ASSIGNMENT: READING & SPEAKING SKILLS

(BEGLA-138)

Programme: BAG/2020-21
Course Code: BEGLA-138

Answer all questions Max. Marks: 100

Section A

1. Read the following passage and answer the questions.

Don’t Blame the Eater

David Zinczenko
The New York Times
Nov. 23, 2002, Section A, pg. 19

If ever there were a newspaper headline custom-made for Jay Leno's monologue, this was it.
Kids taking on McDonald's this week, suing the company for making them fat. Isn't that like
middle-aged men suing Porsche for making them get speeding tickets? Whatever happened to
personal responsibility?

I tend to sympathize with these portly fast-food patrons, though. Maybe that's because I used to
be one of them.

I grew up as a typical mid-1980's latchkey kid. My parents were split up, my dad off trying to
rebuild his life, my mom working long hours to make the monthly bills. Lunch and dinner, for
me, was a daily choice between McDonald's, Taco Bell, Kentucky Fried Chicken or Pizza Hut.
Then as now, these were the only available options for an American kid to get an affordable
meal. By age 15, I had packed 212 pounds of torpid teenage tallow on my once lanky 5-foot-10
frame.

Then I got lucky. I went to college, joined the Navy Reserves and got involved with a health
magazine. I learned how to manage my diet. But most of the teenagers who live, as I once did,
on a fast-food diet won't turn their lives around: They've crossed under the golden arches to a
likely fate of lifetime obesity. And the problem isn't just theirs -- it's all of ours.

Before 1994, diabetes in children was generally caused by a genetic disorder -- only about 5
percent of childhood cases were obesity-related, or Type 2, diabetes. Today, according to the
National Institutes of Health, Type 2 diabetes accounts for at least 30 percent of all new
childhood cases of diabetes in this country.
Not surprisingly, money spent to treat diabetes has skyrocketed, too. The Centers for Disease
Control and Prevention estimate that diabetes accounted for $2.6 billion in health care costs in
1969. Today's number is an unbelievable $100 billion a year.

Shouldn't we know better than to eat two meals a day in fast-food restaurants? That's one
argument. But where, exactly, are consumers -- particularly teenagers -- supposed to find
alternatives? Drive down any thoroughfare in America, and I guarantee you'll see one of our
country's more than 13,000 McDonald's restaurants. Now, drive back up the block and try to
find someplace to buy a grapefruit.

Complicating the lack of alternatives is the lack of information about what, exactly, we're
consuming. There are no calorie information charts on fast-food packaging, the way there are
on grocery items. Advertisements don't carry warning labels the way tobacco ads do. Prepared
foods aren't covered under Food and Drug Administration labeling laws. Some fast-food
purveyors will provide calorie information on request, but even that can be hard to understand.
For example, one company's Web site lists its chicken salad as containing 150 calories; the
almonds and noodles that come with it (an additional 190 calories) are listed separately. Add a
serving of the 280-calorie dressing, and you've got a healthy lunch alternative that comes in at
620 calories. But that's not all. Read the small print on the back of the dressing packet and you'll
realize it actually contains 2.5 servings. If you pour what you've been served, you're suddenly
up around 1,040 calories, which is half of the government's recommended daily calorie intake.
And that doesn't take into account that 450-calorie super-size Coke.

Make fun if you will of these kids launching lawsuits against the fast-food industry, but don't be
surprised if you're the next plaintiff. As with the tobacco industry, it may be only a matter of
time before state governments begin to see a direct line between the $1 billion that McDonald's
and Burger King spend each year on advertising and their own swelling health care costs.

And I'd say the industry is vulnerable. Fast-food companies are marketing to children a product
with proven health hazards and no warning labels. They would do well to protect themselves,
and their customers, by providing the nutrition information people need to make informed
choices about their products. Without such warnings, we'll see more sick, obese children and
more angry, litigious parents. I say, let the deep-fried chips fall where they may.

(source: www.nytimes.com/2002/11/23/opinion/don-t-blame-the-eater.html)

1.a. Based on what you have learned about the different types of texts, how will you categorise
this article by David Zinczenko? Provide sound reasons to justify your response. 3
1.b. Based on your understanding of different techniques used by authors to achieve intended
goals in different types of texts like expository, narrative, argumentative, etc., what strategy or
technique do you think David Zinczenko is using in this article and to what effect? 3
1.c. The article begins by contrasting youngsters suing McDonalds for lifestyle diseases with
automobile enthusiasts suing Porsche for speeding tickets. What according to you is the
author’s objective or purpose to begin in this manner? 3

1.d. What are the choices available to American youngsters for an affordable meal? What is the
future implication of such choices? 3

1.e. Why are alternatives to fast-food difficult to find and how does lack of information
contribute to the problem? 4

1.f. “And I’d say the industry is vulnerable.” Do you agree or disagree with the author’s
observation? Provide logical arguments in support of your view. 4

1.g. Having read the article fully, how appropriate do you think the title is, with regard to an
eater’s responsibility? 2

2. Find words from the passage which convey a meaning similar to the following
words/phrases. 8
(i) a long speech by one person
(ii) fat and round in terms of physique
(iii) not expensive
(iv) tall and slender
(v) grown immensely in a short period of time
(vi) a business providing or selling some type of goods or service
(vii) a person or company making a legal complaint accusing someone of doing something
illegal in a court of law
(viii) dangerous or likely to cause harm

Section B

1. Read the following telephone conversation between Mrs. Ayesha Rafique and Mr. Milind
Bansode.

Ayesha: Breathe Easy Solutions, Ayesha speaking. How can I help you?
Milind: Hello, this is Milind Bansode. May I speak with Mr. Suresh Malkotia, please?
Ayesha: One moment please – I'll put you through.
Ayesha: Mr. Bansode? I'm sorry, Mr. Malkotia is in a meeting at the moment. Would you
like to leave a message?
Milind: Yes, could you ask him to call me back as soon as possible? It's pretty urgent.
Ayesha: Of course. Does he have your number?
Milind: He has my office number, but let me also give you my mobile number– it's
9830457717.
Ayesha: Let me read that back to you –9830457717.
 Milind: That's right.
Ayesha: And could you spell your last name for me?
Milind: B as in Boston - A as in Agra - N as in Nagpur - S as in Singapore - O - D as in
Delhi - E as in England
Ayesha: Okay, Mr. Bansode. I'll give him the message.
Milind: Thanks a lot. Have a good day.

Now, read the subsequent telephone conversation between Mr. Suresh Malkotia and Mr.
Miliand Bansode when Mr. Malkotia calls Mr. Bansode back.

Milind: Hello?
Suresh: Mr.Bansode, this is Suresh returning your call.
Milind: HelloMr. Malkotia, thank you for getting back to me. I was calling about the
shipment of intelligent air purifiers for our hospital - we haven't received them yet.
Suresh: Oh, that's not good - they were supposed to be delivered three days ago if I am
not wrong.
Milind: Exactly, and we have a new section to be inaugurated on Monday, so wereally
need those air purifiers as soon as possible.
Suresh: Okay, I will look into it right away - if necessary, we can send you anemergency
overnight shipment.
Milind: Thanks, Mr. Malkotia, I appreciate it.
Suresh: No problem, Mr. Bansode. I will call you back a little later, as soon as I have
moreinformation.
Milind: Sounds good – talk to you soon.
Suresh: Have a good day, Mr. Bansode.

On the basis of what you have learned about telephone conversations and different domains,
how will you analyse the conversations between (i) Ms. Ayesha and Mr. Milind and
(ii) Mr. Suresh and Mr. Milind?

Depending on your analysis of the domain of these conversations, recreate these telephone
conversations considering them to be taking place in the opposite domain type, whereby Mrs.
Ayesha is Mr. Malkotia’s family member. 10

2. Based on what you have learned about intonation, read the following sentences and
specify the type of intonation in each of them with a brief explanation of each choice. 20
i) Finish your homework or you cannot go out with your friends.
ii) Mr. Qureshi does not want to be disturbed. What do you need from him?
iii) What a gorgeous place! Isn’t it perfect for the photoshoot?
iv) Does Gauri like her new workplace or is she planning to apply somewhere else?
v) As long as it is cold, my parents will be using the heater.
vi) I am going to get coffee. Do you want a cup?
 vii) In case Arun asks for me, tell him that I will meet him on Monday.
viii) Where is your friend who wanted to come with you?
ix) Nusrat will not call Ravi unless there is a medical emergency at home.
x) Raushan and Komal have prepared parantha, dal makhni, kadai paneer and
tandoori chicken for our get-together.
3. Consider this sentence: This is my house!
Depending on the placement of stress, it can have three versions with three different
interpretations:
This is my house! (implying a particular house being owned or resided by me, and not
any other house)
This is my house! (implying the house being owned by me, and not by anybody else)
This is my house! (implying the domain of interaction being my house, and not any
other domain like my workplace or the market)
Now, look at the following sentences and determine the different possible versions,
specifying the variation of stress and the corresponding change of meaning as shown above.
20

i) Mihir went to London last year for postgraduation.

ii) Prerna will meet Darsheel in the theatre next Wednesday.
iii) I don’t think Sameer will reply to Gautam.
iv) Why are you not doing your assignment?
v) Dheeraj loves listening to Jagjit Singh’s ghazals.
vi) That is a completely baseless accusation!
vii) Ravi’s sister bought a new car last week.
viii) Niharika expected Abhishek to buy her a bouquet of red roses.
ix) How is his opinion a factor for the conference?
x) I put my credibility at stake to save your reputation!
Section C
1. Differentiate between skimming and scanning as reading strategies. How do affective
and applied comprehension complement each other for an in-depth understanding of a text? 10

2. You and your best friend have not been able to meet because of the lockdown and
widespread disruption of services due to the Coronavirus pandemic. Now that places have
started operating again and life is returning to normalcy, you are itching to meet your best
friend, watch a movie together and enjoy some good food. However, your best friend is
somewhat not convinced about the plan and wants to monitor the situation a bit. Engage in an
informal conversation trying to persuade your best friend to meet and go ahead with the plan.
Prepare a written transcript of this conversation. 10
 (2020-21)

BEGLA-138
Reading & Speaking Skills

Section A

Q1. Read the following passage and answer the questions.

Don’t Blame the Eater

David Zinczenko

The New York Times

Nov. 23, 2002, Section A, pg. 19

If ever there were a newspaper headline custom-made for Jay Leno's monologue, this was
it. Kids taking on McDonald's this week, suing the company for making them fat. Isn't that
like middle-aged men suing Porsche for making them get speeding tickets? Whatever
happened to personal responsibility?

I tend to sympathize with these portly fast-food patrons, though. Maybe that's because I
used to be one of them.

I grew up as a typical mid-1980's latchkey kid. My parents were split up, my dad off trying
to rebuild his life, my mom working long hours to make the monthly bills. Lunch and
dinner, for me, was a daily choice between McDonald's, Taco Bell, Kentucky Fried
Chicken or Pizza Hut. Then as now, these were the only available options for an American
kid to get an affordable meal. By age 15, I had packed 212 pounds of torpid teenage tallow
on my once lanky 5-foot-10 frame.

Then I got lucky. I went to college, joined the Navy Reserves and got involved with a health
magazine. I learned how to manage my diet. But most of the teenagers who live, as I once
did, on a fast-food diet won't turn their lives around: They've crossed under the golden
arches to a likely fate of lifetime obesity. And the problem isn't just theirs -- it's all of ours.

Before 1994, diabetes in children was generally caused by a genetic disorder -- only about 5
percent of childhood cases were obesity-related, or Type 2, diabetes. Today, according to
the National Institutes of Health, Type 2 diabetes accounts for at least 30 percent of all new
childhood cases of diabetes in this country.
Not surprisingly, money spent to treat diabetes has skyrocketed, too. The Centers for
Disease Control and Prevention estimate that diabetes accounted for $2.6 billion in health
care costs in 1969. Today's number is an unbelievable $100 billion a year.

Shouldn't we know better than to eat two meals a day in fast-food restaurants? That's one
argument. But where, exactly, are consumers -- particularly teenagers -- supposed to find
alternatives? Drive down any thoroughfare in America, and I guarantee you'll see one of
our country's more than 13,000 McDonald's restaurants. Now, drive back up the block and
try to find someplace to buy a grapefruit.

Complicating the lack of alternatives is the lack of information about what, exactly, we're
consuming. There are no calorie information charts on fast-food packaging, the way there
are on grocery items. Advertisements don't carry warning labels the way tobacco ads do.
Prepared foods aren't covered under Food and Drug Administration labeling laws. Some
fast-food purveyors will provide calorie information on request, but even that can be hard
to understand.

For example, one company's Web site lists its chicken salad as containing 150 calories; the
almonds and noodles that come with it (an additional 190 calories) are listed separately.
Add a serving of the 280-calorie dressing, and you've got a healthy lunch alternative that
comes in at 620 calories. But that's not all. Read the small print on the back of the dressing
packet and you'll realize it actually contains 2.5 servings. If you pour what you've been
served, you're suddenly up around 1,040 calories, which is half of the government's
recommended daily calorie intake.

And that doesn't take into account that 450-calorie super-size Coke.

Make fun if you will of these kids launching lawsuits against the fast-food industry, but
don't be surprised if you're the next plaintiff. As with the tobacco industry, it may be only a
matter of time before state governments begin to see a direct line between the $1 billion
that McDonald's and Burger King spend each year on advertising and their own swelling
health care costs.

And I'd say the industry is vulnerable. Fast-food companies are marketing to children a
product with proven health hazards and no warning labels. They would do well to protect
themselves, and their customers, by providing the nutrition information people need to
make informed choices about their products. Without such warnings, we'll see more sick,
obese children and more angry, litigious parents. I say, let the deep-fried chips fall where
they may.

(source: www.nytimes.com/2002/11/23/opinion/don-t-blame-the-eater.html)

Q1.a. Based on what you have learned about the different types of texts, how will you
categorise this article by David Zinczenko? Provide sound reasons to justify your response.
Ans. It’s a narrative text. This is because David Zinczenko has used his own personal incident,
imaginary tone and tactics. Also he asked questions which validates the fact of this article is an
example of narrative text.

Q1.b. Based on your understanding of different techniques used by authors to achieve

intended goals in different types of texts like expository, narrative, argumentative, etc.,
what strategy or technique do you think David Zinczenko is using in this article and to
what effect?

Ans. The narrator is using argumentative, narrative and expository texts for achieving its agenda
of expanding awareness among the readers. He is efficiently using all the necessary techniques to
its fullest potential.

Q1.c. The article begins by contrasting youngsters suing McDonalds for lifestyle diseases
with automobile enthusiasts suing Porsche for speeding tickets. What according to you is
the author’s objective or purpose to begin in this manner?

Ans. The author’s objective or purpose to begin in this manner was to make the readers think
about the same thing. His motive is to spread awareness.

Q1.d. What are the choices available to American youngsters for an affordable meal? What
is the future implication of such choices?

Ans. It was a choice between McDonald's, Taco Bell, Kentucky Fried Chicken or Pizza Hut.
Then as now, these were the only available options for an American kid to get an affordable
meal. But most of the teenagers who live, as I once did, on a fast-food diet won't turn their lives
around: They've crossed under the golden arches to a likely fate of lifetime obesity. And the
problem isn't just theirs -- it's all of ours.

The future implication of such choices would be fat and obesity.

Q1.e. Why are alternatives to fast-food difficult to find and how does lack of information
contribute to the problem?

Ans. The consumers -- particularly teenagers are supposed to find alternatives? Drive down any
thoroughfare in America, and I guarantee you'll see one of our country's more than 13,000
McDonald's restaurants. Now, drive back up the block and try to find someplace to buy a
grapefruit.

Complicating the lack of alternatives is the lack of information about what, exactly, we're
consuming. There are no calorie information charts on fast-food packaging, the way there are on
grocery items. Advertisements don't carry warning labels the way tobacco ads do. Prepared foods
aren't covered under Food and Drug Administration labeling laws. Some fast-food purveyors will
provide calorie information on request, but even that can be hard to understand.
Q1.f. “And I’d say the industry is vulnerable.” Do you agree or disagree with the author’s
observation? Provide logical arguments in support of your view.

Ans. Author says that the industry is vulnerable. Fast-food companies are marketing to children a
product with proven health hazards and no warning labels. They would do well to protect
themselves, and their customers, by providing the nutrition information people need to make
informed choices about their products. Without such warnings, we'll see more sick, obese
children and more angry litigious parents.

Q1.g. Having read the article fully, how appropriate do you think the title is, with regard to
an eater’s responsibility?

Ans. The title is fully justifiable as it’s the duty of the service provider to make necessary
changes for better services for the customer.

Q2. Find words from the passage which convey a meaning similar to the following
words/phrases.

(i) a long speech by one person

(ii) fat and round in terms of physique

(iii) not expensive

(iv) tall and slender

(v) grown immensely in a short period of time

(vi) a business providing or selling some type of goods or service

(vii) a person or company making a legal complaint accusing someone of doing something
illegal in a court of law

(viii) dangerous or likely to cause harm

Ans. (i) Monologue

(ii) Torpid

(iii) Affordable

(iv) Lanky
(v) Skyrocketed
(vi) Purveyors
(vii) Litigious
(viii) Hazard

Section B

1. Read the following telephone conversation between Mrs. Ayesha Rafique and Mr. Milind
Bansode.

Ayesha: Breathe Easy Solutions, Ayesha speaking. How can I help you?

Milind: Hello, this is Milind Bansode. May I speak with Mr. Suresh Malkotia, please?

Ayesha: One moment please – I'll put you through.

Ayesha: Mr. Bansode? I'm sorry, Mr. Malkotia is in a meeting at the moment. Would you
like to leave a message?

Milind: Yes, could you ask him to call me back as soon as possible? It's pretty urgent.

Ayesha: Of course. Does he have your number?

Milind: He has my office number, but let me also give you my mobile number– it's
9830457717.

Ayesha: Let me read that back to you –9830457717.

Milind: That's right.

Ayesha: And could you spell your last name for me?

Milind: B as in Boston - A as in Agra - N as in Nagpur - S as in Singapore - O - D as in

Delhi - E as in England

Ayesha: Okay, Mr. Bansode. I'll give him the message.

Milind: Thanks a lot. Have a good day.

Now, read the subsequent telephone conversation between Mr. Suresh Malkotia and Mr.
Miliand Bansode when Mr. Malkotia calls Mr. Bansode back.

Milind: Hello?

Suresh: Mr.Bansode, this is Suresh returning your call.

Milind: HelloMr. Malkotia, thank you for getting back to me. I was calling about the
shipment of intelligent air purifiers for our hospital - we haven't received them yet.

Suresh: Oh, that's not good - they were supposed to be delivered three days ago if I am not
wrong.

Milind: Exactly, and we have a new section to be inaugurated on Monday, so wereally need
those air purifiers as soon as possible.

Suresh: Okay, I will look into it right away - if necessary, we can send you anemergency
overnight shipment.

Milind: Thanks, Mr. Malkotia, I appreciate it.

Suresh: No problem, Mr. Bansode. I will call you back a little later, as soon as I have
moreinformation.

Milind: Sounds good – talk to you soon.

Suresh: Have a good day, Mr. Bansode.

(a) On the basis of what you have learned about telephone conversations and different
domains, how will you analyse the conversations between (i) Ms. Ayesha and Mr. Milind
and (ii) Mr. Suresh and Mr. Milind?

Ans. The telephone conversation between Ms. Ayesha and Mr. Milind and Mr. Suresh and Mr.
Milind is purely formal. The domain of the talk is office which indicates the communication of
being totally formal. Formal communication is typically conveyed from the top leadership to
various departments and employees. Usually every organization follows a procedure for formal
conversation. Thinks about the annual meeting or even team meetings that your managers calls
for.

(b) Depending on your analysis of the domain of these conversations, recreate these
telephone conversations considering them to be taking place in the opposite domain type,
whereby Mrs. Ayesha is Mr. Malkotia’s family member.

Ans. Ayesha: Hello! Whose this?

Milind: Hello, this is Milind Bansode. May I speak with Mr. Suresh Malkotia, please?

Ayesha: No, he is not here.

Ayesha: Anything urgent

Milind: Yes, could you ask him to call me back as soon as possible? It's pretty urgent.
Ayesha: I can pass on your message

Milind: He has my office number, but let me also give you my mobile number– it's 9830457717.

Ayesha: Okay, I will give your no. to him.

Milind: That's right.

Ayesha: Tell me your name please.

Milind: B as in Boston - A as in Agra - N as in Nagpur - S as in Singapore - O - D as in

Delhi - E as in England

Ayesha: I will say the same.

Milind: Thanks a lot. Have a good day.

Q2. Based on what you have learned about intonation, read the following sentences and
specify the type of intonation in each of them with a brief explanation of each choice.

i) Finish your homework or you cannot go out with your friends.

ii) Mr. Qureshi does not want to be disturbed. What do you need from him?

iii) What a gorgeous place! Isn’t it perfect for the photoshoot?

iv) Does Gauri like her new workplace or is she planning to apply somewhere else?

v) As long as it is cold, my parents will be using the heater.

vi) I am going to get coffee. Do you want a cup?

vii) In case Arun asks for me, tell him that I will meet him on Monday.

viii) Where is your friend who wanted to come with you?

ix) Nusrat will not call Ravi unless there is a medical emergency at home.

x) Raushan and Komal have prepared parantha, dal makhni, kadai paneer and tandoori
chicken for our get-together.

Ans. (i) Fall rise because there is a fall on the word homework and rise on the work friends.

(ii) Fall rise because fall is on the word disturbed and rise is on the 2nd part of the sentence.
(iii) Fall rise because fall is stressed upon the word disturbed and rise is stressed upon the word
photoshoot.
(iv) Fall rise, for question we generally use the fall rise intonation as fall and rise are
simultaneously put on the 1st and 2nd part of the sentence respectively.
(v) Fall, Falling intonation is being used in this sentence as fall is stressed upon the word heater.
(vi) Fall rise, questions generally have fall and rise intonation.
(vii) Rise, rising intonation as the stress is rising on the word Monday.
(viii) Fall rise, fall and rise again because it’s a question.
(ix) Fall, falling intonation is used here.
(x) Rise, rising intonation is used here.

Q3. Consider this sentence: This is my house!

Depending on the placement of stress, it can have three versions with three different
interpretations:

This is my house! (implying a particular house being owned or resided by me, and not any
other house)

This is my house! (implying the house being owned by me, and not by anybody else)

This is my house! (implying the domain of interaction being my house, and not any other
domain like my workplace or the market)

Now, look at the following sentences and determine the different possible versions,
specifying the variation of stress and the corresponding change of meaning as shown above.

i) Mihir went to London last year for postgraduation.

ii) Prerna will meet Darsheel in the theatre next Wednesday.

iii) I don’t think Sameer will reply to Gautam.

iv) Why are you not doing your assignment?

v) Dheeraj loves listening to Jagjit Singh’s ghazals.

vi) That is a completely baseless accusation!

vii) Ravi’s sister bought a new car last week.

viii) Niharika expected Abhishek to buy her a bouquet of red roses.

ix) How is his opinion a factor for the conference?

x) I put my credibility at stake to save your reputation!

Ans. (i) London (implying a particular space)

Last year (implying the time)
Post-graduation (implying the specific reason)
(ii) Darsheel (implying the person)
Theatre (implying the place of meeting)
Wednesday (implying specific time)
(iii) Reply (implying to specific action)
(iv) Not doing (implying specific action)
(v) Listening (implying specific action)
Jagjit Singh’s ghazals (implying specific thing)
(vi) That (implying specific thing, different from other particular thing)
Baseless (implying the uncertainty of the talk)
(vii) Ravi’s sister (implying a particular person)
New car (implying a particular new car and not some old car)
Last week (implying a particular time period, which was fix)
(viii) Buy (implying a particular action)
Bouquet of red roses (Specific object, different from the rest)
(ix) His opinion (implying towards a particular opinion and not other)
(x) Credibility (Specific aspect)
Stake (Specification of the situation)
Your reputation (implying the domain of conversation is from other’s person life/perspective)

Section C
Q1. Differentiate between skimming and scanning as reading strategies. How do affective
and applied comprehension complement each other for an in-depth understanding of a
text?

Ans. It's important to know the different types of reading skills to make the most of what you
are reading.

• Extensive Reading: Extensive reading is one of the methods of reading that people use
for relaxation and pleasure. Adopt this method when the purpose is to enjoy the reading
experience. It places no burden upon the reader and due to its indulgent nature, it is seldom used
if the text isn’t enjoyable. This is one of the methods of reading that occurs naturally. It’s how
you’ve read as a child and while growing up. This method of reading helps you understand
words in context and enriches your vocabulary.

• Intensive Reading: Among the different types of reading skills, intensive reading is used
when you want to read carefully by paying complete attention to understand every word of the
text. It is where you would examine and decipher each unfamiliar word or expression.

As the term states, intensive means in-depth. This reading method is especially used when
reading academic texts, where the goal is to prepare for an exam or to publish a report. This
method helps retain information for much longer periods.

• Scanning: Imagine if you went to the Louvre museum only to see the Mona Lisa. You’d
quickly walk through all the corridors and rooms merely glancing at the walls until you found it.
Scanning is quite similar to that.

It is one of those kinds of reading where you read to search for a particular piece of information.
Your eyes quickly skim over the sentences until you find it.

You can use this method when you don’t need to go deep into the text and read every word
carefully. Scanning involves rapid reading and is often used by researchers and for writing
reviews.

• Skimming: Through this method, you try to understand the text in short. Though one
saves a lot of time through this method, one will gain only a shallow understanding of the text.

Skimming is a great way to get a broad idea of the topic being discussed. This method is
generally used to judge whether the information is useful or not.

A good example of this is picking up a magazine and flipping through the pages. You take in
only the headings or the pictures to get a broad idea of what the magazine covers.

• Critical Reading: Among the different types of reading strategies, critical reading has a
special place. Here, the facts and information are tested for accuracy. You take a look at the ideas
mentioned and analyse them until you reach a conclusion.
You would have to apply your critical faculties when using this method. Critical reading is often
used when reading the news on social media, watching controversial advertisements, or reading
periodicals.

• Reading for Pleasure: Reading for pleasure is when we read because of our own free
will expecting to derive intellectual satisfaction and joy. It is also called reading for recreation
and is mostly done voluntarily and enthusiastically. Although it can also be done on someone
else’s suggestion but we do it mostly as a habit, at a time and place of our choice. There have
been number of research studies to validate the benefits of reading for pleasure. Some of the
benefits are improved vocabulary/ spellings/grammar due to incidental learning, better language
competence, improved problem-solving capacity, better social/ attitudinal/communication
competencies and better average academic scores. Additionally, many studies suggest that
reading for pleasure improves general knowledge. It also enhances understanding of other
cultures, self-confidence, improves decision-making power as well as provides greater insights
into human nature.

Reading Comprehension is the ability to easily and efficiently read text for meaning. It is the last
step of the reading process taught to children, after they’ve acquired phonological processing
skills and learned phonics, fluency, and vocabulary.

There are five categories of reading comprehension that may be taught in a language classroom.
These are:

• Lexical Comprehension: It means that the it will explain new words after the text have
been read to the learners. A wide variety of different words can be used to ask learners questions.
The successful comprehension of a text depends on the activation of appropriate content and
background knowledge. This in turn depends upon the reader’s lexical knowledge. No
comprehension is possible in any language unless the reader has a foreknowledge of the lexicon
and also a basic understanding of syntactical patterns. If this is lacking then the reader will not be
able to read accurately and appropriately and therefore the impetus of the passage will be lost.
Since it will not have the desired impact upon the reader the essence of the exercise of the
comprehension will be lost.

• Literal Comprehension: It will help the learners understand the text better and make
sense of the text. This type of comprehension will help the learners to identify the main concepts
of the text. The reader uses clues to supply meaning to the text. It involves two dimensions:
chronological and surface understanding of the explicitly stated content details in a passage. It
can include the perception and processing of factual information; the recall or recognition of
main thematic ideas, detailed chronology of the sequence of occurrences and events, comparison
of language and content, appearance and traits of character description, and the cause-and-effect
relationship explicitly stated in a story may be regarded as literal level comprehension tasks.
Recall would require the reader to refer to and furnish an idea or ideas stated by the author,
however recognition on the other hand would require the reader to decide whether or not a type
specific information was presented in the story. The ability to comprehend literal information
presented in a story leads to higher levels of understanding and appreciation and is thus
important for the reader as a linguistic and literary skill.
• Interpretive Comprehension: It means asking questions such as what if, why and how.
The reader must be able to read between the lines of the text. They understand the passage to
arrive at a deeper understanding of the entire content. This process is similar to that of literal
comprehension and involves the sequencing of main ideas, the understanding of chronological
sequences as well as their application to the events in the narrative, details of actions,
characterisation and a complete understanding of the cause or underlying effect of an action by a
character whose subtle traits are elucidated in his or her behaviour.

• Applied Comprehension: It means that the one can apply the text to a real -life
experience eg. school environment. This type of comprehension uses the information gathered
from the text to form new ideas. This will help the learners to link his/her own experience to the
text and assess the quality, values of the text and generalisations based on the text. This may
involve drawing comparison, making contrasts, highlighting sameness and discerning
differences. For instance, a study of a fairy tale involves the application of the lesson of the same
to real life, the parallel of the situation to daily incidents and the moral of the subtext as a
didactic lesson. Even a fable or an allegory when read with meticulous attention can bring about
a realisation of the fact that this can be applied to contemporary reality and is thus universal.

• Effective Comprehension: It means that learners understand how a plot in the story
works, how the characters fit into the story and also can include emotions. The teacher can also
show learners social scripts to make sure that the learners understand the development of the
plot.This shows the topicality and immediacy of the passage and the intensity and relational
ability of the reader. For example, the characters in a novel may propel the narrative forward by
their actions but in a short story the situations may impact a character to act in a specific way.
Both plot and character are inter-related in a literary passage and thus the development of the
latter is dependent on the progress and actions of the former.

Q2. You and your best friend have not been able to meet because of the lockdown and
widespread disruption of services due to the Coronavirus pandemic. Now that places have
started operating again and life is returning to normalcy, you are itching to meet your best
friend, watch a movie together and enjoy some good food. However, your best friend is
somewhat not convinced about the plan and wants to monitor the situation a bit. Engage in
an informal conversation trying to persuade your best friend to meet and go ahead with the
plan.

Prepare a written transcript of this conversation.

Ans. Conversation

Me – Hey! What’s up?

Best friend – Hello! All fine, you tell?

Me – I am good too. So, what’s your plan to meet up?

Best friend – Yeah! About that, umm I am thinking about it but not sure.
Me – Hey! Let’s meet up na. Everything is getting normal now.

Best friend – Yes! But the disease is not over yet bro! I think we might wait for some time.

Me – No yaar, we can meet with safety measures. I have planned everything with keeping safety
as a priority, nothing will happen.

Best friend – I trust you on that but I have heard that places are not doing the things
appropriately.

Me – No! bro, I have done the research and have planned to visit specific places only where,
they are taking the thing seriously.

Best friend – Okay! Fine let me do the planning and later up soon.

Me – Okay! Let’s catch up. See you soon, tell me soon as possible. I will do the booking. Bye.

Best friend – Sure! Bye, take care.