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GNDU QUESTION PAPERS 2021
B.com 4
th
SEMESTER
ENGLISH (Compulsory)
Time Allowed: 3 Hours Maximum Marks:
Note: Aempt Five quesons in all, selecng at least One queson from each secon. The
Fih queson may be aempted from any secon. All quesons carry equal marks.
1. A. Fill in the following blanks with a suitable modal :
(i) This is a wonderful place. I………………….stay here forever.
(can/could)
(ii) We...... respect our teachers. (should/must)
(iii) She..... speak English uently. (can/may)
(iv) That restaurant………………………..be very good. It's always empty. (can't/must)
B. Put the verb into the correct form, present simple or past simple, acve or passive :
(i) It's a big factory. Five hundred people ....... (employ) there.
(ii) Water ...... (cover) most of the earth's surface.
(iii) I was born in London, but 1 ......(grow up) in Canada.
C. Make one sentence from two. Use Who/That/Which:
(i). Some people were arrested. They have now been set free.
(ii).He is a shopkeeper. He has won a loery.
(iii).A girl fell in the well. She was taken to the hospital.
2.A. In the following sentences you need who or that. Correct them:
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(i). The women lives next door is a doctor.
(ii) The people work in the oce are very nice.
(iii) The girl topped in the university is my sister.
(iv) The dog ran away from my house is a Pitbull.
B. Fill in the blanks with suitable conjucons:
(i) We went out...... it was raining heavily. (although/because)
(ii) You can't go in ...... you are a member. (as long as/unless)
(iii) Travelling by car is comfortable ………………. enough money. (provided/in case)
C. Fill in the following blanks with a suitable modal:
(i) Don't tell anybody what I said. You …………………. keep it a secret. (need to/must)
(ii) 1........walk ve miles connuously without geng red. (can/have to)
(iii) You look red. You go to bed. (would/should)
3.Write words that are similar in meaning to the following:
(i) Enormous
(ii) Borrowed money that needs to be repaid
(iii) Resemblance
(iv) Casual
(v) Modify.
B. Find out the nominalised parts in any three of the following sentences:
(i) The government's proposal to increase income tax has angered a lot of people.
(ii) The emergence of drug-resistant bacteria is a cause of concern.
(iii) The careless use of pescides by farmers contaminated supplies of drinking water.
(iv) The student's slow and painful adjustment to life overseas was to be expected.
(v) The excessive use of an-biocs is extremely dangerous.
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4.A. Idenfy the problem markers and the problems in the following texts:
(i) When people move to another country, one obstacle they may face is their inability to
speak the language of their new home.
(ii) The threat of possible nuclear war between the two superpowers lessened
considerably in the 1990s.
(iii) An important issue that the government has failed to address is unemploymen
(iv) Dierences in sociolinguisc rules of speaking can give rise to complicaons when
people from two dierent cultures try to communicate.
(v) Young people live in heavy debt because they have easy access to credit cards but have
no sense to use them.
B. Write words that are similar in meaning to the following:
(i) Catastrophic
(ii) Accumulaon
(iii) Emerge
(iv) Interpret
(v) Potenal.
5. Discuss the theme in the poem 'Because I Could not Stop for Death'.
6. Write about the signicance of the tle of the poem "The Emperor of Ice Cream".
7. Summarize the main ideas in the essay The Water Crisis.
8. What are the rules of speaking ?
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GNDU ANSWER PAPERS 2021
B.com 4
th
SEMESTER
ENGLISH (Compulsory)
Time Allowed: 3 Hours Maximum Marks:
Note: Aempt Five quesons in all, selecng at least One queson from each secon. The
Fih queson may be aempted from any secon. All quesons carry equal marks.
1. A. Fill in the following blanks with a suitable modal :
(i) This is a wonderful place. I………………….stay here forever.
(can/could)
(ii) We...... respect our teachers. (should/must)
(iii) She..... speak English uently. (can/may)
(iv) That restaurant………………………..be very good. It's always empty. (can't/must)
Ans: (i) This is a wonderful place. I could stay here forever.
(ii) We must respect our teachers.
(iii) She can speak English fluently.
(iv) That restaurant can’t be very good. It’s always empty.
B. Put the verb into the correct form, present simple or past simple, acve or passive :
(i) It's a big factory. Five hundred people ....... (employ) there.
(ii) Water ...... (cover) most of the earth's surface.
(iii) I was born in London, but 1 ......(grow up) in Canada.
Ans: (i) It’s a big factory. Five hundred people are employed there.
(ii) Water covers most of the earth’s surface.
(iii) I was born in London, but I grew up in Canada.
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C. Make one sentence from two. Use Who/That/Which:
(i). Some people were arrested. They have now been set free.
(ii).He is a shopkeeper. He has won a loery.
(iii).A girl fell in the well. She was taken to the hospital.
Ans: (i) Some people who were arrested have now been set free.
(ii) He is a shopkeeper who has won a loery.
(iii) A girl who fell in the well was taken to the hospital.
2.A. In the following sentences you need who or that. Correct them:
(i). The women lives next door is a doctor.
(ii) The people work in the oce are very nice.
(iii) The girl topped in the university is my sister.
(iv) The dog ran away from my house is a Pitbull.
Ans: (i) The woman who lives next door is a doctor.
(ii) The people who work in the oce are very nice.
(iii) The girl who topped the university is my sister.
(iv) The dog that ran away from my house is a Pitbull.
B. Fill in the blanks with suitable conjucons:
(i) We went out...... it was raining heavily. (although/because)
(ii) You can't go in ...... you are a member. (as long as/unless)
(iii) Travelling by car is comfortable ………………. enough money. (provided/in case)
Ans: (i) We went out although it was raining heavily.
(ii) You can't go in unless you are a member.
(iii) Travelling by car is comfortable provided you have enough money.
C. Fill in the following blanks with a suitable modal:
(i) Don't tell anybody what I said. You …………………. keep it a secret. (need to/must)
(ii) 1........walk ve miles connuously without geng red. (can/have to)
(iii) You look red. You go to bed. (would/should)
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Ans: (i) Don’t tell anybody what I said. You must keep it a secret.
(ii) I can walk ve miles connuously without geng red.
(iii) You look red. You should go to bed.
3.Write words that are similar in meaning to the following:
(i) Enormous
(ii) Borrowed money that needs to be repaid
(iii) Resemblance
(iv) Casual
(v) Modify.
Ans: (i) Enormous → Huge
(ii) Borrowed money that needs to be repaid → Loan
(iii) Resemblance → Similarity
(iv) Casual → Informal
(v) Modify → Change / Alter
B. Find out the nominalised parts in any three of the following sentences:
(i) The government's proposal to increase income tax has angered a lot of people.
(ii) The emergence of drug-resistant bacteria is a cause of concern.
(iii) The careless use of pescides by farmers contaminated supplies of drinking water.
(iv) The student's slow and painful adjustment to life overseas was to be expected.
(v) The excessive use of an-biocs is extremely dangerous.
Ans: (i) The government's proposal to increase income tax has angered a lot of people.
Nominalised part: proposal to increase income tax
(ii) The emergence of drug-resistant bacteria is a cause of concern.
Nominalised part: emergence of drug-resistant bacteria
(iii) The careless use of pesticides by farmers contaminated supplies of drinking water.
Nominalised part: careless use of pesticides
(iv) The student's slow and painful adjustment to life overseas was to be expected.
Nominalised part: slow and painful adjustment to life overseas
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(v) The excessive use of anti-biotics is extremely dangerous.
Nominalised part: excessive use of anti-biotics
4.A. Idenfy the problem markers and the problems in the following texts:
(i) When people move to another country, one obstacle they may face is their inability to
speak the language of their new home.
(ii) The threat of possible nuclear war between the two superpowers lessened
considerably in the 1990s.
(iii) An important issue that the government has failed to address is unemploymen
(iv) Dierences in sociolinguisc rules of speaking can give rise to complicaons when
people from two dierent cultures try to communicate.
(v) Young people live in heavy debt because they have easy access to credit cards but have
no sense to use them.
Ans: (i)
• Problem Marker: obstacle
• Problem: inability to speak the language
(ii)
• Problem Marker: threat
• Problem: possible nuclear war
(iii)
• Problem Marker: issue
• Problem: unemployment
(iv)
• Problem Marker: complications
• Problem: differences in sociolinguistic rules of speaking
(v)
• Problem Marker: because
• Problem: heavy debt due to misuse of credit cards
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B. Write words that are similar in meaning to the following:
(i) Catastrophic
(ii) Accumulaon
(iii) Emerge
(iv) Interpret
(v) Potenal.
Ans: (i) Catastrophic → Disastrous
(ii) Accumulaon → Collecon
(iii) Emerge → Appear
(iv) Interpret → Explain
(v) Potenal → Possible
5. Discuss the theme in the poem 'Because I Could not Stop for Death'.
Ans: Theme of the Poem “Because I Could Not Stop for Death”
The poem “Because I Could Not Stop for Death” by Emily Dickinson is one of the most
famous poems in English literature. It deals with deep themes such as death, immortality,
the passage of time, and the peaceful acceptance of death. Dickinson presents death not as
something frightening, but as a calm and gentle journey.
1. Death as a Gentle Companion
One of the central themes of the poem is the idea that death is not terrifying. Instead,
Dickinson personifies Death as a kind and polite gentleman who comes to take the speaker
on a journey.
In the poem, Death stops for the speaker because she is too busy to stop for him. This
shows that human beings are often too occupied with life to think about death. However,
death comes to everyone eventually. The surprising part is that Death is not shown as cruel
or violent, but rather as calm and respectful.
This theme suggests that death is a natural and unavoidable part of life, and it should not be
feared.
2. Journey from Life to Eternity
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The poem describes death as a journey in a carriage. The speaker rides with Death and
Immortality, which indicates that the journey is not just about dying, but about moving into
eternal life.
During the journey, the carriage passes through different scenes:
• Children playing at school → represents childhood
• Fields of grain → represents adulthood and maturity
• Setting sun → represents old age and the end of life
These stages symbolize the entire life cycle of a human being. Through this journey,
Dickinson shows how life moves gradually toward death.
The inclusion of Immortality suggests that death is not the end, but the beginning of
another existence.
3. The Passage of Time
Another important theme is the idea of time. At first, the journey seems slow and peaceful,
as Death drives the carriage leisurely. However, by the end of the poem, the speaker reveals
that centuries have passed since her death, yet it feels shorter than a day.
This creates a contrast between human time and eternal time. While life on earth is limited
and short, eternity is endless. Dickinson uses this idea to show how insignificant human time
is compared to the infinite nature of immortality.
4. Acceptance of Death
The poem also reflects a calm acceptance of death. The speaker does not resist or fear
Death. Instead, she willingly joins him on the journey. This peaceful attitude suggests that
death is not something to fight against, but something to accept.
Dickinson challenges the common idea that death is painful or tragic. Instead, she presents
it as a natural transition from life to eternity.
5. Mystery of Immortality
Although the poem talks about immortality, it does not fully explain what happens after
death. The speaker describes her grave as a “house” that seems small and quiet. This
creates a sense of mystery about life after death.
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Dickinson leaves the reader thinking about what immortality really means. Is it peaceful? Is
it uncertain? The poem does not give clear answers, which adds to its depth and beauty.
Conclusion
In conclusion, “Because I Could Not Stop for Death” explores the themes of death,
immortality, time, and acceptance in a unique and thoughtful way. Emily Dickinson presents
death as a gentle guide rather than something to fear. The poem shows life as a journey
that naturally leads to death and then to eternity.
Through simple language and powerful imagery, Dickinson changes our understanding of
death. Instead of seeing it as an end, she encourages us to see it as a transition to another
phase of existence. This calm and philosophical approach makes the poem deeply
meaningful and timeless.
6. Write about the signicance of the tle of the poem "The Emperor of Ice Cream".
Ans: Significance of the Title of the Poem “The Emperor of Ice-Cream”
The poem “The Emperor of Ice-Cream” by Wallace Stevens is a unique and thought-
provoking work that explores themes of life, death, reality, and illusion. The title itself is
very important because it captures the central idea of the poem. At first glance, the title
may seem strange or even humorous, but it carries deep philosophical meaning.
1. Literal Meaning of the Title
The phrase “Emperor of Ice-Cream” suggests someone powerful or important—an
emperor—associated with something simple and temporary—ice cream. Ice cream is a
pleasure that is sweet but short-lived. It melts quickly and cannot last for long.
Thus, the title combines two contrasting ideas:
• Emperor → power, authority, importance
• Ice cream → temporary pleasure, enjoyment, and impermanence
This contrast is key to understanding the poem’s deeper meaning.
2. Celebration of Present Reality
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One of the main themes of the poem is that life should be accepted as it is, without illusions.
The “Emperor of Ice-Cream” symbolizes the idea that simple, physical pleasures of life are
the ultimate reality.
In the poem, a scene of death is described, but instead of mourning deeply or focusing on
sorrow, the poem highlights ordinary actions like preparing ice cream and arranging the
room. This shows that life continues even in the presence of death.
The title suggests that the real “ruler” of life is not something grand or spiritual, but the
immediate, physical world—symbolized by ice cream.
3. Rejection of Illusions and False Dignity
The poem emphasizes that there is no need to create false dignity or pretend that death is
something noble or mysterious. The dead body is shown plainly, without decoration or
exaggeration.
The “Emperor of Ice-Cream” represents truth and reality, not illusion. Ice cream, being
simple and real, stands for honesty and direct experience.
Stevens seems to suggest that:
• There is no hidden meaning beyond what we see
• Life should not be covered with artificial ideas or beliefs
Thus, the title reflects the rejection of illusions and highlights the importance of accepting
reality as it is.
4. Symbol of Life’s Temporariness
Ice cream melts quickly, which makes it a strong symbol of the temporary nature of life. Just
like ice cream, human life is short and cannot last forever.
By calling ice cream an “emperor,” the poet is emphasizing that:
• Temporary pleasures dominate human life
• People focus on enjoying the present moment because life is uncertain
The title reminds us that life is fleeting, and we should value the present instead of worrying
too much about death or the afterlife.
5. Irony in the Title
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There is also irony in the title. An emperor is usually associated with greatness and long-
lasting power, but ice cream is something that disappears quickly. This creates a contrast
that makes the reader think deeply.
The irony suggests:
• True power does not lie in grand ideas or authority
• Instead, it lies in simple, everyday experiences
This ironic contrast makes the title memorable and meaningful.
6. Focus on Physical World Over Spirituality
Another important aspect of the title is its focus on the physical world. The poem does not
talk about heaven, soul, or afterlife in a traditional way. Instead, it focuses on what is visible
and real.
Ice cream represents:
• Sensory experience (taste, pleasure)
• The physical reality of life
By calling it the “emperor,” the poet suggests that the physical world is more important
than abstract or spiritual ideas.
7. Final Meaning of the Title
In the last line of the poem, Stevens repeats:
“The only emperor is the emperor of ice-cream.”
This line clearly shows the main message:
• There is no higher power or hidden truth beyond reality
• The only “ruler” is the present moment and its simple pleasures
The title, therefore, summarizes the entire theme of the poem.
Conclusion
In conclusion, the title “The Emperor of Ice-Cream” is highly significant and meaningful. It
represents the central idea of the poem—that life is temporary, and its simple pleasures are
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the true reality. Through this unusual and ironic title, Wallace Stevens encourages readers
to accept life as it is, without illusions or false beliefs.
The “emperor” is not a powerful king or a divine force, but something as simple as ice
cream, symbolizing the fleeting yet real experiences of life. This powerful idea makes the
title both unique and deeply philosophical.
7. Summarize the main ideas in the essay The Water Crisis.
Ans: Summary of the Essay “The Water Crisis”
The essay “The Water Crisis” highlights one of the most serious global problems faced by
humanity today—the shortage of clean and safe water. It explains the causes, effects, and
possible solutions to this crisis in a simple and informative way. Water is essential for life,
yet many parts of the world are facing severe water scarcity. The essay stresses the urgent
need to conserve and manage water resources wisely.
1. Importance of Water
The essay begins by emphasizing that water is a basic necessity for all living beings. Humans
need water for drinking, cooking, cleaning, agriculture, and industrial purposes. Without
water, life cannot exist.
Although about 70% of the Earth is covered with water, only a small portion of it is fresh and
suitable for human use. Most of the water is salty and found in oceans. The limited
availability of fresh water makes it a precious resource that must be protected.
2. Causes of Water Crisis
The essay explains several reasons behind the growing water crisis:
(a) Population Growth
As the population increases, the demand for water also rises. More people means more
water is needed for daily activities, agriculture, and industries.
(b) Overuse and Wastage
People often waste water unnecessarily. Leaving taps running, excessive use in irrigation,
and careless usage contribute to water scarcity.
(c) Pollution
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Water sources like rivers, lakes, and groundwater are becoming polluted due to industrial
waste, sewage, and chemicals. Polluted water cannot be used for drinking or farming, which
reduces the amount of usable water.
(d) Climate Change
Changes in climate have affected rainfall patterns. Some areas face droughts, while others
experience floods. Irregular rainfall leads to water shortages in many regions.
(e) Poor Water Management
In many places, water resources are not managed properly. Lack of planning, outdated
systems, and unequal distribution worsen the problem.
3. Effects of Water Crisis
The essay also discusses the serious consequences of water scarcity:
(a) Health Problems
Lack of clean water leads to diseases such as cholera, diarrhea, and typhoid. Millions of
people suffer due to unsafe drinking water.
(b) Agricultural Problems
Farmers depend on water for irrigation. Water shortage affects crop production, leading to
food scarcity and higher prices.
(c) Economic Impact
Industries require water for production. Water scarcity can slow down industrial growth and
affect the economy.
(d) Social Conflicts
In some regions, people fight over limited water resources. This can lead to conflicts
between communities and even countries.
4. Need for Water Conservation
The essay stresses that water conservation is essential to solve the crisis. People must
understand the value of water and use it wisely. Small actions, when done by many people,
can make a big difference.
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5. Solutions to the Water Crisis
The essay suggests several practical solutions:
(a) Rainwater Harvesting
Collecting and storing rainwater can help increase water supply, especially in areas with low
rainfall.
(b) Reducing Wastage
People should avoid wasting water by fixing leaks, using water efficiently, and adopting
water-saving habits.
(c) Recycling and Reuse
Used water can be treated and reused for purposes like irrigation and cleaning.
(d) Pollution Control
Strict measures should be taken to prevent industries and households from polluting water
sources.
(e) Awareness and Education
People should be educated about the importance of water conservation. Awareness
campaigns can encourage responsible usage.
(f) Government Initiatives
Governments should implement policies for proper water management, build
infrastructure, and ensure fair distribution of water.
6. Role of Individuals
The essay also highlights that every individual has a responsibility to save water. Simple
steps like turning off taps, using buckets instead of showers, and avoiding unnecessary use
of water can help conserve this valuable resource.
Conclusion
In conclusion, “The Water Crisis” is a powerful essay that draws attention to a critical global
issue. It explains that while water is essential for life, its availability is limited and under
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threat due to human activities and environmental changes. The essay urges both individuals
and governments to take immediate action to conserve water and manage it effectively.
If proper steps are not taken now, future generations may face severe shortages of water.
Therefore, it is our duty to protect and preserve this precious resource for a sustainable
future.
8. What are the rules of speaking ?
Ans: Rules of Speaking
Speaking is one of the most important skills in communication. It helps us express our
thoughts, ideas, and feelings clearly to others. However, effective speaking is not just about
talking; it requires following certain rules and principles to ensure that communication is
clear, respectful, and meaningful. These rules of speaking help in improving both personal
and professional interactions.
1. Clarity of Thought and Expression
The first rule of speaking is to be clear in what you want to say. Before speaking, a person
should organize their thoughts. Speaking without clarity can confuse the listener.
• Use simple and clear language
• Avoid unnecessary words
• Focus on the main idea
Clear communication ensures that the listener understands the message properly.
2. Proper Pronunciation
Correct pronunciation is very important in speaking. If words are not pronounced properly,
the meaning can change or become unclear.
• Speak words correctly
• Practice difficult words
• Avoid mumbling or speaking too fast
Good pronunciation improves confidence and makes communication effective.
3. Use of Appropriate Tone
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Tone refers to how something is said. The same words can have different meanings
depending on the tone used.
• Use a polite and respectful tone
• Avoid harsh or rude expressions
• Match tone with situation (formal/informal)
A good tone helps in building positive relationships.
4. Fluency and Confidence
Fluency means speaking smoothly without too many pauses or hesitations. Confidence is
equally important.
• Speak naturally and steadily
• Avoid too many fillers like “um”, “uh”
• Practice regularly to improve fluency
Confidence makes the speaker more convincing and engaging.
5. Listening Skills
Effective speaking also requires good listening. Communication is a two-way process.
• Listen carefully before responding
• Do not interrupt others
• Understand the listener’s point of view
Good listening leads to better responses and meaningful conversations.
6. Relevance and Accuracy
A speaker should always stay on the topic and provide accurate information.
• Avoid irrelevant details
• Stick to the subject
• Provide correct and reliable information
This helps maintain the interest of the listener.
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7. Body Language and Eye Contact
Non-verbal communication plays an important role in speaking.
• Maintain eye contact
• Use appropriate gestures
• Keep a confident posture
Body language supports spoken words and makes communication more effective.
8. Politeness and Respect
Respect is a key rule of speaking. One should always be polite while communicating.
• Use courteous words like “please”, “thank you”
• Respect others’ opinions
• Avoid offensive language
Politeness creates a positive impression and avoids conflicts.
9. Adaptability to Audience
A good speaker adjusts their language and style according to the audience.
• Use simple language for general audience
• Use formal language in professional settings
• Consider age, background, and knowledge of listeners
This ensures that the message is understood by everyone.
10. Logical Structure
A well-structured speech is easier to understand.
• Begin with an introduction
• Present main points clearly
• End with a conclusion
A logical flow keeps the audience engaged and helps in better understanding.
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11. Avoiding Errors
Grammatical mistakes and incorrect usage of words can reduce the effectiveness of
speaking.
• Use correct grammar
• Avoid slang in formal situations
• Practice speaking regularly
Accuracy improves credibility.
12. Practice and Improvement
Speaking is a skill that improves with practice.
• Participate in discussions
• Practice in front of a mirror
• Seek feedback and improve
Continuous practice helps in mastering speaking skills.
Conclusion
In conclusion, the rules of speaking are essential for effective communication. They include
clarity, correct pronunciation, proper tone, fluency, listening, politeness, and adaptability.
By following these rules, a person can express ideas clearly, build strong relationships, and
succeed in both personal and professional life.
Good speaking is not just about talking, but about communicating in a way that is
understood, respected, and appreciated by others. Therefore, everyone should try to
develop and improve their speaking skills by following these important rules.
“This paper has been carefully prepared for educaonal purposes. If you noce any
mistakes or have suggesons, feel free to share your feedback.”
