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GNDU QUESTION PAPERS 2022
B.com 4
th
SEMESTER
ENGLISH (Compulsory)
Time Allowed: 3 Hours Maximum Marks: 50
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.
SECTION-A
(A) Complete the sentences using could, couldn't or managed to:
(1) I looked everywhere for the mobile, but _______________ I nd it.
(2) They didn't want to come with us at rst, but we______________ persuade them.
(3) I looked very carefully and I ______________ see somebody in the distance.
(4) I had forgoen to bring my camera, so I _______________ take any pictures.
(B) Put the verb into the correct form, acve or passive:
(5) The leer _______________ (send) a week ago and it (arrive) ___________ yesterday.
(6) The park gates _______________ (lock) at 8.30 p.m. every evening.
(7) Water ______________ (cover) most of the earth's surface.
(C) Complete the sentences with say or tell
(8) Mary _____________ good morning to me and wall into the class.
(9). Garima ______________ her job me that she was bored w
(10) Don't ______________ anybody what has happened
2. (A) Make one sentence from two. Use who/thay which:
(1) Some stories have unhappy endings, I don' like them.
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(2) My sister studies in university. She has topped in the class.
(3) Where is the cheese ? It was in the fridge.
(4) Harry works for a company. It makes umbrellas
(5) A building was destroyed in the re. It has now been rebuilt.
(B) Complete the sentences with although/in spite of/because/because of:
(6) ________________ it rained a lot, we enjoyed our holiday.
(7) I went home early _____________ I was feeling unwell
(8) She accepted the job _____________ the salary, which was rather low.
(9) I couldn't get to sleep____________________ the noise.
(10) I didn't get the job qualicaons. ______________ I had the necessary
SECTION-B
(A).Idenfy the nominalised subjects in the following sentences
(1) The management's decision to shut down the factory has made a lot of people
unemployed.
(2) The disappearance of so many species in the last century is a cause of concern
(3) The destrucon of Ukraine in the war is a major setback to the world peace.
(4) The clearing of forests to build wide roads must be stopped immediately.
(5) The public's lack of appreciaon of art usually discourages the arsts.
(B) Write words that are similar in meaning to the following:
(1) Financially successful
(2) Not enough
(3) Clear and rm
(4) Expensive
(5) Cultural history.
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(A) Decide which form of the verb, the acve or the passive, correctly completes the
following sentences:
(1) In court, the advocate argued that a key part of the evidence____________.
(had not properly analysed/had not been properly analysed)
(2) The expert concluded that the suspect _________ the threatening e-mail.
(may have wrien/may have been wrien)
(3) A phone call_____________ just before the aack
( had made/had been made)
(4) Sociolinguists______________ in how languages vary
(interested/are interested)
(5) Aer a few months in a new country behaviour, values and identy _____________to
adapt to a new culture.
(will shi/will have been shied)
(B) Idenfy the technical terms and the denion markers in the following texts:
(1) Maer is dened as anything that occupy space and weight.
(2) Family is the most important inuence in teaching children how to interact with one
another, a process known as socializaon
(3) Phonecs is the study of speech sounds made in human languages.
(4) Cognates refer to words in two or more languages that share the same origin and have
similar spellings and meanings.
(5) Achieved status refers to the social posion an individual reaches through choice,
ability and compeon.
SECTION-C
5. Discuss the thesis in the poem 'Porphyria's Lover'.
6. Discuss Robert Frost's "Stopping by Woods on a Snowy Evening" as an inspiraonal
poem.
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SECTION-D
7. When does language learning begin? Write a detailed note.
8. Summarize the main ideas in the essay "Managing Earth's Greenhouse".
GNDU ANSWER PAPERS 2022
B.com 4
th
SEMESTER
ENGLISH (Compulsory)
Time Allowed: 3 Hours Maximum Marks: 50
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.
SECTION-A
(A) Complete the sentences using could, couldn't or managed to:
(1) I looked everywhere for the mobile, but _______________ I nd it.
(2) They didn't want to come with us at rst, but we______________ persuade them.
(3) I looked very carefully and I ______________ see somebody in the distance.
(4) I had forgoen to bring my camera, so I _______________ take any pictures.
Ans: I looked everywhere for the mobile, but couldn’t find it.
They didn't want to come with us at first, but we managed to persuade them.
I looked very carefully and I could see somebody in the distance.
I had forgotten to bring my camera, so I couldn’t take any pictures.
(B) Put the verb into the correct form, acve or passive:
(5) The leer _______________ (send) a week ago and it (arrive) ___________ yesterday.
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(6) The park gates _______________ (lock) at 8.30 p.m. every evening.
(7) Water ______________ (cover) most of the earth's surface.
Ans: The letter was sent a week ago and it arrived yesterday.
The park gates are locked at 8:30 p.m. every evening.
Water covers most of the earth's surface.
(C) Complete the sentences with say or tell
(8) Mary _____________ good morning to me and wall into the class.
(9). Garima ______________ her job me that she was bored w
(10) Don't ______________ anybody what has happened
Ans: Mary said good morning to me and walked into the class.
Garima told me that she was bored with her job.
Don't tell anybody what has happened.
2. (A) Make one sentence from two. Use who/thay which:
(1) Some stories have unhappy endings, I don' like them.
(2) My sister studies in university. She has topped in the class.
(3) Where is the cheese ? It was in the fridge.
(4) Harry works for a company. It makes umbrellas
(5) A building was destroyed in the re. It has now been rebuilt.
Ans: Some stories that have unhappy endings I don’t like.
My sister, who studies in university, has topped in the class.
Where is the cheese which was in the fridge?
Harry works for a company that makes umbrellas.
A building that was destroyed in the fire has now been rebuilt.
(B) Complete the sentences with although/in spite of/because/because of:
(6) ________________ it rained a lot, we enjoyed our holiday.
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(7) I went home early _____________ I was feeling unwell
(8) She accepted the job _____________ the salary, which was rather low.
(9) I couldn't get to sleep____________________ the noise.
(10) I didn't get the job qualicaons. ______________ I had the necessary
Ans: Although it rained a lot, we enjoyed our holiday.
I went home early because I was feeling unwell.
She accepted the job in spite of the salary, which was rather low.
I couldn't get to sleep because of the noise.
I didn't get the job although I had the necessary qualifications.
SECTION-B
(A).Idenfy the nominalised subjects in the following sentences
(1) The management's decision to shut down the factory has made a lot of people
unemployed.
(2) The disappearance of so many species in the last century is a cause of concern
(3) The destrucon of Ukraine in the war is a major setback to the world peace.
(4) The clearing of forests to build wide roads must be stopped immediately.
(5) The public's lack of appreciaon of art usually discourages the arsts.
Ans: The management's decision to shut down the factory
The disappearance of so many species in the last century
The destruction of Ukraine in the war
The clearing of forests to build wide roads
The public's lack of appreciation of art
(B) Write words that are similar in meaning to the following:
(1) Financially successful
(2) Not enough
(3) Clear and rm
(4) Expensive
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(5) Cultural history.
Ans: Financially successful → Prosperous
Not enough → Insufficient
Clear and firm → Definite
Expensive → Costly
Cultural history → Heritage
(A) Decide which form of the verb, the acve or the passive, correctly completes the
following sentences:
(1) In court, the advocate argued that a key part of the evidence____________.
(had not properly analysed/had not been properly analysed)
(2) The expert concluded that the suspect _________ the threatening e-mail.
(may have wrien/may have been wrien)
(3) A phone call_____________ just before the aack
( had made/had been made)
(4) Sociolinguists______________ in how languages vary
(interested/are interested)
(5) Aer a few months in a new country behaviour, values and identy _____________to
adapt to a new culture.
(will shi/will have been shied)
Ans: In court, the advocate argued that a key part of the evidence had not been properly
analysed.
The expert concluded that the suspect may have written the threatening e-mail.
A phone call had been made just before the attack.
Sociolinguists are interested in how languages vary.
After a few months in a new country, behaviour, values and identity will shift to adapt to a
new culture
(B) Idenfy the technical terms and the denion markers in the following texts:
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(1) Maer is dened as anything that occupy space and weight.
(2) Family is the most important inuence in teaching children how to interact with one
another, a process known as socializaon
(3) Phonecs is the study of speech sounds made in human languages.
(4) Cognates refer to words in two or more languages that share the same origin and have
similar spellings and meanings.
(5) Achieved status refers to the social posion an individual reaches through choice,
ability and compeon.
1. Ans:
• Technical term: Matter
• Definition marker: is defined as
2.
• Technical term: Socialization
• Definition marker: known as
3.
• Technical term: Phonetics
• Definition marker: is
4.
• Technical term: Cognates
• Definition marker: refer to
5.
• Technical term: Achieved status
• Definition marker: refers to
SECTION-C
5. Discuss the thesis in the poem 'Porphyria's Lover'.
Ans: Understanding the Core Idea (Thesis)
At its heart, the poem suggests that:
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True love, when mixed with obsession and insecurity, can turn into a desire to control and
possess completely—even at the cost of life.
The speaker (Porphyria’s lover) believes that love should be pure, permanent, and entirely
his. When he realizes that Porphyria truly loves him, he decides to “freeze” that perfect
moment forever by killing her. This shocking act reveals the twisted nature of his thinking.
Setting and Symbolism
The poem begins with a stormy night:
• The weather is cold, windy, and violent
• The lover sits alone in a quiet cottage
This storm reflects the emotional turmoil inside the speaker. When Porphyria enters, she
brings warmth and light, symbolizing love and comfort. However, this peaceful moment
soon turns dark.
Love and Possession
Porphyria expresses her love openly. She:
• Enters the cottage
• Lights the fire
• Sits close to her lover
• Places his arm around her
At this moment, the speaker realizes:
“Porphyria worshipped me.”
This realization becomes the turning point of the poem. Instead of feeling joy, he feels a
need to own that love completely.
The thesis becomes clear here:
The lover does not want a changing, real relationship—he wants a perfect, unchanging
moment of love that belongs entirely to him.
The Act of Murder
In a calm and chilling manner, the speaker strangles Porphyria using her own hair:
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• He repeats the act three times (showing determination)
• He claims she felt no pain
• He insists that he did it to preserve her happiness
This moment is shocking because:
• It is described without guilt
• The tone is calm and almost logical
• The speaker believes he has done something right
This shows how obsession has replaced rational thinking.
Psychology of the Speaker
One of the most important aspects of the poem is the unreliable narrator. The lover tries to
justify his action:
• He believes Porphyria wanted this moment to last forever
• He convinces himself that killing her fulfilled her wishes
• He sees no wrongdoing in his act
This reveals a deeply disturbed mind. The thesis expands here to show:
When love becomes mixed with insecurity and desire for control, it can lead to self-
deception and madness.
The Idea of Time and Perfection
The speaker fears that the perfect moment will pass. In real life:
• Love changes over time
• Relationships face challenges
• People cannot remain in one emotional state forever
But instead of accepting this, the lover chooses to stop time. By killing Porphyria, he
believes:
• Her love will never fade
• The moment will remain perfect forever
• She will belong to him completely
This reflects a dangerous idea:
The desire for perfection can destroy reality.
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Power and Control
The poem also highlights the theme of power:
• Porphyria is initially active and caring
• The lover is passive at first
• After the realization, he takes control completely
By killing her, he gains total dominance over:
• Her body
• Her emotions
• Her existence
This suggests that his idea of love is not mutual but possessive and controlling.
Religious Silence
At the end of the poem, the speaker says:
“And yet God has not said a word!”
This line is very important. It shows that:
• He believes his act is justified
• He sees no punishment from God
• He feels validated in his action
This adds to the eerie and unsettling tone, emphasizing the lack of moral awareness in
the speaker.
Conclusion
In conclusion, the thesis of “Porphyria’s Lover” is a deep and disturbing exploration of how
love can be corrupted by obsession and the desire for control. Browning presents a
character who mistakes possession for love and believes that killing his beloved is a way to
preserve a perfect moment forever.
The poem teaches us that:
• Love should be based on freedom, not control
• Perfection in relationships is unrealistic
• Obsession can destroy both love and life
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Through dramatic irony and psychological depth, Browning forces readers to question the
nature of love and the dangers of extreme emotional thinking.
6. Discuss Robert Frost's "Stopping by Woods on a Snowy Evening" as an inspiraonal
poem.
Ans: Introduction
Robert Frost’s poem “Stopping by Woods on a Snowy Evening” is one of the most beloved
pieces of American literature. On the surface, it describes a traveler pausing to admire the
beauty of snow-covered woods. But beneath this simple imagery lies a profound message
about duty, perseverance, and the balance between appreciating beauty and fulfilling
responsibilities. That’s why it is often read as an inspirational poem—a reminder to keep
moving forward despite temptations to rest or give up.
The Setting
The poem begins with the speaker stopping by a forest on a snowy evening. The woods are
described as “lovely, dark and deep,” creating a sense of peace and enchantment. The
traveler feels drawn to the beauty and stillness of nature.
Yet, this pause is temporary. The speaker remembers that he has “promises to keep, and
miles to go before I sleep.” This contrast between the desire to linger and the need to move
on is the heart of the poem’s inspirational power.
Inspirational Themes
1. Balancing Beauty and Duty
The woods symbolize peace, rest, and perhaps even escape from life’s struggles. But the
speaker cannot stay—he has responsibilities. This teaches us that while it’s important to
appreciate beauty and moments of calm, we must not forget our duties. Inspiration lies in
balancing both.
2. Perseverance
The famous lines: “But I have promises to keep, And miles to go before I sleep.” These words
inspire readers to keep moving forward, no matter how tired or tempted they feel. Life is a
journey, and perseverance is essential.
3. Commitment
The “promises” represent obligations—whether to family, society, or personal goals. Frost
reminds us that true inspiration comes from honoring commitments, even when
distractions or temptations arise.
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4. Symbolism of Sleep
“Sleep” can be read literally as rest, but also metaphorically as death. The poem inspires us
to live fully and fulfill our responsibilities before the final rest comes. It’s a call to action:
don’t waste time, keep striving.
Diagram to Visualize the Poem’s Inspiration
+-------------------------+
| Stopping by Woods |
+-------------------------+
|
-----------------------------------------
| | |
Beauty of Nature Duty & Promises Inspiration
(Woods, calm) (Responsibilities) (Perseverance, Balance)
Why It Inspires Readers
• Universality: Everyone faces moments when they want to give up or rest too soon.
The poem speaks to that universal struggle.
• Simplicity: Frost uses simple language, making the message accessible to all.
• Motivation: The repetition of “miles to go before I sleep” feels like a mantra, urging
us to keep going.
Conclusion
Robert Frost’s “Stopping by Woods on a Snowy Evening” is inspirational because it captures
the tension between rest and responsibility, beauty and duty, temptation and perseverance.
The woods may be “lovely, dark and deep,” but the speaker chooses to honor his promises
and continue his journey.
SECTION-D
7. When does language learning begin? Write a detailed note.
Ans: Language Learning Begins Before Birth
Research suggests that language learning starts in the womb. During the last months of
pregnancy, a baby can hear sounds from the outside world, especially the mother’s voice.
Although the baby cannot understand words, it becomes familiar with the rhythm, tone,
and melody of language.
For example:
• Babies recognize their mother’s voice after birth
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• They respond differently to familiar and unfamiliar sounds
This early exposure lays the foundation for future language learning.
Language Learning at Birth
From the moment a child is born, language learning begins actively. Babies start by:
• Listening carefully to sounds around them
• Observing facial expressions and gestures
• Reacting to voices, especially caregivers
Even crying is considered a form of early communication. It shows that the child is already
trying to express needs and feelings.
The Pre-Linguistic Stage (0–12 Months)
In the first year of life, babies go through the pre-linguistic stage, where they do not use
actual words but begin developing communication skills.
Key features:
• Cooing (2–3 months): Soft vowel-like sounds
• Babbling (6–9 months): Repetition of sounds like “ba-ba”, “ma-ma”
• Gestures: Pointing, waving, and facial expressions
At this stage, babies are learning the sounds (phonetics) and patterns of their native
language.
First Words Stage (12–18 Months)
Around the age of one year, children begin to speak their first meaningful words such as
“mama,” “papa,” or “milk.”
Important points:
• Words are simple and related to daily life
• Vocabulary is limited but meaningful
• Children understand more than they can speak
This stage marks the beginning of real language use.
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Vocabulary Explosion (18–24 Months)
Between 1.5 to 2 years, children experience rapid language growth.
• They learn new words quickly
• Vocabulary increases from a few words to hundreds
• They begin combining words (e.g., “want milk”, “go outside”)
This shows that the brain is actively organizing language rules.
Sentence Formation Stage (2–5 Years)
In early childhood, children start forming complete sentences.
• Use of grammar begins
• Sentences become longer and more meaningful
• Children ask questions and express ideas
For example:
• “I want to play.”
• “Where is my toy?”
At this stage, children learn the structure of language naturally, without formal teaching.
Role of Environment and Interaction
Language learning is not just biological—it depends heavily on environment and social
interaction.
Important factors:
• Parents talking to children regularly
• Storytelling and reading
• Interaction with family and peers
• Exposure to different words and situations
A rich language environment helps children develop better communication skills.
Formal Language Learning (School Stage)
When children go to school, language learning becomes more structured.
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• Learning grammar rules
• Reading and writing skills
• Expanding vocabulary
• Learning additional languages
However, this stage builds upon the strong foundation already developed in early
childhood.
Language Learning Continues Throughout Life
Language learning does not stop in childhood. Humans continue to learn:
• New words and expressions
• Different languages
• Professional and technical vocabulary
This shows that language learning is a lifelong process.
Conclusion
In conclusion, language learning begins much earlier than we usually think—even before
birth—and develops rapidly during the early years of life. It starts with listening and
recognizing sounds, moves to speaking words and sentences, and continues throughout life
with learning and improvement.
The most important thing to understand is that language learning is:
✔ Natural
✔ Continuous
✔ Influenced by environment and interaction
A child does not need formal teaching to begin learning language—it happens automatically
through listening, observing, and communicating with others. Therefore, creating a
supportive and interactive environment is essential for effective language development.
8. Summarize the main ideas in the essay "Managing Earth's Greenhouse".
Ans: Understanding the Greenhouse Effect
• The greenhouse effect is a natural process that keeps Earth warm enough to sustain
life.
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• Gases like carbon dioxide (CO₂), methane (CH₄), nitrous oxide (N₂O), and water
vapor trap heat in the atmosphere.
• Without this effect, Earth would be too cold for human survival.
However, human activities—especially burning fossil fuels, deforestation, and
industrialization—have increased greenhouse gas concentrations, leading to an enhanced
greenhouse effect. This causes global warming and climate change.
Problems Caused by Enhanced Greenhouse Effect
1. Rising Temperatures – Global average temperatures are increasing, leading to
heatwaves and unpredictable weather.
2. Melting Ice Caps – Polar ice and glaciers are shrinking, causing sea-level rise.
3. Extreme Weather Events – Hurricanes, floods, and droughts are becoming more
frequent.
4. Threats to Agriculture – Changing rainfall patterns affect food production.
5. Impact on Biodiversity – Many species face extinction due to habitat loss and
climate shifts.
Strategies for Managing Earth’s Greenhouse
The essay stresses that managing the greenhouse effect requires collective global action.
Key approaches include:
1. Reducing Emissions
• Shift from coal and oil to renewable energy sources like solar, wind, and
hydropower.
• Promote energy efficiency in industries, transport, and households.
2. Carbon Sequestration
• Planting trees and restoring forests to absorb CO₂.
• Developing technologies for carbon capture and storage (CCS).
3. International Cooperation
• Agreements like the Kyoto Protocol and Paris Agreement aim to reduce emissions
globally.
• Countries must commit to emission targets and climate-friendly policies.
4. Sustainable Development
• Encourage eco-friendly lifestyles: recycling, reducing waste, and conserving energy.
• Promote green technologies in agriculture and industry.
5. Public Awareness
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• Educating people about climate change and encouraging responsible behavior.
• Campaigns to reduce plastic use, save energy, and protect forests.
Diagram: Managing Earth’s Greenhouse
+-------------------------------+
| Managing Earth’s Greenhouse |
+-------------------------------+
|
---------------------------------------------
| | | |
Reduce Carbon Global Public
Emissions Sequestration Cooperation Awareness
Inspirational Message of the Essay
The essay is not just scientific—it is motivational. It reminds us that while the greenhouse
effect is natural, its mismanagement is human-made. Therefore, humans also hold the
power to correct it. By adopting sustainable practices, reducing emissions, and working
together globally, we can manage Earth’s greenhouse and ensure a livable planet for future
generations.
Conclusion
The main ideas of “Managing Earth’s Greenhouse” revolve around:
• Understanding the natural greenhouse effect.
• Recognizing the dangers of its human-driven intensification.
• Implementing strategies like emission reduction, carbon sequestration, global
cooperation, and public awareness.
In short: The essay inspires us to take responsibility for Earth’s climate, reminding us
that managing the greenhouse is managing our own survival.
“This paper has been carefully prepared for educaonal purposes. If you noce any
mistakes or have suggesons, feel free to share your feedback.”
