IGNOU BEGLA-138 Solved Question Paper PDF Download

IGNOU BEGLA-138 Previous Year Solved Question Paper in Hindi

IGNOU BEGLA-138 Previous Year Solved Question Paper in English

Q1. Read the following passage and answer the questions that follow:

Passage:

Nagasaki I put this as a question of history, because the history of this is known to few people. The fission of uranium was discovered by two German scientists a year before the war. Within a few months, it was reported that Germany had forbidden the export of uranium from the mines of Czechoslovakia which she had just annexed. Scientists on the continent, in England and America asked themselves whether the secret weapon on which the Germans were said to be working was an atomic bomb. If the fission of uranium could be used explosively, it might in theory make an explosion a million times larger than hitherto. The monopoly of such an atomic bomb would give Hitler instant victory, and make him master of Europe and the world. The scientists knew the scale of what they feared very well: They feared first desolation and then slavery. With heavy hearts, they told Einstein what they knew of atomic fission. Einstein was a pacifist and he did not easily put his conscience on one side. But he felt that a nation knows well whether one should use an atomic bomb or not. On Aug. 2, 1939 a month before Hitler invaded Poland. Einstein wrote to President Roosevelt to tell him that he thought an atomic bomb might be made, and he feared that the Germans were trying to make one. The Nazis had made fundamental science a poor relation, and put it under the second-rate party men with splendid titles. But there were not enough unconventional ideas in the German atomic projects. In the city of Nagasaki when the writer was walking after the disaster of atomic bomb in 1945 his blood drained and it does so now when he speak of it. Now nine years later the hydrogen bomb is ready and it can turn each mile of destruction into ten miles.

Questions :

(i) Describe the circumstances leading to the making of atomic bomb. (4)

Ans. The circumstances leading to the making of the atomic bomb were rooted in the geopolitical tensions preceding World War II. The process began with the discovery of uranium fission by two German scientists a year before the war. This scientific breakthrough was quickly followed by a political action: Germany forbade the export of uranium from the mines of Czechoslovakia, a territory it had recently annexed. This action raised alarm among scientists in Europe and America. They feared that Germany was secretly working to weaponize this new discovery to create an atomic bomb , a weapon of unprecedented destructive power. The scientists understood that a monopoly on such a weapon would grant Hitler “instant victory” and global domination. This fear of “desolation and then slavery” compelled them to act, culminating in their decision to approach Albert Einstein, which in turn led to a warning being sent to the U.S. President, initiating the Allied bomb project.

(ii) When was hydrogen bomb ready for use? (3)

Ans. According to the passage, the author reflects on the atomic bomb disaster in Nagasaki which occurred in 1945. He then states, “Now nine years later the hydrogen bomb is ready.” This implies that the hydrogen bomb was ready for use nine years after 1945. Therefore, by calculating 1945 + 9 years, the hydrogen bomb was ready for use in the year 1954 .

(iii) What had drained the blood from the heart of the author? (3)

Ans. The sight of the devastation in the city of Nagasaki following the atomic bomb disaster in 1945 is what had drained the blood from the heart of the author. When the author was walking through the city after the bombing, the immense destruction and human suffering he witnessed left a profound and horrifying impact on him. The passage makes it clear that this memory was so traumatic that even now, years later, simply speaking about it brings back the same dreadful feeling, causing his “blood to drain” once more.

(iv) What was the main reason of the failure of German scientists? (4)

Ans. The main reason for the failure of the German scientists, as suggested by the passage, was both organizational and ideological. The passage states that the Nazis had made fundamental science a “poor relation,” indicating that it was not given the priority, funding, or respect it required. Furthermore, the control of scientific projects was put in the hands of “second-rate party men with splendid titles” rather than capable scientists. This bureaucratic and politically-driven approach stifled innovation and creativity. The consequence of this mismanagement was a lack of “unconventional ideas in the German atomic projects,” which ultimately hampered their progress and led to their failure to develop an atomic bomb during the war.

(v) What was Albert Einstein’s contribution? (3)

Ans. Albert Einstein’s contribution was pivotal in initiating the American atomic bomb project. Although he was a pacifist , he was persuaded by fellow scientists of the grave threat posed by Nazi Germany potentially developing an atomic weapon first. His key contribution was writing a letter to U.S. President Franklin D. Roosevelt on August 2, 1939 . In this letter, he alerted the President to the possibility of creating an atomic bomb and expressed his fear that the Germans were already attempting to do so. This letter was instrumental in grabbing the attention of the U.S. government and ultimately led to the establishment of the Manhattan Project.

(vi) Who is pacifist according to the passage? (3)

Ans. According to the passage, Albert Einstein was a pacifist. The text explicitly states, ” Einstein was a pacifist and he did not easily put his conscience on one side.” This highlights his belief in opposing war and violence, which made his decision to advocate for the development of the atomic bomb a deeply conflicting moral dilemma for him.

Q2. Mark the stressed syllables in the following sentences: (5×4=20) (Note: Assuming 4 marks each, or 20 total)

(a) Do you have any sisters?

Ans. Do you have any sis ters?

(b) They’ll ask the teacher for help.

Ans. They’ll ask the tea cher for help .

(c) He bought a car.

Ans. He bought a car .

(d) Do your homework?

Ans. Do your home work?

(e) I’ve never heard of that before.

Ans. I’ve nev er heard of that be fore .

Section—B

Q1. What is literal comprehension? Explain. (10)

Ans. Literal comprehension is the most fundamental level of reading comprehension. It refers to the ability to understand what is directly and explicitly stated in a text. It involves grasping the surface meaning of the author’s words without making inferences or evaluations. It is often described as “reading on the lines.”

Explaining literal comprehension involves understanding its key components:

• Identifying Main Ideas: The ability to pinpoint the central theme or the main point of a passage as stated directly by the author.
• Recalling Details: Recognizing and recalling specific facts, names, dates, places, and other supporting details that are explicitly mentioned in the text.
• Understanding Sequence: Following the chronological order of events or the steps in a process as they are presented.
• Identifying Cause-and-Effect Relationships: Understanding the reasons for actions or events when the text clearly states them (e.g., “Because it was raining, she took an umbrella.”).

For example, if a text states, “The boy went to the store to buy a loaf of bread,” a literal comprehension question would be, “What did the boy go to buy?” The answer, “a loaf of bread,” is stated directly in the sentence.

Literal comprehension is crucial because it forms the foundation for all higher-level comprehension skills , such as inferential comprehension (reading between the lines) and critical comprehension (evaluating the text). A reader cannot make accurate inferences or critique a text without first having a solid grasp of the basic information and facts presented. It is the first and most essential step towards becoming an effective reader.

Q2. Describe the abilities one should have to access the reading speed? (10)

Ans. The question “access the reading speed” can be interpreted as achieving or improving one’s reading speed effectively. To achieve a high reading speed while maintaining good comprehension, a reader needs to develop a set of specific abilities. These abilities transform reading from a slow, word-by-word process into a fast, efficient intake of information.

The key abilities required are:

1. Wide Vocabulary: A broad vocabulary is essential. When a reader knows most of the words in a text, they do not need to pause to figure out meanings, which allows for a smoother and faster reading flow.
2. Reduced Subvocalization: Subvocalization is the habit of silently pronouncing each word in your head as you read. This habit limits your reading speed to your speaking speed. The ability to minimize this internal monologue allows the brain to process text visually and much more quickly.
3. Chunking: This is the ability to read words in groups or phrases (chunks) rather than one by one. Skilled readers perceive 3-5 words in a single glance, which drastically reduces the number of eye fixations on a line and increases speed.
4. Skimming and Scanning: The ability to skim is used to quickly get a general overview of a text, while scanning is used to find specific pieces of information. These techniques allow a reader to adjust their speed based on their purpose, rather than reading everything at the same slow pace.
5. Improved Concentration: The ability to focus intently on the text and avoid distractions is critical. Good concentration reduces the need for regression —the common habit of re-reading words or sentences—which is a major obstacle to fast reading.
6. Purposeful Reading: An effective reader first determines their purpose for reading (e.g., for pleasure, to find a fact, for deep analysis). This allows them to choose the appropriate speed and technique.
7. Use of a Pacer: Using a finger or a pen to guide the eyes along the lines of text can help establish a steady rhythm, prevent regressions, and push the reader to move faster than they normally would.

By cultivating these abilities, a reader can significantly increase their reading speed without sacrificing comprehension, leading to greater efficiency in learning and information processing.

Q3. Discuss the main techniques of reading? (10)

Ans. Effective reading involves using different techniques depending on the reader’s purpose and the type of text. A skilled reader flexibly switches between these methods to maximize efficiency and comprehension. The four main techniques of reading are Skimming, Scanning, Intensive Reading, and Extensive Reading.

1. Skimming: Skimming involves reading a text quickly to get a general overview or gist of the content. The goal is not to understand every detail but to grasp the main ideas and overall structure.

• When to use: To preview a chapter before reading it in detail, to quickly review material before an exam, or to decide if an article is relevant to your research.
• How to do it: Read the title, headings, and subheadings. Read the introductory and concluding paragraphs. Read the first sentence of each of the other paragraphs. Let your eyes float over the text, looking for keywords.

2. Scanning: Scanning is used to find a specific piece of information within a text quickly. The reader’s eyes dart across the page in search of a particular word, phrase, name, or number, ignoring all other information.

• When to use: Looking for a name in a phone directory, a word in a dictionary, a specific date in a historical article, or a particular statistic in a report.
• How to do it: Keep the specific information you are looking for in your mind. Move your eyes quickly down the page and look for that key information.

3. Intensive Reading: Intensive reading is slow, careful reading for detailed and complete understanding . It is often referred to as “reading for accuracy.” The reader aims to understand every word, grammatical structure, and logical connection.

• When to use: Studying a textbook, analyzing a legal contract, following complex instructions, or reading a poem for deep analysis.
• How to do it: Read deliberately and carefully. Look up unfamiliar words, take notes, highlight key passages, and re-read sections to ensure full comprehension.

4. Extensive Reading: Extensive reading is reading for pleasure and general understanding . It usually involves longer texts, such as novels, magazines, or articles on topics of personal interest. The focus is on fluency and overall meaning, not on every single detail.

• When to use: Reading a novel for entertainment, keeping up with current events through newspapers, or exploring a hobby through magazines.
• How to do it: Read at a comfortable pace, without stopping for every unknown word. The goal is to enjoy the flow of the text and build reading fluency.

In conclusion, a proficient reader masters all four techniques and knows when to apply each one to read smartly and effectively.

Q4. What are the various stages of reading a text? (10)

Ans. Effective reading is an active, strategic process that can be broken down into three distinct stages: the Pre-reading stage , the During-reading stage , and the Post-reading stage . Following these stages helps to maximize comprehension, retention, and critical engagement with a text.

1. Pre-reading Stage: This stage occurs before you begin to read the text. Its purpose is to prepare your mind for the information to come and to create a mental framework for understanding.

• Purpose: To activate prior knowledge, set a purpose for reading, and familiarize oneself with the text’s structure.
• Activities:
  • Previewing: Looking at the title, headings, subheadings, images, charts, and any bolded or italicized text.
  • Skimming: Quickly reading the introduction and conclusion to get the gist.
  • Questioning: Formulating questions that you expect the text to answer. This creates a purpose for reading.
  • Predicting: Making guesses about the content based on the title and preview.

2. During-reading Stage: This is the stage of active engagement with the text while you are reading it. The goal is to monitor your understanding and construct meaning.

• Purpose: To process information, monitor comprehension, and make connections.
• Activities:
  • Monitoring Comprehension: Continuously asking yourself, “Do I understand this?” and re-reading confusing parts.
  • Making Connections: Linking the text to your own experiences (text-to-self), other texts (text-to-text), and your knowledge of the world (text-to-world).
  • Visualizing: Creating mental images of what is being described.
  • Annotating: Highlighting key points, writing notes in the margins, and questioning the author.

3. Post-reading Stage: This stage takes place after you have finished reading. Its purpose is to consolidate understanding, reflect on the information, and evaluate the text.

• Purpose: To summarize, synthesize, and evaluate what has been read.
• Activities:
  • Summarizing: Restating the main ideas of the text in your own words.
  • Responding: Answering comprehension questions or reflecting on your pre-reading questions.
  • Discussing: Talking about the text with others to gain new perspectives.
  • Evaluating: Critically assessing the author’s arguments, purpose, bias, and effectiveness.

By consciously moving through these three stages, a reader transforms reading from a passive activity into an active and meaningful dialogue with the text.

Q5. Why is critical reading important? (10)

Ans. Critical reading is the process of reading with an active, analytical, and evaluative mindset. It goes beyond simply understanding what a text says (literal comprehension) to questioning and assessing how it says it, why it says it, and whether its claims are credible. In today’s information-saturated world, critical reading is a vital skill for several reasons:

1. Combating Misinformation: We are constantly bombarded with information from various sources, including the internet and social media, where “fake news” and propaganda are rampant. Critical reading equips us to identify bias, evaluate sources, and distinguish credible information from falsehoods.
2. Evaluating Arguments: Critical reading allows us to deconstruct an author’s argument. We can assess the evidence provided, check for logical fallacies, and question the underlying assumptions. This is essential for forming our own well-reasoned opinions rather than passively accepting others’.
3. Informed Citizenship: In a democracy, citizens are expected to make informed decisions about political leaders and policies. Critical reading of news articles, political speeches, and manifestos is necessary to understand different viewpoints, detect manipulation, and participate meaningfully in civic life.
4. Academic and Professional Success: At the university level and in many professions, success depends on the ability to analyze complex texts, synthesize information from multiple sources, and construct original arguments. Critical reading is the foundational skill for this high-level intellectual work.
5. Developing Intellectual Independence: By questioning and evaluating what we read, we develop our own analytical faculties and become independent thinkers. We learn not to take information at face value but to engage with it thoughtfully and skeptically.
6. Understanding Author’s Purpose and Tone: A critical reader can discern an author’s hidden agenda or purpose—whether it is to inform, persuade, entertain, or satirize. This deeper understanding of context and intent is key to a full interpretation of the text.

In short, critical reading is not just an academic skill; it is a survival skill for the 21st century. It empowers us to be discerning consumers of information, thoughtful decision-makers, and active participants in our society.

Or

Briefly discuss the general aims of developing reading skills.

Ans. Developing reading skills is a fundamental aspect of education and personal growth, with aims that extend far beyond basic literacy. The general aims are to create proficient, versatile, and engaged readers who can interact with text for a variety of purposes. The main objectives are as follows:

1. To Achieve Comprehension: The primary goal is to understand what is being read. This operates on multiple levels: literal comprehension (understanding the stated facts), inferential comprehension (understanding what is implied), and critical comprehension (analyzing and evaluating the text).
2. To Build Fluency: The aim is to read smoothly, accurately, and at an appropriate pace. Fluency frees up cognitive resources so the reader can focus on meaning and comprehension rather than on the mechanical act of decoding words.
3. To Expand Vocabulary: Reading widely and regularly exposes a person to new words in various contexts. A key aim is to build a rich and nuanced vocabulary, which improves not only reading comprehension but also writing and speaking abilities.
4. To Gather Information Efficiently: A major objective is to equip readers with the skills to locate and extract information effectively. This includes mastering techniques like skimming (for gist) and scanning (for specific details) to navigate texts for academic, professional, or personal needs.
5. To Foster Critical Thinking: Developing reading skills aims to cultivate a reader’s ability to think critically. This involves analyzing arguments, identifying authorial bias, distinguishing fact from opinion, and evaluating the credibility of sources.
6. To Promote Enjoyment and Lifelong Learning: An equally important aim is to foster a love for reading. Reading for pleasure (extensive reading) reduces stress, builds empathy, broadens horizons, and encourages the habit of lifelong learning.
7. To Ensure Academic and Professional Success: Strong reading skills are a prerequisite for success in all academic disciplines and most modern professions. The ability to read, understand, and synthesize complex information is crucial for staying knowledgeable and competitive.

In essence, the overarching aim of developing reading skills is to empower individuals to access, understand, critique, and enjoy the vast world of written knowledge, enabling them to be more informed, capable, and fulfilled.

Section—C

Q1. Write the dialogue of conversation between Sajawat Company’s Customer Experience Manager Bashir and Kaushal Trivedi, Production-in-Charge for an order modification request from an old customer. (10)

Ans.

Setting: Kaushal Trivedi’s office at the Sajawat Company production unit. Kaushal is reviewing a production schedule.

Characters:

• Bashir: Customer Experience Manager
• Kaushal Trivedi: Production-in-Charge

(Bashir knocks and enters Kaushal’s office, looking slightly worried.)

Bashir: Kaushal, do you have a minute? It’s about an urgent customer request.

Kaushal: Sure, Bashir. Come in. What’s the matter? You look concerned.

Bashir: I am a bit. I just got off the phone with Mr. Sharma. You remember his order for the custom-made walnut dining table, Order #782?

Kaushal: Of course. The one with the intricate leg design. It’s on the floor right now, about to move to the finishing stage. What about it?

Bashir: Well, he has a modification request. He re-measured his new dining space and realized the table will be a tight fit. He wants to reduce the length by six inches.

Kaushal: (Sighs and puts down his pen) Six inches? Bashir, that’s not a simple change at this stage. The main frame has already been assembled. We’d have to dismantle it, re-cut the top, and adjust the frame. It will disrupt the entire schedule for this week.

Bashir: I know it’s a huge ask, Kaushal. I really do. But Mr. Sharma has been one of our most loyal customers for over a decade. He’s referred so much business to us. We can’t afford to tell him ‘no’.

Kaushal: I understand customer loyalty, but I have a production line to manage. This change will delay at least two other orders. The clients are expecting delivery next week. What do I tell them?

Bashir: That’s where I come in. I’ll handle the communication with the other clients. But we need to do this for Mr. Sharma. Think of the long-term relationship. I can get approval from management to cover any overtime costs.

Kaushal: (Thinks for a moment, pulling a file towards him) Let me see… If I pull the team for an overtime shift tonight, we might be able to get it done without a major setback. But it will still push the next two orders back by at least two days. Are you sure you can manage that?

Bashir: Absolutely. Thank you, Kaushal, this is a huge help. I’ll smooth things over with the other customers. I really appreciate you being flexible.

Kaushal: Alright. Send me the revised specifications in an official email right away. I’ll brief the team leader. But Bashir, let’s try to avoid this in the future. Confirm and re-confirm dimensions before production.

Bashir: Agreed. Lesson learned. Thanks again, Kaushal. You’ve saved the day.

Q2. Write a brief telephonic conversation between Sonali and her father Mr. Majumdar. Sonali is studying in Delhi and her father is worried about how her daughter is living in Delhi in this winter. (10)

Ans.

(A phone rings. Sonali, in her hostel room, picks it up.)

Sonali: Hello, Papa!

Mr. Majumdar: Sonali, beta, how are you? I was just watching the news. They said it’s the coldest winter in Delhi in years. I’ve been worried all morning.

Sonali: (With a reassuring smile in her voice) I’m fine, Papa. Don’t you worry. It is very cold, but I am all bundled up.

Mr. Majumdar: Are you sure? Are you wearing that heavy woollen jacket your mother packed for you? And is the room heater working properly? You must be careful with these electronic things.

Sonali: Yes, Papa, I’m wearing layers of warm clothes. The heater is working perfectly, and I’m drinking hot ginger tea to keep warm. Honestly, I am taking care of myself.

Mr. Majumdar: And what about food? Are you eating properly? Don’t eat outside food in this weather. It’s not good for your throat. And don’t go out in the evenings unless it’s absolutely necessary.

Sonali: I’m mostly cooking in the hostel kitchen, Papa. Simple dal and rice. It’s warm and healthy. And I have my exams next week, so I am not going out at all. How is Ma?

Mr. Majumdar: She is fine, just as worried as I am. She was asking me to remind you to use a hot water bottle at night. Do you have one?

Sonali: (Chuckles softly) Yes, Papa, I have everything I need. You two worry too much! I’m a grown-up now.

Mr. Majumdar: You will always be our little girl. Anyway, I just wanted to hear your voice and make sure you were okay. Take care of yourself, beta. Call immediately if you need anything at all.

Sonali: I will, Papa. You take care too. And tell Ma not to worry. Good night.

Mr. Majumdar: Good night, beta. God bless.