IGNOU BAPSH BEGS 185 SOLVED ASSIGNMENT

BEGS 185 Solved Assignment
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BEGS 185: English Language Teaching

Title Name IGNOU BAPSH BEGS 185 SOLVED ASSIGNMENT
Type Soft Copy (E-Assignment) .pdf
University IGNOU
Degree BACHELOR DEGREE PROGRAMMES
Course Code BAPSH
Course Name BACHELOR OF ARTS POLITICAL SCIENCE HONOURS
Subject Code BEGS 185
Subject Name English Language Teaching
Year 2025 2026
Session -
Language English Medium
Assignment Code BEGS 185/Assignment-1/2025 2026
Product Description Assignment of BAPSH (BACHELOR OF ARTS POLITICAL SCIENCE HONOURS) 2025 2026. Latest BEGS 185 2026 Solved Assignment Solutions
Last Date of IGNOU Assignment Submission Last Date of Submission of IGNOU BEGC-131 (BAG) 2025-26 Assignment is for January 2026 Session: 30th September, 2026 (for December 2025 Term End Exam).

Semester Wise
January 2025 Session: 30th March, 2026 (for June 2026 Term End Exam).
July 2025 Session: 30th September, 2025 (for December 2025 Term End Exam).
FormatReady-to-Print PDF (.soft copy)

📅 Important Submission Dates

  • July 2025 Session: 31st March, 2026
  • January 2026 Session: 30th September, 2026

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Included:

BEGS 185 (July 2025 - January 2026) - ENGLISH

BEGS-185

English Language Teaching

Assignment July, 2025 & January, 2026

(Based on Blocks 1-3)

Course Code: BEGS-185/2025-26

Max. Marks: 100

Answer the following all questions.

Section A

1. Write short notes on the following in about 200 words each:

a) Language Learning Aptitude.

5X2-10

b) Low cognitive abilities.

Section B

2. Answer the following questions in about 150 words each.

a) Comment on the difficulties in auditory discrimination among children.

b) What do you understand by reading difficulty? What are the causes of reading backwardness?

c) Write a note on evaluating textbooks.

Section C

3. Answer the following questions in about 250 words each.

1. Discuss the objectives and reasons for adapting materials.

2. Examine web 2.0 tools and their use in education.

3. What are the characteristics of unprivileged learners? Discuss.

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