Regional Institute of English, South Jnanabharathi Campus, Bengaluru – 560 056

(PGDELT – COURSE 16 – FINAL EXAM] MAY– 2014

R EADING Time: 2½ hrs Max. Marks: 70

P A R T - ‘ A ’

I. Explain ANY FIVE of the following in 2 – 3 sentences each [5 X 1 = 5 M]

Readability Task based reading Reader Authentic Materials Scanning Information transfer Dictionary Reading Aloud

II. Read the text given below and frame questions as instructed below. You may choose question words given in bracket. [5 M]

(What / Where / When / Why / Which / How / How much / How long / How far / How many)

“My name is Rubina Ali. I don't know when my birthday is, and nor does my father, but I do know that I am nine years old.”

Rubina came from one of the slums of , living in the Garib Nagar slum near Bandra station. She lives with her father Rafiq, her sister Sana, her brother Abbas and her stepmother Munni. Rubina's biological mother, Khurshid (alias Khushi), after divorcing Rafiq, married Monish, a Hindu. Her father married Munni and Rubina was raised by her father and stepmother. Munni has four children from her past marriage - Suraiya, Sanjida, Babu and Irfan.

Following the success of at the 2009 , the Housing Area Development Authority recommended the children be rehoused, with an official saying the children had "brought laurels to the country" and deserved to be rewarded. On 25 February 2009, the Maharashtra Housing and Development Authority announced that Azharuddin as well as Rubina would be given "free houses" so that they would no longer have to live in the Mumbai slum of Garib Nagar. However Ali remained in a shanty in Garib Nagar until it burned down in March 2011. After taking temporary refuge in rental, Rubina and her family were eventually rehoused in her own flat in the Bandra West suburb of Mumbai, bought for her by the Jai Ho Trust set up by British director .

1 | P a g e Now, answer the following questions: a) Frame TWO questions on the above text to test SCANNING.

1. 2.

b) Frame TWO questions on the above text to test SKIMMING.

3. 4.

c) Frame ONE question on the above text to test INTENSIVE READING.

5.

III. Read the text given below and answer the questions that follow.

Story 1: Everyone has a Story in Life A 24 year old boy seeing out from the train’s window shouted, “Dad, look the trees are going behind!”

Dad smiled and a young couple sitting nearby, looked at the 24 year old’s childish behavior with pity, suddenly he again exclaimed, “Dad, look the clouds are running with us!”

The couple couldn’t resist and said to the old man, “Why don’t you take your son to a good doctor?”

The old man smiled and said, “I did and we are just coming from the hospital, my son was blind from birth, he just got his eyes today.

Every single person on the planet has a story. Don’t judge people before you truly know them. The truth might surprise you. * * * Story 2: Shake off your problems

A man's favorite donkey falls into a deep precipice; He can't pull it out no matter how hard he tries;

He therefore decides to bury it alive.

Soil is poured onto the donkey from above. The donkey feels the load, shakes it off, and steps on it;

More soil is poured. It shakes it off and steps up; The more the load was poured, the higher it rose; By noon, the donkey was grazing in green pastures.

After much shaking off (of problems) And stepping up (learning from them), One will graze in GREEN PASTURES.

2 | P a g e Story 3: Potatoes, eggs, and coffee beans

Once upon a time a daughter complained to her father that her life was miserable and that she didn’t know how she was going to make it. She was tired of fighting and struggling all the time. It seemed just as one problem was solved, another one soon followed.

Her father, a chef, took her to the kitchen. He filled three pots with water and placed each on a high fire. Once the three pots began to boil, he placed potatoes in one pot, eggs in the second pot, and ground coffee beans in the third pot.

He then let them sit and boil, without saying a word to his daughter. The daughter, moaned and impatiently waited, wondering what he was doing.

After twenty minutes he turned off the burners. He took the potatoes out of the pot and placed them in a bowl. He pulled the eggs out and placed them in a bowl.

He then ladled the coffee out and placed it in a cup. Turning to her he asked. “Daughter, what do you see?”

“Potatoes, eggs, and coffee,” she hastily replied.

“Look closer,” he said, “and touch the potatoes.” She did and noted that they were soft. He then asked her to take an egg and break it. After pulling off the shell, she observed the hard- boiled egg. Finally, he asked her to sip the coffee. Its rich aroma brought a smile to her face.

“Father, what does this mean?” she asked.

He then explained that the potatoes, the eggs and coffee beans had each faced the same adversity– the boiling water. However, each one reacted differently.

The potato went in strong, hard, and unrelenting, but in boiling water, it became soft and weak. The egg was fragile, with the thin outer shell protecting its liquid interior until it was put in the boiling water. Then the inside of the egg became hard. However, the ground coffee beans were unique. After they were exposed to the boiling water, they changed the water and created something new.

“Which are you,” he asked his daughter. “When adversity knocks on your door, how do you respond? Are you a potato, an egg, or a coffee bean? “

Moral: In life, things happen around us, things happen to us, but the only thing that truly matters is what happens within us. Which one are you?

* * *

3 | P a g e Now, answer the following questions:

A) Give an outline of each story in about 3 – 4 sentences. [3 M]

B) Out of three stories, which one do you like the most and why?. [3 M]

C) The man decided to bury his donkey alive, why? Was he right in thinking so? [3 M]

D) Write a dialogue between any TWO characters in story 1. (3 exchanges) [3 M]

E) Design an interesting pre-reading activity to introduce story 3 in VIII standard. [3 M]

IV. Mention the techniques involved in READING. Define any ONE in a paragraph [2 M]

V. While reading in the most important stage of reading class. What are the other stages of reading? Explain them in brief (3 – 4 sentences each). [4 M]

VI. Mention any THREE problems you might face in developing reading skill among secondary school learners? Suggest the ways to solve them. [4 M]

P A R T - ‘B’

I. State whether the following statements are True (T) or False (F) [10 X ½ = 5 M]

1. A Discourse is an extended expression of thought 2. Conceptual meaning deals with the sentential level of comprehension. 3. 'But' 'and' 'infact' are examples of cohesion. 4. Comprehension focuses on search for meaning. 5. Schema is an activity done in the beginning of a lesson. 6. One of the purposes of questioning is to make learners aware of the language used. 7. Role play can be used only as a post reading activity. 8. Text types are the activities done while teaching reading. 9. Approaches to reading refer to different techniques of teaching Reading. 10. Cloze test is a testing pattern in which every Nth word is removed.

4 | P a g e II. Given below is a poem. If you were to teach the Conceptual meaning of the poem, how would you? [2 M] A Proud Old Man (Grandpa) by Paul Chidyausiku

They say they are healthier than me, Though they can’t walk to the end of a mile. At their age I walked forty at night to wage battle at dawn. They think they are healthier than me. If their socks get wet they catch cold, When my sockless feet got wet, I never sneezed, But they still think that they are healthier than me. On a soft mattress over a spring bed They still have to take a sleeping pill. But I, with reeds cutting into my ribs My head resting on a piece of wood, I sleep like a baby and snore.

III. Read the examples of different kinds of cohesion. Identify it and write on the space provided. [5 M] 1. Invading that country was an utterly stupid thing to do. ______

2. If ignorance is bliss, it is folly to be wise. ______

3. He agreed to help her if she gives him some money in return.______

4. He was happy with her so was she. ______

5. She screamed so loud that her screech was heard at a far distance. ______

IV. Read the story and identify the Reading Skill involved in the comprehension of the ideas listed below. Write the Reading Skill in the space given. [½ X 6 = 3 M] Reading Skills: i. Reading the lines ii. Reading between the lines iii. Reading beyond the lines

5 | P a g e A friend of a former colleague told me about an incident that recently happened to his boss on a train. The boss was feeling pleased at claiming a four-seat table for himself and settled down to a nice quite journey reading his book. The whistle blew and as the train pulled out, a loud yuppie went into the carriage and threw his bags down on the table, collapsed into the seat opposite, immediately took out his mobile phone and began a loud, silly conversation – ‘but … sell … take a check … hyper! – that sort of thing.

The quieter man couldn’t believe his misfortune and tried to ignore the stupid city type, but he was so noisy, ringing people up and rustling papers and shouting ‘Yah … yah … yah …’ into the phone all the time, that the boss couldn’t take any more and left for another part of the train.

He’d just sat down when an old man opposite him went pale and groaned. He was having a heart attack and collapsed on the floor. The guard arrived as passengers tried to come to the old gent’s aid, and he explained that they’d have to wait until the next station before they could phone as the train’s communication lines were down.

‘I know someone with a phone!’ said the boss happily, ‘we can ring ahead and have an ambulance waiting for him at the station.’

So the guard, the boss and some other concerned passengers marched back down the carriage. The yuppie was still in mid-conversation when the guard cut in to explain the situation and ask him, as it was an emergency, if they might have the use of his mobile phone.

At first the yuppie waved them away as if he was busy, still talking down the line. But when they persisted and got increasingly agitated, he threw the phone down, went red in the face and looking down mumbled, ‘You can’t. It’s only a fake phone.’ 1. If I were the third passenger in that carriage, I would have asked yuppie to be a little soft. ______2. The boss was pleased to find a quiet place in the train to read. ______3. The boss wanted a quite journey but he was disturbed throughout. ______4. Had the old man not collapsed with heart attack, nobody would have known that yuppie had a fake phone. ______5. A passenger in the train suddenly collapsed due to heart attack______6. Yuppie was trying to pose to be rich by using a fake phone ______

V. Given below is a passage, design a pre-reading task for the same. [2 M]

Books are, by far, the most lasting product of human effort. Temples crumble into ruin, pictures and statues decay, but books survive. Time does not destroy the great thoughts which are as fresh today as when they first passed through the author’s mind. These thoughts speak to us through the printed page. The only effect of time has been to throw out of currency, bad products. Nothing in literature, which is not good can live for long. Good books have always helped man in various spheres of life. No wonder that the world keeps its books with great care.

6 | P a g e

VI. Given below are the major approaches to teaching Reading for beginners. Among those given, state one approach that you feel is more suitable for teaching the beginners and also give reasons to support your answer. [3 M]

1. Alphabetic 2. Traditional phonic 3. Visio-phonic 4. Whole- word and look/ say approaches 5. Story method 6. Individualized reading 7. Language – experience approaches 8. Eclectic or mixed method

VII. List out the factors that affect Reading and explain any one of them stating how it affects reading. [2 M]

VIII. Look at the picture and frame two questions each on the question type given. [6 M]

Question Types: 1. Literal Comprehension 2. Reorganization and Interpretation 3. Inference 4. Evaluation 5. Personal Response 6. Creation

7 | P a g e IX. Read the following passage and answer the questions (Tick) that follow: [7M]

Mir, the space station launched by the Soviets 16 years ago became the forerunner of all space habitations and a technology demonstrator of endurance in space. For lack of funds to maintain its operations, it was deorbited to burn up in the atmosphere in 2001. Mir has given way to the International Space Station.

But mankind’s vision of space and its mystique began decades or centuries ago in the form of theorisations, imaginations and dreams. The incredible always begins as a dream. If ever someone ventured to tell another a century ago that man will land on the moon, he would be branded as moon-struck (just mad)! A vision remains a vision till it becomes a reality. Robert Goddard, a pioneer in rocketry and space travel, once said: “It is impossible to say what is impossible; yesterday’s dreams are today’s hopes an tomorrow’s reality.”

The space age can be said to have begun with the launch of Sputnik-1 in 1957. But the dreams and imaginings began long ago. Aryabhatta (AD 476), the famous Indian astronomer, after whom an Indian satellite was named, held the view that the Earth is a sphere rotating on its axis and going around the sun. Almost twelve centuries before Isaac Newton (1642 – 1727), Bhaskaracharya, an astronomer of the 6th century AD, calculated the time taken by the Earth to orbit the sun to nine decimal places, almost accurate by modern measurements. Nicolas Copernicus (1473 – 1543) observed that the Earth rotated on its axis and went in annual orbit around the sun. Johannes Kepler (1571 – 1630) stated that orbits of planets were elliptical Newton was the first to suggest an artificial Earth satellite. In his Principia (1687) he explained how an object can go into orbit around the Earth, if it maintains adequate speed to counter the Earth’s gravity. These are the few names in the galaxy that whetted mankind’s interest in knowing more about the world beyond the Earth and exploring it.

In less than half a century, space explorations have made a world of difference to the present-day world in almost every realm of life. From humble beginnings, we in India, have also earned a niche as a space power by dint of our efforts alongside countries like USA, Russia, Britain, France and China, thanks to great minds like Vikram Sarabhai, SatishDhawan and A.P.J Abdul Kalam, U.R. Rao and K. Kasturirangan. The spectacular development and application of space technology, extending over communication, broadcasting, education and health care, disaster management, weather forecasting, environmental protection and management of natural resources have made space explorations and satellite technology an integral part to a better quality of life. The third UN Conference on the Peaceful Uses of Outer Space, UNISPACE- III was organized in Vienna (Austria) in July 1999 to promote equitable sharing of the benefits of space technology application among all nations.

1. The space station ‘Mir’ was first launched by the British Soviets Americans Chinese

2. Who was the first to suggest that the Earth revolved around the sun? Nicolas Copernicus Newton Kepler Aryabhatta

8 | P a g e 3. The astronomer ‘Bhaskaracharya’ calculated the time taken by the Earth to orbit the sun.

to about nine decimal systems to about a decimal unit to be inaccurate by modern measurements many centuries ago

4. Which of the following statements is true?

The space age is said to have begun in Space explorations have changed

the 6th century AD human lives. The space station Mir’s launch was All of the above highly unsuccessful

5. The phrase ‘moon-struck’ used in the passage means

stuck on the moon lost on the moon mentally deranged landing on the moon

6. Why was the third UN conference on the peaceful uses of outer space organized?

To what mankind’s interest in knowing To pioneer rocketry and space travel to move about the world To promote equitable sharing of the To ensure a better quality of life benefits of space technology applications among countries

7. How is an object launched into space?

By working alongside countries like By maintaining adequate speed to

USA, Russia and Britain counter the Earth’s gravity By projecting the orbit from the moon Though satellite networking into outer space

9 | P a g e