c) which d) who
13. The meeting was presided ____________by the Prime minister
a) on b)upon c) up d) over
14. He ____________ his camera on the railway.
a) laid b) lay c) lain
15. The doctor tried both pencillin and sulphamilamide; the pencillin porved to be the _________ effective drug.
a) very b) more c) most
16. Joseph introduced me _________ his mother as the best batsman
a) to b) by c) with d) of
17. She ___________ in the crowd because of her height and flaming red hair.
a) stood by b) stood off c) stood up d) stood out
18. History records seventeen incursions of Sultan Mahmood ________ India.
a) against b) into c) upon d) on
19. He is being considered ___________senior managerial position.
a) of b) to c) for d) towards e) by
20. It should be the aim of every educated Indian to see that as ________ as possible people become literate.
a) few b) most c) many d) much
There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage.
When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, we are able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, you might attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before you get the opportunity to make your phone call, you will forget the number instantly. Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory. A better way is to practice "elaborate rehearsal". This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories.
Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can recall memories that are stored in the long term memory and used often. However, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.
A) They revert from the long term memory.
B) They are filtered from the sensory storage area.
C) They get chunked when they enter the brain.
D) They enter via the nervous system.
B) adds up
B) long term memory
C) sensory storage area
D) maintenance area
A) It is a type of memory.
B) It is a type of interruption.
C) Dogs have better memories than humans.
D) A dog's bark is similar to a doorbell.
A) George A. Miller
B) Cognitive theorists
C) STM capacity
D) Modern debates
A) By organizing it
B) By repeating it
C) By giving it a name
D) By drawing it
A) the best way to remember something
B) more efficient than chunking
C) ineffective in the long run
D) an unnecessary interruption
A) The working memory is the same as the short term memory.
B) A memory is kept alive through constant repetition.
C) Cues help people to recognize information.
D) Multiple choice exams are the most difficult.
Step 1: The first part of the letter should state your purpose of drafting. This may be anything from offering a position to requesting information.
Step 2: The second part of the letter should give the details or background information for the first part. If you are offering a position, it is appropriate in this section to give all of the details concerning the position. If you are stating co-curricular extra -curricular activities, state specific knowledge, skills and abilities that will benefit the reader.
Step 3: The last part of the letter acts as a summary reminding the recipient of the general nature of the letter. This part clarifies the action that must be taken, if any.
What are your greatest strengths ?
What are your greatest weaknesses ?
Tell me about something you did – or failed to do – that you now feel a little
ashamed of ?
Tell me about a situation when your work was criticized ?
Why are you leaving (or did you leave) this position ?
Why should I hire you?
Aren’t you overqualified for this position?
Where do you see yourself five years from now?
Describe your ideal company, location and job.
Why do you want to work at our company?
What are your career options right now?
What are your goals?
What are your outside interests ?
What was the toughest challenge you’ve ever faced?
When making an oral presentation in class, you must know your subject well and convince your audience that they have something to gain from listening to you. Here are some tips you can do to make an effective oral presentation.
Research your subject to ensure that you are knowledgeable. Practice your presentation until you feel comfortable. Make sure you can present your information within whatever time limits you will have. Anticipate questions you may be asked and prepare answers to these.
Know your audience
Tailor your presentation to your audience’s level of knowledge about the subject of your presentation, what they need to know, and their interests.
Make it clear that you are knowledgeable and enthusiastic about your subject.
Don’t read your presentation
Talk to your audience. Use your notes as prompts as needed.
Try to make your presentation as concrete and “down to earth” as possible. Add appropriate anecdotes and humor to drive home a point.
Use visual aids
Supplement what you say with visual aids such as handouts, charts, transparencies, and slides. Make sure that everyone can easily see the visual aids. Don’t use visual aids that are so complex that the audience will spend its time trying to read them instead of listening to you. Visual aids are supplements to what you say, not replacements for what you say.
Maintain eye contact
Shift your eye contact around the room so that everyone feels that you are talking to them.
Actively involve your audience
People can only listen so long without their attention wandering. Making your presentation interesting will help you to capture and keep your audience’s attention for a while, but you must do more. Build in some simple and quick activities for your audience so that they are actively involved in your presentation. Ask questions that you are confident your audience will be able to answer.
Use your voice effectively
Vary the tone of your voice and be careful not to talk too quickly.
End on a high note
Leave your audience feeling upbeat about what they have just heard.
Searching for a job can be a full-time job in itself. Networking, scouring the help wanted ads and filling out applications can sometimes seem like more effort than it's worth. But don't give up -- you never know when you'll get a call from the human resources department of a wonderful company asking to schedule a face-to-face interview.
When that call does come, you can delight in the idea that you are only one step away from your dream job. So shine your shoes and start giving some thought to the best way to answer the interviewer's questions! Here are a few tips:
Be honest. You are giving the interviewer his/her very first impression of you; be sure that you present yourself as trustworthy.
Display a positive attitude. Everyone prefers to work with upbeat people; no matter what questions you are asked, remain optimistic and enthusiastic.
Be sure to highlight your skills and abilities at every opportunity. If you have previously worked in the same job field, emphasize your advancements and achievements.
If you've got applicable education, be sure to point it out. Also, if you have attended seminars or other job related training sessions, mention what you feel you have gained from those experiences.
Give credit to others when appropriate. Mention that your last employer was a great motivator or was so bright and funny that he/she made the work environment comfortable and productive. Speaking well of others reflects well on you, too.
Never point out the shortcomings of others -- ex bosses or coworkers, in particular. The interviewer will rightly assume that you'll be doing the same thing to his/her company in time.
If you have limited job experience, spotlight other events in your life that have given you skills that would apply to this position. For instance, volunteering in the past may have taught you good people and time management skills.
Be open and friendly, but not too chatty!
Ask questions, too. Let the interviewer know that you are interested in the growth of the company and your possible contribution. Make him/her aware that you've done your homework about the company's history (You have, haven't you?!) and that you hope to play a part in its continued growth.
There are some topics to avoid, if possible. Try to keep the focus of the interview on what you can offer the company, and not on any limitations that you may have. If your children's daycare situation means that you'll need to leave the office promptly at 5:00 every day, this is not the time to approach the subject!