Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Lesson plans for DU SOL English A at Shahid Bhagat Singh College

Teacher: Swatie
Allocation code: EN00583

General note on the lessons:

The lessons move with the spirit of the exercise questions at the back used as
tools to gloss over the text such that when the text is explained, the students
are able to answer the text’s exercise questions.

The students have been discouraged to use a guidebook. But the use of
DUSOL’s study material has been encouraged. All explanations have been in
keeping with the explanations provided in that study material.
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

First lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 17-12-17; 11:20am
Lesson: Advanced English Grammar

Topics: 1. Tenses
2. Verbs, conjugation
3. The future: will do, etc.

The students were handed a newspaper clipping (attached) which was read out
loud and a summary the beginning couple of paragraphs was made. The tenses
in the paragraphs were discussed. This was further enhanced by encouraging
the students to provide correct conjugations in a given tense. The class was
divided into groups of 3, each row taking up a specific tense from past, present
and future. The sentences made by the students were discussed out loud in
order for the entire class to hear and understand commonly made mistakes
and how best to avoid them.
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Second lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 23-12-17
Lesson: “Inzy Lets Things Flow Over Him” from Fluency in English Part I

The chapter is first planned to be read aloud in class and words which are not
comprehensible to be singled out and explained. Every paragraph is to be read
twice: once, without explanation of the meaning and have the students point
towards the possible meaning of the text. The second time, the gist of the
paragraph and difficult words is to be explained.

A summary of the article in brief 8-10 sentences is to be arrived at with inputs

from the class.
Summary: The newspaper article is about Pakistani cricketer Inzamam ul Haq
and his childhood friendship with Ghulab Mujtaba. The article describes
Mujtaba preparing to welcome Inzamam home. According to the article,
Inzamam did not make a lot of friends but had fun in a small group of four. The
article describes Inzamam’s rise to fame after joining the Lahore club. It also
describes the highlights of his career. Although Inzamam has become famous,
he is still the same. While he has asserted himself more in recent times, he
remains essentially the same. He remains unaffected by criticism or praise. The
article ends with how Inzamam and Mujtaba still remain friends, even though
Inzamam’s days of glory are past.

Questions such as the following are to be answered through class

participation:
What is the significance of the title?
Who are the main characters in the article?
What are the various turns in the article about Inzamam’s character?
Is there a happy ending for Mujtaba’s character?

Exercise book questions to be engaged with. Q3 asking about the style of the
article is to be discussed out loud. Q 6 (converting informal prose to formal
prose) given as homework.
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Third lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 24-12-17; 11:20am and 12:15pm
Lesson: “It’s only a game. Enjoy.” from Fluency in English Part I

On account of the difficult prose of the chapter, student volunteers will be

encouraged to take up a paragraph each and write down the words they don’t
understand from the paragraph. These words will then be discussed in class
and their meaning explained.

The overall gist of the paragraph as given through an exercise question in the
book shall be provided.

Once the students are certain they understand the prose will other questions
of the prose themes dealt with. These themes would be: cricket as a game,
cricket vs fantasy, cricket vs violence on the field, cricket vs violence in real life,
sportsman spirit, sports diplomacy, etc.

The three uses of cricket according to Tarun Tejpal explained as entertainment,

cricket diplomacy and working out aggression.

Exercise questions at the back discussed.

Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Fourth lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 25-12-17; 11:20am and 12:15pm
Lesson: “Haroun and the Sea of Stories” from Fluency in English Part I

Reading comprehension, difficult words explained with emphasis on the

following:
paragraph1 and 2: fantasy writing, hyperbolic sadness explained. Phrases such
as ‘glumfish’ and the colour symbolism of blue (happiness) and black (sadness)
explained.
Paragraph3: phrases such as ‘shah of blah’, ‘ocean of notions’ explained
Para4: “then something went wrong” as dramatic turn point in the story
Para6: repetition of the phrases shah of blah and ocean of notions adds
emphasis to Rashid Khalifa’s position as storyteller: that he is so busy telling
stories he doesn’t notice his wife. The figurative language uses imagery of the
storm and cloud explained.
Para10: phrases like ‘witchy fingers’ and onometapoeia such as ‘glug glug glug’
explained
Para11-16: how Haroun seems a realist while Rashid delves in the fantastical/
imagination in stories.
Para17: as another dramatic turn: “Then one day Haroun asked one question
too many and all hell broke loose.”
Para 24: description of Mr. Sengupta and how through Haroun, the readers are
meant to dislike Mr. Sengupta and his dislike of stories.
Para30: the dramatic turn revealed when Mr Sengupta and Soraya run away.
We were told Mr. Sengupta and Soraya often spoke.
The ending paragraphs: the dramatic disclosure that out of grief and shock,
Rashid Khalifa – who only knows how to tell stories runs out of stories to tell.

Exercise questions discussed.

Themes: telling stories as a profession; the intermingling of truth in stories and
the fantastical in truth.
Questions asked:
Make character sketches for: Haroun, Rashid
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Fifth lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 30-12-17; 11:20am and 12:15pm
Lesson: “Girls” and “An Exchange” from Fluency in English Part I

“Girls”

Portions from the chapter are closely read. Themes discussed:

Gender injustice; desire for the boy child as causing violent treatment of the
girls of the family; physical violence; women treated like dogs; women as both
perpetrators of violence as well as its receptors; the hypocrisy of women/ girls
as goddesses; points of view: whose point of view is privileged in the story?
What does it tell us? (Lali’s second daughter’s; the mother’s; the
grandmother’s)
What does it mean to live in a grown up world for a girl child?

Exercise questions at the back discussed.

“An Exchange”

Poem read and the multiple meanings of the title explained.

Exchange as : a conversation, an exchange of personality, an exchange of
character, etc

Difficult words and poetic devices such as rhyme and alliteration explained.

Exercise questions at the back discussed.

Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Sixth lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 31-12-17
Lessons: 1. “A ten day fast” from Fluency in English Part I

Selected portions from the text are read in class and their significance
explained.

Themes: satire and its point in the effort to comment and improve the subject
being discussed. In this case, the point of the satire on the 10-day fast is to
point to the state of democracy to make fun but also improve through
commentary the status quo.
The use of humour in the chapter discussed (and at whose expense?)
The change in Savitri’s position from a claim that she should’ve been asked to
her desire to commit suicide discussed.
The difference in the positions of Bannu and the ‘we’ (the diary writer and the
baba).
In whose name is the fast being performed and how does the aim change
toward the end?

Exercise questions at the back discussed.

Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Seventh lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 7-1-18
Lesson: “Go, kiss the world” from Fluency in English Part I

The lesson is a motivational speech delivered to the students at IIM, Bangalore.

Portions of the lesson read aloud and discussed. Meanings of difficult words
explained.

The lessons that the chapter imparts listed out in class.

Exercise questions at the back discussed.

Other themes discussed: motivation, success, social inequality – how to treat

socially unequal people with respect according to the speech, etc. How
motivational speeches like these convert a real life incident into a life lesson.
Examples from the text discussed.
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Eighth lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 14-1-18
Lesson: “Amalkanti” and “Process” from Fluency in English Part I

“Amalkanti”
Para1: Amalkanti’s description and how the speaker of the poem along with his
classmates feels sorry for Amalkanti.

Para2: amalkanti’s desire to be sunlight shown as different from that of his

classmates. Amalkanti’s desire to be sunlight as a poetical way of saying that
Amalkanti wanted to be successful at bringing happiness to people (as sunlight
that clings like a smile, etc)

Para3: Amalkanti now. He is shown by the speaker of the poem as not very
successful because he works in a poorly lit room of a printer. (A poorly lit room
is far from sunlight)

Para4: Amalkanti shown with sympathy and how the speaker feels sorry for
him.
Is the poet and the speaker’s view the same? Is amalkanti successful because
he thought so much about sunlight like a poet?
Poetic devices such as alliteration, similies and personification discussed.

Exercise questions at the back discussed.

“Process”
The significance of “hail” as a Nazi term and the public consent that went into
the extermination of the Jews explained.
The poet is afraid of Nazi forces and does like everyone else behaves in a
crowd.
Similarly, the Muslim identity of Aziz makes him singled out and later silenced
in the poem.
The poet doesn’t wish to be singled out in scary times hence behaves as
everyone else.
The various poetic devices such as repetition and alliteration explained.
Exercise questions at the back discussed.
Swatie/ DUSOL ENGLISH A FOR BA Prog - I
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Ninth lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 21-1-18
Lesson: “Hitting Dowry for a Six” from Fluency in English Part I

The lesson is read aloud and important terms explained.

The nature of dowry explained; brief history of the anti-dowry campaign from
the 1970s.
Traditional beliefs about dowry: the notion of the wife as a burden on the
groom’s family as being misogynist
The notion of education and self worth explained with respect to gender
justice explained vs the Kerala case
A woman’s career and a man’s career and society’s different expectations
about either.
Is work inside the home work?
How dowry can be stopped according to the article discussed.

The metaphor to bend it like Beckham explained and the metaphor hitting
dowry for a six also discussed.

Exercise questions at the back discussed.

Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Tenth lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 28-1-18
Lesson: “Chocolate” from Fluency in English Part I

Lesson read for difficult words.

The humour in Tara’s husband being the main supplier of her chocolate.
Tara’s background given and what she did before marriage; and how she did
not pay attention to her education.
Why Tara starts to lose weight: she is disgusted by the chocolates.
Tara takes up cooking classes.
Abhay’s affair is broken while Tara decides to have a brief affair with Abhay’s
friends. Do you think this is a happy marriage? (Compare this marriage to The
Khalifas’ marriage where Soraya leaves)
How both partners go through different sizes before the baby is born. The
different perspective for each bout of fatness.
Is Tara’s baby girl and Tara’s desire for her to be independent a happy ending
in the chapter?
Is Tara stupid or conditioned a certain way? (Exercise question 5) social
conditioning discussed.
What lesson has Tara learnt by the end that reflects in her choices for her
daughter? (To make her daughter independent)
What lesson has Abhay learnt, if any? (possibly: to respect Tara?)
Character sketches for Tara and Abhay done.
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Eleventh lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 4-2-18
Lesson: “A Gandhian in Garhwal” from Fluency in English Part I

The chapter is read aloud and difficult words explained.

The Chipko movement and its impact on the public imaginary explained.
The aspect of the movement that shows the poor as having a green conscience
shown.
Through the biographical sketch, Guha is also writing the history of the indian
environmentalism movement that relies on the poor and the rural.
The fact that Bhatt did not have any trumpet or trumpeteers shown and
discussed for its repercussion: the fact that he did his work without
expectation of fame or glory.
The type of writing – biographical sketch – discussed. How Guha is trying to
mix the private and public profiles of Bhatt.
The relevance of the title discussed.
Exercise questions at the back discussed.
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Twelfth lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 14-2-18
Lesson: “Lost and Found: Benegal’s Bose” from Fluency in English Part I

The lesson is read aloud and difficult words explained.

The type of writing discussed: a film review. What are the elements of this
review?
Is the review critical or appreciative? Or both?
Does the review consider historical accuracy as important?
What are the comparisons made with Gandhi the film?

Exercise questions at the back discussed.

Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Thirteenth lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: ??-2-18
Lesson: “Soapnut Leaves” from Fluency in English Part I

Portions of the lesson read aloud, difficult words explained.

The difference in class and how they come in the way of friendship. Can the
two girls be friends even though they are fro different socio-economic
backgrounds?

While Paaramma relishes the pickle she got from the prime landlord; Gaviri is
left at his mercy because of her class. What other class differences come in to
play such that for the same behavior, both are treated differently? (Page 98;
100; )

The different attitude toward schooling from both. Paaramma will go to school
on an auspicious day while Gaviri thiks school is of no use ot her. What sort of
schooling is being shown? Is it something that will help Gaviri or is it rote
learning?

The significance of the title soapnut leaves which are so valuable to Gaviri and
useless for the landlord yet Gaviri is taken to task for taking them because of
her class.

Exercise questions at the back discussed.

Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Fourteenth lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: ??-2-18
Lesson: “The Lost Word” and “Some people” from Fluency in English Part I

“The Lost Word”

Poem read in class.

The nature of the word lost is discussed. Is the two letter word “me”? Is the
two letter word “no”?

The last line of the poem discussed with multiple meanings of the word
tongue:

To have one’s mouth filled with another’s tongue could mean A) to be kissing a
particular person (in which sense the lost word could mean ‘no’) B) to be
speaking the language of another person (In which sense the lost word could
mean “me”) C) to be speaking the language of another even when both speak
the same language. In other words, for instance, in a man’s world, the woman
might appropriate or copy the man’s sense of language and way of being in the
world forgetting her own existence.

Other possible meanings of the two letter lost word discussed: do, be, am, it,
us, if…
Exercise questions at the back discussed.

“Some people” from Fluency in English Part I

Poem read in class and its meaning explained.

The poem is about haves and have nots; about social inequality.
The tone of the poem and its anger discussed. Why is the speaker angry and
does it have something to do with her social inequality? How do we know it’s a
‘her’?
Why does the built up of anger fizzle out in the last sentence: is it because the
speaker has lost out on all hope?
The poem uses simple words in a versatile manner. Some of the ways of using
of such a poetic device (repetition) discussed. (eg: to be second class; to be
second hand; to be no class, etc)
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

The use of impolite words like cunt and the effect of bringing in the anger in
the poem discussed. Exercise questions at the back discussed.

Fifteenth lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class:
Lesson: “Lamb to the Slaughter” from Fluency in English Part I

Portions of the story read out in class.

The significance of the title explained.
The use of dark humour, irony and the literal use of the idiom lamb to the
slaughter explained.
Character sketches of Mary Maloney, Patrick Maloney and the gang of
detectives discussed.
What is so funny about the end? Why does Mary begin to giggle? Is the reader
also made to giggle in the end? (no, it is dark humour)

What does reading between the lines means. The students are made to discern
what was possibly said by Patrick Maloney to Mary Maloney that made her kill
him. The guessing becomes an exercise in reading between the lines.

Exercise questions at the back discussed.

Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Sixteenth lesson plan for DU SOL English A at Shahid Bhagat Singh College
Teacher: Swatie
Date and time of class: 18-2-18
Lesson: “Routes and Escape Routes” from Fluency in English Part I

Portions from the play are read out loud in class.

A summary for the play is made with the inputs from the students.

The play is divided into sections depending on the theme.

Character sketches for Kaka, Hema, Satish, DasRao, and Arjun are discussed.

What makes a play a play discussed. (Eg: dialogue, stage directions, etc)

Exercise questions at the back discussed.

Swatie/ DUSOL ENGLISH A FOR BA Prog - I

Multiple Choice Questions for Fluency in English Part I

1. What is the setting of the article “Inzy lets things flow over him”?

A. India
B. On a cricket ground
C. In a hotel in Multan
D. In a newsroom
(Ans: C)

2. What is the profession of Mujtaba at the end of the story?

A. Barber
B. Cricketer
C. Newspaper reporter
D. None of the above
(Ans: A)

3. Which of the following adjectives or phrases does NOT describe Inzamam ul Haq?
A. Unaffected by praise or criticism
B. Famous
C. Arrogant
D. Good friend
(Ans: C)

4. How did Inzamam and Mujtaba meet?

A. On the cricket ground

B. Through elder brother Intezaar
C. Through Mujtaba’s father
D. All of the above
(Ans: B)

5. Which of the following adjectives describes Mujtaba?

A. Loyal friend
B. Famous
C. Arrogant
D. Boring
(Ans: A)

6. What according to Tarun Tejpal are the uses of cricket?

A. Entertainment
B. To work out aggression
C. To improve Indo-Pak cultural ties
D. All of the above
(Ans. D)

7. When does the game of cricket according to Tarun Tejpal stop being useful?
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

A. When it gets violent

B. When it gets boring
C. When there are not enough players
D. When there are not enough spectators
(Ans. A)

8. How can journalists serve the game of cricket better according to Tarun Tejpal?
A. They can hype it more
B. They can tone down the hype
C. They can create a win or loss as a matter of national shame
D. They can write and give opinions about cricket
(Ans, A)

9. Which of the following is not Haroun’s father’s name?

A. Shah of Blah
B. Rashid Khalifa
C. Oneeta Sengupta
D. Ocean of Notions
(Ans. C)

10. In which country does Haroun live?

A. Alifbay
B. In a country that has forgotten its name
C. In a happy country
D. India
(Ans. A)

11. What was wrong with the glumfish?

A. They were poisoned
B. They were not tasty
C. They were miserable to eat
D. All of the above
(Ans. C)

12. Which of the following questions was asked by Haroun to his father?
A. Where did all your stories come from?
B. Why did you not have more children?
C. What’s the use of stories that aren’t even true?
D. All of the above
(Ans. D)

13. Which of the following describes Rashid Khalifa?

A. He always gave direct answers
B. He told wonderful stories
C. He hated the imagination
D. He was a politician
(Ans. B)
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

14. How does the extract from Haroun and the Sea of Stories end?
A. Soraya runs away
B. Rashid Khalifa runs out of stories to tell
C. Haroun cries
D. Oneeta hugs Haroun
(Ans. B)

15. Which of the following elements in “Haroun and the Sea of Stories” is make belief?
A. The setting of Alifbay
B. The glumfish
C. The city so sad it had forgotten its name
D. All of the above
(Ans. D)

16. Why are the characters in “Girls” not named?

A. Children don’t call adults by their names in India
B. The story is about kinship so terms such as naani, masi, etc are mentioned
C. All these characters could be anybody we know. They are not named to remove
their particularities
D. All of the above
(Ans: D)

17. In Girls, point the incident that causes gender injustice:

A. The girl narrator asking questions
B. The mother’s desire to have a boy child
C. The girl narrator wanting to play
D. None of the above
(Ans: B)
18. Which of the following incidents counts as violence towards the girl child in “Girls”?
A. The mother slapping the girl when asking questions
B. The grandmother telling stories to the grandchildren
C. None of the above
D. All of the above
(Ans. A)

19. In the poem, “An Exchange”, who is the subject of the photograph?
A. The narrator
B. Dadi
C. The father
D. The mother
(Ans. B)

20. What is the meaning of the title “An Exchange” in the poem?
A. An exchange of the old dadi with the new dadi.
B. An conversation between the father and the daughter
C. All of the above
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

D. None of the above

(Ans: C)

21. Which of the following statements is false in “A Ten Day Fast”?

A. The Prime Minister agrees to Bannu’s demands
B. Bannu takes a ten-day fast to get Radhika Prasad’s wife
C. A baba declares Bannu and Savitri as married in previous births.
D. Savitri tries to commit suicide
(Ans: A)
22. What is the mode of literary writing used in “A Ten Day Fast”?
A. Irony
B. Satire
C. Mock-heroic
D. Tragedy
(Ans. B)

23. How does the story of “A Ten Day Fast” end?

A. Bannu becomes famous and his “price goes up”
B. Savitri commits suicide
C. Bannu and Savitri marry
D. Savitri ties Bannu a rakhi
(Ans. A)

24. In what format is “A Ten Day Fast” written?

A. Letters to a friend
B. Newspaper reports
C. Diary entries
D. None of the above
(Ans. C)

25. What social commentary does “A Ten Day Fast” make? Tick the best answer.
A. Women are social objects who can be made the center of attention by fasting
B. Fasting and democracy need to be handled responsibly
C. Not everyone is fit to marry
D. None of the above
(Ans: B)

26. What is the meaning of the title “Go, kiss the world”?
A. Don’t think in narrow terms about any problem
B. Stay connected to a larger world existence and explore it
C. None of the above
D. Be respectful
(Ans.: B)

27. What type of writing is “Go, kiss the world”

A. Diary entry
B. Motivational speech
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

C. Autobiography
D. Formal letter
(Ans: B)

28. Who is the author of “Go, kiss the world”

A. Tarun Tejapal
B. C.M. Naim
C. Subroto Bagchi
D. Payal Kapadia
(Ans: C)

29. Where did the author of “Go, kiss the world” spent his childhood?
A. The United States
B. France
C. Orissa, India
D. None of the above
(Ans: C)

30. The author of “Go, kiss the world” was “home schooled”. This means:
A. He went to a formal school
B. He received his education at home
C. All of the above
D. None of the above
(Ans: B)

31. In the poem “Amalkanti”, Amalkanti wants to be the following when he grows up:
A. A poet
B. A lawyer
C. A doctor
D. Sunlight
(Ans: D)

32. In the poem “Amalkanti”, the poet wants us to (mark the best answer):
A. Laugh at Amalkanti
B. Think about success and failure differently
C. Laugh at the doctors and the lawyers
D. None of the above
(Ans: B)

33. Mark the adjective/ noun which does NOT describe Amalkanti:
A. Imaginative
B. Scientific bent of mind
C. Fanciful
D. A dreamer
(Ans: B)

34. What is the article “Hitting dowry for a Six” NOT about:
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

A. Film portrayals of women

B. How the media handled Nisha Sharma’s case when she refused to give dowry
C. The way the social evil of dowry can be finished
D. Media portrayals of dowry
(Ans: A)

35. Nisha’s case is different from Satyarani Chadha’s because:

A. They both refused dowry

B. Nisha refused to give dowry and was backed by her parents while Satayarani had her
daughter tortured due to dowry demands.
C. None of the above
D. Nisha gave dowry while Satyarani did not.
(Ans: B)

36. Which of the following explains the title “Hitting Dowry for a Six” best?
A. Dowry is like a sport that can be played
B. Dowry is a social evil
C. Dowry can be done away with by hitting it out like a six in cricket
D. The title is actually a name of a film
(Ans: C)

37. From the chapter “Chocolate”, which of the following is FALSE?

A. Tara cooks to make Abhay fat
B. Abhay uses Tara’s cooking to impress his friends
C. Tara uses food to get Abhay’s friend’s attention
D. Tara gets married and gets a third division in college
(Ans: C)

38. From the chapter “Chocolate”, which of the following is FALSE?

A. Tara uses Chocolate to forget her troubles
B. Tara gives Abhay chocolate
C. Abhay gifts Tara chocolate to cover up his affair
D. Tara has an affair with Abhay’s friend
(Ans: B)

39. Which of the following does NOT describe Tara?

A. Stupid
B. Good cook
C. Independent
D. Fat
(Ans. C)
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

40. Which of the following describes Abhay?

A. Fat
B. Thoughtful
C. Zealous
D. Humourous
(Ans. A)

41. In “Lost and Found: Benegal’s Bose”, the writer undertakes a ______ of a ______:
A. Editorial; film
B. Review; film
C. Story; film
D. Review; book
(Ans: B)

42. Which is the film that Shyam Benegal’s The Forgotten Hero is compared to in the
chapter “Lost and Found: Benegal’s Bose”?
A. Zubeidaa
B. The Lost Hero
C. The Found Hero
D. Gandhi
(Ans: D)

43. Which of the following expressions does not describe the film according to “Lost
and Found: Benegal’s Bose”?
A. Historically accurate
B. Well made
C. Breaks new ground
D. Fictional treatment of Bose
(Ans: A)

44. Why are Paaramma and Gaviri treated differently by society?

A. They are different people
B. They belong to different classes
C. They both stole and one was caught
D. None of the above
(Ans: B)

45. Which of the following set of words describes Gaviri?

A. Thief, responsible, poor, boring
B. Responsible, uneducated, poor, young
C. Thief, young, educated, poor
D. Friendly, adventurous, thief, poor
(Ans: B)

46. Which of the following sets of words describes Paaramma?

A. Irresponsible, poor, educated, young
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

B. Responsible, aloof, educated, young

C. Thief, rich, arrogant, selfish
D. None of the above
(Ans: C)

47. Which of the following statements is true in “Soapnut Leaves”?

A. Gaviri and Paaramma are the best of friends
B. Gaviri is the daughter of a well-to-do laubourer
C. Gaviri is gifted pickle by the prime landlord
D. Gaviri is beaten up by the prime landlord for a crime she did not commit.
(Ans: D)

48. In “The Lost Word”, which of these could possibly NOT be the lost word?
A. No
B. Yes
C. Me
D. None of the above
(Ans: B)

49. In “The Lost Word” there is a sense of:

A. Search for a missing language
B. Search for a missing identity
C. Search for a lost word
D. All of the above
(Ans: D)

50. In “Some people”, what is the poetic device used in the following:
“to be short for the rent
to be short for the light
to be short for school books”

A. Rhyme
B. Meter
C. Repetition
D. Personification
(Ans: C)

51. What does the poem “Some people NOT comment on:
A. Class and its effect of anger on people
B. How some people become unhappy due to social inequality
C. How poor people have to deal with their poverty every single day in
unimaginable ways
D. How the rich care about the poor
(Ans: D)

52. In “Some People”, what does the phrase “to be out of fashion” mean?
A. To not be a fashionable upper class charitable cause
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

B. To dress in a nice manner

C. To belong to the fashion industry
D. None of the above
(Ans: A)

53. In the poem “Some People”, some of the lines are given in brackets. Why?
A. These are afterthoughts
B. These are excuses made for the adult woman by her children
C. These are private thoughts of the woman
D. None of the above
(Ans: B)

54. Which of the following words describe Mary in “Lamb to the Slaughter”?
A. Calm, agitated, pregnant, dull
B. Tranquil, glowing, scared, pregnant
C. Boring, pregnant, resourceful, intelligent
D. Agitated, resourceful
(Ans: B)

55. The title “Lamb to the Slaughter” is apt because:

A. There is no lamb to slaughter
B. The phrase lamb to the slaughter is being used ironically here
C. The lamb causes Mary to giggle
D. By being the murder weapon, the lamb becomes a literal use of the idiom
(Ans: D)

56. Which of the following words does NOT describe the gang of detectives in “Lamb to
the Slaughter”:
A. Hard working
B. Procedural
C. Having a hunch
D. Clueless
(Ans: C)

57. Which of the following literary techniques is NOT used in the story?
A. Dark humour
B. Irony
C. Idiom
D. Rhyme
(Ans.: D)

58. What form of writing is evident in “Routes and Escape Routes”?

A. Novel
B. Poetry
C. Dramatic Monologue
D. Drama
(Ans: D)
Swatie/ DUSOL ENGLISH A FOR BA Prog - I

59. What socio-economic phenomena is discussed in “Routes and Escape Routes”?

A. Class
B. Caste
C. Race
D. None of the above
(Ans: B)

60. Which of the following describes Kaka in “Routes and Escape Routes” best?
A. Orthodox, status-quoist, uncompromising
B. Reformer, loving, idealist
C. Orthodox, reformer, parochial
D. None of the above
(Ans: A)