KEY TO SEE 2018 QP PART 2

 KEY TO SEE 2018 QP PART 2
 

MODULE  IV

7 (a) Differentiate the terms of Skimming, Scanning, Intensive and Extensive Reading. How each term helps in understanding the text while comprehending the text.

The four main types of reading techniques are the following:

•           Skimming

•           Scanning

•           Intensive

•           Extensive


Skimming – Reading for the gist of a text

This reading technique is used for getting the gist of the whole text lead. We generally use this technique at the time of reading newspaper or magazine. Under this technique, we read quickly to get the main points, and skip over the detail. It is useful in getting a preview of a passage before reading it in detail or reviving understandings of a passage after reading it in detail.


Gist is the general meaning or purpose of a text, either written or spoken. Reading a text for gist is known as skimming. Before answering detailed comprehension questions on a short story, learners read it quickly for gist, and then match the text to a picture that summarises what happens in the story. 3Marks


Scanning – Reading for specific information

Scanning through the text is a reading strategy that is used for getting some specific points by looking at the whole text. For highlighting the important points of a book the readers can skim through the summary or the preface or the beginning and ending chapters of that book. For example, This technique is used for looking up a name from the telephone guide book.                                                 2 Marks                                                        


Intensive Reading

Intensive reading involves learners reading ‘in detail’ with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills. The learners read a short text and put events from it into chronological order. This type of reading has indeed beneficial while reading comprehension passages, as it helps them understand vocabulary by deducing the meaning of words in context. It moreover, helps with retention of information for long periods of time and knowledge resulting from intensive reading persists in your long term memory.

2Marks


Extensive reading

Extensive reading involves reading for pleasure. Because there is an element of enjoyment in extensive reading it is unlikely that students will undertake extensive reading of a text they do not like. It also requires a fluid decoding and assimilation of the text and content in front of you. If the text is difficult the reader stops every few minutes to figure out what is being said or to look up new words in the dictionary. This creates breaks in concentration and diverting the thoughts. During the reading of comprehension passages extensive reading helps to grab the essence of the sentences and identify the answers to the questions related to it.                                                                                                 3Marks



7 (b) Define the term comprehension. What are the key points to be kept on mind while answering the questions in reading comprehension passages?

Definition: The definition of comprehension refers to a person’s ability to understand something. Reading comprehension is one of the pillars of the act of reading. When a person reads a text he engages in a complex array of cognitive processes. He is simultaneously using his awareness and understanding of phonemes (individual sound “pieces” in language), phonics (connection between letters and sounds and the relationship between sounds, letters and words) and ability to comprehend or construct meaning from the text. This last component of the act of reading is reading comprehension.

There are two elements that make up the process of reading comprehension: vocabulary knowledge and text comprehension. In order to understand a text the reader must be able to comprehend the vocabulary used in the piece of writing.                                                                                3 Marks

The key points to be kept on mind while answering the questions in reading comprehension passages:

i.                    This skill must be learned and developed. It does not just happen.

ii.                  With that thought in mind, it has also been shown that strong readers make good writers.

iii.                Sustained exposure to the English language does allow for an expanded vocabulary and knowledge of correct grammar usage.

iv.                When this is combined with literal, inferential and critical reading experiences, it enables writers to better express themselves.                                               4 Marks




8 (a) What are the strategies applied in reading comprehension passages. State how these are important in attempting the paragraph questions.

Comprehension is the ability to process text, understand its meaning, and to integrate with what the reader already knows. Fundamental skills required in efficient reading comprehension are knowing meaning of words, ability to understand meaning of a word from discourse context, ability to follow organization of passage and to identify antecedents and references in it, ability to draw inferences from a passage about its contents, ability to identify the main thought of a passage, ability to answer questions answered in a passage, ability to recognize the literary devices or propositional structures used in a passage.

The strategies applied in reading comprehension passages:

·         Using Prior Knowledge/Previewing

When students preview text, they tap into what they already know that will help them to understand the text they are about to read. This provides a framework for any new information they read.

·         Predicting

When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information.


·         Identifying the Main Idea and Summarization

Identifying the main idea and summarizing requires that students determine what is important and then put it in their own words. Implicit in this process is trying to understand the author’s purpose in writing the text.


·         Questioning

Asking and answering questions about text is another strategy that helps students focus on the meaning of text. Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.


·         Making Inferences

In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.


·         Visualizing

Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations. The followings are the strategies applied in reading comprehension passages.



8 (b) Mention the types of reading. Exemplify how each type of reading helpful in understanding the main idea of the writers.

1. Active Reading Style

Active reading aims to get an in-depth understanding of the text. Under this technique, the reader actively involved with the text while reading it.

Getting in depth knowledge on the text at hand is not possible by reading to skim through or scan through the text. This technique of Structure-Proposition-Evaluation is an interesting reading technique suggested by Mortimer Adler in his book How to Read a Book. This technique suggests reading as per the three following patterns: Studying the structure of the work; Studying the logical propositions made and organized into chains of inference; Evaluation of the merits of the arguments and conclusions.


2.Detailed Reading

This technique is used for extracting information accurately from the whole text. Under this technique, we read every word for understanding the meaning of the text.

In this careful reading, we can skim the text first for getting a general idea and then go back to read in detail. We can use a dictionary to find the meaning of every unfamiliar word.

3. Speed Reading

Speed-reading is actually a combination of various reading methods. The aim of speed-reading is basically to increase the reading speed without compromising the understanding of the text reading. Some of the strategies used in speed reading are as follows:

•           Identifying words without focusing on each letter

•           Not to sounding-out all words

•           Not sub vocalizing some phrases

•           Spending less time on some phrases than others

·         Skimming small sections.


MODULE V


9 (a) Write a meaningful paragraph on ‘aiming to become team player(s) is the need of the hour’.

The paragraph written should be checked and marks are to be given according to the content.

Introductory sentences: At least two – 2Marks

Topic Sentence:  – 2Marks

Concluding lines: 3Marks


 9(b) Draft a short report on ‘role of technology in natural disasters’.
Title: 1Mark

Schedule: 2Marks

Content: 2 Marks

Conclusion: 2Marks


10(a) How to write a paragraph with a proper introduction and conclusion? Draft a paragraph on GST.

Writing Introduction and Conclusion:

These represent the most serious omission students regularly make. Every essay or paper designed to be persuasive needs a paragraph at the very outset introducing. It also needs a final paragraph summarizing what's been said and driving the author's argument home. They put the facts to be cited into a coherent structure and give them meaning. Even more important, they make the paragraph readily accessible to readers and remind them of that purpose from start to end.                                     1 Mark


A. How to Write an Introduction: The introduction of an essay or paper must be substantial. After reading the introduction, you need to stop and ask yourself where the rest of the paper is headed, what the individual paragraphs in its body will address and what the general nature of the conclusion will be

B. How to Write a Conclusion: In much the same way that the introduction lays out the thesis for the reader, the conclusion of the paper should reiterate the main points—it should never introduce new ideas or things not discussed in the body of the paper—and bring the argument home. In other words, just as lawyers win their cases in the closing argument; this is the point where you'll persuade others to adopt your writing/ point of view.                                                                        3 Marks        

a paragraph on GST 3Marks


10 (b) what are the essential things that should be kept in mind while sending official mails? Exemplify those essential points by drafting a mail.

Email writing

Definition:

Email means messages distributed by electronic means from one computer user to one or more recipients via a network.                                                                                                                      1Mark


The following are the essential things that should be kept in mind while sending official mails:

Do’s

·         Use an informative subject line

·         Write most important information first\

·         Use numbers or bullets to make the message clear

·         Use simple grammar and language

·         Write short sentences

·         Use separate paragraphs                                                                                


Don’ts


·         Write about irrelevant issues

·         Give personal information

·         Use capital letters to write whole words

·         Use different fonts

·         Use exclamation marks

·         Use incomprehensible abbreviations, acronyms and smileys                         

4 Marks


The mail written by the student: 3 Marks



****************

KEY TO SEE 2018 QP PART 1

KEY TO SEE 2018 QP



UNIT - I


1.     (a) Discuss the elements of communication skills in detail.

Introduction

Human beings cannot live in society without the help of communication. Communication is the very basic need of any organization and any individual. Communication requires that all parties have an area of communicative commonality. The English word ‘communication’ is derived from the Latin noun ‘Communis’ and the Latin verb ‘Communicare’ that means ‘to make common. to transmit, to impart.’ Communication is a two way process. It is a natural activity of all human beings to convey opinions, information, ideas and feelings, emotions to others by words spoken or written.

According to W.H.Newman, “Communication is an exchange of facts, ideas, opinions or emotions by two or more persons.”

Communication is a process whereby information is enclosed in a package and is channeled and imparted by a sender to a receiver via some medium. The receiver then decodes the message and gives the sender a feedback.                                                                                                     2marks
Elements of Communication:

An understanding of how communication works can help us to understand and improve our communication.

The basic communication model consists of five elements of communication:

•                  the sender

•                  the receiver

•                  the message

•                  the channel and

•                  Feedback.


Sender: The sender plays the specific role of initiating communication. To communicate effectively, the sender must use effective verbal as well as nonverbal techniques. Speaking or writing clearly, organizing your points to make them easy to follow and understand, maintaining eye contact, using proper grammar and giving accurate information are all essential in the effectiveness of your message.


Receiver: A receiver means the party to whom the sender transmits the message. The receiver can be one person or an entire audience. The receiver can also communicate verbally and non-verbally. The best way to receive a message is to listen carefully, sitting up straight and making eye contact.


Message: A message can come in many different forms, such as an oral presentation, a written document, an advertisement, an internet website. It is an important part of communication. Message is the content that sender wants to convey. A message could be verbal or non-verbal.


Channel: The person who is interested in communicating has to choose the channel for sending the required information, ideas etc. This information is transmitted to the receiver through certain channels which may be either formal or informal. The channel sits between the sender and receiver. Many channels, or types, of communication exist, from the spoken word to radio, television, an Internet site or something written, like a book, letter or magazine.


Feedback: The last element of effective communication, feedback, describes the receiver's response or reaction. The receiver can transmit feedback through asking questions, making comments or just supporting the message that was delivered.

Feedback helps the sender to determine how the receiver interpreted the message and how it can be improved.                                                                                            5marks



1(b) “Effective listening skills are essential for every individual’s success.” Explain.

EFFECTIVENESS OF LISTENING


Introduction

In today’s high-tech, high-speed, high-stress world, communication is more important than ever, yet we seem to devote less and less time to really listening to one another. Genuine listening has become a rare gift—the gift of time. It helps build relationships, solve problems, ensure understanding, resolve conflicts, and improve accuracy. At work, effective listening means fewer errors and less wasted time. At home, it helps develop resourceful, self-reliant kids who can solve their own problems. Listening builds friendships and careers.


At work, effective listening means fewer errors and less wasted time. At home, it helps develop resourceful, self-reliant kids who can solve their own problems. Listening builds friendships and careers.                                                                                                       2Marks


Here are the tips to bring effectiveness to your listening.


1: Face the speaker and maintain eye contact.

Eye contact occurs when two people look at each other's eyes at the same time. In human beings, eye contact is a form of nonverbal communication and is thought to have a large influence on social behavior.
 2: Be attentive, but relaxed.

Now that you’ve made eye contact, relax. You don’t have to stare fixedly at the other person. You can look away now and then and carry on like a normal person. The important thing is to be attentive.


3: Keep an open mind.

Listen without judging the other person or mentally criticizing the things she tells you.


4: Listen to the words and try to picture what the speaker is saying.

Allow your mind to create a mental model of the information being communicated. Your brain will do the necessary work if you stay focused, with senses fully alert.


5: Wait for the speaker to pause to ask clarifying questions.

When you don’t understand something, of course you should ask the speaker to explain it to you.

                                                      (any three tips can be taken – 3Marks)


Conclusion

Listening effectively enables you to better understand and interpret what someone is saying. For example, you'll know what your manager needs from you only if you listen attentively. This can help you improve productivity and avoid mistakes.

The ability to listen effectively also means opening your mind to new experiences. You learn constantly and other people's thoughts, knowledge, or ideas will inspire your thinking and encourage you to be more innovative.

                                                                                                                              2Marks

                                                                                                                      

2(a) Successful conversations demand active listening skills. Comment.
Introduction

A conversation requires concentrated listening. Many people assume they know how to listen. However, these people may be mistaking just hearing for effective listening. Listening does require hearing, but it also requires interpretation and understanding – in other words, two-way communication.

                                                                                                                              2Mark


Active Listening means the act of mindfully hearing and attempting to comprehend the meaning of words spoken by another in a conversation or speech. Activity listening is an important business communication skill, and it can involve making sounds that indicate attentiveness, as well as the listener giving feedback in the form of a paraphrased rendition of what has been said by the other party for their confirmation.                                                                                                                  2Marks


Significance

Hearing is the physical ability, while listening is a skill. Listening skills allow one to make sense of and understand what another person is saying. “Are you listening to me?” This question is often asked because the speaker thinks the listener is nodding off or daydreaming.


Listening actively requires concentration and emotional effort. Active listeners won't judge you as you speak, but will try their best to understand what you're saying and why you're saying it. In other words, they'll respect your point of view. They'll listen for the intent and emotions behind the words so that they can better understand your line of thought. An active listener has the highest level of listening skill, and understands both the meaning of the words and the intent behind them.

3Marks




2 (b) What are the forms that communication occurs through? Explain the forms.
Introduction

Human beings cannot live in society without the help of communication. Communication is the very basic need of any organization and any individual. Communication requires that all parties have an area of communicative commonality. The English word ‘communication’ is derived from the Latin noun ‘Communis’ and the Latin verb ‘Communicare’ that means ‘to make common. to transmit, to impart.’ Communication is a two way process. It is a natural activity of all human beings to convey opinions, information, ideas and feelings, emotions to others by words spoken or written.

According to W.H.Newman, “Communication is an exchange of facts, ideas, opinions or emotions by two or more persons.”                                                                                             2Marks



Communication skills are considered as a salient feature in the making of a global professional. In a multilingual society, modern professionals must also be able to communicate effectively in a shared tongue. There are four forms of communication. When we learn our native language, we usually learn to LISTEN first, then to SPEAK, then to READ, and finally to WRITE. These are called the four "language skills":


Skill #1: Listening

Skill #2: Speaking

Skill #3: Reading

Skill #4: Writing


Listening skills: Listening is the ability to accurately receive and interpret messages in the communication process. Listening is a skill of critical significance in all aspects of our lives--from maintaining our personal relationships, to getting our jobs done, to taking notes in class, to figuring out which bus to take to the airport.

Speaking skills: Speaking is an act of making vocal sounds. We can say that speaking means to converse, or expressing one's thoughts and feelings in spoken language. To speak often implies conveying information. It may be from an informal remark to a scholarly presentation to a formal address.

Reading skills: Reading is a method of communication that enables a person to turn writing into meaning. It allows the reader to convert a written text as a meaningful language with independence, comprehension and fluency, and to interact with the message.

Writing skills: Writing is a form of communication that allows to put people their feelings and ideas on paper, to organize their knowledge and beliefs into convincing arguments, and to convey meaning through well-constructed text. In its most advanced form, written expression can be as vivid as a work of art.                                                                                                                                  5Marks

MODULE - II
3 (a) Write a conversation on your recent classroom group discussion.

There should include at least seven turns for each individual and a total of fourteen turns in the conversation. And half mark for each dialogue.


3 (b) Develop a situation dialogue between you and your teacher on ‘tips to extend conversations’.

There should include at least seven turns for each individual and a total of fourteen turns in the conversation. And half mark for each dialogue


4 (a) How to boost self confidence to overcome nervousness while speaking?

Here the word ‘Nervousness’ means a state of fear experienced by a person. It could occur for various reasons. In this context we are discussing about the mental status of a person during a presentation or a public speech or during the simple act of speaking.                                                                1Mark


REASONS FOR FEAR:

Fear of embarrassment results in bad speakng. People are afraid of being embarrassed, of forgetting what they are going to say or of mispronouncing some words. The second reason is just a conclusion that is based on the first one. Speakers are afraid that people will laugh at them. Thirdly, the speakers are afraid that people think that they are less confident than they used to appear. 3Marks


Methods to boost self confidence to overcome nervousness while speaking:


Fear of public speaking is related to the fear of criticism, and the fear of criticism is related to the fear of people’s opinions and of non-acceptance. You won’t beat this fear easily, but try this: Imagine that you’re talking to a group of people who are ignorant Visualize the scene. I’m pretty sure you’ll be smiling while climbing the stage.


When you’re finally up on that podium, relax, and take three long and deep breaths, smile, and say hi to the crowd. If you’re still nervous after saying hi, read your first two lines with all the confidence you can muster right from your script. After your first two lines, move on to your third, the fourth, and so on. Maintain eye contact.                                                                                            3Marks




4 (b) What is the importance of generating talks based on visual prompts?

Generating talks based on visual or written prompts

Visual aids means an item of illustrative matter, such as a film, slide, or model, designed to supplement written or spoken information so that it can be understood more easily. One should only use visual aids if they are necessary to maintain interest and assist comprehension in your presentation. If visual aids are used well they will enhance a presentation by adding impact and strengthening audience involvement, yet if they are managed badly they can ruin a presentation.                          2Marks


Most visual aids will need advance preparation and should be operated with efficiency. If you wish to use such aids in an unfamiliar room or location, check what facilities are available in advance so that you can plan your presentation accordingly.

Here it provides the details of the following common visual aids:


             I.            Whiteboards and Interactive Whiteboards

          II.            Flip chart

        III.            Over-head projector (OHP)

       IV.            Slides

          V.            Video

       VI.            PowerPoint or other presentation software

Handouts                                                                                                       2Marks


Importance of generating talks based on visual prompts:

In general a talk means to speak in order to give information or express ideas or feelings; converse or communicate by spoken words. Addressing a small group or a large formal gathering is not an easy goal but it can be done. Begin by setting aside time to assemble your piece. Move on by jotting down points you want to get across to your audience. Then arrange them logically, so they flow naturally from one to the next. After this you can mix in something more to hold your audience’s attention with the help of visual prompts.                                                                                         3Marks


UNIT III

5 (a) Analyse in detail the formation of words. Elaborate the formation of words with the quoted examples of affixes, prefixes and suffixes.

In linguistics, word formation is the creation of a new word. It defines the formation of words in a language by the processes of derivation and composition. Word formation is sometimes contrasted with semantic change. Semantic change means a change in a single word's meaning. The boundary between word formation and semantic change can be difficult to define: a new use of an old word can be seen as a new word derived from an old one and identical to it in form.                                             2Marks



The formation of words with the quoted examples of affixes prefixes and suffixes.

Affixes: Prefix and suffix together are called Affix. Many words in English are formed with the help of both the prefix and suffix.

Example: Pathos means sadness.

Let’s take the example of words such as empathize and sympathise

These words have taken the help of both the prefix and suffix.

Em+path+ize – em is the prefix and ize is the suffix

Sym+path+ize – sym is the prefix and ize is the suffix                                                           2Marks                                 


Prefixes:

A prefix is an element placed at the beginning of a word to adjust or qualify its meaning, for example de-, non-, and re-.

Root word: vision - prefix‘re’ – Revision

Root word: port – prefix ‘de’ – Deport

                                                                                                                                    2Marks

Suffixes:

A suffix is an element placed at the end of a word to form a derivative, such as -ation, -fy, -ing, frequently one that converts the stem into another part of speech.

            Suffixes from foreign languages in English to form derivatives:

Suffix, such as -ness or un-. For example, happiness and unhappy derive from the root word happy.

2Marks


5 (b) Define the following with examples

i.  Subject verb agreement:
Subject and verb must AGREE with one another in number (singular or plural).  Thus, if a subject is singular, its verb must also be singular; if a subject is plural, its verb must also be plural. This is grammatically named as Concord or Subject verb agreement.                                   2Marks

RULES FOR SUBJECT-VERB AGREEMENT

(ANY 5 RULES OF THE FOLLOWING CAN BE ACCEPTED TO GIVE THE MARKS)

5  Marks

RULE 1 – A verb agrees with its subject in number.

                Singular subjects take singular verbs:

                      The car stays in the garage.

                      The flower smells good.

There is an old saying: “Opposites attract.” The rule for singular and plural verbs is just the opposite of the rule for singular and plural nouns. Remember this when you match subjects and verbs. You might guess that stays and smells are plural verbs because they end in s. They aren’t. Both stays and smells are singular verbs.


RULE 2 – The number of the subject (singular or plural) is not changed by words that come between the subject and the verb.

 One of the eggs is broken. Of the eggs is a prepositional phrase. The subject one and the verb is are both singular. Mentally omit the prepositional phrase to make the subject verb-agreement easier to make.


RULE 3 – Some subjects always take a singular verb even though the meaning may seem plural.

               These subjects always take singular verbs:

                       each                               someone

                      either                              anyone

                      neither                           nobody

                     one                                  somebody

                    no one                              anybody

                   everyone                          everybody

Someone in the game was (not were) hurt.

Neither of the men is (not are) working.



RULE 4 – The following words may be singular or plural, depending upon their use in a sentence, some, any, all, most.

                      Most of the news is good. (singular)

                     Most of the flowers were yellow. (plural)

              All of the pizza was gone. (singular)

             All of the children were late. (plural)


RULE 5 – Subjects joined by and are plural. Subjects joined by or or Nor take a verb that agrees with the last subject.

                Bob and George are leaving.

               Neither Bob nor George is leaving.

               Neither Bob nor his friends are leaving.


RULE 6 – There and here are never subjects. In sentences that begin with these words, the subject is usually found later on in the sentence.

              There were five books on the shelf. (were, agrees with the subject book)

              Here is the report you wanted. (Is agrees with subject report)


RULE 7 – Collective nouns may be singular or plural, depending on their use in the sentence.

 A collective noun is a noun used to name a whole group.

Following are some common examples:

            Army                   crowd                        orchestra

           Audience             flock                            public

          class                     group                            swarm

          club                      herd                               team

         committee          jury                                troop


 The orchestra is playing a hit song. (Orchestra is considered as one unit—singular.)

 The orchestra was asked to give their musical backgrounds. (Orchestra is considered as separate    individuals—plural)


RULE 8 – Expressions of time, money, measurement, and weight are usually singular when the amount is considered one unit.

            Five dollars is (not are) too much to ask.

          Ten days is (not are) not nearly enough time.

On occasion, however these terms are used in the plural sense:

             There were thirty minutes to countdown.


RULE 9 – Some nouns, while plural in form, are actually singular in meaning.

                Mathematics is (not are) an easy subject for some people.                            

               Physics is (not are) taught by Prof, Baldwin.


     Mumps           home economics           social studies          economics

     Measles          calisthenics                     statistics                   civics

     Physics           gymnastics                      phonics                     news

    Acrobatics        aesthetics                      thesis                         mathematics


RULE 10 – Don’t and doesn’t must agree with the subject. Use doesn’t after he, she, it.

               Doesn’t he (not don’t) know how to sail?

              They don’t  (not doesn’t) make movies like that anymore.


ii.                  Modifiers

MODIFIERS
Definition: Modifier is a word or phrase that is used with another word or phrase to limit or add to its meaning. A modifier adds detail or limits or changes the meaning of another word or phrase. The following are the examples

1.         Happy

2.         Pretty

3.         Silly                                                                                                     3Marks


Types of Modifiers

Once you have identified a modifier, you need to identify the person, place or thing that it is modifying. Modifiers usually have to accompany the thing they are modifying or go as close to it as possible.


1.         Adjective Modifiers

Adjectives typically go before the words they are modifying, or after with helping verbs. For example:

•           The pretty girl

•           The girl was pretty.

In the first example, pretty is an adjective modifying the noun girl. In the second example, was is a helping verb and pretty is again an adjective modifying girl.


2.         Adverbial Modifiers

Adverbs can go before or after the thing they are modifying, depending on what exactly is it they are modifying.  For example:

•           The very pretty girl

•           He ran quickly

In the first example, the adverb very is modifying the adjective pretty which is modifying the noun girl. In the second example, the adverb quickly is modifying the verb ran.


When you have a single adjective or adverb, misplaced modifiers rarely occur since they would immediately sound incorrect. However, when a modifying phrase is used, misplaced modifiers become more common.                                                                                                 4 Marks


6 (a) Do as directed in the brackets.

i.                    The teacher has given the notes.

Answer: Present Perfect Tense


ii.                  Sanchin is a good player.

Answer: Simple Present


iii.                Who is going to the party among you?

Answer:

(a)    Going – verb

(b)   Party – noun


iv.                Alas! I lost my purse.

Answer: Alas – Interjection


v.                  It has been raining since the morning.

Answer: Present perfect continuous tense


vi.                He is ____ one eyed beggar.

Answer: a


6 (b) Fill in the blanks with appropriate prepositions.

i.                    That girl always comes ___ foot. (Answer: on)

ii.                  What is the time ___ your watch. (Answer: by)

iii.                He knows Arabic _______ English. (Answer: besides)

iv.                The two brothers are quarrelling _____ themselves. (Answer: between)

v.                  My best friend lives ____ Hyderabad. (Answer: in)

vi.                I think she spent the entire afternoon ____ phone. (Answer: on)

vii.              I will wait for you ______ 11:00am. (Answer: until)

continued in PART 2

SEE QP 2018 FIRST SEM ENGLISH

A MODEL QUESTION PAPER SAVES TIME AND ENERGY TO PREPARE FOR THE WORST FEARED MOMENTS :)
HERE IS SEE QP 2018 FIRST SEM (ENGLISH)

THis information is about dealing with Sem End Exams Questions and Answers related to the subject of ENGLISH.
Each question carries 14 Marks. THis is again divided into two questions. First question deals with the theory part and the second question mostly relates to the application oriented writing part of it.

Here start with the introduction sentences and move on with the definition part of the main topic. Such as defining what is listening or speaking or reading or writing. Even though the question may not have that point, its always good to start the answer with an introduction of the topic and its definition.

Then move over to the next part of the answer with sub headings and explanations. This gives continuity in writing the answer. Use pointers wherever they are necessary.  

Hall Ticket No                                                                                      Question Paper Code: AHSB01

INSTITUTE OF AERONAUTICAL ENGINEERING

(Autonomous)

B.Tech I Semester End Examinations (Regular) - November, 2018

Regulation:  IARE  – R18

ENGLISH

Time: 3 Hours                            (Common to ECE | CE | EEE)                       Max Marks: 70

Answer ONE Question from each Unit All Questions Carry Equal Marks

All parts of the question must be answered in one place only

UNIT – I

1.      (a) Discuss the elements of communication skills in detail.                                                    [7M]

(b)  ‘Effective listening skills are essential for every individual’s success.’ Explain.              [7M]

2.     (a) Successful conversations demand active listening skills. Comment.                                [7M]

(b)  What are the forms that communication occurs through? Explain the forms.               [7M] 

 UNIT – II

3.     (a) Write a conversation on your recent classroom group discussion.                                    [7M]

(b)    Develop a situation dialogue between you and your teacher on ‘tips to extend conversations’.

[7M]

4.    (a) How to boost self confidence to overcome nervousness while speaking?                          [7M]

(b)  What is the importance of generating talks based on visual prompts?                            [7M]

UNIT – III

5.     (a) Analyse in detail the formation of words. Elaborate the formation of words with the quoted examples of affixes, prefixes and suffixes.                                                                           [7M]

(b)  Define the following with examples:                                                                                    [7M]

i.    Subject Verb Agreement

ii.    Modifiers

6.    (a)  Do as directed in the brackets                                                                                             [7M]

i.    The teacher has given the notes. (Identify the tense)

ii.    Sachin is a good player. (Identify the tense)

iii.    Who is going to the party among you? (Identify the parts of speech of the words underlined)

iv.    Alas! I lost my purse. (Identify the parts of speech)

v.    It has been raining since this morning. (Identify the tense)

vi.    He is                             one eyed beggar. (Fill in the blank with Appropriate article)

(b)  Fill in the blanks with appropriate Prepositions                                                                  [7M]

i.    That girl always comes                            foot (on/by/through)

ii.    What is the time                           your watch (on/at/by)

iii.    He knows Arabic                            —-English (Beside/Besides/Behind)

iv.    The two brothers are quarreling                          themselves.(Between/Among/For)

v.    My best friend lives                            Hyderabad.(at/in/on)

vi.    I think she spent the entire afternoon                          the phone.(beside/with/on)

vii.    I will wait for you                             11:00 am.(until/up to/upon)

UNIT  – IV

7.     (a) Differentiate the terms of Skimming, Scanning, Intensive and Extensive Reading. How each term helps in understanding the text while comprehending the text.                                       [7M]

(b) Define the term Comprehension. What are the key points to be kept in mind while answering the questions in reading comprehension passages.                                                                  [7M]

8.    (a) What are the strategies applied in reading comprehension passages. State how these are impor- tant in attempting the paragraph questions                                                                        [7M]

(b) Mention the types of reading. Exemplify how each type of reading helpful in understanding the main idea of the writer.                                                                                                                  [7M]

UNIT  – V

9.    (a) Write a meaningful paragraph on ‘aiming to become team player(s) is the need of the hour’. [7M]

(b)  Draft a short report on ‘role of technology in natural disasters’.                                      [7M]

10.    (a) How to write a paragraph with a proper introduction and conclusion. Draft a Paragraph on GST.                                                                                                                                                [7M]

(b) What are the essential things that should be kept in mind while sending official mails? Exemplify those essential points by drafting a mail.                                                                            [7M]

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