BEGLA 138 December 2021 Question Paper with Answers

                                                            Term-End Examination

                                                               December, 2021

                                         BEGLA-138 : READING AND SPEAKING SKILLS

 

Time: 3 Hours                                                                                       Maximum Marks: 100

Note : Answer all questions.

                                                                 Section—A

1. Read the following passage and answer the questions given below :

Matters of the Mind : How to stop negative thoughts

Dr. Shwetambara Sabharwal, Mumbai, April 3, 2021

Many of my patients are struggling with the

habit of unproductive, negative thought cycles.

They state it feels like it is out of their control,

incessant, and highly intrusive. Nearly

anything will fire this circuit as a response.

I must confirm that cycles and habits of

negative thinking are not new to mankind.

These have been around to help us survive and

thrive in the short-run. But in the long-run,

these have created much damage due to the

release of stress hormones which have multiple

negative manifestations in our physical,

psychological, emotional and spiritual well- being.

I call the tool RARE that stands for Recognise,

Accept, Resolve and in the end, Endeavour.

This tool has helped several of my patients,

parent clients, families and mostly me, a

foolproof first-hand experience, to break

negative thought cycles, gain more control over

mindless indulgence leading to stress,

emotional difficulty, possible disease and

improve productivity. This tool also helps bring

ourselves in the present, be mindful, reflect,

create self-awareness and intentionally shift focus on constructive thinking.

 

RARE :

1. Recognise—There is a moment when

irrational or negative thoughts seep or surge

their way into our mind. The recognition of the

beginning of such a thought process works as a

feedback mechanism where we actually start

listening to what we are saying to ourselves.

2. Accept—Post recognition, we often jump to

the judgment stage. “How stupid am I to think

like this, why can’t I stop doing this to

myself !”—Leading us straight into more

misery, frustration and guilt. Accept that these

thoughts are okay to have and that everyone

has them, even the people who appear to never

fall prey to such cyclical self-inflicted misery.

Even though we know that they are

counterproductive and negative, it is significant

to accept and embrace rather than deny and

Ridicule.

3. Resolve—The exact same thought space,

where the negative thoughts have gotten

comfortable, is where we have to have this

conversation where we indicate a resolve to

shut the chatter that is unhelpful and replace it

for something that is rational, constructive,

reflective, educational and even relaxing.

Replacing, erasing, disputing and correcting

our negative thought process is not easy but

neither is it impossible.

4. Endeavour—Once we have recognised a

thought, accepted and resolved to alter it, the

only thing that remains is to act on it. One try

at a time, repeatedly, consistently and without

the pressure to ace it all within a day, we need

to shift gear into action mode. Very often, by

the time we have reached the Resolve stage,

endeavor comes easy.

 

(a) Based on what you have learned about the different types of texts, how would you

categorize this article ? Provide sound reasons to justify your response. 

Ans:

This article can be categorized as a self-help or psychological wellness article. Here are the reasons justifying this categorization:

1. Focus on Mental Health: The article addresses the common issue of negative thought cycles, which is a significant concern in mental health. It discusses how these thoughts can be intrusive and detrimental to overall well-being, aligning with the themes typically found in self-help literature.

2. Practical Guidance: The article introduces a specific tool (RARE) designed to help individuals manage and overcome negative thinking. This practical approach is characteristic of self-help texts, which often provide readers with actionable strategies to improve their mental and emotional health.

3. Expert Insight: Written by Dr. Shwetambara Sabharwal, a professional in the field, the article lends credibility and authority to the advice given. Self-help articles often feature insights from experts to guide readers in understanding and addressing their challenges.

4. Encouragement of Self-Reflection: The article encourages readers to engage in self-reflection and mindfulness, which are common themes in self-help literature aimed at fostering personal growth and emotional resilience.

5. Universal Relevance: The content acknowledges that negative thoughts are a common human experience, making it relatable to a broad audience. Self-help articles typically aim to resonate with a wide range of readers facing similar issues.

Overall, the combination of expert advice, practical strategies, and a focus on mental well-being firmly places this article within the self-help genre.

 

(b) Based on your understanding of different techniques used by authors to achieve

intended goals in different types of texts like expository, narrative etc., what strategy or technique do you think the writer is using in this article and to what effect ? 3

Ans:

In this article, the writer employs the expository writing technique, specifically through the use of didactic and instructional strategies. Here’s how this technique is utilized and its intended effect:

1. Clear Structure: The article is organized around the RARE tool, which is broken down into four distinct steps: Recognise, Accept, Resolve, and Endeavour. This clear structure helps readers easily follow the guidance provided, making the information accessible and actionable.
2. Informative Tone: The writer adopts an informative and authoritative tone, presenting facts about negative thinking and its effects on well-being. This approach establishes credibility and encourages readers to trust the advice being offered.
3. Use of Examples and Scenarios: By discussing common experiences related to negative thoughts, the writer makes the content relatable. This technique helps readers identify with the issues presented, fostering a connection that enhances engagement and understanding.
4. Encouragement of Self-Reflection: The article prompts readers to reflect on their own thought patterns and encourages acceptance of negative thoughts as a normal part of the human experience. This technique aims to reduce stigma and promote self-compassion, which can be empowering for readers.
5. Actionable Steps: The inclusion of specific steps within the RARE framework provides readers with practical tools to implement in their lives. This instructional approach not only informs but also motivates readers to take action towards improving their mental health.

Overall, the use of expository techniques in this article effectively educates readers about negative thinking and provides them with a structured method to address it, ultimately aiming to foster personal growth and emotional resilience.

(c) What according to you, is the author’s objective or purpose in beginning and ending the article in this manner ? 

Ans:

The author’s objective in beginning and ending the article in the manner presented serves several key purposes:

1. Engagement and Relatability: By starting with a discussion of the common struggle with negative thought cycles, the author immediately engages readers who may be experiencing similar issues. This relatable introduction sets the stage for the rest of the article, making readers feel understood and less isolated in their experiences.
2. Establishing Credibility: The author, Dr. Shwetambara Sabharwal, introduces herself as a professional in the field, which helps establish her credibility. This is important for readers seeking guidance on mental health topics, as they are more likely to trust advice from an expert.
3. Providing a Framework: The introduction of the RARE tool at the beginning outlines a clear framework for the article. This prepares readers for the structured approach that will follow, making it easier for them to absorb and apply the information presented.
4. Encouragement and Empowerment: By concluding with the idea that endeavoring to change negative thought patterns can become easier with practice, the author leaves readers with a sense of hope and empowerment. This positive ending reinforces the message that change is possible and encourages readers to take actionable steps towards improving their mental health.
5. Call to Action: The ending emphasizes the importance of consistent effort in applying the RARE tool. This serves as a motivational call to action, encouraging readers to actively engage with the strategies discussed and to commit to their personal growth journey.

Overall, the author’s purpose in framing the article this way is to create a supportive and informative environment that encourages readers to recognize their struggles, understand the process of change, and feel motivated to take control of their mental well-being.

(d) What method does the author/writer suggest to tackle a stressful mental

condition ? 

Ans:

The author suggests using the RARE tool as a method to tackle stressful mental conditions, particularly those related to negative thought cycles. The RARE tool consists of four key steps:

1. Recognise: The first step involves identifying when irrational or negative thoughts begin to surface. This recognition acts as a feedback mechanism, allowing individuals to become aware of their internal dialogue.
2. Accept: After recognizing these thoughts, the next step is to accept them without judgment. The author emphasizes that it is normal to have negative thoughts and that accepting them can prevent further self-criticism and guilt.
3. Resolve: In this step, individuals are encouraged to resolve to change the negative thought patterns. This involves replacing unhelpful thoughts with rational, constructive, and reflective ones. The author acknowledges that this process can be challenging but is achievable with effort.
4. Endeavour: The final step is to take action based on the resolved thoughts. The author encourages readers to act consistently and without the pressure to achieve perfection immediately. This gradual approach helps individuals shift into a more positive mindset over time.

By following these steps, the author aims to help individuals break free from unproductive thought cycles, reduce stress, and improve their overall mental well-being. The RARE tool promotes mindfulness, self-awareness, and intentional focus on constructive thinking, making it a practical method for managing stressful mental conditions.

(e) Who all, according to you, are the beneficiaries of the tool suggested by the

writer and what are its merits and demerits ? 

Ans:

The beneficiaries of the RARE tool suggested by the writer include:

1. Individuals Struggling with Negative Thoughts: People who frequently experience unproductive or intrusive negative thought cycles can benefit significantly from the structured approach of the RARE tool. It provides them with a clear method to manage and alter their thought patterns.
2. Mental Health Professionals: Therapists and counselors can use the RARE tool as a framework in their practice to help clients develop coping strategies for managing stress and negative thinking.
3. Parents and Caregivers: The tool can be beneficial for parents and caregivers who want to support children or adolescents in developing healthy thought processes and emotional resilience.
4. General Audience: Anyone interested in personal development, mindfulness, and emotional well-being can utilize the RARE tool to enhance their self-awareness and improve their mental health.

Merits of the RARE Tool:

1. Structured Approach: The clear, step-by-step framework makes it easy for individuals to follow and implement in their daily lives.
2. Promotes Self-Awareness: The tool encourages individuals to recognize and reflect on their thoughts, fostering greater self-awareness and understanding of their mental processes.
3. Encourages Acceptance: By promoting the acceptance of negative thoughts, the tool helps reduce feelings of guilt and frustration, which can be counterproductive.
4. Action-Oriented: The emphasis on taking consistent action empowers individuals to make gradual changes in their thought patterns, leading to improved mental well-being over time.
5. Versatile Application: The tool can be applied in various contexts, making it useful for a wide range of individuals facing different mental health challenges.

Demerits of the RARE Tool:

1. Requires Commitment: Successfully implementing the RARE tool requires consistent effort and commitment, which may be challenging for some individuals, especially those in severe distress.
2. Not a Substitute for Professional Help: While the tool can be beneficial, it may not be sufficient for individuals with more serious mental health conditions that require professional intervention or therapy.
3. Potential for Misapplication: Without proper guidance, individuals may misinterpret or improperly apply the steps, leading to frustration or a lack of progress.
4. Time-Consuming: The process of recognizing, accepting, resolving, and endeavoring may take time, and some individuals may seek quicker solutions to their mental health challenges.

In summary, while the RARE tool offers valuable strategies for managing negative thoughts and stress, its effectiveness depends on the individual’s commitment and context. It is best used as a complementary approach alongside other mental health resources and support.

(f) Can a self-help tool be enough to control or direct something as powerful as one’s mind ? 
Ans:

The effectiveness of a self-help tool, such as the RARE tool discussed in the article, in controlling or directing something as powerful as one’s mind can vary significantly from person to person. Here are some considerations regarding the potential and limitations of self-help tools:

Potential Benefits of Self-Help Tools:

1. Empowerment: Self-help tools can empower individuals by providing them with strategies and techniques to manage their thoughts and emotions. This sense of control can be motivating and lead to positive changes.
2. Accessibility: Self-help tools are often easily accessible and can be used at any time, allowing individuals to work on their mental health at their own pace and convenience.
3. Foundation for Growth: They can serve as a foundation for personal development, helping individuals build self-awareness, mindfulness, and coping skills that can be beneficial in various aspects of life.
4. Complementary Support: Self-help tools can complement professional therapy or counseling, providing individuals with additional resources to reinforce what they learn in a therapeutic setting.

Limitations of Self-Help Tools:

1. Complexity of the Mind: The human mind is complex, and mental health issues can stem from various factors, including biological, psychological, and social influences. A self-help tool may not address all underlying issues, especially in cases of severe mental health conditions.
2. Individual Differences: What works for one person may not work for another. Individual differences in personality, life experiences, and mental health conditions can affect the effectiveness of self-help strategies.
3. Need for Professional Guidance: Some individuals may require professional help to navigate deeper psychological issues, trauma, or mental health disorders. Self-help tools may not be sufficient in these cases and could lead to frustration if individuals do not see the desired results.
4. Risk of Misapplication: Without proper understanding or guidance, individuals may misapply self-help techniques, leading to ineffective or counterproductive outcomes.
5. Time and Commitment: Self-help tools often require time, effort, and commitment to see results. Individuals in crisis may find it challenging to engage consistently with self-help strategies.

Conclusion:

While self-help tools can be valuable resources for many individuals seeking to manage their thoughts and emotions, they may not be enough on their own to control or direct the mind, especially in the face of significant mental health challenges. For many, a combination of self-help strategies and professional support is the most effective approach to achieving mental well-being. Ultimately, the effectiveness of any self-help tool depends on the individual’s unique circumstances, commitment, and willingness to engage in the process of self-improvement.

(g) Suggest an alternative title along with its proper justification. 4

Ans:

Alternative Title: “Mastering Your Mind: A Practical Guide to Overcoming Negative Thought Cycles”

Justification:

1. Focus on Empowerment: The title “Mastering Your Mind” emphasizes the idea of taking control over one’s mental processes, which aligns with the goal of the RARE tool to help individuals gain mastery over their negative thoughts.
2. Practical Approach: The phrase “A Practical Guide” indicates that the content provides actionable steps and strategies, making it clear that readers will find useful methods to apply in their daily lives.
3. Specificity: By including “Overcoming Negative Thought Cycles,” the title directly addresses the primary issue discussed in the article. It informs potential readers about the specific challenge the guide aims to tackle, making it relevant to those struggling with similar issues.
4. Positive Connotation: The word “Mastering” conveys a sense of achievement and positivity, suggesting that individuals can not only manage but also thrive by transforming their thought patterns.

Overall, this alternative title captures the essence of the article while appealing to readers who are looking for effective strategies to improve their mental health and well-being.

2. Find words from the passage which convey a meaning similar to the following words/phrases: 

(a) not achieving much or not very useful

Ans:

Ineffective, Unproductive, Futile, Pointless, Fruitless, Worthless, Inconsequential, Useless, Vain, Idle

(b) a circular journey or track round Something

Ans:

Circumference, Circuit, Perimeter, Orbit, Loop, Encircle, Roundabout

(c) to set free

Ans:

Release, Liberate, Free, Unleash, Emancipate, Discharge, Unbind, Let go, Unchain

(d) to try hard

Ans:

Strive, Endeavor, Struggle, Exert, Persevere, Labor, Work hard, Apply oneself, Put in effort, Push oneself

(e) not based on reason or clear thought

Ans:

Irrational, Illogical, Unreasonable, Absurd, Emotional, Whimsical, Foolish, Senseless, Unfounded, Capricious

(f) settle or find a solution to a problem
Ans:

Resolve, Solve, Settle, Remedy, Reconcile, Fix, Sort out, Work out, Rectify, Address

(g) continuing or following without interruption

Ans:

Continuous, Uninterrupted, Constant, Unceasing, Steady, Incessant, Unbroken, Perpetual, Unremitting, Nonstop

(h) to argue about something and question if it’s true

Ans:

Dispute, Challenge, Debate, Contest, Question, Contest, Refute, Doubt, Call into question, Skeptical

 

                                                                         Section—B

3. What are the different stages of the reading process and how is intensive reading different from extensive reading ? 

Answer:

The different stages of the reading process are:

1. Pre-reading: This stage involves previewing the text, looking at the title, headings, subheadings, and any graphics or illustrations to get an idea of what the text is about.
2. Reading: This stage involves reading the text carefully, paying attention to the main ideas, supporting details, and any unfamiliar vocabulary.
3. Comprehension: This stage involves understanding the text, making connections between the ideas presented, and being able to summarize the main points.
4. Reflection: This stage involves thinking critically about the text, analyzing the author’s purpose, and evaluating the effectiveness of the writing.

Intensive reading is when we read texts of short length to extract specific information. It involves reading carefully and slowly, paying attention to every detail, and analyzing the text to understand its meaning. It is often used in academic settings, where students need to extract specific information from a text to answer questions or write essays. 

Extensive reading, on the other hand, is when we read longer texts for pleasure or general understanding. It involves reading quickly and efficiently, without paying attention to every detail. It is often used to improve reading fluency and vocabulary, and to develop a love for reading.

4. Name some of the reading readiness exercises and explain how memory training helps in reading readiness. 

Answer:

Some of the reading readiness exercises are:

1. Visual Discrimination: This exercise involves distinguishing between objects, letters, and words based on their shapes, sizes, and positions.
2. Auditory Discrimination: This exercise involves distinguishing between different sounds and words based on their pronunciation.
3. Memory Training: This exercise involves improving memory skills by remembering letters, words, and sentences.

Memory training helps in reading readiness by improving the learner’s ability to remember letters, words, and sentences. This is important because reading involves recognizing and remembering words and their meanings. Memory training exercises can include memorizing letters of the alphabet, sight words, and short sentences. These exercises help to develop the learner’s memory skills, which in turn helps them to recognize and remember words more easily while reading.

5. What are the different types/techniques of reading ? 10 marks

Answer:

There are different types/techniques of reading, including:

1. Skimming: This technique involves quickly reading a text to get the main idea or gist of it.
2. Scanning: This technique involves quickly searching a text for specific information, such as a name or date.
3. Intensive Reading: This technique involves reading a text carefully and thoroughly to extract specific information.
4. Extensive Reading: This technique involves reading longer texts for pleasure or general understanding.
5. Active Reading: This technique involves engaging with the text by asking questions, making connections, and taking notes.
6. Critical Reading: This technique involves analyzing the text to evaluate its strengths and weaknesses, and to form an opinion about it.
7. Global Reading: This technique involves reading a text to understand its overall meaning and purpose.
8. Skimming and Scanning: These two techniques are often used together to quickly identify the main ideas and locate specific information in a text.

6. What are the five key elements of a story ? Explain. 

Answer:

The five key elements of a story are setting, characters, plot, theme, and conflict. 

1. Setting: This refers to the time and place where the story takes place. It helps to build background and create images in the mind. It also helps to set the tone or mood of the story. A good author includes descriptions of the setting using the five senses. A good setting helps the reader to visualize the places in the story.
2. Characters: These are the people or animals that the story is about. They can be the main character or supporting characters. They help to move the story forward and create conflict. Character traits are descriptive adjectives that tell us specific qualities of a character.
3. Plot: This refers to the sequence of events that make up the story. It includes the introduction, rising action, climax, falling action, and resolution. Exposition is the start of the story, before the action starts. Rising action is the series of events and conflicts in the story that lead to the climax. Climax is the turning point, the most intense moment – either mentally or in action. Falling action is all of the action which follows the climax. Resolution is the conclusion, the tying together of all of the threads.
4. Theme: This is the central idea or belief in a short story. It is usually a fictional piece that may or may not be inspired by real-life incidents. It helps to enhance language skills, imagination, and creativity. To develop a theme, one can follow the following steps: Find your story’s protagonist and ask what the protagonist wants.
5. Conflict: This refers to the problem or struggle that the main character faces in the story. It can be internal or external and can be resolved or unresolved. Conflict helps to create tension and interest in the story. There are different types of conflict, such as character vs. character, character vs. nature, character vs. society, character vs. self, and character vs. fate.

 

7. Differentiate and explain the following in detail : 5×2=10 marks

(a) Rhythm and stress

Answer:

In English pronunciation, rhythm and stress are two important aspects that contribute to the naturalness and beauty of spoken English. 

Rhythm refers to the pattern of stressed and unstressed syllables in a sentence or phrase. It is the musical quality of spoken language that gives it a certain flow and tempo. In English, rhythm is based on stress-timing, which means that stressed syllables are pronounced at regular intervals, while unstressed syllables are pronounced more quickly and with less emphasis. This creates a pattern of alternating stressed and unstressed syllables that gives spoken English its characteristic rhythm. 

Stress, on the other hand, refers to the emphasis placed on a particular syllable or word in a sentence or phrase. It is the extra force or prominence given to a syllable or word that makes it stand out from the rest. In English, there are two types of stress: syllable stress and word stress. Syllable stress refers to the emphasis placed on a particular syllable within a word, while word stress refers to the emphasis placed on a particular word within a sentence or phrase. 

Syllable stress is determined by the position of the stressed syllable within the word. For example, in the word “banana,” the second syllable is stressed, so it is pronounced with more emphasis than the other syllables. In contrast, in the word “tomato,” the first syllable is stressed, so it is pronounced with more emphasis than the other syllables. 

Word stress, on the other hand, is determined by the importance of the word within the sentence or phrase. For example, in the sentence “I’m going to the STORE,” the word “store” is stressed because it is the most important word in the sentence. In contrast, in the sentence “I’m going to the store to BUY some milk,” the word “buy” is stressed because it is the most important word in the phrase “to buy some milk.” 

In summary, rhythm and stress are both important aspects of English pronunciation that contribute to the naturalness and beauty of spoken English. Rhythm refers to the pattern of stressed and unstressed syllables in a sentence or phrase, while stress refers to the emphasis placed on a particular syllable or word within a sentence or phrase.

(b) Falling and rising intonation

Answer:

In English pronunciation, intonation refers to the rise and fall of the pitch of the voice when speaking. It is an important aspect of spoken English that helps convey meaning, emotion, and attitude. There are two basic patterns of intonation in English: falling intonation and rising intonation.

Falling intonation is the most common intonation pattern in English. It is characterized by a downward movement of the pitch of the voice at the end of a sentence or phrase. Falling intonation is used to indicate the end of a statement or to express certainty or finality. For example, the sentence “I am going to the store” would typically end with falling intonation, with the pitch of the voice dropping on the word “store.”

Rising intonation, on the other hand, is characterized by an upward movement of the pitch of the voice at the end of a sentence or phrase. Rising intonation is used to indicate a question, uncertainty, or surprise. For example, the sentence “Are you going to the store?” would typically end with rising intonation, with the pitch of the voice rising on the word “store.”

There are also more complex patterns of intonation that combine rising and falling intonation. For example, rise-fall intonation is characterized by a rise in pitch followed by a fall in pitch. This pattern is often used for choices, lists, unfinished thoughts, and conditional sentences. For example, the sentence “Are you having soup or salad?” would typically use rise-fall intonation, with the pitch of the voice rising on the word “soup” and falling on the word “salad.”

In summary, falling intonation is characterized by a downward movement of the pitch of the voice at the end of a sentence or phrase, while rising intonation is characterized by an upward movement of the pitch of the voice at the end of a sentence or phrase. These two basic patterns of intonation are used to convey different meanings and attitudes in spoken English.

8. What is information overload ? How does it affect communication ? 

Answer:

Information overload refers to a situation where an individual or a group is overwhelmed with a large volume of information, making it difficult to effectively process and comprehend the information. It occurs when there is an excessive amount of information available, often beyond what can be effectively managed or absorbed.

In terms of communication, information overload can have several negative effects. Firstly, it can lead to a decrease in attention and focus. When individuals are bombarded with too much information, they may struggle to concentrate on the key messages or important details, resulting in a loss of comprehension.

Secondly, information overload can lead to a decrease in the quality of communication. When there is an overwhelming amount of information, it becomes challenging to filter out the relevant and important information from the irrelevant or less important details. This can result in confusion, misinterpretation, and a lack of clarity in communication.

Furthermore, information overload can also lead to a decrease in productivity and efficiency. When individuals are overwhelmed with information, it can be time-consuming to sort through and prioritize the information, leading to delays in decision-making and action-taking.

Overall, information overload can hinder effective communication by reducing attention, decreasing the quality of communication, and impeding productivity. It is important to manage and filter information effectively to ensure clear and efficient communication.

9. Explain the strategies to do efficient study reading and the steps that are to be kept in the mind while summarizing a paragraph/chapter.10 marks

Answer:

To do efficient study reading, there are a few strategies that can be used. These include:

1. Text Marking: While reading a lengthy text dense with numerous facts and ideas, it is beneficial to mark things that you need to remember. You could also highlight them so that they stand out visually. These markings and highlights then can be used for reviewing and remembering.
2. Writing Questions: Writing questions while reading helps to focus on the main ideas and concepts. It also helps to retain the information better.
3. Associating Graphics with Ideas: Associating graphics with ideas helps to visualize the concepts and ideas. This makes it easier to remember and understand the information.
4. Summarizing a Paragraph/Chapter: Summarizing a paragraph or chapter involves writing a one-sentence summary of each passage and then combining them to compose the summary of the entire passage. Pay attention to the topic sentence as it often contains the important details. Don’t forget to include the main idea and all the supporting facts. Do not put extra/additional facts, ideas or opinions that are not mentioned in the paragraph into the summary.

 

The steps to be kept in mind while summarizing a paragraph/chapter are:

1. Write a one-sentence summary of each passage.
2. Combine the one-sentence summaries to compose the summary of the entire passage.
3. Pay attention to the topic sentence as it often contains the important details.
4. Don’t forget to include the main idea and all the supporting facts.
5. Do not put extra/additional facts, ideas or opinions that are not mentioned in the paragraph into the summary.