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GNDU QUESTION PAPERS 2022
BA/BSc 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
Do as directed :
Complete the sentences using can or (be) able to :
(i) I haven’t ______ sleep very well recently.
(ii) Gary has travelled a lot. He ______ speak ve languages.
Complete the sentences. Use couldn’t or couldn’t have plus a verb given in the correct
form :
(iii) I ______ in a big city. I’d hate it. (live)
(iv) We had a really good holiday. It ______ beer. (be)
Put in must or can’t :
(v) You got here very quickly. You ______ have walked very fast.
(vi) That restaurant ______ be very good. It is always empty.
Complete the sentences using get/got plus the verb given in the correct form :
(vii) I used to have a bicycle, but it ______ a few days ago. (steal)
(viii) Please pack these things very carefully. I don’t want them to ______. (damage)
Put the words in the correct order :
(ix) had/a few weeks ago/the house/we/painted.
(x) as soon as possible/need/translated/we/to/get/this document.
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2. Make one sentence from two. Use who/that/which :
(i) A bus goes to the airport. It runs every half hour.
(ii) A girl was injured in the accident. She is now in hospital.
Complete each sentence using who/whom/whose/where :
(iii) The place ______ we spent our holidays was really beauful.
(iv) What’s the name of the man ______ car you borrowed.
Use the words in brackets to make sentences using There is/There was etc.
(v) That house is empty. (nobody/live in/it)
(vi) The train was full. (a lot of people/travel)
Complete the sentences with although/in spite of/because/because of :
(vii) I went home early ______ I was feeling unwell.
(viii) I couldn’t get to sleep ______ the noise.
Use your own ideas to complete these sentences :
(ix) I fell asleep during ______.
(x) It started to rain while ______.
SECTION–B
3. What does the poem “Ah Are You Digging On My Grave”? tell you about Hardy’s view of
human life and relaonship?
4. What is the theme of the poem “The Emperor Of Ice-cream”?
SECTION–C
5. Find the words that are similar to the denions below :
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(i) remarkable
(ii) to copy
(iii) to force someone to accept something
(iv) energec
(v) to stop an acon
(vi) changing or developing slowly
(vii) most likely, most probably
(viii) the connecon between living things and the environment
(ix) a very clear example, which is used as a model
(x) to go something go faster.
6. Complete the sentences with the words given :
acquision, aain, disncons, fundamental, ulize, approximate, conicng, exposure,
perceive, visual
(i) She listened to the teacher and tried to ______ his pronunciaon.
(ii) ______ informaon is processed in both hemispheres of the brain.
(iii) There are ______ arguments about the best way to learn an addional language.
(iv) It is a common belief that ______ becomes easier with the third and fourth language,
but sciensts are not sure that this is true.
(v) Research has demonstrated that it is easier to ______ sounds in women’s speech than in
men’s speech.
(vi) Language learning scholars ______ ulize advanced technology in their research.
(vii) ______ to print material in the home, such as books and newspapers, is an important
predictor of a child’s reading performance.
(viii) Some people with extraordinary abilies can ______ a high level of prociency in a new
language aer a short period of study.
(ix) Speakers of English have diculty hearing the ______ between tones in languages such
as Chinese and Vietnamese.
(x) Reading is a skill that is ______ to success in modern life.
SECTION–D
7. When does language learning begin? How do babies begin the language acquision
process?
8. What was the general problem that caused both deforestaon and Aral region crisis?
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GNDU ANSWER PAPERS 2022
BA/BSc 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
Do as directed :
Complete the sentences using can or (be) able to :
(i) I haven’t ______ sleep very well recently.
(ii) Gary has travelled a lot. He ______ speak ve languages.
Ans: (i) been able to (ii) can
Complete the sentences. Use couldn’t or couldn’t have plus a verb given in the correct
form :
(iii) I ______ in a big city. I’d hate it. (live)
(iv) We had a really good holiday. It ______ beer. (be)
Ans: (iii) couldn’t live (iv) couldn’t have been
Put in must or can’t :
(v) You got here very quickly. You ______ have walked very fast.
(vi) That restaurant ______ be very good. It is always empty.
Ans: (v) must (vi) can’t
Complete the sentences using get/got plus the verb given in the correct form :
(vii) I used to have a bicycle, but it ______ a few days ago. (steal)
(viii) Please pack these things very carefully. I don’t want them to ______. (damage)
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Ans: (vii) got stolen (viii) get damaged
Put the words in the correct order :
(ix) had/a few weeks ago/the house/we/painted.
(x) as soon as possible/need/translated/we/to/get/this document.
Ans: (ix) We had the house painted a few weeks ago.
(x) We need to get this document translated as soon as possible.
2. Make one sentence from two. Use who/that/which :
(i) A bus goes to the airport. It runs every half hour.
(ii) A girl was injured in the accident. She is now in hospital.
Ans: (i) A bus that goes to the airport runs every half hour.
(ii) The girl who was injured in the accident is now in hospital.
Complete each sentence using who/whom/whose/where :
(iii) The place ______ we spent our holidays was really beauful.
(iv) What’s the name of the man ______ car you borrowed.
Ans: (iii) where (iv) whose
Use the words in brackets to make sentences using There is/There was etc.
(v) That house is empty. (nobody/live in/it)
(vi) The train was full. (a lot of people/travel)
Ans: (v) That house is empty. There is nobody living in it.
(vi) The train was full. There were a lot of people travelling.
Complete the sentences with although/in spite of/because/because of :
(vii) I went home early ______ I was feeling unwell.
(viii) I couldn’t get to sleep ______ the noise.
Ans: (vii) because (viii) because of
Use your own ideas to complete these sentences :
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(ix) I fell asleep during ______.
(x) It started to rain while ______.
Ans: (ix) I fell asleep during the movie / the class / the lecture.
(x) It started to rain while we were walking home.
(Any sensible answer is correct.)
SECTION–B
3. What does the poem “Ah Are You Digging On My Grave”? tell you about Hardy’s view of
human life and relaonship?
Ans: Hardy’s View Through the Poem
1. Theme of Forgetfulness and Indifference
The poem begins with a dead woman wondering who is digging on her grave. She imagines
it might be her loved ones—her husband, relatives, or friends—paying tribute. But each
possibility is denied. Her husband has remarried, her relatives have forgotten, and her
friends no longer care. This progression highlights Hardy’s belief that human relationships
are temporary and easily replaced.
2. Irony and Dark Humor
Hardy uses irony to emphasize the futility of expecting eternal remembrance. The final
revelation—that it is only her dog digging, not out of loyalty but to bury a bone—adds a
darkly humorous twist. The dog’s practical instinct contrasts with the woman’s expectation
of devotion. Hardy implies that even the most faithful companions act out of self-interest
rather than lasting loyalty.
3. Human Life as Transient
The poem reflects Hardy’s broader philosophy: life is transient, and death erases social
bonds. He portrays human existence as fragile, where death brings not eternal
remembrance but eventual oblivion. This aligns with Hardy’s recurring theme of pessimism
in his works, where fate and time diminish human significance.
4. Relationships as Conditional
Hardy suggests that relationships are conditional, shaped by circumstances rather than
eternal devotion. The husband remarries, relatives move on, and friends forget. Even the
dog’s act is not sentimental but instinctive. This conveys Hardy’s view that human
connections are valuable in life but lose meaning after death.
A Relatable Interpretation
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Imagine someone who passes away expecting their loved ones to keep their memory alive.
Initially, there may be grief and remembrance, but as time passes, life continues—new
relationships form, responsibilities take over, and memories fade. Hardy captures this reality
with stark honesty, reminding us that death does not guarantee eternal presence in the
hearts of others.
Hardy’s Philosophy of Life and Relationships
• Pessimism: Hardy often emphasized the inevitability of disappointment in human
life.
• Realism: He rejected romanticized notions of eternal love, showing instead the
practical realities of human behavior.
• Irony of Existence: His works highlight the gap between human expectations and
reality, often with bitter irony.
• Focus on Mortality: Hardy believed that death reduces human relationships to
insignificance, as life inevitably moves forward.
Summary Table
Aspect of Poem
Hardy’s View of Life & Relationships
Dead woman’s hope for remembrance
Humans expect loyalty even after death
Husband’s remarriage
Relationships are conditional and replaceable
Relatives’ forgetfulness
Family bonds fade with time
Dog burying a bone
Loyalty is instinctive, not eternal
Overall message
Human life is transient; death brings oblivion
Final Thoughts
Thomas Hardy’s “Ah, Are You Digging On My Grave?” is a poignant reminder of the
impermanence of human relationships. Through irony and dark humor, Hardy conveys that
love and loyalty are bound by life, not death. Once we are gone, the world moves on, and
even the closest bonds fade into forgetfulness.
4. What is the theme of the poem “The Emperor Of Ice-cream”?
Ans: Wallace Stevens’ poem “The Emperor of Ice-Cream” is one of the most famous and
puzzling modern poems in English literature. At first, it may feel confusing because the poet
does not explain things directly. Instead, he uses images, symbols, and contrasts. But when
we look closely, the poem beautifully explores the theme of life, death, and the harsh truth
of reality.
The poem shows a scene where people are preparing for a woman’s funeral. Surprisingly,
instead of sadness, we first see people making ice-cream, laughing, and behaving normally,
even happily. This creates a strange but powerful effect. It suggests that life goes on even
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when someone dies. Death does not stop the world; people continue to eat, talk, and live.
This is one of the core ideas of the poem.
The poem highlights the contrast between life (represented by ice-cream, laughter, and
movement) and death (represented by the woman’s cold, lifeless body). Ice-cream
becomes a symbol of the pleasures of life, short but sweet. Just like ice-cream melts quickly,
life is also temporary and fragile. Yet, while it lasts, it is real and full of energy. The poem
suggests that instead of pretending that life is permanent or hiding death behind rituals, we
must accept reality honestly.
Another important theme is realism versus illusion. The poem criticizes how society often
hides death behind ceremonies, decorations, and false emotions. In the poem, however,
there is no attempt to romanticize death. The dead woman is shown plainly — her body is
wrapped in a sheet, and we see her physical decay. This reminds us that death is natural
and unavoidable, and pretending otherwise does not change anything.
The famous repeated line, “The only emperor is the emperor of ice-cream,” carries deep
meaning. It suggests that the real ruler of life is not religion, wealth, or power, but simple
human existence and physical experience. Ice-cream represents the physical world — taste,
pleasure, and reality. The poem says that in the end, it is the present life that rules, not
dreams of the afterlife or illusions of immortality.
Another theme is human indifference. People in the poem are not deeply grieving. They are
practical, even casual. This reflects how society often quickly forgets the dead. It may sound
harsh, but Stevens is showing a truth: life does not stop for death. People continue living,
celebrating, and moving forward.
In short, the poem teaches us to accept life as it is — joyful but temporary — and to face
death realistically rather than emotionally exaggerating it. Life is short like ice-cream;
instead of fearing death or pretending it is something grand, we should understand its
natural place in human existence.
So, the main theme of “The Emperor of Ice-Cream” is the celebration of life, acceptance of
death, and the importance of facing reality without illusions.
SECTION–C
5. Find the words that are similar to the denions below :
(i) remarkable
(ii) to copy
(iii) to force someone to accept something
(iv) energec
(v) to stop an acon
(vi) changing or developing slowly
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(vii) most likely, most probably
(viii) the connecon between living things and the environment
(ix) a very clear example, which is used as a model
(x) to go something go faster.
Ans: (i) extraordinary / notable
(ii) imitate
(iii) impose
(iv) energec = vigorous
(v) prevent
(vi) gradual
(vii) probably / likely
(viii) ecology
(ix) prototype / paradigm
(x) accelerate
6. Complete the sentences with the words given :
acquision, aain, disncons, fundamental, ulize, approximate, conicng, exposure,
perceive, visual
(i) She listened to the teacher and tried to ______ his pronunciaon.
(ii) ______ informaon is processed in both hemispheres of the brain.
(iii) There are ______ arguments about the best way to learn an addional language.
(iv) It is a common belief that ______ becomes easier with the third and fourth language,
but sciensts are not sure that this is true.
(v) Research has demonstrated that it is easier to ______ sounds in women’s speech than in
men’s speech.
(vi) Language learning scholars ______ ulize advanced technology in their research.
(vii) ______ to print material in the home, such as books and newspapers, is an important
predictor of a child’s reading performance.
(viii) Some people with extraordinary abilies can ______ a high level of prociency in a new
language aer a short period of study.
(ix) Speakers of English have diculty hearing the ______ between tones in languages such
as Chinese and Vietnamese.
(x) Reading is a skill that is ______ to success in modern life.
Ans: (i) She listened to the teacher and tried to approximate his pronunciaon.
(ii) Visual informaon is processed in both hemispheres of the brain.
(iii) There are conicng arguments about the best way to learn an addional language.
(iv) It is a common belief that acquision becomes easier with the third and fourth
language.
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(v) Research has demonstrated that it is easier to perceive sounds in women’s speech than
in men’s speech.
(vi) Language learning scholars ulize advanced technology in their research.
(vii) Exposure to print material in the home… is an important predictor of a child’s reading
performance.
(viii) Some people… can aain a high level of prociency in a new language.
(ix) Speakers of English have diculty hearing the disncons between tones…
(x) Reading is a skill that is fundamental to success in modern life.
SECTION–D
7. When does language learning begin? How do babies begin the language acquision
process?
Ans: Many people think that language learning starts when a child begins speaking their
first words like “mamma,” “papa,” or “water.” But in reality, language learning begins much
earlier—before birth. Modern research has shown that a baby starts experiencing language
while still inside the mother’s womb. From around the last three months of pregnancy, the
fetus can hear sounds from the outside world, especially the rhythm and melody of the
mother’s voice. This is the very first stage of language learning.
Language Learning Begins Before Birth
Inside the womb, the baby cannot understand words, but it hears speech patterns like tone,
rhythm, and intonation. That is why newborn babies often recognize their mother’s voice
and the sound patterns of their mother tongue. They may cry differently based on the
language they have heard during pregnancy. So, even before entering the world, the
foundation of language has already started forming.
Language Learning After Birth
Once the baby is born, the language learning journey becomes more active and fascinating.
From the very beginning, babies are surrounded by speech from parents, family members,
and others. Though they cannot speak, they are constantly absorbing sounds. This process is
called language acquisition, which means naturally learning a language without formal
teaching.
Stage 1: Crying and Sound Awareness (Birth to 2 Months)
Crying is the first way babies communicate. Each cry has a meaning—hunger, discomfort,
sleepiness, or pain. Parents slowly learn to understand these signals. During this stage,
babies also begin to notice sounds and voices. They turn their heads toward familiar voices,
especially their mother’s.
Stage 2: Cooing and Making Sounds (2 to 6 Months)
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Around two months, babies begin making soft, musical sounds like “oooh,” “aaah,” and
“goo-goo.” This stage is called cooing. Babies enjoy experimenting with their voice. They
smile, laugh, and respond to people talking to them. This is a sign that their brain is actively
processing sounds.
Stage 3: Babbling (6 to 12 Months)
This is one of the most exciting stages. Babies start producing repeated sound patterns like:
• “ba-ba-ba”
• “ma-ma-ma”
• “da-da-da”
This is called babbling, and it is the real beginning of speaking. At this stage, babies begin to
understand simple words like their name, “no,” “bye-bye,” or “milk.” They also start
responding to gestures and facial expressions. Babbling slowly becomes more structured,
sounding closer to real words.
Stage 4: First Words (Around 12 Months)
Most babies speak their first understandable words around one year of age. These words
usually name familiar people or objects, like:
• “Mama”
• “Papa”
• “Ball”
• “Dog”
Even if they speak only one or two words, they can understand many more. Understanding
develops faster than speaking.
Stage 5: Rapid Language Growth (1 to 3 Years)
Between one and three years, language growth becomes very rapid. Children start forming
phrases like:
• “give milk”
• “mamma come”
• “I want toy”
By the age of three, many children can speak in simple sentences, ask questions, and
express feelings.
How Does This Happen?
Babies learn language mainly through:
1. Listening – they constantly hear speech around them.
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2. Imitation – they try to copy sounds and words.
3. Interaction – talking, smiling, and playing with others strengthens learning.
This natural process shows that babies are born with an amazing ability to learn language.
Their brain is like a sponge—absorbing everything around them.
Conclusion
Language learning begins before birth and continues rapidly after birth through listening,
babbling, imitation, and interaction. Babies do not learn language through formal teaching
but through natural exposure, love, communication, and social connection. Language
acquisition is therefore not just a learning process but an emotional and social journey that
shapes a child’s thinking, personality, and connection with the world.
8. What was the general problem that caused both deforestaon and Aral region crisis?
Ans: The story of deforestation and the Aral Sea crisis may seem like two different
environmental problems happening in different parts of the world. One is about forests
being cut down, and the other is about a great lake shrinking and dying. But when we look
carefully, we find that both problems were caused by the same general issue: careless and
uncontrolled human exploitation of natural resources for economic gain, without thinking
about the environment or the future.
Let us understand this more clearly.
Deforestation happens when huge areas of forests are cleared for purposes like farming,
building cities, industries, roads, mining, or cutting timber for profit. People destroy forests
because they want quick benefits—more land for crops, wood for furniture, or space for
development. But forests are not just trees. They are living systems that support animals,
plants, humans, and even the balance of climate. When they are destroyed, it leads to soil
erosion, loss of biodiversity, climate change, reduction in rainfall, and harm to tribal and
local communities who depend on forests.
The Aral Sea crisis is another tragic example. The Aral Sea, once one of the world’s largest
lakes, started shrinking in the 1960s. Why? Because rivers feeding the lake were diverted by
governments mainly for large-scale cotton farming and irrigation projects. The goal was
economic development and agricultural profit. At first, it seemed successful—croplands
increased, production rose, and industries benefited. But no one thought about nature’s
limits. Gradually, the lake began drying up. The water became salty, fish died, fishing
communities lost their livelihoods, dust storms increased, health problems spread, and the
region became environmentally barren.
So again, what is the general problem in both situations?
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It is human greed, mismanagement of natural resources, poor planning, and ignoring
environmental balance. In both deforestation and the Aral crisis, humans focused only on
short-term benefits like money, industry, and development, while neglecting long-term
environmental health. Nature was treated as an endless supply, not something that has
limits.
Another big issue was the lack of awareness and education. People didn’t understand that
forests and water bodies are part of an interconnected ecological system. Government
policies were often poorly planned and not based on scientific understanding. There was
little concern for sustainability. Decisions were political and economic, not environmental.
Both crises were also linked with population pressure and growing human needs. As
population grew, so did the demand for food, land, water, and materials. Instead of finding
balanced solutions, humans chose the easiest and fastest way: extract more resources, cut
more trees, use more water, build more farms. But nature cannot endlessly give; once
pushed beyond limits, it collapses.
These problems teach us an important lesson: Nature and development must go together.
Development is necessary—people need food, employment, homes, and progress. But
development must be sustainable, meaning it should meet today’s needs without
destroying the ability of future generations to meet theirs.
We must protect forests through reforestation, strict policies, community participation, and
promoting eco-friendly lifestyles. Similarly, water resources must be managed wisely
through conservation, controlled irrigation, scientific planning, and respecting natural
systems.
In simple words, the general problem behind both deforestation and the Aral region crisis
was uncontrolled human activity driven by economic greed and lack of environmental
responsibility, leading to environmental destruction.
If humans do not learn from these mistakes, similar tragedies will continue happening. But if
we become responsible, respect nature, and plan wisely, we can protect our planet and
ensure a safe future for coming generations.
“This paper has been carefully prepared for educaonal purposes. If you noce any
mistakes or have suggesons, feel free to share your feedback.”
