SAMPLE QUESTION PAPER
ENGLISH CORE (Code No. 301)

CLASS-XII-(2024-25)

Time allowed: 3 Hrs. Maximum Marks: 80
General Instructions
Read the following instructions very carefully and strictly follow them:
i. This question paper has 13 questions. All questions are compulsory.
ii. This question paper contains three sections:
Section A: Reading Skills,
Section B: Creative Writing Skills
Section C: Literature.
iii. Attempt all questions based on specific instructions for each part. Write the correct question
number and part thereof in your answer sheet.
iv. Separate instructions are given with each question/part, wherever necessary.
v. Adhere to the prescribed word limit while answering the questions.

SECTION A
READING SKILLS (22 marks)

  1. Read the following passage carefully:

In a room filled with people, each face illuminated by the soft glow of their smartphones, moments drift away like autumn leaves in the wind. The constant hum of notifications fills the air, punctuating conversations like an incessant drumbeat. Every vibration or ping sends fingers flying to screens, a response ingrained by years of digital conditioning. The once-reliable tick-tock of analog timepieces has been overshadowed by the constant flicker of notifications on the wrist watch, blurring the boundaries between the virtual and the real.
Anxiety gnaws at the edges of consciousness when the phone is out of reach, a phantom limb syndrome that leaves us feeling incomplete without our digital appendage. The fear of missing out permeates every moment spent away from the screen, driving us to constantly check for updates and notifications.
Thumbs move with the speed and precision of skillful pianists, tapping out messages and scrolling through feeds with practiced ease. Yet amidst the flurry of activity, the true rhythm of life remains unheard, drowned out by the dissonance of digital noise. The weight of constant connectivity forms a hunch upon our shoulders, a physical manifestation of the burden we carry in an age of information overload. Our minds are perpetually on high alert, scanning for the next wave of excitement that comes with each like, share, or comment.
And yet, for all our efforts to stay connected, we find ourselves increasingly isolated in a sea of digital faces. Genuine connections are fleeting, drowned out by the constant clamour for attention. In the pursuit of digital validation, we sacrifice the wealth of lived experience, trading meaningful moments for fleeting glimpses of connection. The true essence of life lies not in the pixels on a screen, but in the depth of human connection and the richness of shared experiences.
As we navigate this brave new world of constant connectivity, let us not forget the value of presence and the beauty of being fully engaged in the moments that matter most. For in the end, it is not the number of likes or followers that defines us, but the depth of our connections and the richness of our experiences that truly matter.

Answer the following questions, based on the passage above:

I. According to paragraph 1, what effect do smartphone notifications have on the people in the room?

  • Answer: Smartphone notifications cause people to become distracted, interrupting conversations and pulling their attention away from their surroundings as they immediately respond to the notifications.

II. How does the author use the metaphor of ‘autumn leaves in the wind’ to interpret the passing of time in the setting described?

  • Answer: The metaphor of “autumn leaves in the wind” is used to convey how time passes effortlessly and uncontrollably, just as leaves drift away with the wind, highlighting how moments in the room are slipping away unnoticed due to constant digital distractions.

III. Read and complete the following sentence suitably.
The phrase ‘a phantom limb syndrome that leaves us feeling incomplete without our digital appendage’ suggests that just as an amputee might feel pain in a limb they no longer have, individuals can feel a sense of loss or incompleteness when they are separated from their digital devices.
Choose the correct response from the two options to complete the sentence.
The concern this analogy points towards is about ______________.
A. a deep (psychological) dependence on technology for a sense of wholeness or connection
B. excessive physical damage that can be caused due to constant use of digital devices

  • Answer: A. a deep (psychological) dependence on technology for a sense of wholeness or connection

IV. Complete the following suitably with ONE advantage, with reference to paragraph 2.
Designating specific hours each day to intentionally avoid checking digital devices can help __________________.

  • Answer: reduce anxiety and allow for a greater sense of presence and focus on the moment, free from constant digital interruptions.

V. Why does the writer refer to digital noise as ‘dissonance’ in paragraph 3?
Because

  • Answer: A. It creates a jarring and chaotic environment that disrupts focus.

VI. Provide ONE textual evidence with reference to paragraph 3, to prove the following:
The need to be perpetually engaged with digital notifications manifests in the body.

  • Answer: “The weight of constant connectivity forms a hunch upon our shoulders, a physical manifestation of the burden we carry in an age of information overload.”

VII. In the line, ‘Yet amidst the flurry of activity, the true rhythm of life remains unheard…,’ what does the phrase ‘true rhythm of life’ refer to? (Paragraphs 3-4)

  • Answer: The “true rhythm of life” refers to the meaningful, authentic experiences and connections that are overshadowed by the distractions and noise of constant digital engagement. It emphasizes the value of presence and human interaction over digital validation.

VIII. Complete the analogy with ONE word from paragraph 4.
whisper: quietly: _______: loudly
A. validation
B. fleeting
C. essence
D. clamour

  • Answer: D. clamour

IX. Why is it fair to say that the statement ‘And yet, for all our efforts to stay connected, we find ourselves increasingly isolated in a sea of digital faces’ from paragraph 4, employs irony?

  • Answer: A. Despite the intent to connect more effectively, the result is the opposite.
    The writer highlights the paradox that, despite our attempts to stay connected digitally, we end up feeling more isolated.

X. Assess the potential challenges OR benefits of relying on survey outcomes for designing health interventions, as outlined in paragraph 5.

  • Answer:
    Challenge: Relying on survey outcomes may present the challenge of generalizing data, as the responses may not fully reflect the complexities of individual experiences. Additionally, surveys may miss nuanced insights or fail to account for diverse populations.
    Benefit: On the other hand, surveys can offer a broad overview of trends or issues within a population, helping to design interventions that address common concerns or challenges faced by many individuals.

2. Read the following carefully.

(1) Introduction:
In the hasty lifestyle of today’s world, the choice of snacks can greatly impact one’s health and well-being. This case study aims to analyse the preference for seasonal fruits compared to packaged snacks among different age groups and the implications for overall health.

(2) Methodology:
A survey was conducted among individuals across various age groups, ranging from children to seniors, to determine their snacking preferences. Participants were asked to indicate their preferred snack choices and provide reasons for their preferences. The data was then analysed to identify trends and patterns among different age demographics.

(3) Survey Examination:
The survey encompassed a comprehensive examination of snacking habits, including not only preferred snack choices but also delving into the underlying motivations and influences guiding these choices. Beyond mere preference, participants were encouraged to articulate the reasons behind their selections, providing invaluable insights into the multifaceted nature of snacking behavior.

(4) Results:
The survey results revealed interesting insights into snacking preferences among different age groups:

  • Age-group | % Preferred Snack | Reasons for preference
  • Children – 77% Seasonal fruits | Taste, Health benefits, Parental guidance
  • Teenagers – 65% Packaged snacks | Convenience, Taste, Peer influence
  • Young adults – 52% Seasonal fruits and packaged snacks | Transitional lifestyle (college, beginning careers, establishing independence), Health consciousness, Convenience
  • Middle-aged – 83% Seasonal fruits | Freshness, Nutrition, Health consciousness
  • Elderly – 90% Seasonal fruits | Health benefits, Digestive ease

(5) Implications for Interventions:
By discerning the diverse preferences among different age groups, policymakers and health practitioners can tailor interventions to address specific demographic needs. For instance, targeting educational campaigns towards parents could empower them to instill healthy eating habits in their children from an early age. Concurrently, efforts to mitigate the influence of advertising and peer pressure on teenagers could involve regulatory measures and educational initiatives aimed at promoting critical thinking and informed decision-making. Furthermore, the prominence of seasonal fruits as a preferred snack choice among middle-aged adults and seniors points towards the importance of promoting access to fresh produce and nutritional education across all age demographics.

(6) Conclusion:
The survey outcomes serve as a roadmap for designing targeted interventions that not only cater to diverse demographic needs but also nurture a culture of health and well-being. By harnessing the insights gleaned from this study, stakeholders can collaboratively work towards building healthier communities and promoting sustainable practices for generations to come.

Answer the following questions, based on the given passage:

I. Complete the following suitably:
In the introduction, the researcher links a hasty lifestyle with the choice of snacks in the study to highlight the impact of busy, fast-paced living on food choices, which may lead to unhealthy snacking habits and negatively affect health and well-being.

Answer: the impact of busy, fast-paced living on food choices, which may lead to unhealthy snacking habits and negatively affect health and well-being.

II. What would the following be classified as?
To examine snacking preferences across various age groups in detail, and assess health implications.
Select the appropriate response:
A. Primary purpose
B. Secondary objective
C. Method of analysis
D. Research outcome

Answer: A. Primary purpose

III. Give two points to support why it is likely that fresh fruits were given as an option to the survey participants to choose from in the study on snacking preferences.
Answer:

  1. Health benefits: Fresh fruits are often associated with better health outcomes, providing essential vitamins, minerals, and antioxidants, making them a suitable option for promoting good health.
  2. Nutritional value: Seasonal fruits offer a natural, nutrient-rich alternative to processed snacks, which aligns with the study’s goal of understanding healthy eating habits across age groups.

IV. Paragraph 3 includes words – ‘motivations’ and ‘influences.’
Classify the following sentences as ‘influence’ or ‘motivation’:

Sentence 1: Peer pressure leads teenagers to prefer packaged snacks over healthier options.
Answer: Influence

Sentence 2: The drive to maintain health as one ages makes middle-aged adults choose seasonal fruits.
Answer: Motivation

V. Read the following:
Seema regularly enjoys snacking on chips and cool drinks while watching movies.
Mohan, her neighbour, prefers to snack on oranges and also some nuts occasionally.
Arindam, who lives across, often tends to eat a mix of carrot sticks and instant noodles, in between meals.

Select the option that identifies the correct demographic Seema, Mohan, and Arindam belong to.
A. Seema – young adult; Mohan – teenager; Arindam -middle-age
B. Seema – teenager; Mohan – middle-age; Arindam -child
C. Seema – young adult; Mohan – child; Arindam – teenager
D. Seema – teenager; Mohan – elderly; Arindam -young adult

Answer: A. Seema – young adult; Mohan – teenager; Arindam -middle-age

VI. Although children, middle-aged, and elderly groups all prefer seasonal fruits, why is the preference percentage highest among the elderly?
Answer: The elderly likely prioritize the health benefits of seasonal fruits, as well as the digestive ease that fruits provide. As people age, maintaining digestive health and getting essential nutrients become more important, which might explain why the preference for fresh fruits is highest in this age group.

VII. Analyse how targeted interventions based on the diverse snacking preferences of different age groups can lead to improved health outcomes. (Paragraph 5)
Answer:
Targeted interventions can effectively address the unique needs of different age groups. For children, educational campaigns aimed at parents can promote the importance of healthy snacking habits from a young age. For teenagers, interventions could focus on reducing the influence of peer pressure and advertising, fostering healthier snack choices by encouraging critical thinking. For middle-aged adults, increasing access to fresh, nutritious seasonal fruits and promoting their health benefits can enhance long-term wellness. For seniors, interventions can emphasize the health benefits and ease of digestion associated with fresh fruits. Tailored campaigns can improve health outcomes by fostering informed choices and improving dietary habits across all age groups.

VIII. What is the ultimate goal for stakeholders, based on the insights from the study?
A. Increase profitability through enhanced snack marketing
B. Building healthier communities
C. Reducing the cost of healthcare services
D. Expanding the range of available snack products

Answer: B. Building healthier communities

SECTION B

CREATIVE WRITING SKILLS (18 marks)

3. Attempt any one of the two, (A) or (B), in about 50 words. 1×4=4

A. Your school is planning to conduct an inter-class seminar on the topic ‘The Importance of Mental Health’ to create awareness in adolescents. As the head of the organising committee, write a notice to inform all students about the seminar and invite registrations from classes XI-XII. Include other necessary details. Put your notice in a box.

Notice

Date: 2nd January 2025
Subject: Seminar on ‘The Importance of Mental Health’

This is to inform all students of classes XI and XII that the school is organising an inter-class seminar on The Importance of Mental Health. The seminar aims to create awareness among adolescents about mental well-being.

Date: 10th January 2025
Time: 10:00 AM
Venue: School Auditorium

Students interested in participating are requested to register with their class teacher by 8th January 2025. Please ensure your attendance to benefit from this important session.

Organising Committee
Head, Seminar Committee

OR

B. Your school is organising an inter-House webinar on enhancing coding skills. As the President of the Computer Club, write a notice to inform all House members from IX-XII about the webinar and specify the number of registrations invited per House. Include other necessary details. Put your notice in a box.

Notice

Date: 2nd January 2025
Subject: Inter-House Webinar on Enhancing Coding Skills

This is to inform all House members from classes IX to XII that the school is organising an Inter-House Webinar on Enhancing Coding Skills. The webinar will focus on the latest trends in coding and programming languages.

Date: 15th January 2025
Time: 3:00 PM
Platform: Zoom (Link will be shared upon registration)

Each House is invited to send 3 representatives. Please register by 10th January with the Computer Club President.

We encourage all coding enthusiasts to participate.

President
Computer Club

4. Attempt any one of the two, (A) or (B), in about 50 words. 1×4=4

A. Draft an invitation in not more than 50 words from Vani Gopalan, Chief Project Officer of an NGO, for the launch of the ‘Each One Teach One’ programme, addressed to school Principals and Coordinators. Mention a compelling highlight of the programme along with other necessary details.

Invitation

Date: 2nd January 2025

Dear Sir/Madam,

We are pleased to invite you to the launch of the ‘Each One Teach One’ Programme, an initiative to empower underprivileged students through education. The event will be held on 10th January 2025 at 11:00 AM at our NGO’s headquarters.

Your presence will be highly appreciated.

Warm regards,
Vani Gopalan
Chief Project Officer
NGO Name

OR

B. An invitation had been issued by Mr. Cherian, the HR Head of your company inviting you for the company picnic. As Joseph Vijayan, Asst. Manager, Operations, draft a reply in not more than 50 words, consenting to attend.

Reply to Invitation

Date: 2nd January 2025

Dear Mr. Cherian,

Thank you for the invitation to the company picnic. I am pleased to confirm my attendance and look forward to a day of fun and bonding with colleagues.

Kind regards,
Joseph Vijayan
Assistant Manager, Operations

Question 5: Attempt any one of the two, (A) or (B), in 120-150 words.

A. Financial literacy is increasingly recognised as a crucial 21st-century skill for young individuals. Write a letter to the editor of a local daily discussing the benefits of providing financial literacy education to children. Also, suggest effective ways to raise awareness about the importance of this education among parents and guardians. You may use some of the given cues along with your own ideas to draft the letter. You are a counsellor, Chitra Mahapatra from Puri, Odisha.

Letter to the Editor:

Chitra Mahapatra
Puri, Odisha
Date: [Insert Date]

The Editor,
[Newspaper Name],
[Newspaper Address].

Subject: Importance of Financial Literacy for Children

Dear Sir/Madam,

I am writing to express my concern over the lack of financial literacy education for young individuals in our schools. As we move further into the 21st century, financial knowledge is becoming an essential life skill. Teaching children about saving, budgeting, and investing at an early age prepares them for the financial challenges they will face in adulthood.

The benefits of financial education include fostering responsible spending habits, building financial independence, and providing tools for better decision-making. Understanding the power of finances at a young age can significantly reduce the risk of debt and financial instability later in life.

To raise awareness among parents and guardians, I recommend organizing workshops and distributing informative material through schools and community centers. Additionally, schools could integrate financial literacy into their curriculum, ensuring children are exposed to this valuable skill early on.

I hope this issue receives the attention it deserves.

Sincerely,
Chitra Mahapatra
Counsellor, Puri, Odisha

B. You are Maya Syiem from Shillong. You read the given advertisement and wish to apply for the post advertised. Write this job application along with your bio-data.

Job Application:

Maya Syiem
[Your Address]
Shillong, [Pin Code]
Date: [Insert Date]

The Project Lead
A New World Publishing House
23-C Rosewood Lane
Shillong-793005

Subject: Application for the Post of Illustrator

Dear Sir/Madam,

I am writing to express my interest in the position of illustrator for children’s books as advertised by your esteemed publishing house. With a strong passion for art and storytelling, I am confident that my creativity and skills would be an asset to your team.

I hold a degree in Fine Arts from [University Name], and have honed my skills through several personal and freelance projects, details of which are enclosed in my portfolio. I am a team player and committed to producing high-quality work that aligns with your creative vision.

I would welcome the opportunity to discuss my application in further detail. Thank you for considering my application.

Sincerely,
Maya Syiem

Enclosures:

  1. Bio-data
  2. Portfolio (5 samples of work)

Bio-data:

Name: Maya Syiem
Address: [Your Address]
Contact Number: [Your Phone Number]
Email Address: [Your Email Address]

Educational Qualification:

  • Degree in Fine Arts, [University Name], [Year]

Skills:

  • Proficient in digital illustration and graphic design
  • Strong understanding of storytelling through visuals
  • Experience with various illustration tools (e.g., Adobe Illustrator, Photoshop)

Portfolio:

  • Available upon request

 

Question 6: Attempt any one of the two, (A) or (B), in 120-150 words.

A. In an era of rapid globalisation and technological advancement, the preservation of cultural heritage remains a vital challenge, particularly for the youth. India continues to navigate the complexities of maintaining tradition alongside modernity. Write an article exploring the role of cultural heritage in shaping the identities of today’s Indian youth. Provide examples to illustrate your points wherever necessary. You are Arti Nirula of Class XII-A.

Article:

Cultural Heritage: A Foundation for the Identity of Indian Youth

By Arti Nirula
Class XII-A

In today’s era of rapid globalization and technological advancements, the preservation of cultural heritage is a pressing concern, particularly for the youth. While modern influences and global connections have introduced new ideas, they also pose a threat to traditional practices and values.

Cultural heritage plays a pivotal role in shaping the identity of young people. For instance, festivals like Diwali and Holi provide an opportunity for youth to connect with their roots and understand the significance of community and tradition. Similarly, Indian classical music and dance forms instill values of discipline and artistic expression.

Preserving this heritage is crucial for maintaining a sense of belonging and continuity. Youth should actively engage in cultural events, and schools can incorporate cultural education into their curricula. Collaborations between cultural institutions and youth groups can also strengthen the preservation of traditions.

By balancing tradition with modernity, we can ensure that cultural heritage continues to guide the future of Indian youth.

B. You are Hina Aziz, student of Class XII-D and a member of the school magazine editorial board. Write a comprehensive report detailing the activities undertaken by students as part of the celebrations on Yoga Day. Include descriptions of the events, participation details, and the overall impact of these activities on the school community. You may organise your report by following – Who – What – When – Where – Why – How.

Report on Yoga Day Celebrations

By Hina Aziz
Class XII-D

Date: [Insert Date]

Who:
The Yoga Day celebrations were organized by the school’s Physical Education department in collaboration with the student body. All students, teachers, and staff participated enthusiastically.

What:
The event included a series of yoga sessions led by certified instructors. Students from different classes performed various asanas such as Surya Namaskar, Tadasana, and Pranayama. A special session focused on breathing exercises to promote mental health.

When:
The celebrations took place on [insert date], starting at 7:00 AM and lasting for two hours.

Where:
The school playground was transformed into a yoga zone, with mats and props arranged in a spacious area for maximum participation.

Why:
The purpose of the event was to raise awareness about the importance of physical and mental well-being, and to encourage students to adopt yoga as a part of their daily routine.

How:
The event was organized with proper coordination. A team of students from the school magazine committee covered the event for documentation and reporting. Teachers guided students through various poses, ensuring safety and proper technique.

Impact:
The event was a tremendous success. Students reported feeling more energized and relaxed, and many expressed their interest in making yoga a regular practice. The event not only promoted physical fitness but also helped in fostering a sense of unity and community among students and staff.

SECTION C LITERATURE (40 marks)

7. Read the following extracts and answer the questions for any one of the given two- A or B 1×6=6

A

Those who prepare green wars, wars with gas, wars with fire, victory with no survivors, would put on clean clothes and walk about with their brothers in the shade, doing nothing. (poem – Keeping Quiet)  

 

I. What is a common outcome of all the wars described?

  • Answer: Victory with no survivors, meaning complete devastation and loss of life.

II. What does the imagery of ‘walking about with their brothers in the shade, doing nothing’ primarily represent?

  • Answer: C. A moment of unity and peaceful reflection.

III. Complete the following suitably. The putting on of ‘clean clothes’ by the warmongers, symbolises_________.

  • Answer: The putting on of ‘clean clothes’ by the warmongers symbolizes an attempt to appear innocent and detached from the destruction they have caused.

IV. Select the correct option from those given in brackets, to fill in the blank. The excerpt tells us that the speaker ________ (condemns / glorifies) the destructive nature of modern warfare.

  • Answer: condemns

V. Read the assertion and the reason below, with reference to the given extract. Assertion: The poet advocates for ‘doing nothing’ as a way to prevent the devastation of war. Reason: ‘Doing nothing’ refers to a time for stopping any action for a few moments.

  • Answer: A. Both the assertion and the reason are true, and the reason is the correct explanation of the assertion.

VI. How can the message in the excerpt, about the outcome of wars be applied to promote peace?

  • Answer: The message of the excerpt can be applied to promote peace by highlighting the devastating consequences of war and encouraging individuals to actively work towards conflict resolution and non-violent solutions.

OR

B While greedy good-doers, beneficent beasts of prey, Swarm over their lives enforcing benefits That are calculated to soothe them out of their wits, And by teaching them how to sleep they sleep all day, Destroy their sleeping at night the ancient way. (poem-The Roadside Stand)  

 

I Select the phrase that suggests the following: The so-called aids are not offered out of genuine care or consent but are imposed in a controlling and perhaps unwelcome manner.

  • Answer: “Enforcing benefits”

II What does the imagery of ‘swarm’ NOT represent in the given extract? A. Coordinated help B. Overwhelming force C. Discomfort and chaos D. Neglect of individual needs

  • Answer: D. Neglect of individual needs (The imagery of “swarm” primarily represents overwhelming force, coordinated help, and discomfort/chaos.)

III Complete the following suitably. In the line, ‘destroy their sleeping at night the ancient way,’ the phrase ‘the ancient way’ refers to________.

  • Answer: The phrase “the ancient way” refers to the traditional, peaceful, and undisturbed sleep of the rural people, which is now disrupted by the imposed “benefits.”

IV. Select the correct option from those given in brackets, to fill in the blank. The poet has used phrases like ‘greedy good-doers’ and ‘beneficent beasts of prey’ to illustrate the ________ (irony/satire) in the situation where those claiming to help the rural poor actually impose self-serving and detrimental actions on them.

  • Answer: Irony

V. Read the assertion and the reason below, with reference to the given extract. Assertion: The poet criticizes the way the rural poor are treated by benefactors, suggesting it instills ambition. Reason: The interventions are overwhelmingly calming and lead to a loss of critical thinking among the rural poor.

  • Answer: D. The assertion is false, but the reason is true.

VI. State in one sentence, what cautionary advice your address to the rural poor from the extract, is most likely to include.

  • Answer: Be wary of those who offer help with ulterior motives, as their “benefits” may ultimately be detrimental to your well-being and independence.

8. Read the following extracts and answer the questions for any one of the given two, (A) or (B)

(A)

To visit Antarctica now is to be a part of that history; to get a grasp of where we’ve come from and where we could possibly be heading. It’s to understand the significance of Cordilleran folds and pre-Cambrian granite shields; ozone and carbon; evolution and extinction. When you think about all that can happen in a million years, it can get pretty mind-boggling. Imagine: India pushing northwards, jamming against Asia to buckle its crust and form the Himalayas; South America drifting off to join North America, opening up the Drake Passage to create a cold circumpolar current, keeping Antarctica frigid, desolate, and at the bottom of the world. (Journey to the End of the Earth)

I. Complete the following suitably.
The passage suggests that visiting Antarctica offers insight into geological processes and Earth’s history by showing the reader how geological events, such as the movement of continents and the formation of natural features, have shaped the planet’s current state and its potential future.

II. How does the author imply the role of geological knowledge in understanding the Earth’s past and potential future changes?
The author implies that understanding geological knowledge is essential for comprehending how the Earth has evolved over time (e.g., the formation of the Himalayas, the shifting of continents) and how these processes will continue to shape the planet’s future. By referencing these significant events, the passage emphasizes how geological processes provide a framework for predicting long-term environmental changes.

III. The writer says, ‘When you think about all that can happen in a million years, it can get pretty mind-boggling.’
What is the most likely impact on the writer?

  • A. Feels overwhelmed by the vastness of geological time scales.
    The writer expresses a sense of being awestruck or overwhelmed by the vastness of geological time, which is difficult for humans to fully grasp, leading to the use of “mind-boggling.”

IV. How might understanding the geological processes mentioned in the passage help scientists in predicting and mitigating future environmental changes, particularly in polar regions?
Understanding geological processes like plate tectonics, shifts in ocean currents, and climate dynamics (e.g., the creation of the cold circumpolar current that keeps Antarctica frigid) can help scientists predict long-term changes in polar regions. This knowledge can inform climate change models and mitigation strategies, such as preparing for rising sea levels or changes in the ecosystems of polar regions due to shifting currents or ice melt.

OR

(B)

I cried aloud, shaking my head all the while until I felt the cold blades of the scissors against my neck, and heard them gnaw off one of my thick braids. Then I lost my spirit. Since the day I was taken from my mother I had suffered extreme indignities. People had stared at me. I had been tossed about in the air like a wooden puppet. And now my long hair was shingled like a coward’s! In my anguish I moaned for my mother, but no one came to comfort me. Not a soul reasoned quietly with me, as my own mother used to do; for now, I was only one of many little animals driven by a herder. (Memories of Childhood: The Cutting of My Long Hair)

I. Complete the following suitably.
Zitkala-Sa’s description of her experience at the boarding school conveys a sense of abandonment through her portrayal of being isolated from her mother and her culture, as well as the lack of comfort or understanding from those around her. She feels alone and powerless in this unfamiliar environment.

II. List any one emotion that Zitkala-Sa experiences as her hair is being cut.

  • Answer: Anguish (as expressed when she moans for her mother and describes the emotional pain of the experience).

III. Select the suitable option to complete the following.
The metaphor of being ‘tossed about in the air like a wooden puppet’ contributes to the reader’s understanding of Zitkala-Sa’s feelings of B. manipulated and controlled.
The metaphor suggests that Zitkala-Sa feels helpless and objectified, as if she has no agency in her own life, being controlled and moved around by others.

IV. In what ways does the imagery of her ‘long hair shingled like a coward’s’ symbolize the erasure of Zitkala’s cultural heritage and the imposition of Western norms?
The image of her long hair being cut and shingled symbolizes the loss of her cultural identity and heritage. In many Native American cultures, long hair is a symbol of pride, strength, and tradition. The cutting of her hair represents the imposition of Western norms that seek to strip away indigenous customs and force assimilation. Her hair being “shingled like a coward’s” highlights the shame and emotional pain associated with this forced transformation, marking the symbolic loss of her identity and dignity.

A.

What a thunderclap these words were to me! Oh, the wretches; that was what they had put up at the town-hall! My last French lesson! Why, I hardly knew how to write! I should never learn anymore! I must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the Saar! My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give up. And M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler and how cranky he was. (The Last Lesson)

I. What was the writer’s purpose in using the metaphor of a ‘thunderclap’?

  • Answer:
    The metaphor of a ‘thunderclap’ expresses the sudden and shocking realization Franz experiences upon hearing that this is his last French lesson. It emphasizes the overwhelming and immediate effect the news has on him, as it hits him with the force and surprise of a thunderclap. This is a moment of clarity and deep understanding of his loss.

II. Select the correct option from those given in brackets to fill in the blank.

The use of exclamatory marks in the first five sentences of the extract serves to express the speaker’s _______ (hidden/ intense) emotions.

  • Answer: intense
    The exclamatory marks indicate strong and immediate emotions. Franz is overwhelmed with regret, surprise, and sorrow, emotions that are intense rather than hidden. The punctuation helps convey the rawness of his feelings in response to the realization that he will no longer be able to continue his education in French.

III. Complete the following suitably.

The activities of seeking birds’ eggs and sliding on the Saar reveal two things about Franz’s character before his change in perspective. First, his youthful carefree nature and second, his preference for ________.

  • Answer:
    playing and enjoying his childhood rather than focusing on his studies.
    Before the change in his perspective, Franz preferred indulging in carefree, playful activities (like seeking birds’ eggs and sliding on the Saar) rather than concentrating on his lessons. This shows his youthful disregard for education and his tendency to prioritize fun over responsibility.

IV. What is reflected through the shift in the speaker’s perception of Mr. Hamel, conveyed through his readiness to forget the ruler?

  • Answer:
    This shift in Franz’s perception indicates his newfound respect and admiration for Mr. Hamel. Initially, Franz was irritated by Mr. Hamel’s strictness, particularly his use of the ruler. However, in the face of the teacher’s departure, Franz recognizes the importance of his lessons. This shows how the loss of something valuable often leads to a deeper appreciation for it.

V. Select the textual option that is closest to indicating a sense of panic.

  • A. Oh, how sorry I was for not learning my lessons…

  • B. Why, I hardly knew how to write!

  • C. Oh, the wretches; that was what they had put up at the town-hall!

  • D. And M. Hamel, too;

  • Answer: B. Why, I hardly knew how to write!
    This line reflects panic because Franz suddenly realizes the enormity of his ignorance and feels overwhelmed by his lack of preparation. It’s a moment of self-realization that reflects anxiety and a sense of loss.

VI. What does the following line from the extract, showcase?

My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give up.

  • A. realization

  • B. confusion

  • C. expectation

  • D. affirmation

  • Answer: A. realization
    This line shows Franz’s realization about the value of his books. What he once saw as a burden is now something he cherishes. This moment reflects the change in his perspective as he recognizes the importance of education and learning, something he had previously taken for granted.

OR

B.

And survival in Seemapuri means rag-picking. Through the years, it has acquired the proportions of a fine art. Garbage to them is gold. It is their daily bread, a roof over their heads, even if it is a leaking roof. But for a child it is even more “I sometimes find a rupee, even a ten-rupee note,” Saheb says, his eyes lighting up. When you can find a silver coin in a heap of garbage, you don’t stop scrounging, for there is hope of finding more. It seems that for children, garbage has a meaning different from what it means to their parents. For the children it is wrapped in wonder, for the elders it is a means of survival. (Lost Spring – Stories of Stolen Childhood)

I. What does Saheb’s statement about finding money in the garbage reveal about his daily life and aspirations?

  • Answer:
    Saheb’s statement about finding a rupee or a ten-rupee note in the garbage highlights the harshness of his life in Seemapuri and the small moments of hope and excitement that come with scavenging. His words reveal that for Saheb, finding money in the garbage offers a glimpse of potential improvement in his life. It shows his aspirations to improve his condition through small but meaningful finds, even in such a desperate and difficult environment.

II. Select the correct option from those given in brackets to fill in the blank.

Describing garbage as ‘gold’ metaphorically elevates its value to the children, helping the reader understand the _______ (dynamic / desperate) conditions under which these children live, where even garbage can represent crucial economic resources.

  • Answer: desperate
    The comparison of garbage to ‘gold’ underscores the desperation of the children’s situation. For them, garbage is not just refuse but a vital source of survival. It highlights the dire economic conditions in which they live, where even the discarded materials they scavenge hold more value than they would in normal circumstances.

III. Complete the following with a suitable reason.

Children continue to scrounge in the garbage because _______.

  • Answer:
    they see it as a potential source of hope and small rewards, such as money or valuable items, which could improve their living conditions or offer something to look forward to.
    Children, like Saheb, continue to scrounge through garbage because they are hopeful that their efforts might lead to the discovery of something valuable, which could help alleviate their dire situation, even if just temporarily.

IV. How does the perception of garbage differ between children and adults in Seemapuri?

  • Answer:
    The perception of garbage differs drastically between children and adults in Seemapuri. For children, garbage holds a sense of wonder and possibility. They see it as a source of excitement and potential rewards, such as finding money or valuable items. For adults, however, garbage is simply a means of survival. It is viewed pragmatically as a resource necessary for daily life, but with no illusion of magic or potential for something greater.

V. What is implied by the description of rag-picking as having ‘acquired the proportions of a fine art’ in the excerpt?

  • A. Rag-picking is an undesirable and simple task that anyone can do without effort.

  • B. Rag-picking has evolved into a complex skill that is valued within the community.

  • C. Rag-picking is a temporary activity that does not significantly impact the community.

  • D. Rag-picking has the status of an artistic hobby that children pursue for enjoyment.

  • Answer: B. Rag-picking has evolved into a complex skill that is valued within the community.
    Describing rag-picking as having the “proportions of a fine art” suggests that over time, it has become more than just a basic survival activity. The skill of rag-picking has evolved and is now seen as a valued and necessary part of life in Seemapuri. This metaphor emphasizes the expertise involved in the task and how it has become integral to the community’s survival.

VI. What is the reason for Saheb’s eyes ‘lighting up’?

  • A. The immediate experience of finding something valuable.

  • B. Discussing his findings with others.

  • C. Reminiscing about past findings in the garbage.

  • D. Planning future scavenging expeditions.

  • Answer: A. The immediate experience of finding something valuable.
    Saheb’s eyes light up because of the excitement and joy he feels when he finds money in the garbage. The discovery of something valuable offers a brief moment of hope and relief in an otherwise difficult and harsh life. It’s a direct response to the surprise and delight of finding something unexpected and valuable.

10. Answer any five of the following six questions in 40-50 words each : 5×2=10

I. Identify an instance of hope or resilience in ‘Lost Spring’ and analyse how it reflects one of the story’s themes.

Answer:
In ‘Lost Spring’, Saheb’s statement, “I sometimes find a rupee, even a ten-rupee note,” reflects hope and resilience. Despite the harsh conditions of rag-picking, Saheb continues his daily scavenging, holding on to the hope that a small discovery could improve his circumstances. This illustrates the theme of poverty and survival, where even in adversity, children like Saheb retain hope, believing that there might be a chance for change.

II. Interpret the use of visual imagery by Kamala Das in her poem to depict the passage of time.

Answer:
In Kamala Das’s poem, the visual imagery of “lilies,” “young girls,” and the “bright sun” captures the passage of time by depicting youthful beauty and the inevitable aging process. The imagery contrasts the vividness of youth with the diminishing vitality as time moves forward, symbolizing how both physical beauty and emotional experiences fade with time. The poet uses this imagery to reflect on the transient nature of life and the inevitability of aging.

III. What does the contrasting imagery of the church clock and the Prussian trumpets represent, in ‘The Last Lesson’?

Answer:
In ‘The Last Lesson’, the church clock symbolizes the continuity of time, stability, and tradition, while the Prussian trumpets represent the intrusion of foreign authority and the suppression of the native culture. The church clock marks the passage of time in the village, where French was once spoken, while the trumpets signal the loss of French as the Prussian forces impose their language. The contrasting imagery reflects the shift from local heritage to external oppression.

IV. How does the author’s writing style in ‘The Interview’ affect the reader’s understanding of the story?

Answer:
In ‘The Interview’, the author uses a sarcastic and ironic tone to depict the absurdities of the job interview process. The humorous dialogue and exaggerated descriptions allow the reader to understand the superficiality of the corporate world. The narrative style reveals how impression management is prioritized over genuine skills or character, helping the reader reflect on the mockery of societal expectations and the emptiness of corporate interviews.

V. Explain how the rattrap symbolises the dual aspects of human nature. (The Rattrap)

Answer:
In ‘The Rattrap’, the rattrap symbolizes the two conflicting aspects of human nature: temptation and redemption. The rattrap, initially representing the materialistic world that ensnares people, also symbolizes the possibility of escape from it. The peddler’s decision to return the money is an act of redemption, reflecting how people can choose kindness and moral behavior, freeing themselves from the “trap” of greed. Thus, the story presents both the darkness of human nature and the potential for moral awakening.

VI. What factor/s were largely instrumental in the victory of the peasants in ‘Indigo’?

Answer:
In ‘Indigo’, the peasants’ unity and nonviolent resistance were instrumental in their victory. Under Gandhiji’s leadership, they organized a peaceful protest against the unjust demands of the British landlords. The peasants’ determination to stand up for their rights and Gandhiji’s strategy of non-cooperation exposed the moral weakness of the British, forcing them to grant a settlement that reduced the exorbitant taxes. The peasants’ collective strength, combined with Gandhiji’s leadership, was key to their success.

11. Answer any two of the following three questions in 40-50 words each : 2×2=4

I. Discuss the significance of the toy tiger in the climax of ‘The Tiger King.’

Answer:
The toy tiger in ‘The Tiger King’ symbolizes the irony of the King’s obsession with tigers. Throughout the story, the King is determined to hunt 100 tigers to prove his bravery, but in the end, he dies from a toy tiger’s bite, highlighting the absurdity of his arrogance and the unpredictability of fate. This object, representing both his ambition and his downfall, underscores the ironic twist of the story.

II. Interpret the significance of both literal and metaphorical journeys in the story, ‘The Third Level.’

Answer:
In ‘The Third Level’, the literal journey is the protagonist’s trip to a different level of the railway station, which leads him to a world from the past, symbolizing escapism. The metaphorical journey reflects the search for peace and a desire to return to simpler times, representing a longing for escape from modern life’s stresses. The third level serves as a symbol of nostalgia, where the protagonist yearns for a time of innocence and tranquility.

III. How does Susan Hill subtly portray a blend of pessimism and optimism in ‘On the Face of It’?

Answer:
In ‘On the Face of It’, Susan Hill blends pessimism and optimism through the character of Mr. Lamb and the interaction with the young boy. While Mr. Lamb initially seems to embody pessimism due to his physical disabilities, he encourages the boy to overcome fear and embrace life. This optimism contrasts with the boy’s initial despair but is tempered by the realism that life’s challenges cannot be ignored. Hill portrays the complexity of human resilience and the importance of facing life with a positive outlook.

12. Answer any one of the following two questions, in about 120-150 words. 1×5=5

A. Analyse the poems, A Roadside Stand and Aunt Jennifer’s Tigers for the theme of inequality and its impact on the bearers.

Answer:
In ‘A Roadside Stand’, Robert Frost explores the theme of inequality through the lens of rural poverty. The roadside stand, run by an old woman, symbolizes the harsh realities of economic disparity. Despite the beauty of the landscape, the stand is ignored by the wealthy travelers, reflecting how society marginalizes the poor. The stand’s owners are forced to offer their goods for cheap prices, while their cultural identity is overlooked.
In ‘Aunt Jennifer’s Tigers’, Adrienne Rich portrays inequality in gender roles, where Aunt Jennifer is oppressed by the constraints of her marriage. Through the tigers she embroiders, Rich contrasts her subdued life with the freedom and power of the tigers, which symbolize her desire for independence. Both poems highlight how society’s inequalities—whether economic or gender-based—have a profound impact on the individual’s identity and aspirations.

B. How do the characters of Sophie from ‘Going Places’ and Subbu from ‘Poets and Pancakes’ compare and contrast in terms of their aspirations, constraints, and the pursuit of their dreams?

Answer:
In ‘Going Places’, Sophie dreams of a glamorous future, aspiring to become a fashion designer or actress. However, her dreams are constrained by her modest background and lack of support from her family, especially her father. Sophie’s idealism and escape from reality highlight her desire to transcend her social position.
On the other hand, Subbu, from ‘Poets and Pancakes’, is a character whose dreams are more pragmatic. Working in a film studio, Subbu’s aspirations are more grounded in reality, even as he balances his career with the pressure of conformity. While Sophie represents youthful idealism, Subbu embodies the adult reality of compromise and adaptation in the face of constraints. Both characters are defined by their dreams, but Sophie’s are thwarted by her circumstances, while Subbu learns to navigate and accept the limitations of his world.

13. Answer any one of the following two questions, in about 120-150 words 1×5=5

A. The influence of belief in traditions such as religion, family bonds, or patriotism can be used to develop narrative techniques like setting, motivation, sources of conflict, and pacing. Analyse how the writer has incorporated such influences to good effect in the story, The Enemy. Support your answer with valid textual evidence.

Answer:
In ‘The Enemy’, the belief in patriotism and family bonds plays a crucial role in shaping the narrative. The story is set during the time of World War II, where the Japanese doctor, Dr. Sadao, faces a moral conflict between his patriotic duty and his humanitarian instincts. His loyalty to his country is tested when he treats an injured American soldier, and the setting of wartime Japan creates tension between the traditional values of loyalty and duty to the emperor and the personal duty he feels towards the soldier.
The influence of family bonds is also significant, as Dr. Sadao’s wife, Hana, supports his decision, illustrating the importance of shared values within the family. The internal conflict of choosing between what is right for humanity and what is expected for his country enhances the pacing and builds suspense throughout the narrative. This tension effectively highlights the complex moral dilemmas faced during war.

B. Discuss the narrative techniques used by the author in The Third Level. How do these techniques effectively convey the themes of escapism and nostalgia? Provide specific examples from the text to support your analysis.

Answer:
In ‘The Third Level’, the author uses narrative shifts between the protagonist’s reality and his escape into the past. The first-person narration creates a personal and intimate connection between the reader and the protagonist, allowing the theme of escapism to resonate deeply. The metaphorical journey to the third level of the railway station serves as an escape from the pressures of modern life, representing the protagonist’s desire to return to a simpler, nostalgic time.
The use of surrealism in describing the third level, where the protagonist finds himself in a 1910 version of Grand Central Station, blurs the line between fantasy and reality, reinforcing the theme of nostalgia. The mysterious disappearance of the protagonist’s friend, who seems to have found his own way into the past, further emphasizes the allure and elusiveness of escapism, creating a sense of longing for a bygone era.