Summary-type material for BEGS-138 — assumed BEGLA-138 (Reading & Speaking Skills, IGNOU)
Block 1 — Learning to Read Effectively
Core purpose: teach how to read (not just what to read) — strategies that increase speed, comprehension and critical engagement.
Key topics & short summaries
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What reading is — reading as an active, purposeful process: previewing, predicting, questioning, and checking understanding.
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Reading purposes — reading for information, for pleasure, for study, for critique; purpose changes strategy.
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Pre-reading strategies — surveying headings, subheadings, introductions; activating prior knowledge to set expectations.
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Skimming vs scanning — skimming for gist/speed, scanning for specific facts or dates — when to use each.
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Intensive vs extensive reading — close study of short texts (intensive) vs wide reading for fluency (extensive).
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Vocabulary in context — using context clues, word formation, collocations to infer meaning rather than always using a dictionary.
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Inference & implied meaning — reading between the lines; distinguishing stated facts from implied ideas.
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Summarising & paraphrasing — condensing main ideas in your own words; avoiding copying.
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Critical reading — evaluating an author’s purpose, tone, bias, evidence and argument structure.
Useful exam/assignment tasks
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Identify main idea and supporting points of a paragraph.
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Convert a paragraph into a 1–2 sentence summary.
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Short exercises: skim a passage and state its purpose; scan and list five facts.
(Foundational block — focus on technique improvements: practice small daily passages.) (Egyankosh)
Block 2 — Reading Comprehension: Types of Texts
Core purpose: recognise different text types and apply appropriate comprehension strategies.
Key topics & short summaries
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Narrative texts — features: plot, characters, setting; read for sequence, cause/effect, theme.
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Descriptive texts — sensory detail, imagery; read to visualise and note key characteristics.
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Expository texts — explain ideas/facts (textbooks, reports); pay attention to structure (definition, classification, cause/effect).
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Argumentative / persuasive texts — thesis, claims, evidence, counterarguments; evaluate strength of argument and rhetorical devices.
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Technical & scientific texts — dense information, diagrams; use skimming for structure then slow close reading for details.
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Poetic & literary texts — compact language, connotation, figurative devices; close reading for implied meanings.
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Visual & multimodal texts — charts, graphs, images combined with text; read visual cues and captions.
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Comprehension skills — identifying main idea, topic sentence, supporting details, sequencing, cause/effect, inference, author’s tone.
Exam tasks & practice
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Identify the text type and justify (cite textual features).
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Answer direct (literal) and inferential questions.
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Practice with picture + caption interpretation and short report readings.
(Helps students apply Block-1 techniques to varied real-world texts.) (Egyankosh)
Block 3 — Speaking Skills
Core purpose: develop clear, appropriate, and effective oral communication in different contexts.
Key topics & short summaries
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Features of spoken English — spoken vs written differences: spontaneity, redundancy, interactional markers, ellipses.
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Pronunciation basics — segments (vowels/consonants), syllable structure, word stress and sentence stress (overview).
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Fluency & accuracy — balancing speed, continuity and correctness; strategies to improve both.
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Turn-taking and conversational management — openings, closings, interruptions, repair strategies (how to ask for clarification).
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Politeness and register — formal vs informal language, choosing appropriate expressions in interviews, presentations, group talk.
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Public speaking & presentations — planning content, organizing introduction-body-conclusion, using cue cards, visual aids.
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Interviews & GDs (group discussions) — common formats, dos and don’ts, how to frame opinions and back them with examples.
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Role plays & simulations — practicing situational speech (banking, travel, classroom).
Practice tasks
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Short prepared talk (2–3 mins) on a topic; peer feedback for fluency and coherence.
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Role play job interview / complaint call.
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Mini-debates to practice argument and turn-taking.
(Block 3 builds the performance side after reading skills have been internalized.)
Block 4 — Practising Speaking Skills (Pronunciation & Phonology focus)
Core purpose: hands-on skill work — sounds, rhythm, intonation, connected speech and activities to internalize spoken English.
Key topics & short summaries
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Phonetic awareness — individual sounds of English, minimal pairs (ship / sheep), and common pronunciation pitfalls.
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Syllable and stress rules — how stress changes word meaning and affects intelligibility.
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Word stress vs sentence stress — what to highlight to carry meaning; content vs function words.
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Intonation patterns — rising/falling tunes for questions, statements, lists, surprise.
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Connected speech — linking, elision, assimilation — how words flow in natural speech.
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Pronunciation practice techniques — drills, shadowing native audio, recording and self-analysis.
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Classroom speaking activities — pair work, presentations, guided discussions, storytelling, phonics exercises.
Suggested classroom/homework
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Listen-and-repeat drills; record 1-minute monologue and note stress/intonation.
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Minimal pair drills; sentence stress marking practice.
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Short performance tasks: announcements, short dialogues, news-reading practice.
(Practical block: regular daily practice yields fastest gains in spoken clarity.)
Quick study plan & tips (for TMA / TEE)
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Daily micro-practice: 20–30 minutes reading + 10–15 minutes speaking/recording.
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Active reading: after each unit, write one-sentence summary + three key words and one critical question.
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Vocabulary notebook: note collocations and example sentences (not just meanings).
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Speaking routine: shadow short audio, do a 2-minute talk on a different topic each day.
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Assignment prep: use the IGNOU assignment brief (TMAs are block-based). Refer to the official assignment PDF for question formats.
