STATE COUNCIL OF EDUCATIONAL RESEARCH & TRAINING,

DEFENCE COLONY, NEW DELHI

JULY 2012-13

TOWARDS ACADEMICEXCELLENCE

IN ENGLISH

AT

(SENIOR SECONDARY LEVEL)

MANUAL FOR LECTURERS

CHIEF ADVISOR

Rashmi Krishnan, IAS

Director, SCERT

GUIDANCE AND SUPERVISION

Dr. Pratibha Sharma

Joint Director, SCERT

CO-ORDINATOR AND EDITOR

Ritika Dabas,

Sr. Lecturer SCERT,

Dr. Meena Sehrawat,

Sr. Lecturer DIET, Ghumanhera.

CONTRIBUTORS :

1. Dr. Mukti Sanyal 6. Dr. Savita BahlAssociate Professor, Aurobindo College, DU PGT, English

2. Dr. D.D. Uppadhyay 7. Ms. Homi Astha Vansh(Retd.) HOD Hansraj College, DU CBSE Expert

3. Ms. Neelam Kulshreshtra 8. Ms. Geeta KhatriPGT, English PGT, English

4. Mr. Khaleeq Ahmad 9. Dr. Meena SehrawatPGT, English Sr. Lecturer, DIET Ghumanhera.

5. Ms. Prachi Aggrawal 10. Ritika DabasPGT, English Sr. Lecturer, SCERT

PUBLICATION OFFICER

Mr. Mukesh Yadav

Publication Team—Navin Kumar, Miss Radha & Jai Bhagwan,

Published by Mukesh Yadav, Publication Officer, State Council of Educational Research & Training, New Delhi

on behalf of SCERT and Printed by : M/s M.K. ENTERPRISES, 6/147, Farsh Bazar, Shahdara, Delhi–110032.

2012

1000 Copies

Message

National Curriculum Framework (2005) stressed that teacher education must became more

sensitive to the emerging demands from the school systems and it must prepare the teacher for

various roles and responsibilities. The teachers must encourage and support learner to discover

their talents, realize their physical and intellectual potentialities to fullest. To keep pace with

the changing scenarios, NCERT and CBSE have brought in the school curriculum and learner

assessment at class XI and XII. There is a need to orient our teachers about these changes in the

textbooks, or addition or deletion in the syllabus and its effective implementation in the teaching

learning process.

The Teachers Manual has been developed by SCERT and DIET faculty with a view to give a

set of guidelines for the teachers in handling the changes and techniques that underlines activity

based learning. It is also a professional resource for those working with children. As a teacher,

not only helps a child in learning a set of concept given in the syllabus, but also influences the

personality of the child, even the attitudes of the teachers are imbibed by the students over a

period of time.

The lack of a speech community around has often been pointed out as the biggest hindrance

for the child in the acquisition process. The lack of exposure to English certainly is a hindrance.

Nevertheless, it is to be borne in mind that it is not the quantity of exposure which matters but

the kind of exposure that the child gets which facilitates languages acquisitions .

The existing English language Teaching package has a problem inherent in it. It grossly ignores

the listening and speaking aspect and its assessment , but this time CBSE has introduced the

assessment of oral communication that too, by an external examiner . So that language education

should aim at encouraging independent thinking, free and effective expression of opinions and

logical interpretation of the present and past events. It must motivate leaner's to say things their

way, nurture their natural creativity and imagination and develop reading skills in them.

Wish you all the best in your endeavors.

Rashmi Krishnan

Director, SCERT

(iii)

Editorial

Language needs to developed as an instrument for abstract thought and knowledge acquisition,

as at later stages of school education all learning happens through language .School curriculum

revolves around increasing demands of society. In a multilingual country like India English holds

an important place. English may be considered as a language that creates the child's awareness of

the world.

At the senior secondary level where the child prepares himself/herself for the world of work

outside ,his language proficiency needs to be developed thoroughly. In our schools we come across

students who are first generation learners. They find it difficult to get good scores in English and

also it becomes a challenge for the teachers to develop in them proficiency in English language.

This teachers' manual has been prepared keeping all these aspects in mind. To develop reading

habits among students, some changes have been made in the present CBSE English (Core) syllabus

2012-2014. Through this manual we have tried to help teachers to deal with these changes, besides

this we have also framed worksheets, questions and activities on the bases of the text for

developing High Order Linguistic Skills.

We hope this manual will be of great help for the teachers.

I take this opportunity to express a deep sense of reverence and there thanks to Ms. Rashmi

Krishnan, Director SCERT and Dr. Pratibha Sharma, Joint Director for their continuous academic

support and encouragement. Special thanks are also extended to the team of Contributors / Subject

Experts, their concerned Authorities' Principals and Teacher of Government School, Aided/Public

schools for providing valuable suggestion and support at all stages of development of this Manual.

Your constructive suggestions, queries and feedback are welcome

Ms. Ritika Dabas

Dr. Meena Sehrawat

www.scertdelhi.nic.in.

(v)

Content

Topics Page No.

Message ... (iii)

Editorial ... (v)

Chapter-1. Examination Specifications class—XI and XII ... 1

Chapter-2. Listening and Speaking skills ... 11

Chapter-3. Reading Project ... 16

Chapter-4. Ideas for Teaching Novels ... 20

Chapter-5. Advanced Writing Skills ... 37

Chapter-6. Worksheets ... 58

Chapter-7. Higher-Order Thinking Skills ... 68

Chapter-8. Sample Question Papers Class XI and XII ... 87

(vii)

1

EXAMINATION SPECIFICATIONS

CLASS–XI (ENGLISH CORE)

One paper 3 Hours Marks: 100

Unitwise Weightage

Unit Areas of Learning Marks

A. Reading Unseen Passages (Two) 8 + 7 = 15

B. Writing 5 + 8 + 7 = 20 45

C. Grammar 10

D. Textual Questions

(i) Textbook 4 + 10 + 6 = 20 20

(ii) Supplementary Reader

E. Long Reading Text-Novel 7 + 8 = 15 15

F. Conversation Skills

(i) Listening 5 + 5 = 10 10

(ii) Speaking

G. Reading Project 10 10

TOTAL 100

SECTION–A

READING COMPREHENSION–15 Marks

READING

Reading Unseen Passages for Comprehension and Note Making

This section will have two unseen passages followed by a variety of questions. The total length of thetwo passages shall be around 1100 (600 + 500 words).

Question 1 : Long Reading Passage of 600 Words 08 Marks

Question 1 shall have two sets of questions.

(a) 6 Questions carrying 1 mark each, out of which two shall be MCQs 6 × 1= 6 Marks

(b) Vocabulary Testing—2 Questions carrying one mark each. 2 × 1= 2 Marks

Question 2 : Reading Passage of 500 Words for Summary and Note Making 07 Marks

(a) Note making - 5 Marks

(b) Summary - 2 Marks

Chapter—1

2

SECTION–B

WRITING SKILLS—20 MARKS

WRITING 20 Marks 40 periods

Question 3: One out of two short writing/composition tasks based on notice/ poster/ advertisement

(50 Words) 05 Marks

Question 4: One out of two compositions in the form of article, speech, report writing or a narrative

(150 - 200 Words) 08 Marks

Question 5: Writing one out of two letters based on verbal inputs. It would cover all types of

letters. 07 Marks

Letter types may include:

(a) business or official letters (for making enquiries, registering complaints, asking for and giving

information, placing orders and sending replies):

(b) letters to the editor (giving suggestions on an issue)

(c) application for a job

(d) letter to the school or colleges authorities, regarding admissions, school issues, requirements

/suitability of courses, etc. 07 Marks

SECTION–C

GRAMMAR–10 MARKS

Different grammatical structures in meaningful contexts will be tested. Item types will include

gap filling, sentence re-ordering, dialogue completion and sentence transformation. The grammar

syllabus will include determiners, tenses, clauses, modals and voice. These grammar areas will be

tested using the following test types.

Question 6 : Error Correction 04 Marks

Question 7 : Editing Task 04 Marks

Question 8 : Re-ordering of Sentences 02 Marks

SECTION–D

TEXTUAL QUESTION–20 MARKS

Questions on the prescribed textbooks will test comprehension at different levels: literal, inferential

and evaluative based on the following prescribed textbooks:

1. Hornbill : Text-book published by NCERT, New Delhi 12 Marks

2. Snapshots : Supplementary Reader published by NCERT, New Delhi 08 Marks

3

The following lessons have been deleted:

Name of the Text Book Name of the lessons deleted

Hornbill 1. Landscape of the Soul

2. The Adventure

3. Silk Road

4. The Laburnum Top (Poetry)

Snapshots 5. The Ghat of the only World

Question 9 : One out of two extracts based on poetry from the text to test reference to context,

comprehension and appreciation. 01 × 04 = 04 Marks

Question 10 : Five out of six short answer questions (up to 40 words) on the lessons from poetry,

prose and plays from both Hornbill and Snapshots with 3 + 3 pattern (3 questions each from

each book) 05 × 02 = 10 Marks

Question 11 : One out of two long answer questions based on the prescribed Text-books

both Hornbill and Snapshots with 1+1 pattern. (150 Words) 01 × 06 = 06 Marks

SECTION–E

LONG READING TEXT–NOVEL–15 MARKS

With a view to inculcate the habit of reading among the students, CBSE has introduced compulsory

reading of a Long Reading Text - Novel in the English Core Course and will be evaluated in both

Formative and Summative Assessments.

The long reading text prescribed for class XI is :

The Canterville Ghost by Oscar Wilde (unabridged version 1906 Edition)

Or

Up From Slavery by Booker T. Washington 2000 Edition

Schools can opt for anyone of the above texts.

There will be two long answer questions on the theme, plot, character and incidents from the

prescribed Novel.

Question 12 : Long Answer Question (Approximately 150 Words) 08 Marks

Question 13 : Long Answer Question (Approximately 130 Words) 07 Marks

4

SECTION–FCONVERSATION SKILLS–10 MARKS

Formal testing of Conversation skills both listening and speaking will be conducted in Classes IXand XI by CBSE in collaboration with an external agency.

Conversation Skills 10 marks

(LISTENING + SPEAKING)

Conversation Skills will be tested both as part of Formative & Summative Assessment. Out ofthe 10 marks allotted for Conversation, 05 marks may be used for testing listening and 05 marks fortesting speaking. The Conversation Skills Assessment Scale may be used for evaluation.

LISTENING

The examiner will read aloud either a passage on a relevant theme or a short story. The passagemay be factual or discursive. The length of the passage should be around 350 words. The examineesare expected to complete the listening comprehension tasks given in a separate sheet while listeningto the teacher. The tasks set may be gap-filling, multiple choice, true or false or short answer questions.

There may be ten different questions for half a mark each.

SPEAKING

Speaking shall be tested either through narration using a sequence of pictures or throughdescription of a picture of people or places. It may also require speaking on a given topic involving apersonal experience, description of a picture (can be pictures of people or places).

NOTE :

• The duration of the speaking test should not be less than 5 minutes for each candidate.

• At the start of the examination, the examiner will give the candidate some time to preparefor the task.

• Once the candidate has started speaking, the examiner should intervene as little as possible.

• Topics chosen should be within the personal experience of the examinee such as: relating afunny anecdote, retelling the theme of a book read or a movie seen recently. defendingcharacter’s actions in the story.

CONVERSATION SKILLS ASSESSMENT SCALE

LISTENING

The learner :

1. has general ability to understand words and phrases in a familiar context but cannot followconnected speech.

2. has ability to follow short connected utterances in a familiar context;

3. has ability to understand explicitly stated information in both familiar and unfamiliarcontexts;

5

4. understands a range of longer spoken texts with reasonable accuracy, and is able to drawinferences;

5. shows ability to interpret a complex discourse in terms of points of view; adapts listeningstrategies to suit purposes.

SPEAKING

The learner :

1. shows ability to use only isolated words and phrases but cannot operate on connected speechlevel;

2. in familiar situations, uses only short connected utterances with limited accuracy;

3. shows ability to use more complex utterances with some fluency in a longer discourse; stillmakes some errors which impede communication;

4. organises and presents thoughts in a reasonably logical and fluent manner in unfamiliarsituations; makes errors which do not interfere with communication;

5. can spontaneously adapt style appropriate to purpose and audience; makes only negligibleerrors.

SECTION–G

READING PROJECT–10 MARKS

Inculcating good reading habits in children has always been a concern for all stakeholders ineducation. The purpose is to create independent thinking individuals with the ability to not onlycreate their own knowledge but also critically interpret, analyze and evaluate it with objectivity andfairness. This will also help students in learning and acquiring better language skills.

Creating learners for the 21st century involves making them independent learners who can ‘learn,unlearn and relearn’ and if our children are in the habit of reading they will learn to reinventthemselves and deal with the many challenges that lie ahead of them.

Reading is not merely decoding information or pronouncing words correctly, it is an interactivedialogue between the author and the reader in which the reader and author share their experiencesand knowledge with each other which helps them understand the text and impart meaning to thetext other than what the author himself may have implied. Good readers are critical readers with anability to arrive at deeper understanding of not only the world presented in the book but also of thereal world around them. They not only recall what they read but comprehend it too. Their criticalreading and understanding of the text helps them create new understanding, solve problems, inferand make connections to other texts and experiences. Reading does not mean reading for leisure onlybut also for information, analysis and synthesis of knowledge. The child may be encouraged to readon topics as diverse as science and technology, politics and history. This will improve his/her criticalthinking skills and also help in improving his/her concentration.

Reading any text should be done with the purpose of :

1. reading silently at varying speeds depending on the purpose of reading;

2. adopting different strategies for different types of texts, both literary and non-literary;

3. recognising the organisation of a text;

6

4. identifying the main points of a text;

5. understanding relations between different parts of a text through lexical and grammatical

cohesion devices.

6. anticipating and predicting what will come next.

7. deducing the meaning of unfamiliar lexical items in a given context:

8. consulting a dictionary to obtain information on the meaning and use of lexical items:

9. analyzing, interpreting, inferring (and evaluating) the ideas in the text:

10. selecting and extracting from text information required for a specific purpose.

11. retrieving and synthesising information from a range of reference material using study skills

such as skimming and scanning:

12. interpreting texts by relating them to other material on the same theme (and to their own

experience and knowledge): and

13. reading extensively on their own for pleasure.

A good reader is most often an independent learner and consequently an independent thinker

capable of taking his/her own decisions in life rationally. Such a learner will most assuredly also be

capable of critical thinking.

Reading a book should lead to creative and individual response to the author’s ideas presented in

the book in the form of :

• short review

• dramatisation of the story

• commentary on the characters

• critical evaluation of the plot, story line and characters

• comparing and contrasting the characters within the story and with other characters in

stories by the same author or by the other authors

• extrapolating about the story’s ending or life of characters after the story ends

• defending characters’ actions in the story.

• making an audio story out of the novel/text to be read out to younger children.

• interacting with the author

• holding a literature fest where various characters interact with each other

• acting like authors/poets/dramatists to defend their works and characters.

• organising symposiums and seminars for introducing a book, an author, or a theme

• Finding similar texts in other languages, native or otherwise and looking at differences and

similarities.

• Creating graphic novels out of novels/short stories read

7

• dramatising incidents from a novel or a story

• creating their own stories

1. A Reading Project of 10 marks has been introduced in class XI.

2. Schools may use books of their own choice.

3. Schools can vary the level but at least one book per term is to be read by every

child.

Teachers may opt for :

• One book;

• Books by one author; or

• Books of one genre; to be read by the whole class.

The Project should lead to independent learning/ reading skills and hence the chosen book/ selection

should not be taught in class, but may be introduced through activities and be left to the students to

read at their own pace. Teachers may, however, choose to assess a child’s progress or success in

reading the book by asking for verbal or written progress reports, looking at the diary entries of

students, engaging in a discussion about the book, giving a short quiz or a worksheet about the book/

short story. The mode of intermittent assessment may be decided by the teacher as she/he sees fit.

These may be used for Formative Assessment (F1, F2, F3 and F4) only. Various modes of

assessment such as conducting Reviews, Discussions, Open Houses, Exchanges, Interact with the

Author, writing script for plays can be considered.

8

CLASS XII–EXAMINATION SPECIFICATIONS

One Paper 3 Hours Marks: 100

Section Areas of Learing Marks-Specified Total Marks

A. Reading Unseen Passages (Two) 12 + 8 = 20

B. Advanced Writing Skills 4 + 6 + 10 + 10 = 30

C. Textual Questions

(iii) Text-book–Flamingo 3 + 4 + 12 + 6 = 25

(iv) Supplementary Reader–Vistas 100

D. Long Reading Text–Novel 7 + 8 = 15

F. Conversation Skills

(i) Listening 5 + 5 = 10 10

(ii) Speaking

SECTION–A

READING COMPREHENSION–20 MARKS

Reading unseen Passages and Note making

There will be two unseen passages.

The total length of the two passages will be between 1000 - 1200 words. The passage will includetwo of the following:

(a) Factual passages e.g. instructions, descriptions, reports

(b) Descriptive passages involving opinion e.g. argumentative, persuasive or interpretativetext.

(c) Literary passages e.g. extract from fiction, drama, poetry, essay or biography.

SUMMARY—SECTION–A

Unseen passages No. of words Testing Areas Marks Allotted

1. 600-700 Short answer type questions

to test local, global and inter- 09

national comprehension, 12

Vocabulary 03

2. 400-500 Note making in anappropriate

format 0508

Abstraction 03

9

Question 1 : A longer passage will be given to test reading comprehension. The passage can be

literary, factual or discursive. There will be vocabulary testing for three marks. 12 Marks

Question 2 : A shorter passage of 400 - 500 words will be given for note making and abstraction.

08 Marks

SECTION B

ADVANCED WRITING SKILLS–30 MARKS

Question 3 : One out of two short compositions of not more than 50 words each e.g. advertisement

and notices, designing or drafting posters, writing formal and informal invitations and replies.

04 Marks

Question 4 : A report or a factual description (100 - 125 words) based on verbal input provided.

(One out of two) 06 Marks

Question 5 : Writing one out of two letters based on verbal inputs. 10 Marks

Letter types include

(a) business or official letters (for making enquiries, registering complaints, asking for and giving

information, placing orders and sending replies)

(b) letters to the editor (giving suggestions on an issue or opinion on an issue of public interest

(c) application for a job

(d) letter to the principal or school authorities regarding admissions, school issues requirement

or suitability of courses, etc.

Question 6 : One out of two compositions based on visual and/or verbal inputs (150-200 words).

Output may be descriptive or argumentative in nature such as an article, a debate or a speech.

10 Marks

SECTION C

Literary Texts (Prescribed books Flamingo and Vistas) - 25 Marks

Question 7 : One out of two extracts based on poetry from the text to test comprehension and

appreciation. 01 × 03 = 03 Marks

Question 8 : Two out of three short questions from the poetry to test local and global

comprehension of the text. 02 × 02 = 04 Marks

Question 9: Six out of seven short answer questions based on the lessons from both Flamingo

and Vistas. 06 × 02 = 12 Marks

Question 10: One out two long answer type questions based on the texts to test global

comprehension and extrapolation beyond the set texts. (125 -150 words) 01 × 06 = 06 Marks

The following lessons have been deleted from the text:

10

SECTION D

LONG READING TEXT–NOVEL—15 MARKS

With a view to instil the habit of reading among the students, CBSE introduces compulsoryreading of Long Reading Text/Novel in the English Core Course and will be evaluated in both Formativeand Summative Assessments.

There will be two long answer questions on the theme, plot, character and incidents from theprescribed novel. Schools can choose any one of the two novels.

Name of the Text-book Name of the lessons deleted

Flamingo 1. Poets and Pancakes

2. The Interview

3. A Road Ride Stand (Poetry)

Vistas 4. The Third Level

5. Journey to the End of the Earth

The novels are :

Lord of the Flies (unabridged 1954) William Golding

Or

Hound of Baskervilles (unabridged 1902) Arther Conan Doyle

Question 12: Long Answer Question (Approximately 150 Words) 08 Marks

Question 13: Long Answer Question (Approximately 150 Words) 07 Marks

SECTION–E

CONVERSATIONAL SKILLS–10 MARKS

Testing of Conversational Skills will be done by CBSE.

11

Chapter—2LISTENING AND SPEAKING SKILLS

LISTENING

Out of the four language skills, listening occupies the first and foremost place. It is a receptiveskill. The goal of listening is comprehension. So it is essential that listening activities attract and

hold the attention of students so that they are motivated to listen carefully. Listening practice isespecially important in classrooms where English is taught as a second or third language. These

students often learn to read and write English, but they frequently face difficulty comprehendingEnglish spoken to them.

The first step in teaching the listening skill is to accustom students to the ‘noise’ of the language.This early stage is best accomplished by what is referred to as ‘selective listening.’ The students must

concentrate on certain features of the language at a time, and in order to do this systematically andefficiently, selective listening should be employed. This 'selective listening' can be as specific as teaching

the discrimination of sounds, both in words and sentences.

Washing : He is washing the rod on the road.

Walking : He is walking with the rod on the road.

Or

We pray to dog/God. etc.

Listening is, in many ways, more exacting than reading. Since, listening, like reading, is a receptive

skill, the listener, like the reader, can translate experience onto several levels. The reader can stop,look up a word, reflect, he can slow down when the information is dense or the exposition difficult; he

can even re-read complex passages. The listener, of course, has no such advantages. However, listening,like reading, is of various types, each of which must be mastered through practice. Careful listening,

like reading, involves attending to what is being communicated. But listening demands on thegrammatical as well as the lexical skills of the listener. Because English is not his native language,

the language learner is less able to predict the pattern of a sentence through initial grammaticalsignals. Listening to a foreign language may be analysed as involving two kinds of activities; both of

which must be taught. The first; the phrases in their structural relationships of time sequences, andof phrases which are redundant interpolations, adding nothing to the development of the line of

thought. The second : the level of selection, where the listener is drawing out from the communicationof those elements, which seem to him to contain the gist of the message. This process requires him to

concentrate his attention on certain sound groupings while others are aurally perceived withoutbeing retained. For the students to be able to listen with ease to the foreign language in normal

situations, he needs thorough training at the recognition level and must practise in selecting specificdetails from the stream of sound.

12

SPEAKING

The primary form of language is 'speech', a fact taken as first principle by the advocates of theDirect Method who directed language teaching research in the first half of the twentieth century.Speaking is a more complex skill than listening. In addition to knowing the sound, structure andvocabulary, the speakers must:

(a) think of the ideas they wish to express,

(b) change the tongue, lip and jaw positions in order to articulate the appropriate sounds,

(c) consciously be aware of the appropriate functional expression as well of the grammatical,lexical and cultural features needed to express the idea,

(d) be sensitive to any change or style necessitated by the persons to whom they are speakingand the situation in which the conversation is taking place,

(e) change the direction of their thoughts on the basis of the other person’s responses.

All of these are interrelated acts, which must take place instantaneously and simultaneously.Spontaneous and creative use of language may develop only after years of learning, depending uponthe age, motivation and aptitude of the learner and on the quality of instruction.

Since the inception of CCEs there is a lot of debate among teachers as how to evaluate listeningand speaking skills in senior classes. Here are some readymade sheets to evaluate listening andspeaking :

Evaluation sheet for Debate

Topic :

Date :

S.No. Name of the Greeting Content Delivery (expression, Accuracy* Concluding

student(s) pronunciation remarks & time

& confidence)* management*

* These points are only suggestive; teachers can add or delete any points they think suitableas per the standard and need of their learners. Feel free to make changes.

* For more points and corresponding grades, kindly refer to the rubrics part of this chapter.Following points can also be added-voice modulation, relevance, body language, gestures,etc.

In any case, the learners should be well aware of the assessment criteria.

13

Evaluation sheet for extempore

Topic:

Date:

S.No. Name of the Greeting* Confidence* Delivery (Fluency, Time ConcludingStudents Pronunciation & management* remarks*

expression)*

* These points are only suggestive; teachers can add or delete any points they think suitableas per the standard and need of their learners. Feel free to make changes.

* For more points and corresponding grades, kindly refer to the rubrics part of this chapter.Following points can also be added-voice modulation, relevance, body language, gestures, etc.

In any case, the learners should be well aware of the assessment criteria.

Evaluation sheet for group discussion

Topic:

Date:

S.No. Name of the Ice- Relevance Fluency, Accuracy Participation Leadershipstudent(s) breaking expression, quality &

pronunciation respect for& confidence other speakers

* These points are only suggestive; teachers can add or delete any points as they think suitableas per the standard and need of their learners. Feel free to make changes.

* For more points and corresponding grades, kindly refer to the rubrics part of this chapter.Following points can also be added-voice modulation, relevance, body language, gestures,etc.

In any case, the learners should be well aware of the assessment criteria.

14

LISTENING & SPEAKING SKILLS AND RUBRICS

Another tool for evaluation of listening and speaking skills can be through assessment rubrics. Arubric is an authentic assessment tool used to measure students' work. It is a scoring guide thatseeks to evaluate a student’s performance based on the sum of a full range of criteria rather than asingle numerical score. A rubric is a working guide for students and teachers, usually handed outbefore the assignment begins in order to get students to think about the criteria on which their workwill be judged. Rubrics can be analytic or holistic, and they can be created for any part of the languagelike listening, speaking, reading, writing, etc...

It is a formative type of assessment because it becomes an ongoing part of the whole teaching andlearning process. Students themselves are involved in the assessment process through both peer andself-assessment. As students become familiar with rubrics, they can assist in the rubric design process.This involvement empowers the students and as a result, their learning becomes more focused andself-directed. Authentic assessment, therefore, blurs the lines between teaching, learning, andassessment (Pickette and Dodge).

RUBRICS OFFER SEVERAL ADVANTAGES :

• Rubrics improve student performance by clearly showing the student how their work will beevaluated and what is expected.

• Rubrics help students become better judges of the quality of their own work.

• Rubrics allow assessment to be more objective and consistent.

• Rubrics force the teacher to clarify his/her criteria in specific terms.

• Rubrics reduce the amount of time teachers spend evaluating student work.

• Rubrics promote student awareness about the criteria to use in assessing peer performance.

• Rubrics provide useful feedback to the teacher regarding the effectiveness of the instruction.

• Rubrics provide students with more informative feedback about their strengths and areas inneed of improvement.

• Rubrics accommodate heterogeneous classes by offering a range of quality levels.

• Rubrics are easy to use and easy to explain.

SOME SAMPLE RUBRICS : (LISTENING AND SPEAKING SKILLS)

Task completion Corresponding

Grades

1. Minimal completion of the task and/or content frequently inappropriate. D

2. Partial completion of the task; content mostly appropriate; ideas undeveloped. C

3. Completion of the task; content appropriate; ideas adequately developed. B

4. Superior completion of the task; content appropriate; ideas well developed and

well organized. A

15

Comprehensibility Corresponding

Grades

1. Text barely comprehensible. D

2. Text mostly comprehensible, requiring interpretation on the part of the reader. C

3. Text comprehensible, requiring minimal interpretation part of the reader. B

4. Text readily comprehensible, requiring no interpretation

on the part of the reader. A

Level of Discourse Corresponding

Grades

1. Attempted use of complete sentences; no or almost no cohesive devices. D

2. Predominant use of complete yet repetitive sentences; no or almost no

cohesive devices. C

3. Emerging variety of complete sentences and some cohesive devices. B

4. Variety of complete sentences and of cohesive devices. A

Vocabulary Corresponding

Grades

1. Inadequate and /or inaccurate use of vocabulary. D

2. Somewhat Inadequate and /or inaccurate use of vocabulary. C

3. Adequate and accurate use of vocabulary. B

4. Rich use of vocabulary A

Language Control Corresponding

Grades

1. Inadequate and /or inaccurate use of basic language structures. D

2. Emerging use of basic language structures. C

3. Emerging control of basic language structures. B

4. Control of basic language structures. A

With a little effort, teachers can design their own rubrics for different formative assessmenttasks particularly for listening and speaking skills (and generally for all language skills). Whiledesigning a rubric following points must be considered:

• List the assessment criteria e.g. fluency, confidence, pronunciation, participation,achievement of task (look back on students’ work.)

• Decide the scale you want to have e.g. excellent, good, average, poor (or A, B, C, D).

• Decide the levels of performance that you expect for the criteria on each point of thescale e.g. excellent fluency (‘A’ grade) = speaks freely, at reasonable speed with little hesitation.

• Make your statements as concise as possible - use simple language that the students willunderstand and avoid unnecessary detail.

• If needed, consult other rubrics for ideas on how to describe performance.

• Try out the rubric and revise it if necessary.

16

SECTION–G

READING PROJECT–10 MARKS

Inculcating good reading habits in children has always been a concern for all stakeholders ineducation. The purpose is to create independent thinking individuals with the ability to not onlycreate their own knowledge but also critically interpret, analyze and evaluate it with objectivity andfairness. This will also help students in learning and acquiring better language skills. Creating learnersfor the 21st century involves making them independent learners who can ‘learn, unlearn and relearn’and if our children are in the habit of reading, they will learn to reinvent themselves and deal withthe many challenges that lie ahead of them.

Reading is not merely decoding information or pronouncing words correctly, it is an interactivedialogue between the author and the reader in which the reader and author share their experiencesand knowledge with each other which helps them to understand the text and impart meaning to thetext other than what the author himself may have implied. Good readers are critical readers with anability to arrive at deeper understanding of not only the world presented in the book but also of thereal world around them. They not only recall what they read but comprehend it too. Their criticalreading and understanding of the text helps them create new understanding, solve problems, inferand make connections to other texts and experiences. Reading does not mean reading for leisure onlybut also for information, analysis and synthesis of knowledge. The child may be encouraged to readon topics as diverse as science and technology, politics and history. This will improve his/her criticalthinking skills and also help in improving his/her concentration.

Reading any text should be done with the purpose of :

1. reading silently at varying speeds depending on the purpose of reading:

2. adopting different strategies for different types of texts, both literary and non-literary:

3. recognising the organisation of a text:

4. identifying the main points of a text;

5. understanding relations between different parts of a text through lexical and grammaticalcohesion devices.

6. anticipating and predicting what will come next.

7. deducing the meaning of unfamiliar lexical items in a given context:

8. consulting a dictionary to obtain information on the meaning and use of lexical items:

9. analyzing, interpreting, inferring (and evaluating) the ideas in the text:

10. selecting and extracting from text information required for a specific purpose.

11. retrieving and synthesising information from a range of reference material using study skillssuch as skimming and scanning:

Chapter—3

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12. interpreting texts by relating them to other material on the same theme (and to their ownexperience and knowledge): and

13. reading extensively on their own for pleasure.

A good reader is most often an independent learner and consequently an independent thinkercapable of taking his/her own decisions in life rationally. Such a learner will most assuredly also becapable of critical thinking. Reading a book should lead to creative and individual response to theauthor’s ideas presented in the book in the form of :

• short review

• dramatisation of the story the characters

• critical evaluation of the plot, story line and characters comparing and contrasting thecharacters within the story and with other characters in stories by the same author or bythe other authors.

READING PROJECT

Stories play a very important role in the lives of our children, they help them understand theirworld and to share it with others. The stories satisfy their hunger for curiosity and imagination.Children can be supported to understand, enjoy, read and tell complex stories in language well abovetheir active command. Stories help them determine and increase the proficiency level not the storyitself. Reading for pleasure can be encouraged in number of ways.

The following list of suggestions may be helpful :

1. Regularly schedule class time for silent reading .when class time is set aside for pleasurereading ,students consider it an important activity and take it more seriously.

2. Students can use a graph to keep a record of their reading, date, number of pages read , andtime.

Directions for counting words per page:

(a) Find a page from the book which is full from top to bottom.

(b) Count the number of words in three lines.

(c) Divide that number by three to get the average.

(d) Count the number of lines on one page.

(e) Multiply—number of lines × words in one line = words on page.

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1. Students can be required to bring the graph to class; the teacher can check their progress byglancing at their graph which is open at their desks.

2. Once a week, the teacher can ask if any student has completed a chapter of the book or thebook and enhance their interest by using a few words of praise or clapping.

3. The teacher can ask students to prepare a book response form given below :

BOOK RESPONSE SHEET

Title of the book ____________________________________________________________

Author ____________________________________________________________

Type of book ____________________________________________________________

Number of pages ____________________________________________________________

Level of difficulty ____________________________________________________________

What did you like about the book____________________________________________________________

What did you dislike about the book _________________________________________________________

____________________________________________________________

Would you suggest your friend to read this book? Why ? _______________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

6. After a unit of the story /novel /book ,assign students to several groups . Each group makes atest about the material. Tasks may include the following:

(a) true /false statements

(b) short questions

(c) matching list ( characters with actions, characters with attributes, causes witheffects ,events with dates ,

(d) completing family tree/relationship, friendship groups

(e) offering help and collecting usable tasks

(f) the tasks can be used as class tests/weekly tests

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7. Tell the students to choose one sentence individually and write it down on the black board orread aloud to share it with the class. The following options may be of great help:

(a) A beautiful sentence

(b) A very interesting sentence

(c) A surprising sentence

(d) A sentence that contains the main idea

(e) A sentence that the student doesn’t understand

(f) A sentence that reminds the student of something

(g) A sentence that makes a great sense to the student

(h) A sentence the student agrees or disagrees with

(i) A sentence that makes the student laugh

(j) A sentence that makes the student feel sad

Ask the students to tell why they chose that sentence.

8. Give examples of words or short phrases which describe a character in the story.

(a) Brainstorm all the words which can be used for describing people, for example: nice,good, bad, nasty fine, elegant, rude cruel, dull, lovable, beautiful, ugly, stylist, old.

(b) Ask the students to say which words fit each character appropriately

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IDEAS FOR TEACHING NOVELS

• Assign students to read 2 to 5 pages a night.

• Create an activity that complements the reading to make the process of reading the novelmore engaging.

• Short Play Contest

After the students have read several chapters, assign them the task of creating a short playabout one of those chapters. They can use dialogue which is written in the novel, and add dialogue oftheir own to enhance the play. Students must try to emulate the voice of each character and bring tolife the conflict or event that occurred in the chapter. Then, in class the students can perform theirplays.

Write a Chapter

Throughout the novel characters make different choices that either create or resolve conflict.Assign your students the task of writing a chapter on their own. They can write a chapter where thecharacter makes a different choice, or continue the story in the direction it was going by adding a newchapter after an event.

Author Biography and Inspiration

Rather than just focusing on the actual story of the novel, teach the students about the author.Discuss where he was born, raised, where he received his education, and literary influences in hislife. Also study what the inspiration was for him writing the novel. Did something precede the novel,follow the novel, or were there any major real life events surrounding when he wrote the novel ?These are all questions that can be explored.

Role-Play

Create a role-play or discussion scenario for students to discuss some of the key themes in “Upfrom slavary” One situation is set in your school and involves getting a new school principal. Thisnew principal changes all the old school rules and implements a new set which students deem unfair.

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In the scenario, students must discuss or act out and explore ways of approaching the principal andchanging the new rules to promote student equality. Encourage students to reflect on the methodsused in the novel.

Group Discussion

Group discussion is a common way to study novels and short stories that is akin to the traditionalbook club. In this form of study, students read a novel or short story as a whole class, either readingaloud together or silently alone, then discuss the work by responding to discussion questions orexploring different themes present in the text.

Literary Elements Study

Instead of discussing the book or short story as a whole, teachers can break it up into componentsby completing a literary elements study with their students. In this type of study, teachers discussone literary element at a time with their pupils, asking them to reflect upon the impact of thatelement within the novel or short story. For example, one day a teacher may discuss setting and askstudents to reflect in writing or orally upon how the story would be different were this elementchanged or how this element impacts the direction of the plot.

Write Character Letters

Teachers can ask students to write letters from the perspective of a character in a novel. In oneversion of this exercise, students choose a major character and write a letter during the time in thenovel when the character faces a crucial decision or turning point. In a different version of this exercise,students can choose a minor character and write letters expounding on his experiences and perspective.In a third version, students can write letters from one character to another. Students can exchangeand respond to character letters in class.

Creating Book Covers

Teachers can have students create alternate titles and book covers for the novel. In this activity,students draw new book covers and create a title. Each student can write a paragraph explaining hisor her choice of titles. Students can also present and defend choices. To integrate technology, teacherscan have students create book covers on computers. Students can upload these designs and paragraphs

Plot Pieces

Divide students into groups. Assign each group one page from a different part of the novel. Afterthey have read the page, ask students to compose a paragraph that outlines the plot of the novel. Askstudents to elect a representative from each group to present their plot summaries. Compare plotsummaries and revisit these summaries at the end of the novel.

First Impressions

Ask students to read the first page of text silently. Next, ask for a volunteer to read the first pagealoud. Then, ask students to write down as many things as possible that they have learned from thefirst page. Next, ask students to write down three questions they have based on their reading of thefirst page. This activity will help students read context clues and it will teach them to site textevidence when making generalizations about a novel.

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COVER UP

Read a summary of the novel from the back cover, from the inside flaps, or from an Internet

source. If you prefer to leave the novel a mystery, read an excerpt from a select part of the book. You

can also print out this summary or excerpt so that students can refer to it. Next, ask students to

design a cover based on information gleaned from the summary or excerpt. Allow students to explain

their cover design. If you are reading a novel that is divided into parts, have students design a cover

at the end of each part of the novel. Revisit cover designs at the completion of the novel and ask

students to write a paragraph discussing their various understandings of the novel. This activity will

help students chart the ways their understanding developed throughout the reading.

FRONT MATTER

Though students read novels throughout their schooling, very few are taught the importance of

the title, copyright, and acknowledgments. The pages that contain this information are called the

“front matter.” In small groups, ask students to explore the front matter of the novel. Instruct students

to list 10 things they learned from these pages. In a more open-ended version of this activity, you can

ask students to answer the following questions: What does the front matter tell you about what will

and what will not be in this novel? What does the front matter tell you about the novel's plot and

themes?

LAST LINES

Instruct students to read the last sentence or the last paragraph of the novel silently. Next, ask

someone to read these last lines aloud. From these last lines, ask students to draw a comic strip that

shows the plot of the novel. Each frame of the comic strip should contain narrative and dialogue. The

last frame of the comic strip should be based on information from the novel's last lines.

BEGINNING AND ENDING

Ask the students to read both the first sentence and the last sentence of the novel. Next, ask the

students to construct a poem, paragraph, or short story using the first and last sentences of the novel

as the first and last sentences for their writing. Your students' writing should summarize what they

think will be the plot of the novel.

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THE CANTERVILLE GHOST

( BY OSCAR WILDE )

Mr. Hiram B. Otis the American Minister purchased Canterville Chase a mansion which was

haunted by skeleton hands and mysterious voices of the ghost of Sir Simon Canterville. The ghost

was annoyed at the family The story begins when Mr. Otis’s family shifted to Canterville Chase,

despite warnings from Lord Canterville that the house is haunted. The Otis family includes Mr. and

Mrs. Otis, their daughter Virginia, twin boys (often referred to as “Stars and Stripes”) and their

oldest son Washington. At the onset of the tale, not one member of the Otis family believes in ghosts,

but shortly after they move in, none of them can deny the presence of Sir Simon (The Ghost). The

family hears clanking chains, they witness re-appearing bloodstains “on the floor just by the fireplace”,

and they see strange apparitions in various forms. But, humorously, none of these scare the Otises in

the least. In fact, upon hearing the clanking noises in the hallway, Mr. Otis promptly gets out of bed

and pragmatically offers the ghost Tammany Rising Sun Lubricator to oil his chains.

Despite Sir Simon’s attempts to appear in the most frightening appearances , the family refuses

to be frightened, and Sir Simon feels increasingly helpless and humiliated. When Mrs. Otis notices a

mysterious red mark on the floor, she simply replies that she does “not at all care for blood stains in

the sitting room.” When Mrs. Umney, the housekeeper, informs Mrs. Otis that the blood stain is

indeed evidence of the ghost and cannot be removed, Washington Otis, the eldest son, suggests that

the stain be removed with Pinkerton’s Champion Stain Remover and Paragon Detergent:

The most colourful character in the story is undoubtedly the ghost himself, Sir Simon, who goes

about his duties with theatrical excellence. He assumes a series of dramatic roles in his failed attempts

to impress and terrify the Otises, making him a comical character in a stage play. The ghost has the

ability to change forms, so he plays a number of tricks. He takes the role of ghostly forms such as a

Headless Earl, a Strangled Babe, the Blood-Sucker of Bexley Moor, Jonas the Graveless, Suicide's

Skeleton, and the Corpse-Snatcher of Chertsey Barn, all having succeeded in horrifying previous

castle residents over the centuries. He falls victim to trip wires, pea shooters, butter-slides, and

falling buckets of water. In a particularly comical scene, he is frightened by the sight of a “ghost,”

rigged up by the mischievous twins.

During the course of the story, as narrated by Sir Simon, we come to understand the complexity

of the ghost's emotions. We see him brave, frightening, distressed, scared, and finally, depressed and

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weak. He exposes his weakness during an encounter with Virginia, Mr. Otis’ fifteen-year-old daughter.

Virginia is different from everyone else in the family, and Sir Simon recognizes this fact. He tells her

that he has not slept in three hundred years and wants desperately to do so. The ghost tells the tragic

tale of his wife, Lady Eleanor de Canterville.

Unlike the rest of her family, Virginia takes him seriously; she listens to him and learns an

important lesson, as well as the true meaning behind a riddle. Sir Simon de Canterville says that she

must weep for him for he has no tears, she must pray for him for he has no faith and then she must

accompany him to the angel of death and beg for Death’s mercy upon Sir Simon. She weeps for him

and prays for him, and she disappears with Sir Simon through the wainscoting and goes with him to

the Garden of Death and bids the ghost farewell. Then she reappears at midnight, through a panel in

the wall, carrying jewels and news that Sir Simon has passed on to the next world and no longer

resides in the house. Virginia’s ability to accept Sir Simon leads to her enlightenment; Sir Simon, she

tells her husband several years later, helped her understand “what Life is, what Death signifies, and

why Love is stronger than both.”

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ACTIVITY WORKSHEET

WHILE READING

1. Complete the sentences with words from the box.

haunted ambassador skeleton bloodstain

(a) Mr Otis was worried about one thing: the same …………… appeared every morning onthe library floor.

(b) When Lord Canterville told Mr Otis that there was a ghost in the house, he did not

believe the house was …………… .

(c) A ghost can frighten you with noises or by leaving the mark of …………… hands on your

body.

(d) Mr Otis was in England in the name of his country. He was an …………… .

2. Is this what the Otis family think? Write right (R) or wrong (W). Correct the wrong

sentences.

(a) Americans have a lot of money. When they buy a house, they also buy everything in it,

even a ghost.

(b) In America, people like to visit places where they do not have to pay.

(c) American is not a very modern country.

(d) Americans have a solution for every problem they face. This is generally a modern product.

3. Match the words and make sentences about the people in the story.

Mrs Umney was kind to the ghost

Virginia and helped him find peace

Otis disappeared mysteriously

The Twins liked to play tricks on people

the Otis daughter let her keep her secret

Duke of Cheshire was in love with

Sir Simon got a raise in salary

killed his wife

were often punished

looked after the house

got valuable jewels as a present

4. Answer the following questions.

(a) Why did the ghost rub his knees in pain on his second appearance?

(b) The Ghost had never been so insulted in his 300 years of excellent haunting. What had

changed?

(c) Where did the Canterville ghost wish to rest in peace?

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(d) Why did Sir Simon of Canterville kill his wife?

(e) How did he die?

………………………………………………

5. The Otis had a solution for everything. What did they do in each case? Match the

numbers and the letters.

(a) When he wanted to clean the bloodstain on the floor, Washington used …..

(b) The noise of the ghost’s rusty chains did not let Mr Otis sleep so he offered the Ghost …..

(c) Mrs Otis heard a ghostly laugh. She thought that the ghost was not feeling well, so she

gave him …..

(d) When Mrs Umney was so frightened that she fainted before Mr and Mrs Otis, they

wanted to …..

(1) a bottle of Smith's Rising Sun Oil.

(2) make her pay for it.

(3) a black stick called Pinkerton's Wonder Stain Cleaner.

(4) a bottle of Dr Dobell's Medicine for stomach trouble.

1. Choose the correct answer.

(a) Lord Canterville did not live in Canterville Chase because …..

(1) it was too expensive to keep and his family had lost part of their fortune.

(2) several members of his family had been victims of a ghost and were afraid.

(3) Mrs Umney did not clean the house carefully.

(b) Which of these is not an example of haunting work done by the ghost? …..

(1) The mark of two skeletons’ hands on the skin.

(2) His appearance as a headless lord.

(3) His strange soups which filled the kitchen with a terrible smell.

(c) The Ghost was tired and unhappy because …..

(1) he tried hard but could never frighten any member of the Otis family.

(2) Virginia married the Duke of Cheshire and never talked to him again.

(3) He missed Lord Canterville.

(d) The Ghost had to be careful when he walked about at night because …..

(1) his knees still hurt.

(2) he did not want to make noise with his chains.

(3) there were strings across passages and he might fall.

(e) Which of these was not a trick by the Twins on the Ghost? …..

(1) They jumped from a corner of the library and shouted BOO! in his ear.

(2) They painted the bloodstain again every morning.

(3) They shot dried peas at him after he fell down.

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2. These sentences are about the meeting between Virginia and the Ghost. Write True

or False (T/F).

(a) When she learned he had died of hunger, she offered him a sandwich.

(b) She thought he was dishonest because he stole her paints to paint the bloodstain.

(c) The Ghost asked her to pray for him to go to America one day, where everything was

new and modern.

(d) He took her hand and they walked out of the house through the walls.

(e) She went with the Ghost near the church but came back quickly because her family was

waiting for her to have tea.

Before you read:

2. The story is called The Canterville Ghost. How do you think you will feel when you read

this story? Tick (3) the words.

Frightened, sad , happy, excited, bored, interested, angry, worried, nervous, upset

While you read

How do the following people feel about the Canterville ghost? Match the beginnings with the

endings of the sentences.

(1) Mr Otis … a) … thinks the ghost is funny. He removes the stain in the library every

morning and laughs when it is different colours.

(2) Mrs Otis … b) … feels sorry for the ghost because it has been in the house longer than

the Otis family.

(3) Washington Otis … c) … is not frightened by the ghost. He's an American and doesn't

believe in them.

(4) the twins … d) … is very frightened of the ghost and thinks the ghost will be angry with

the Otis family.

(5) Virginia … e) … like to play tricks on the ghost.

(6) Mrs Umney … f) … is not frightened of the ghost. She wants to get rid of the stain in the

library.

4. The ghost wrote down all the things that the Otis family did to him. Correct the

mistakes.

(a) Washington rubbed out the blood stain in the kitchen.

(b) Mr Otis gave me some butter for my chains.

(c) The twins threw tomatoes at me.

(d) Mr Otis pointed a sword at me.

(e) Mrs Otis offered me some sandwiches.

(f) The twins frightened me with an Easter bunny.

(g) The twins poured paint at me.

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5. Put the sentences in right order :

(a) Virginia disappears and her family is very worried.

(b) There is a funeral for Sir Simon de Canterville.

(c) Virginia sees the ghost in the library and he tells her he was murdered by his wife's

brothers.

(d) Virginia shows her family the skeleton of the ghost, Sir Simon de Canterville.

(e) Virginia agrees to help the ghost by going to the Garden of Death with him.

(f) The Otises hear a terrible noise and a dreadful cry.

(g) The ghost stops trying to frighten the Otis family.

(h) Virginia is safe and is carrying a box of jewels.

After you read:

7. This is a letter that Virginia wrote to her friend in America.

Complete it with the words in the box.

Pillows, library, buried, sorry, country, tricks, frighten, ghost

Dear Alicia,

22nd October, 1887

Sorry I haven’t written to you since we came to England, but so much has happened. Father bought

us a house in the (a) country to live in. It is very big with lots of rooms and a big garden. And it came

with a (b) ! The ghost tried to (c) us many times. He banged his chains and made loud noises and he

even tried to put on a suit of armour, but it was too heavy for him. I felt very (d) for him, but the rest

of my family thought he was funny. The twins are so naughty. They played many (e) on the ghost.

They threw (f) at him and jugs of water. Eventually, I think the ghost became too sad to try and

frighten us. We didn't see him for a while.Then one day I saw him in the (g) . He told me how he had

killed his wife and how her brothers had locked him in a room without food until he died. I helped

him to find peace and now he is (h) and no longer haunts the house. I think I will miss him. It is a lot

quieter here now. Write soon,

Yours

Virginia

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UP FROM SLAVERY

Booker T. Washington

This is an autobiography of Booker T. Washington's life and work. It describes almost 59 years of

Washington’s life- from slavery to headship of Tuskegee Institute in Alabama. The whole autobiography

is divided into17 chapters.

Theme

The theme of ‘Up from Slavery’ written by Booker T. Washington depicts a slave's struggle to

seek freedom from the bonds of slavery and gain respectability. Even after freedom, there was great

discrimination, so Booker realized that education was the only way to overcome and rise above these

racial prejudices .The entire novel is devoted to Booker's pursuit of education and upliftment of the

Negroes, through education. However, there are other related themes also.

The Dignity of Work

Booker realized that it wasn’t enough just to study books, learn facts and have ideas. It was very

important to be self-reliant and lead life of dignity and respect. He emphasized how education and

learning a trade could go hand-in-hand. Tuskegee school refused to admit any student who wasn’t

willing to work at learning a trade and at the same time devote him to academic and spiritual

pursuit.

Summary in Brief

Washington was born a slave on a plantation in Franklin country, Virginia in the year 1858 or

1859. He did not know the month or the day. From the very beginning, his life was very miserable,

tough and depressing. He lived in a very small cabin with his mother, sister and brother .His mother

was the plantation cook. He would help in cleaning the yards, carrying water, shoes and flax shirt,

which he hated, the most, as these were very uncomfortable to him.

He had faint ideas that Abraham Lincoln was a candidate for the presidency and his most

important agenda was abolition of slavery, civil war was going on. However, there was no great

animosity between black slave and while master on the plantation. Since most of the white families

with royalty and nursed the injured whites.

On the day of freedom, all the slaves were extremely happy and celebrated the occasion. But soon

they were sad and worried about their new responsibilities. These were the questions of a home, a

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living the rearing and children education, citizen ship and the establishment, etc. The good things

were that there was no bitterness in the behavior of the whites and slaves had peculiar attachment to

their old masters and their families.

After freedom the blacks (slaves) decided to change their plantations and their surnames for

they were called after the names of their plantation owners. Booker T. Washington set out with his

family and his stepfather for West Virginia and finally got a job there and both Washington and his

brother put to work in a furnace.

Now all the Negroes wanted to be literate. Some wished to read the Bible, others managed to go

to day and night schools. Washington had a deep urge to educate himself. His mother managed to

procure for him a book of alphabet. Knowing his financial importance, his father did not spare him

from work so he had to contend with a night school. He could not continue studying in day school due

to his working hours and ultimately he had to give up that and went back to work in the dull, dark

furnace. But in the day school when he was enrolled he told his name to the teacher as Booker

Washington’s because all white ha s double name. Later he came to know that when he was born his

mother named him ‘Booker Taliaferro’ and he made his full name as Booker T. Washington. His

mother cooperated with him at all fronts and taught him not to have complexes.

One day Washington heard two miners talking about a good school for coloured people in Virginia

as Hampton Normal and Agricultural Institute.

Washington resolved to go there. He worked for one and a half year to collect money to go there.

The money he collected was not enough to undertake this journey. His brother helped him with

money and his mother gave him moral support. In 1872 he covered the distance of 500 miles with

great difficulty for Malden to reach Hampton. Having been so long without a proper bath and change

in clothing, he did not of course make a favorable impression. The head teacher ignored him but

didn’t deny him admission. He cleaned the recitation room so thoroughly that headmistress gave him

admission gladly. Later Miss Mary Mackie, the head teacher proved to be Booker’s friend, guide and

biggest supporter. Booker learnt many new things at Hampton School. To pay his tuition fee i.e., to

dollars, he made his services indispensable.

During 1st year vacations he couldn’t go back home due to shortage of funds. He was impressed

with unselfishness of the teachers there. Ms. Nathalie Lord taught him the value of Bible and skills

in public speaking. At the end of the 2nd year, he was able to go home will his savings. During period

his mother had died and Booker was shattered. Again he worked to collect money to return. During

the final year at Hampton, he worked very hard and was proven enough in order to be placed as the

honour roll of Commencement speakers. After graduation, he returned home and taught at coloured

school to uplift the people of his town.

The reconstruction period, that was from 1867 -78, presented different problems. Actually the

Government had granted freedom, but did not bother to provide blacks general education or perform

the duties of an ideal citizen. Government never made any plans, mistakes were committed and the

ignorance of the black people benefited the whites to occupy good jobs. The attraction for political

office proved harmful for coloured. They were getting more dependent on the government.

During the year Booker spent in Washington, there was a great agitation regarding changing

the capital. Booker was invited to speak in favor of Charleston by the committee of three white people

ultimately, Charleston was successful in winning the permanent seat of government.

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Booker grew very famous and he was invited to deliver a postgraduate address at the Hampton

Commencement. He was encouraged to joint politics, but refused because he believed he could prove

more useful in other ways. General Armstrong was impressed with his speech and invited him to

return to Hampton as a teacher. There he had experience of teaching 75 Indians. He was touched to

know when colored students came forward to help Indians in any way they could. Booker believed

that a true gentleman is one who helps the people who are less fortunate than them.

While educating Indians at Hampton’ Booker observed that class discrimination still existed in

America. He got an opportunity to open a night school for poor working children in Tuskegee. All 25

students of night classes graduated with government grades and held prestigious posts throughout

the south. Then he was recommended to take charge of a normal school for coloured people. He could

manage to open that school in a deserted Shanty near Methodist church. Though coloured were lured

to hold political offices and voted for coloured gradually they started realizing the importance of

merit.

With the advice and guidance of two men, Mr. George, W. Campbell (a white man) and an ex

slave Mr. Lewis Adams and consultation with the citizens of Tuskegee the school was opened on July

4,1881. 30 students above the age of 15 reported for admission. Some of them were nearly 40 years

old and were teachers. Here he taught them to correlate education with everyday affairs of their life.

Bookers’ teaching was based on application of the knowledge in the day-to-day life. He needed to

remove the worries of the whites whether the coloured would work on farms and domestic help.

Initially he faced problem as the students were not willing to work with their hands but later when

they found Booker working with hands, they joined him enthusiastically. Miss Olive Davidson, an ex-

teacher from Mississippi joined this school with the thought that people needed more than book

learning. Her moral and selfless character impressed Booker a lot. Later she became his wife. The life

of coloured people in Alabama was full of poverty and they lived in unhygienic surroundings so

collecting funds was a problem.

To own the old plantations, Booker took a loan from General Marshall, the treasurer of Hampton

Institute. To repay this loan, Booker taught his students to celebrate Christmas in a very unselfish

manner interacting with community whether it was black or white. Thus, they were able to raise the

five hundred dollars they owed to General Marshall.

From the beginning Booker was determined to motivate the students not only for agricultural

and domestic work but also help in making buildings. He wished to teach them dignity of labour work

for its sake. Despite, so many disagreements from students, Booker stuck to his stand. His plan

worked. The students had constructed 42 buildings big and small. They laid out the plans and put

electric fixtures, etc. without employing a single workman. He got difficulty in making kiln to prepare

bricks but ultimately he was successful. Students made perfect bricks and sold out in market about

12,000 bricks. His students handed down their skill to the next generation and school grew in large

number. He was fortunate to have Mr. Bedford for the thanks giving sermon and Mr. Warren Logan

as a treasurer and acting Principal.

Tuskegee school made rapid progress under Booker’s charge. Number of eminent people visited

the institute. General Armstrong was walcomed there by all equally. He taught that great men cultivate

love but little men cherish a spirit of hatred. He never hated the Southern Whites. He recalled that

even he was never insulted for being a Black. Whites always came to him to thank him for his work.

32

He developed among students the sense of belongingness school. He encouraged them to participate

in the erection of the school building and make their furniture, mattress and beds as well.

With the increase in the number of students especially girl students, the problem of boarding

also increased and for that 10,000 dollars were needed. General Armstrong took Booker along the

tour of the north region for a month with a band of singers. It was a successful tour. Later Booker

travelled by his own in order to collect donations.

He was of the principles, that success comes to those who completely devote themselves to their

cause and never lose self-control, patience, politeness. People who know how to earn money also

know where to give it. Earnest people always took interest in institutes which worked for the betterment

of the world. He acknowledged the people and institutes offered help to him. He got regular funding

from State Legislature, John F. Slater fund and allowance from Peabody fund.

Due to large number of admissions, a night school had to be opened on the line of Hampton

school. About 457 students were enrolled. They paid the tuition fee from their earning from ten hours

day work. Manual labor was made compulsory. Religious and spiritual side of the students was

developed.

Booker’s fame as public speaker grew very fast. He never criticized the south in his speech. His

address at Atlanta was received very appreciatively. In his speech he always emphasized that a

Negro shouldn’t be deprived by unfair means of the franchise and he should have property, skill,

industry and economy.

His historic address was before a committee of the Congress in the interest of securing government

help for the exposition. He first of all thanked managers of the exposition who had recognized this

importance and had agreed to have a building devoted to the Negro’s Industrial Progress. He stressed

on the mutual relationship between the Whites and the Blacks. He told Whites to make efforts to

turn the Negroes into stimulating and most useful and intelligent citizens. He assured that Negroes

being one third of the population would contribute one third to the business and industrial prosperity.

They would help in products of the forest, in mines, factories etc. Overnight he became a sensation

and much sought out public figure. He sent a copy of his speech to the President of The United States

and received a thanks-giving note from him. Hon’ Grover Cleveland was a rare human being who was

beyond racial prejudices. He mingled with the ordinary Negroes and made personal donation for the

school. Sometime after the Atlanta address many people turned against him saying that he had not

been strong enough in the rights of any race. When Booker painted dark pictures of the coloured

ministers of the South, Negroes protested against him from all quarters. Later through investigations,

it was found that Booker was right. He cautioned the Blacks to vote for the most deserving and not be

colour biased. His Atlanta Exposition brought a great change in the relations between the Whites

and the Blacks.

He received thunderous ovation and great cheering on giving the example of hand and fingers for

mutual progress. His other speech at Robert Gold Show Monument in Boston made him more popular

in which he talked about sacrifices of Negroes for the sake of white Americans. He highlighted the

bravery of the coloured troops who fought for the freedom of Cuba forgetting their unjust discrimination

in their own country. He recorded various feelings that he underwent before and after his speeches

such as, why people came to hear him speak wasting their valuable time. He never spoke for the sake

of speaking but always wished to give a message if it helps someone, etc.

33

Lifestyle of Booker

Booker started the day with the pleasant and unpleasant expectations. He prepared himself to

hear news of fire, accidents, negative publicity, etc.

In his nineteen years of work, he never took any vacation, except once. He kept ahead of work

and never kept the day's work pending.

He derived mental, physical and spiritual enjoyment for being in complete control of his work

He learnt with time that if he followed his plans, he got freshness of body and vigour of mind that

kept him healthy and strong.

He also believed that one could grow to a point where one loves his work; he gains strength,

which is most valuable.

When he was confronted with a difficult question to decide relating to emotion- he preferred to

postpone it for the night or till he had the opportunity to discuss it with his wife or friends.

Booker’s Likes & Dislikes

Booker did not like fictional books. He liked reading biographies, especially Abraham Lincoln's

who was his patron saint.

He travelled away for six months from Tuskegee, talking and meeting people.

Gardening was his favourite hobby. He also kept a large number of fowls and animals of the best

grade. Pigs were his favourite.

Booker had never got a chance to watch a game of football. He had never played cards.

He wished if he had youth again, he would play some games at least.

In 1893 Booker married for the third time. His wife Ms. Margaret James Murray was lady principal

of Tuskegee school. She was also President of southern coloured women’s club. He had a daughter

Portia from the first wife who died after she had given birth to the girl child. He had two sons Booker

Taliaferro and Earnest Davidson Washington from his second wife Olivia Davidson who had worked

very hard in the initial years of setting up Tuskegee Institute. Unfortunately she died in 1889 after

four years of happy married life.

Some of his friends raised enough money for a trip to Europe and forced him to go, as he did need

rest very badly. He visited Belgium, Holland and Paris. He was respected and welcomed everywhere

he went. He was invited to address the august gathering at the university club. In Paris, he met

many people from West Virginia. He admired the lifestyle of the French. Then he proceeded to London

and English Queen Victoria. He found English people very reserved and serious but they proved to be

very loyal and friendly.

He was conferred an honorary degree by Harvard University, Cambridge on June 24 1896, along

with many influential people in America including Alexander Graham Bell. This was the first time

that a New England University had conferred an honorary degree upon a Negro. Booker received the

maximum applause from every part of the audience. When Booker met President McKinney, he

conveyed his wish for a Presidential visit to his school. Ultimately President McKinney paid a visit

to his school on 16th December 1898.

34

He was full of praise for this unique experiment in education system and appreciated Booker'sefforts in helping the students to lead a life of honour and dignity by self-reliance. He also sent a verycomplimentary letter of congratulations to Booker later.

After twenty years, Booker felt immense satisfaction that Tuskegee had 23 acres of land, 66building (62 were built by students). There 30 industrial departments apart from academic andreligious training. From 30 students, the number of students had gone up to 1400 coming from 27States. Booker also organized “Negro Conferences” and “workers conferences”. At the time of writinghis autobiography, he was in Richmond where he delivered his address at the academy of Music inthe esteemed presence of very distinguished citizens and officials. He thanked both the races for sucha stupendous welcome back to the state that had given him birth.

SOME IMPORTANT QUESTIONS:

1. “Success is measured by the obstacles which we have to overcome to reach it and not what wehave actually attained”. Discuss this statement in the light of Booker’s struggle by givingevidence from the text.

2. Booker’s idea of education was revolutionary. Explain it in the context of his new school.What kind of education did he wish to impart to the students?

3. How did Booker teach his students the dignity of labour? How did it help his students tobecome independent and professional?

4. How did the whites of South show their affection to Booker? What could have been the reasonfor this?

5. What were the challenges faced by Booker in setting up the Tuskegee Institute. How did heeventually overcome them?

6. How do you view Booker in the art of public speaking? What were his reservations and whatwere the tricks he applied to win the appreciation of audiences?

7. Describe how Booker won acclaim for his Atlanta Exposition Address. Why was he criticizedlater? Did he retract any of his remark? What does it show about his character?

8. What were Booker’s observation regarding the reconstruction period? Why was hedisappointed with his own race?

9. What according to Booker had been his primary strengths? What do you think had been hisgreatest contribution?

10. Describe the following :

ã General Armstrong

ã Bookers’ life as a slave

ã Miss Mary Mackie

ã Miss Olive A. Davidson

ã Booker’s mother

ã Booker’s writing style

ã Miss Nathalie Lord

ã Booker’s speech at Harvard

ã Booker’s admission at Hampton Normal and Agricultural school.

35

HOW TO WRITE BOOK REVIEW

Writing a review

Following points should be taken care of while preparing a reading project on book

review

1. To draw the title page of the book

2. Name of the book

3. Name of the author

4. Name of the publisher

5. Year of publication

6. Price of the book

7. Number of pages

8. To write the brief introduction of the author

Plot of the story

Summary in brief with analytical 'views about characters

Theme

ã The character you like most, why?

ã Dislike most why?

ã Lesson you learnt

Stars

G 1-----5 according to your liking about the book.

Other recommended books of the same author if you have read any.

36

BOOK REVIEW

Tips

Here are a few tips that I’ve found helpful when I sit down to write about a book. Give them a try!

1. Before you begin writing, make a few notes about the points you want to get across.

2. While you’re writing, try thinking of your reader as a friend to whom you're telling a story.

3. Try to mention the name of the author and the book title in the first paragraph .

4. If possible, use one paragraph for each point you want to make about the book. It's a good

way to emphasize the importance of the point.

5. Try to get the main theme of the book across in the beginning of your review.

6. What do you like or dislike about the book’s writing style? Is it funny? Does it give you a

sense of the place it’s set? What is the author’s/narrator’s “voice” like?

7. Try using a few short quotes from the book to illustrate your points.

8. Make sure your review explains how you feel about the book and why, not just what the

book is about. A good review should express the reviewer’s opinion and persuade the reader

to share it, to read the book, or to avoid reading it.

9. Do research about the author and incorporate what you learn into the review. Biographical

information can help you formulate your opinion about the book, and gives your review a

“depth.”

37

ADVANCED WRITING SKILLS

SECTION–B

Advanced Writing Skills [35 marks]

This section has 4 sub sections-

- A short writing task (notice/advertisement/poster/invitation etc.) for 5 marks

- A report or a factual description for 10 marks

- A letter (usually a formal letter, occasionally a personal/informal letter) for 10 marks

- An article or speech for 10 marks

The first question in this section is a Short writing task [5 marks]

One out of two short compositions of not more than 50 words from the following-

• Classifieds Advertisements : To Let, Accommodation, Wanted, Property-for sale, For

Sale-Vehicle(s), For Sale-Household Goods, Electronic/ Electrical goods, Situation Vacant,

Situation Wanted, Lost and Found, Missing Person, Matrimonial etc.

• Display Advertisements : about consumer services such as tutorial classes, boutiques,

gym and spa facilities etc.

• Posters : about events (Diwali Mela, Book Fair etc.); about campaigns to create awareness

(save trees, conserve water, follow traffic rules, donate blood etc.)

• Notices

• Invitations : formal and informal

• Replies to Invitation : formal and informal.

Chapter—5

38

SHORT COMPOSITIONS

ADVERTISEMENT

ADVERTISEMENT

Classified Commercial/display

CLASSIFIED ADVERTISEMENT

[marking scheme: format-accurate classification -1, content-2, expression-2]

POINTS TO REMEMBER

• Draft the advertisement in the box

• Choose the correct classification, e.g. ‘To Let’ if the house is to be put on rent and‘Accomodation Wanted’ if you are interested in taking a house on rent, ‘Property for Sale/Purchase’ if you want to buy or sell a house/shop/ godown, etc.

• Follow the style of an advertisement and keep the language simple.

• Use appropriate words and phrases only.

• Do not write in complete sentences.

• Use recognisable abbreviations only.

• Include all relevant details asked for/mentioned in the question. For example if reason forsale of house hold goods is mentioned in the question as “going abroad and want to sell...’mention in the answer(advertisement) as “owner going abroad...”

SAMPLE ADVERTISEMENTS

1. S.G. Chemicals Pvt. Ltd., Mathura needs sales executives. As manager of the company,draft an advertisement to be published in the classified advertisement section of thenewspaper.

• Heading

• Begin with wanted/required

• Name of organisation/school, etc.

• Qualifications/experience

• Pay scale/salary

• Mode of applying

• Contact address and phone number

39

SITUATIONS VACANT

Wanted for SG Chemicals Pvt. Ltd.,

Mathura, two sales executive,

male/female,25-30 years,

science/commerce graduate, possessing

good communication skills in English and

Hindi, pleasing personality, hard working,

salary negotiable. Apply with complete bio-

data within 15 days to Manager, S.G.

Chemicals Pvt. Ltd., Mathura. Contact-

8909205xxx

2. Mukta Parikh of 218, Green Villas, Chandigarh wants to sell her flat as she is goingabroad. Draft an advertisement to be published in The Hindu under classified columns.

• Heading

• Begin with wanted/available

• Type of accommodation

• Size, floor number of rooms

• Fixtures and fittings

• Location and surrounding

• Facilities-power and water supply, parking, proximity to business/shoping area

• Expected price

• Contact address and phone number

Gender andage

Organisation

Qualifications/experiencerequired

Mode of applyingContactaddress andphone number

Introduction/openingstatement

Pay scale andperks

40

PROPERTY-FOR SALE

Available for sale HIG flat, main

road, spacious, drawing dining, three

bedrooms, attached toilets, three

balconies, servant quarter, fully

furnished, park facing, 24 hours

electricity, water supply, elevator,

fire safety equipments, parking,

community centre, reasonable cost.

Contact-Mukta Parikh, 218, Green

Villas, Chandigarh between 6-8 P.M.

Phone -8909205925

3. You are Lucky Singh of 108/c-1, Dev Vihar, Nainital. You want to let your newlyconstructed shop. Draft an advertisement.

• Heading

• Begin with wanted/available

• Type of accommodation

• Size, floor number of rooms

• Offices-covered area/carpet area,sutaibility for bank/MNC/clinic

• Fixtures and fittings

• Location and surrounding

• Facilities-power and water supply, parking, proximity to business/shoping area

• Expected rent

• Contact address and phone number

Fixturesand fittings

Contact details

Heading

Location

Size, floor,number ofrooms

Price

Facilities

41

TO LET

Available on rent on mall road,

Nainital, newly constructed

shop, 250sq ft., suitable for games

corner, gift corner, beauty parlour

etc. 24 hr. power backup, fully

furnished, lake facing, best

location. Reasonable rent. Contact

-108/c-1,Dev Vihar, Nainital between

6-8 P.M. Phone -89092059xx.

COMMERCIAL/DISPLAY ADVERTISEMENT

DISPLAY ADVERTISEMENT

[marking scheme: Format- 1,Content-2, expression-2]

POINTS TO REMEMBER

• Draft the advertisement in a box

• The service or product being advertised shoukd be mentioned in large, bold, clear font

• Include some graphics/illustrations to support the text (but do not waste time makingelaborate illustrations. And do not use colour pencils etc. Use only pn and pencil)

• Make the advertisement visually appealing

• Include a jingle/slogan about product

• Mention special features/attractions/achievement of products/services

• Mention where it is available

• Do not use ‘devnagri’ script or write in Hindi using Roman script/sms language

• Keep to the word limit

Contact details

Heading

Size

Otherattractions

Location

Suitability

Facilities

42

4. Oxford school of English offers courses for spoken English. As director of the school drafta display advertisement for the same to be published in a local daily.

• PROFESSIONALS

WORKING PEOPLE

JOB ASPIRANTS

HOUSEWIVES

SCHOOL STUDENTS

COLLEGE STUDENTS

•

•

•

•

•

43

ADVERTISEMENT-AREAS REQUIRING ATTENTION

• Read the questions carefully

• Know the diffrence between a classified and a display advertisement and how to distinguishbetween two.(The types of classified advertisements you can expect are mentionedabove.Display advertisements are usually about consumer products or services such ascoaching classes,health clubs,gyms,boutiques,courses in computers, design, personality,development etc.)

• Remember to put the correct classification on a classified advertisement.

• Adopt the style and language of advertisements.

• Do not use words you are not sure about.

• Look up classified advertisements in the "classifieds" section of a newspapers such asThe Hindustan Times or The Times of India.

• Make a list of words and phrases you can use with each kind of advertisements. Forexample for house related advertisements - newly constructed, complete modernwoodwork,100%power backup, adequate parking, For sale of goods-excellent condition,sparingly used, almost new, going cheap etc...

POSTERS

POSTERS

[marking scheme:Format-1,content-2,expression-2]

Types of posters: About events

Examples : Diwali mela, film show exhibition, etc.

Campaign posters-to create awareness-example: Blood Donation, SaveWater, Road safety week, say no to crackers etc.

POINTS TO REMEBER

• Draw a box around the poster

• Mention clearly in LARGE,BOLD font the topic or the purpose of the posters

• Vary the font style and size for different texts within the posters

• Support the text with simple illustrations/graphics .Make it visually appealing.'

• If the poster is about an event mention the date, time and venue.

• If the poster is about a campaign mention its special features, advantages/disadvantages,dos and don'ts etc.

• Use slogans or catchy lines to increase the appeal of the posters; e.g. ‘Save Energy SaveMoney’ , ‘Driving faster can cause a disaster’, ‘Energy misuse cannot be excused’,Life is precious, Be a life-saver, Give blood!’’

• Keep to the word limit.

• Mention the issuing authority or person at the bottom of the poster

44

5. You are the President of Rotary Club, East Delhi. Your club has decided to organizeDiwali Mela. Draft a poster announcing the same. Include all the necessary details, likerides, fun games, eatables, contest, prizes, time, venue, etc.

DIWALI MADEBRIGHTER AND FUN -FILLED

BYROTARY CLUB DIWALI MELA

An evening full of laughter, excitement and joy

•Joy rides•Fun games for all age groups•Fancy dress for kids•Cracker show•Mouth-watering food•Fabulous shopping

Slogans

Visual

Attraction

Entry

fees/ticket

Contact address

Date,

time,

venue

45

NOTICE

Notices

[marking scheme: Format (name of issuing institution, daten on which notice is being

issued, the word NOTICE, heading, name of signatory with designation)-1, Content-2,

Expression-2]

Types of Notices : about meetings, excursions, special events in school, Lost and Found, etc.

POINTS TO REMEMBER

• Draw a box around the notice.

• Check that you have all the parts of the format. Students usually forget to write the dateof issue of the notice, the heading, the name of the institution, etc.

• The designation of the issuing person comes below the person’s name.

• The heading should be brief,to the point and in simple English. (e.g. Tour to Manali, Self-Defence Classes for Girls, etc.)

• Write complete sentences.Avoid the use of abbreviations

• Read the questions carefully;underline the information you need to include.Include allrelevant information mentioned in the question.

• In a notice about an event, state the date ,time and venue.

• A notice is usually about a future event, so use expressions of future time. e.g. A meetingwill be held; School is organizing self-defence classes for girls from the next week.

• In a lost & found notice include description of the item, mention when and where lost orfound; also mention where to return or recover.

• Do not exceed the word limit

46

6. You are Divakar Banerjee, Head Boy of RSBV, Gazipur, Delhi. Your school is organizingan educational tour to Madhya Pradesh for the class 11th and 12th. Write a notice for theschool notice board inviting students to join the tour. Invent all other necessary details.

RSBV, Gazipur, DelhiNOTICE

EDUCATIONAL TOUR TO M P

05 July 2012The students of class 11th and 12th are hereby

informed that our school is organizing an educational tour to Madhya Pradesh as per the details:

Destination : Madhya Pradesh Duration : 1 August to 5 August 2012 Expenses : Rs.35,00/-pp, including trainfare, boarding, lodging and sightseeing.

Interested students may give their names to the undersigned along with the amount and NOC from their parents latest by 15 July 2012.

Divakar Banerjee(Head Boy)

Date

Body of notice

including

Purpose

Destination

Duration

Expenses

Last date

Contact person

Name and designation of

person issuing the notice

Issuing

authority

The word

NOTICE

Heading

47

7. You are Sahar, the Head Girl of DPSGV, Ghaziabad. Write a notice informing studentsabout a poster competition to be held in your school. Invent all the necessary details.

DPSGV, GHAZIABADNOTICE

POSTER COMPETITION

6 July 2012

The students are hereby informed that the school is organising a poster making competition, as per details:

Date:20 July 2012

Time:9:00am to 12:00noon

Venue: school play ground

Participation fee: Rs.50/-per student

All students are invited. Interested students may give their names to their respective class teachers latest by 10 July 2012. For more details please contact the undersigned.

Sahar

(Head girl)

Topic: TODAY'S YOUTH AND ROAD RAGE

Date

Body of notice

including

Purpose

Date

Time

Venue

Last date

Contact person

Name and designation of

person issuing the notice

Heading

Issuing authority

The word NOTICE

48

FORMAL/INFORMAL INVITATIONS AND REPLIES

[marking scheme : Format-1, content-2, expression-2]

POINTS TO REMEMBER

• Draw the box around the invitation.

• In a formal invitation remember the order of the information- host, words of invitation,

occasion, day, date, time, venue, chief guest, special guests, any other information, RSVP

on the left hand corner, special note(ex:This card admits two, children below 10 years not

allowed) in very small letters at the bottom of the invitation.

• Vary the font size and style of the important pieces of information in the invitation.

• Each new piece of information is to be presented in a new line away from the margin.

• The chief guest’s name must be followed by her/his designation.

• An informal invitation is written like a personal letter.

• A formal invitation is to an event in which a large number of people are invited and one

needs to print cards. An informal invitation is for a small celebration with just a few

people; usually close friends and family.

REPLIES TO INVITATION-FORMAL AND INFORMAL

[marking scheme : Format-1, content-2, expression-2]

Formal invitations merit a formal reply and informal invitations are replied informally.

POINTS TO REMEMBER

• Draw the box around the reply.

• Formal replies are written in the third person.

• There is no subscription at the end of formal reply (such as ‘yours faithfully’, etc.).

• While declining the invitation, a line sending best wishes or congratulations needs to be

added.

• An informal invitation is written as an informal letter.

• Mention the name of the host and the occasion in the reply while accepting or declining

the invitation.

• Always thank the host for the invitation first.

49

8. Mr. And Mrs. S.P. Jain of 27, Jigar Colony, Chandigarh have decided to organize a party to

celebrate the selection of their son Siddharth Jain in the Civil Services 2012. Draft a formal

invitation including all the necessary details

Mrs. And Mr. S.P. Jainrequest the pleasure of the company of

Dr. Khaleeq Ahmadto celebrate the selection

of their son

Siddharth Jainin the

Civil Service Examination 2012

R.S.V.P.236-4566778

at 6:30 p.m. on 18 August 2012 at their residence27 Jigar Colony, Chandigarh

Hosts

Guest

Occasion

Date, time,venue

Address Contactdetails

50

9.

ACCEPTING THE INVITATION

REPLYING TO FORMAL INVITATION

ACCEPTING THE

INVITATION DECLINING THE

INVITATION

Dr. Khaleeq Ahmad thanks Mrs. and Mr. S.C. Jain for inviting him to the party to celebrate the success of their son. He is delighted to accept the invitation.

Sender of reply

Expressing

gratitude

Accepting invitation

Hosts

Occasion

Dr. Khaleeq Ahmad thanks Mrs. and Mr. S.C. Jain for inviting him to the party to celebrate the success of their son but he regrets his inability to accept the same due to a prior engagement.He extends his warm wishes.

Sender of

reply

Expressing

gratitude

Reason for not

attending

Declining invitation

Hosts

Occasion

51

27, Jigar Colony,Chandigarh

July 18 2012

Dear Dr. Ahmad

We have much pleasure in inviting you to the party to celebrate our son, Siddhart's selection in the Civil Services Exam. 2012 on July 25, 2012 at 6:30 pm at our residence.

We very much hope that you join us.

Yours sincerelyMrs. and Mr. Jain

Date

Salutation

Sender's address

Complimentary close Body including

Occasion

Time

Date

Venue

DECLINING THE INVITATION

10. Mrs. And Mr. S.P. Jain of 27, Jigar Colony, Chandigarh have decided to have a party to

52

REPLY–ACCEPTING THE INVITATION

18,New JungPura,New Delhi

20 July 2012

Dear Mr. Jain

Thank you for your kind invitation. Please accept my heartiest congratulations on your son's brilliant success. I will be attending the party on 25 July 2012 at 6:30 p.m. at your residence.

With warm wishes,

Your's sincerelyDr. Khaleeq Ahmad

Date

Salutation

Sender's address

Complimentary close

and name

Body including

Occasion

Time

Date

Venue

53

celebrate the selection of their son Siddharth Jain in civil services 2012. Draft an informalinvitation including all the necessary details.

Question 2 in the writing section is a

18,New JungPura,New Delhi

20 July 2012

Dear Mr. Jain

Thank you for your kind invitation. Please accept my heartiest congratulations on your son's bright success. I regret that owing to a prior engagement I will not be able to attend the party on 25 July 2012 at 6:30 p.m. at your residence.

With warm wishesYours sincerelyDr. Khaleeq Ahmad

Date

Salutation

Sender's address

Complimentary close

Body including

Occasion

Time

Date

Venue

54

REPORT or FACTUAL DESCRIPTION [10 MARKS]

[Marking scheme: Heading/Headline ½ mark, name of reporter ½ mark, content-4;expression-5]

Types of reports-of events organized in the school (such as competitions, lectures and talks,exhibitions, etc.), of accidents, crimes (usually for newspapers)

Factual Description: of events organized in the school or participated in on behalf of theschool (such as quiz competitions, debates etc.), eyewitness accounts of crimes (such as chainsnatching) or accidents (such as stampede etc.)

POINTS TO REMEMBER

• Write a clear brief headline/ Heading for the report / factual description. The languageshould be simple and to the point.

• Write the reporter’s name under the headline/ heading. In the case of newspaper report,write the place and date. Else it is optional

• Organize the content of the report in a clear paragraph.

• The opening paragraph usually talks of ‘what, where and when’ of the event.

• The next paragraph elaborates the ‘what’. Depending on the kind of event being reportedmention details such as theme, number of participants, number of exhibits, different itemspresented during the programme, prize winning entries, main points of speech, etc.

• In case of accident describe how the accident is occurred.

• In the last paragraph, report eyewitness statements, or action taken,(such as , the victimwas taken to a hospital, an enquiry has been ordered, etc.), or the opinion of theparticipants/ audience about the event- its usefulness, etc.

• Since the report describing the event that has already taken place, use expressions ofpast time; a book was organized, a film was held etc.

• A report must describe facts and not put forth opinions.

• Avoid expressions such as many students, some children, a few models...be as specific aspossible; e.g., about 20 schools, students of classes 6 and 7, etc.

• When writing about the chief guests or special invitees, speakers, etc., mention theirname along with their designation; e.g.. Shri Kapil Dev former captain of the Indian cricketteam, Ruskin Bond , well known children’s writer, etc .

• A report does not need a box around it.

The third question in this section is a

55

LETTER [10 Marks]

[Usually a formal letter is asked, occasionally a personal/ informal letter may be given.]

[Marking scheme: format:2 marks; formal letter- includes address of self/sender, date,designation of the receiver, address of the receiver, subject, salutation (Dear Sir/Madam),

complimentary close (thank you), subscription (Yours faithfully/sincerely), name of the sender;content-4 and expression /accuracy-4]

Types of formal letter given are usually complaint letters, requests for information, placingor cancelling orders, letters to editors of newspapers expressing an opinion, job applications.

CONTENT/ BODY OF LETTER

• It is best to divide the body of the letter into clear paragraphs.

• The first paragraph is the introductory paragraph. In this paragraph, state the purpose

of writing the letter. Introduce the writer (but not the writer’s name), for example : I amthe librarian of XYZ school, I am the secretary of the Literary Club of your school, etc.

• For letters placing orders, you may state why you choose that particular dealer or seller;e.g. “Your name has been recommended as a supplier of quality products” , or “Your prices

are the best with a sizeable discount...”

• For letters making a complaint about a recently bought product not functioning properly,

do not forget to describe the product. Give its brand name, model, size, etc.

• Depending on the nature of the letter the second paragraph deals with the following

points :

– Complain letter: the nature of the complaint and the inconvenience caused due to it.

– Placing order: the details of the order

– Letter to the editor: the points you wish to highlight/opinions you to wish to register

on the particular issue taken up by you.

– Asking for information: the specific questions/queries you wish to be answered.

• The third paragraph is the concluding paragraph. Students generally conclude lettersproperly.

– Do not forget to state clearly what you require through the letter. If it is a complaintletter, state clearly what you wish the product to be repaired or replaced.

– If the complaint is about certain services, clearly mention your suggestion or solutionfor improvement.

– In letters to the editor mention your suggestions and opinions.

– In letters for placing orders or asking for information clearly mention where, when

and how the goods are to be delivered or where and how you want the queries are tobe answered; e.g. please answer via e-mail at the following e-mail address, i am

enclosing a self addressed envelope for your reply etc.

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THE JOB APPLICATION

The job application is to be written in two parts. A covering letter must be accompanied

with a bio-data/Resume/Curriculum Vitae.

The covering letter is best written in clear paragraph

The first paragraph dealing with the reference to the advertisement to the job; statingclearly where the advertisement appeared

THE JOB APPLICATION

For bio-data/Resume/Curriculum Vitae.

• The covering letter is best written in clear paragraphs.

• The first paragraph deals with the reference to the advertisement for the job; statingclearly where the advertisement appeared (name of the newspaper/date of the issue ofthe newspaper) as well as the specific job being applied for.

• In the second paragraph mention briefly your academic qualifications, work experience,current employment status.

• End the covering letter by mentioning in the last paragraph your reasons for the applyingthe said organisations, enclosures, specifically the bio-data and favourable considerationof the application.

• The bio-data should contain the following details : personal details [name, date ofbirth, address], Academic qualifications, professional qualifications, work experience,Additional information[any special skills, languages known, hobbies or specialachievements, etc.]References,[names, designations, address of people who can vouch foryou e.g. Principal of your school, previous employer, etc.]

POINTS TO REMEMBER

• Marks are awarded for the format only if the contents of the letter are correct.

• Use the new full block style aligning all parts of the letter to the left.

• In this style no punctuation marks such as commas are used in the address in the format.

• Do not use outdated expressions such as Respected Sir, Yours obediently, I beg to say.....,Thanking you, etc.

The fourth question in this section is an :

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ARTICLE OR SPEECH

[Marking Scheme : format (Heading and Writer’s name)-1, content-4, expression- 5 marks ]

An article or speech is a long essay. The topic is divided into several sub topics or points,which are connected to the main topic and to each other. A paragraph is then developed on eachof the points or sub topics. Each paragraph should begin with a sentence that states the mainfocus of the paragraph is then built up with three or four supporting sentences, which provide thesupporting details.

A Speech must begin with greeting the assembled people, such as ‘‘Good Morning’’ and endwith a ‘‘Thank You’’. The rest of the speech is written as an essay.

POINTS TO REMEMBER

• Give the Article a clear heading and write the name of the writer.

• Do not write date or place.

• Develop the topic in clear paragraphs. All the different paragraphs should be connectedto the main topic and should also flow from each other.

Narrative or Story Writing

A story is developed around a central theme with the help of several characters. You caneven include any animal if you like. The story should not be either too long or too short. Use smallsimple sentences. The ideas must connect and have coherence. The story must have some incidentsand a moral.

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CLASS XI

WORKSHEET-1

Read the following passage and answer the questions that follow:

1. Many of us who live in towns and cities are indifferent to the fate of our country’s forest. Wethink they have hardly any connection with the problem of our day-do-day life.

2. The indifference may be partly due to the fact that forests are at a distance from urban area.Most of us have never seen a real forest, let alone lived near one. We live in ignorance of themany vital ways in which forests sustain our lives.

3. It is time to remind ourselves of our dependence on one of the most obvious commodities weget from our forests, namely, timber. Where would modern man be without the wood ? Eventhe most cursory look at our surroundings is enough to show us its importance. Most of thefurniture in our homes and offices is made of wood. Timber is indispensable in the constructionof the houses in which we live and many other things, we cannot do without, are made fromtimber.

4. It is important to remember the paper is made from pulp, without paper, modern societieswould come to a halt. Paper is essential for all the transaction of trade, commerce and industry,indeed for all requirements of civilized life like education, administration communicationand the press.

5. Our villages, in which 80 percent of India’s population lives, are entirely dependent on forestfor some of their most basic needs. People in villages cook their meals on firewood. Enormousamounts of wood is cut. It is not only for fuel that that villages depend on the forest, they alsoconsume vast quantities of wood for constructing huts, bullocks-carts, ploughs and variety oftools and agricultural implements.

6. In the past, it was assumed that our forests were almost inexhaustible. People then couldfreely go on utilizing this resource without any fear of its running out. This was true inearlier times when the population was small and the demand on forests was comparativelylittle. Today, as a result of rapid population growth combined with economic development,the demand for all types of forest products is rising fast. As a result, the country's forests aredisappearing at alarming speed. In their desperate search for firewood, women in rural Indiahave often to walk as much as 10 miles every day to find a head log for ‘fireweed famine’ in 10or 20 years time. Scarcity of firewood or firewood forces millions of people to use cattle dungas fuel in place of firewood. This will have alarming consequences. Cattle dung has to beused as manure to maintain the fertility of land. Chemical fertilizers cannot by themselvesmaintain soil fertility. In many areas of intensive agriculture where only chemical fertilizersare being used, crop yields are reported to be declining. If all the cattle dung now burnt as

Chapter—6

59

fuel is used as manure, as estimated 225 million acres of farmland could be fertilized. Thiswould result in an additional yield of 23 million tons of food grains, which is as much as 20percent of the country's present production.

7. The damage to agriculture caused by deforestation is colossal. Add to this the fact that theforests play a vital role in protecting our precious soil and water resources. When thecatchments areas of rivers have adequate forests cover, most of the rainfall sinks into theground, adding to the underground sources of water. This helps to keep the wells full andkeep the flow of streams and river well into the dry season when farmers need water themost. With extensive deforestation in the catchment areas, rain falling on the bare groundquickly drains of the force. This gives rise to severe floods.

8. There are no resources more valuable than land and water. And there are no needs morebasic than food and firewood. Deforestation now threatens agriculture, and has diminishedthe primary source of rural energy. It is time to realize that the care of our forests is theimmediate concern of every citizen.

9. A nation-wide afforestation programme on a war-footing is the need of the hour. It is ourduty to ensure that our forests are managed in such a way that we do not cut more than whatcan grow back naturally or artificially. To meet rural needs of firewood and small timber, asocial forestry programme will have to be launched. It will be useful to create communityforests for groups of villages all over the country on village common lands. As much as 14percent of country's total land area is officially classified as uncultivated 'waste land'. It ispossible to make these waste lands green. Afforestation will not only meet the enormousrural demand for firewood and small timber, but will also provide employment to thousandsof people. All these things must be done - and now because tomorrow it may be too late. If wedo not care for and nurture our land, it will one day cease to nurture us.

Questions :

1. Why are many of us indifferent to our forests? Give two reasons.

2. What are the essential requirements of civilized life?

3. Why is there a danger of firewood famine?

4. The author says that it is unwise to use cattle dung as fuel. Why does he say so?

5. Mention the two harmful effects of the constant use of chemical fertilizers.

6. What is afforestation?

7. How will afforestation benefit the rural community?

8. Find the synonyms for the following words from the given passage:

(i) absolutely necessary (para 3)

(ii) huge (para 7)

9. Find the antonyms for the following words from the given passage:

(i) abundance (para 6)

(ii) destroy (para 9)

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WORKSHEET-2

You have finished the lesson 'The Portrait of a Lady'. Now, on the basis of your readingof the lesson, write a dialogue between the writer and the grandmother with the hintsgiven.

Grandmother (GM) : wake up, Khushwant, it’s time to go to school.

Khushwant : Just a minute, grandma, please let me take a quick nap.

GM : Oh, we’ll be late for school.

Khushwant : OK. …………………………………………………… ………………….

GM : …………………………………….………………………… ………………………...

Khushwant : (on the way to village school) …………………………………………

GM : …………………………………………………………………………………………

Khushwant : ………………………………………………………………..…………….

GM : ………………………………………………………………………..………………..

…………………………………………………………………………….………………….

…………………………………………………………………………….………………….

. . …………………………………………………………………………….……………….

…………………………………………………………………………….………………….

(Note : Write at least ten meaningful sentences. You can add information out of your ownimagination.)

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WORKSHEET-3

LISTENING AND SPEAKING

Instructions:

(a) Go to your class mates and ask the following questions in your own way

(b) When you have found out your answer, write the name of the person who answered your

question.

(c) Remember, you cannot repeat a name twice.

S.No. Find someone who… Names of the persons

1. Was born in the same month as you.

2. Was born on the same day of the month as you.

3. Has the same number of brothers as you.

4. Has the same number of sisters as you.

5. Has the same favourite colour as you.

6. Has the same favourite singer as you

7. Has the same favourite book/T.V. serial

8. Has the same hobby as you.

9. Was born in the same city/town/district as you.

10. Has the same role model as you.

11. Was born on 2nd September.

WORKSHEET-4

In the following news item (taken from a newspaper) , identify and encircle the

prepositions :

It has been over fifty days since a section of Air India's pilots reported "sick" and launched an

agitation, basically on isues related to career advancement. Under Mr. XYZ Singh, the ministry of

civil aviation has taken a tough stand and for the first time refused to buckle call off the agitation,

report for work, and we can talk. The last Air India pilots went on strike, they had not been paid for

four to six months and were demanding their salary, there was considerable public sympathy, and

the government had to come up with the schedule of payment of arrears.

Now, use the prepositions identified above to write a narrative/ story/poem of your

own.

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WORKSHEET-5

The following passage has a few errors with respect to the subject and the verb used.

Identify and encircle the errors:

Abdul are a genius. His friends always compares him with a super computer. One of his teachers

say that he would definitely invent some out-of-the-world gadget some day. Recently, he has been

doing miserably poor in his school exams. The teachers is unable to understand the reason behind

this. None of them have any explanation for his result as he knows practically everything.

As Physics are his favourite subject, Abdul’s Physics teacher tried to ask him why he could not

answer even simple questions in the exam. Abdul took out a photo of scissors. He told his teacher that

that were a photo of his lucky scissors which he had recently lost. He believed that he would not be

able to fare well until he got them back.

His Physics teacher took out scissors from his drawer and asked if they was his. He had found

them lying in a corridor of the school. Abdul was ecstatic on receiving his beloved scissors back.

Note : More activities can be developed in the same manner for example :

• choose and pick any episode from any lesson from your into textbook like ‘Albert

Einstein’s efforts to get out of school’ and turn the episode in the dialogue form.

• Take any lesson from your text book and mark all the determiners/ modals/past

tense/ passive forms etc. on a particular page.

• Prepare a few questions to ask (orally only) your classmates on their likes and

dislikes

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CLASS XII

WORKSHEET -1

On the basis of your reading of the ‘The Lesson’ complete the following information:

M. Hamel Franz

Sincere ………………..

Hardworking ……………….

…………………. Doesn’t like studies

………………….. Quite young

Mature …………………………

…………………………………. No independent thinking in the beginning but

later on realises the reality

Very strict teacher ……………………..

Teaches French …………..

………………………………… Often bunks classes

Wants everybody in the town to be educated ………………………….

Loves his mother tongue French ……………………………

…………………………………….. Has a sense of helplessness

…………………………………… ……………………………..

…………………………………… An observant boy

……………………………………….. Remorseful at not preparing well in the past

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WORKSHEET-2

Given below is the detailed summary of the poem ‘My Mother at Sixty -Six’, but some points aremissing in it, Provide the missing points with the help of the given hints:

The poetess is driving from her parents to Cochin.

Sixty-six years old mother is also……………………………………………………………………………

Mother is dozing with mouth wide open

Her face is dull and discoloured like……………………………………………….

She observes with this pain and realises that mother is nearing death

She diverts her attention and looks out of the car window and sees

1…………………………………………………….

2…………………………………………………….. which signify life and happiness outside

She reaches the airport and after the security check looks at her mother again

Mother’s face appears …………………………………………………………………………….. to her

Her old childhood fear of ……………… comes back

But, the poetess hid her fear,

And…………………..

And ……………………………….. saying, ‘see you soon, Amma’

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WORKSHEET -3

(Based on HOTS)

Given below is an advertisement for the post of a computer operator. Apply for thispost, inventing all necessary details like your qualification, date of birth qualificationetc. In your bio-data. Also draft a covering letter on a separate sheet of paper. Signyourself as Aleena.

REQUIRED

A computer operator for Tata Tele Services, male/female, well qualified with at leastthree years experience, young, dynamic, smart, ready to take up challenges, Englishspeaking with full working knowledge of C++, java, windows 7, telly etc.

Salary no bar for deserving candidates.

Apply with full bio-data within seven days to:

The Managing Director

Tata Tele Services

4533, Atlanta Tower, Asia Trade Centre

C- Hexagon, Vellore Crossing

Mangalore.

Tel. 0232- 66778xxx, 989000xxxx

Email- tataservices@tata.com

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WORKSHEET-4

(Based on HOTS)

Read the following passage carefully and answer the questions that follow:

1. There are three major kinds of energy fuel. They are coal, oil and firewood. They are neitheralike in form nor found in the same areas. What is common among them is that they are allorganic substances.

2. Coal comes from vegetable matter. When wood lies buried under wet soil for some time itdecomposes and becomes peat. Bacterial activities break up organic compounds in it andrelease gases as a result of which it becomes lignite, which is called brown coal. Lignitebecomes coal of different grades according to the release of gases from it under the pressureof sediments or the movement of earth. High grade coal has high heating value whereaslower grades have only low heating value. Coking coal is used in steel production and non-coking coal is used in generating electricity.

3. The major coal producing countries in the world are USA, USSR, China, Poland, Britain andWest Germany. Among the developing countries India tops the list in coal production.

4. Coal is used as a source of energy in different fields of human activities. It is used in thermalpower stations to generate electricity. It also provides the required energy for production ofiron and steel. Other industries also depend upon coal for power. It has also residential andcommercial uses. The modern existence, prosperity and progress are by and large dependenton coal. Coal has pitch, coal gas, tar, synthetic fuels, etc. as its by-products.

5. There is enough coal reserve in the world and more than half of the known reserve iseconomically recoverable. At the present consumption rate, it will meet the requirements ofmen for another 200 years.

6. Coal is the best alternative for oil fuels, the reserves of which are shrinking fast. Coal hadmade possible the industrial revolution and has been serving as domestic fuel for a centuryor so. It will become necessary for man to shift from the use of oil to the utilization of coal.The technology is to be developed to harness coal.

7. Mining is the most difficult part of coal production. Though surface mining is cheap and safe,it cannot last long. In order to increase coal production, underground mining is to be carriedout. There should also be proper facilities for the transportation of coal from the mines.

8. Oil and natural gas come from the remains of sea animals and plants. When they are caughtbetween layers and rocks and when bacterial activities take place on them for a long time,they become oil and natural gas. There are several varieties of oil namely, petrol, kerosene,lubricating oil, paraffin wax, etc. These varieties are obtained when crude oil is refined bydistillation.

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9. Oil fields are usually found among sedimentary rock formations. These are wide and deepareas. Some of them are found below the land surface and are called in-shore oil fields.Those which are found in the sea are called off-shore oil fields.

10. In the absence of new discoveries of oil fields, the oil front presents a dismal picture. Theshrinking oil reserves have prompted the OPEC (Organization of Petroleum ExportingCountries) to control the production and supply of oil so that the reserves will last longer.However, the oil supply is quite inadequate to meet the demand. The present oil reserves areunlikely to last long. Therefore, it has become imperative for man to find alternate sources ofenergy.

11. One disadvantage of coal and oil is that they are not renewable. In other words, once used upthey cannot be replaced by new supplies. It takes nature millions of years to stock up coaland oil reserves. Organic matters cannot be turned into them in a day or two. Thoughnature is still in the process of producing coal and oil, the rate of their production is negligiblein comparison to their excessive use.

12. On the other hand, firewood is a renewable source of energy. We can plant new trees andregenerate forests through afforestation.

Questions :

1. What is the common feature among our conventional fuels?

2. What does the decomposed wood gradually become?

3. Give two chief uses of coal?

4. Where are oil-fields generally found?

5. Find phrases in the passage which mean the same as the following:

(i) made pure (para 8)

(ii) gloomy or sad ( para 10)

(iii) something stored (para 11)

6. What does ‘afforestation’ in paragraph 12 mean?

7. What does ‘shift’ in paragraph 6 mean?

8. What does ‘buried’ in paragraph 2 mean?

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HIGHER-ORDER THINKING SKILLS

(As per C.B.S.E. Specifications)

• Judging

• constructing Comparing

• Inventing

• Hypothesizing

• Experimenting

• Producing

• Designing

• Checking

• Deconstructing

• Organizing

• Finding

• Planning

• Creating

• Interrogating

• Critiquing

In the Board’s question paper in English of class XII, there will be higher-order thinking questions

of 15 to 20 marks. The objective is to assess the students’ understandiing, analytical ability and

interpretation.

In the course content for English, an attempt is made to introduce basic concepts used in the

study of this subject.

Chapter—7

69

HIGHER-ORDER THINKING SKILLS

Higher-Order Thinking Skills

Higher-Order Thinking Skills essentially refer to thinking that takes place in the higher levels

of the hierarchy of cognitive processing. It involves carrying out complex analyses or tasks that

require planning, implementation, monitoring and continuous evaluation. It involves exercising

judgement in situations where there are no clear cut right or wrong answers. It encourages ‘out of

the box’ thinking and looking at creative solutions to everyday problems.

What is Higher-Order Thinking

“Higher-Order thinking by students involves the transformation of information and ideas. Thistransformation occurs when students combine facts and ideas and synthesise, generalise, explain,hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideasthrough these processes allows students to solve problems, gain understanding and discover newmeaning.”

“When students engage in the construction of knowledge, an element of uncertainty is introducedinto the instructional process and the outcomes are not always predictable; in other words, the teacheris not certain what the students will produce. In helping students become producers of knowledge,the teacher’s main instructional task is to create activities or environments that allow themopportunities to engage in Higher-Order Thinking.”

Higher-Order Thinking

Critical Thinking : Interpreting, testing, judging, justifying, critiquing, concluding, speculating,disputing, evaluating, deciding.

Creative Thinking : Hypothesising, designing, reconstructing, creating, modifying, developing,imagining, brainstorming, generating, solving, devising.

Analytical Thinking : Comparing, contrasting, relating, choosing, determining, interviewing,identifying, combining, categorising, researching, experimenting, specifying, deducing.

THOUGHT

“Every day thinking, like ordinary walking, is a natural performance we all pick up. Butgood thinking, like running the 100-yard dash, is a technical performance... Sprinters haveto be taught how to run the 100-yard dash; good thinking is the result of good teaching,which includes much practice.”

Davind Perkins, Howard University

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Realigning Your Curriculum to Improve Student Achievement

“HOT” curriculum focuses on Higher-Order Thinking and Technology

“HOT” courses utilize Hands—on Technolocy

“HOT” instruction promotes Cognitive—Development

“HOT” classroom environment reflect Active Interactions

DIFFERENT TYPES OF THINKING

1. Critical Thinking : This is convergent thinking. It assesses the worth and validity ofsomething existent. It involves precise, persistent, objective analysis. When teachers try toget several learners to think convergently, they try to help them develop commonunderstanding.

2. Creative Thinking : This is divergent thinking. It generates something new or different.It involves having a different idea that works as well or better than previous ideas.

3. Convergent Thinking : This type of thinking is cognitive processing of information arounda common point, an attempt to bring thoughts from different directions into a union or commonconclusion.

4. Divergent Thinking : This type of thinking starts from a common point and moves outwardinto a variety of perspectives. When fostering divergent thinking, teachers use the contentas a vehicle to prompt diverse or unique thinking among students rather than a commonview.

5. Inductive Thinking : This is the process of reasoning from parts to the whole, from examplesto generalizations.

6. Deductive Thinking : This type of reasoning moves from the whole to its parts, fromgeneralizations to underlying concepts to examples.

WHAT STRATEGIES HELP TO DEVELOP THESE SKILLS

Constructivist Teaching

• Help Students Organize Their Knowledge

• Build on What Students Already Know

• Facilitate Information Processing

• Facilitate Deep Thinking Through Elaboration

Make Thinking Processes Explicit. How ? ....

• Reflect real-life situations and contexts.

• Show collaboration among teachers, disciplies and students.

• Encourage curiosity, exploration and investivation.

• Demand student responsibility for learning.

• Encourage various performance—based displays of competencies.

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CBSE-HOTS ENGLISH CORE-XII 2012

SECTION-A : READING

PASSAGE -1

1. Read the passage below and answer the questions that follow :

1. The word ‘depressed’ in common use means sad, frustrated, fed up, bored up and pessimistic.The mood of a depressed person is much lower at his or her best moments than the mood ofthe normal person at his or her worst. Depression is a state of mind. It is specifically amental disorder characterized by a lowering of the individual's vitality, his mood, desires,hopes, aspirations and of his self - esteem.

2. Depression arising out of environmental factors is called reactive depression whereasdepression arising out of some biochemical changes in the brain is called endogenousdepression. If depression, mild or moderate and if the individual is in touch with hissurroundings, it is known as neurotic depression. If the individual is severely disturbed andis not able to comprehend what is happening around, such a state is called psychoticdepression.

3. Old age is one of the stages of human development, where a person attains wisdom, maturity,social and economic stability with social recognition and emotional fulfilment. Generally,societies show great respect and consideration for the aged. In ancient times, old peoplewere considered the guiding stats in Indian families, since they were symbols of tradition,respect, wisdom and experience. In primitive, ancient and medieval cultures, old personshad a recognized social role. They were of great value because they could impart knowledgeand skill to youngsters. The old people were considered repositories of wisdom and traditionsand were not perceived as problems.

4. At present, social structures and values are undergoing transformation from traditional tomodern. There is a rapid stride in urbanization and industrialization leading to the breakingup of joint families and property. This has ultimately weakened the traditional families,social position and status of the aged in the family. From time to time changes in theinstitutions of marriage and family have diminished the control of parents over their children.It has increased the freedom of children and they view the aged as a useless and non-productiveentity. Modernization has eventually led to the degradation of their status and authority.Consequently the integrity of the family and the existence of the elderly as an integral partof the family are being uprooted. The importance of their functional positions thus declinesand consequently their authority and much of the respect and prestige that they enjoyedearlier get faded. These changes generally bring about depression in older people.

5. As old age advances, events at home may also contribute more to their problems. The ‘emptynest’ feeling arising as a result of the grown up children leaving the home, daughters departingas a result of wedlock and sons leaving station in pursuit of higher education or jobs maymake the aged more lonely. The loneliness also arises because of premature loss of spouse.This would deprive the person of a long standing emotional bond that had provided plenty ofemotional succour and security. The loss wherever it might occur in the later years leavesthe individual terribly lonely and at the mercy of the sons and daughters-in-law. Added to

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these, the increasing gap and interactional stress and strain in the family may leave theelderly without peace of mind. The elderly as a result of these developments feel marginalized,alienated and left out of the mainstream. The foregoing are the common problems faced bymost of the elderly. These either directly or indirectly lead to a state of depression and makeageing for many an unwanted and unpleasant event to be abhorred.

6. Usually, the mild depression which is caused due to environmental factors is temporary.The person reconciles within a short time and tries to forget the loss. Kind words and timelysupport of friends, relatives and family members help one recover from depression.

(a) (1) What does ‘depressed’ mean in common usage ? 2 Marks

(2) What is reactive depression? 1 Mark

(3) What was the status of the old people in ancient India? 2 Marks

(4) What are the causes for disintegration of the joint family system? 2 Marks

(5) How does one recover from mild depression? 2 Marks

(b) Pick out the words from the passage that mean the same as the following : (3 × 1 = 3)

(1) decreased (para 4)

(2) to feel that they do not belong to a group (para 5)

(3) a husband or wife (para 5)

(c) For Additional Practice:

Look up dictionary for the meaning of the following words:

A neurotic

B primitive

C integrity

D reconciles

PASSAGE -2

1. Read the passage given below and answer the question that follow :

1. In this jet age, everyone is interested in having an easy life. Thanks to the advancement inscience and technology, these days life has become more easy and comfortable than earlierwith a lot of domestic gadgets as well as instantaneous food recipes available in the market.This has resulted in making people develop a mindset of having everything immediatelywithout waiting for even at the traffic signals!

2. A piano teacher described an interesting encounter she had with a young lady who came toinquire about music lessons. The young lady asked her, “How long will this course take? Myfather tells me that it is in fashion now to be able to play musical instruments and that Ishould learn one quickly. I want something that will be quick, fast and easy, like…. .” Whenthe amused teacher explained that it would take a lifetime of meticulous practice to learnmusic, her face fell and, needless to say, she never came back.

3. The single most important factor that distinguishes those of us who succeed in any venturefrom those of us who don’t is this ‘instant coffee’ attitude. Most of us want results quickly.We want to reach the top immediately and get worked up when things go wrong. Perseveranceand patience are forgotten words. We get upset, frustrated and angry when a skill or activity

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requires us to put in a lot of effort and time. We get dejected and want to give it up. Thingsshould be easy. Why should things take long? It is unfair.

4. Life is too short and there is not enough time to do all the things we want to. We tend tocompare with others and get upset when they seem to be doing well-dismissing theirachievement as pure luck-or think that they have support, help, approach… that God isbeing too kind to them and not to us. And so we give up.

5. But such thinking serves no purpose. For it doesn't solve the problem. Life is tough for thosewith the 'instant coffee' attitude.

6. Success, real success and happiness come to those who have a 'bread-making' attitude. Thosewho are willing to knead the dough, wait for hours for it to rise only to punch it down andknead some more, wait for another couple of hours for it to rise again, then bake it before itis ready to be eaten. Nothing is instantaneous. For every endeavour-- whether in the areaof career, academics, music, sports, relationships, physical fitness or even in spirituality- itis a long arduous journey.

7. Only if we are willing to spend time, put in painstaking effort and have faith, can we getresult, if we don't accept this difficult but true fact of life, our lives will be far from beinghappy and fulfilling. For we may not make that extra effort which can change the course oflife dramatically, for our benefit.

8. I often come across clients who have changed their doctors and do that even after they havespoken to me -- because they are on the lookout for a doctor who will instantly give themrelief from their problem. One who will ensure that by the time they reach home from theclinic they will have wonderfully fulfilling relationships with their families. No wonder,most of us get bitter and disillusioned with life and ourselves and look for escape routeswhich seem to promise quick results.

9. The major problem with these ‘instant coffee’ solutions is that they are invariably short-lived. If we stubbornly refuse to give up this search for quick solutions, all we do is end up onthe wrong track. We never gain anything lasting from them. However, if we just pause toanalyse what we are doing, we will realize how much time we are wasting searching for suchmagical solutions which simply do not exist. We actually save time when we stop this futilesearch and accept the proven methods of treading the straight and narrow path howeverdifficult it may seem initially.

1.1. (a) Why did the young lady who wished to learn piano not go back to the teacher?

2 Marks

(b) What causes a person with ‘instant coffee’ attitude to get upset or dejected? 2 Marks

(c) What qualities do people with a ‘bread-making’ attitude have ? 2 marks

(d) What will be the disadvantage if we do not accept the ‘difficult-but-true’ fact of life?

2 Marks

(e) What is the major problem with the ‘instant coffee’ solutions? 2 Marks

1.2. Pick out words from the above passage which mean the same as the following : (3 × 1 = 3)

(a) happening immediately (para 1)

(b) strenuous (para 6)

(c) walking (para 9)

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1.3. For Additional Practice:

Look up dictionary for the meaning of the following words:

(a) instantaneous

(b) distinguishes

(c) stubbornly

(d) initially

PASSAGE-3

Read the following passage and answer the questions that follow:

Other animals go about the world as nature made them. Why then, did man start to adornhimself by hanging things round his neck, arms, waist and legs or putting things on his head? Wecan imagine many reasons. If an exceptionally strong or brave man succeeded in killing anexceptionally large bear, might he not get the idea of boring a hole through one of its teeth with asharp flint and tying the tooth round his neck in order to remind himself of his great achievementand to show his friends what a great man he was? Gradually it might become the custom in that tribefor all strong and brave hunters to wear a bear's tooth, and it might be regarded as a disgrace not towear one and a sign that one was weak or very young.

Another man might make an ornament of a coloured shell or stone simply because he liked it orbecause its shape reminded him of something. Then if he happened to escape from some dangerwhen he was wearing it he might think the ornament had something to do with it-- that it had magicqualities. And his friends and relations would not be satisfied until they had an ornament of thesame kind.

People who wore ornaments would soon learn to arrange them in different ways according totheir size and colour in order to make them more decorative and impressive. A necklace found inItaly with the skeleton of a young man of the Stone Age was quite elaborate. It consisted of stag'steeth arranged at intervals with, between them, two upper rows made up of the vertebrae of a fishand one row of shells.

Another reason why men might tie feathers, horns, skins and all kinds of other things to themselveswould be in order to make themselves look fierce and more terrifying to animals or to the men ofother tribes.

Objects that came from a distance and were therefore scarce (such as sea-shells) to people livingfar inland, would come to have a special value with the passage of time, and might be worn only bychiefs and their families in order to show that they were particularly important people.

Primitive tribes living today often associate themselves with some particular animal or bird,such as an angle or lion, or with a particular place, such as a mountain or river. Man may havestarted doing this kind of this very early in his history. Then, every member of a group or family mayhave worn something such as feathers, claws or even a stone or wooden object of a certain shape orcolour, to represent the animal or mountain or whatever it might be that they believed themselves tobe connected with.

So, as we have seen, clothing may have started as ornament or to distinguish one tribe fromanother. It may have been used to show rank or that certain things had magical qualities. But a timecame when men and women began to wear clothes for other reasons. During the Ice Ages, when thepolar ice spread over far more widely in different parts of the world than it does today, some of theplaces where human beings were living became very cold and bleak indeed. Man must have learnt

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that he would be more comfortable and more likely to survive, if he covered his body with the skins ofanimals. At first perhaps, he would simply tie a skin round his waist or over his shoulders but astime passed he learnt how to treat skins in order to make them softer and more supple and how tojoin them together in order to make better garments.

Flint tools have been found buried deep under the earth floors of caves in which prehistoric mensheltered when the weather became colder. Some of the tools were probably used to scrape the innersides of skins to make them soft. Stone Age people may also have softened skins in the same way thatEskimo women do today, by chewing them. The teeth of Eskimo women are often worn down tostumps by the constant chewing of seal skins.

Among the wonderful flint and bone tools and implements that later cave men made have beenfound some beautiful bone needles, some not much bigger than those we use today. Although thepeople who made them had only flint tools to work with, some of the needles are finer and morebeautifully shaped than those of Roman times.

1.1. On the basis of your reading, answer the following questions:

(a) Why did man start to adorn himself? 1 Mark

(b) What was special about the necklace found in Italy? 2 Marks

(c) Why did the men tie feathers, horns and skins to themselves? 2 Marks

(d) Why did man begin to clothe himself? Give two reasons. 2 Marks

(e) What tools did they make use of? Also describe the needles they used. 2 Marks

1.2. Find words from the passage which convey similar meaning as the following:

(a) decorative (para 2)

(b) in detail (para 3)

(c) pliant (para 7)

1.3. For Additional Practice:

Look up dictionary for the meaning of the following words:

(a) exceptionally

(b) disgrace

(c) decorative

(d) primitive

(e) implemented

PASSAGE-4

Read the given passage carefully and answer the questions that follow:

1. The therapeutic value and healing powers of plants were demonstrated to me when I was aboy of about ten. I had developed an acute persistent abdominal pain that did not respondreadily to hospital medication. My mother had taken me to the city's central hospital onseveral occasions, where different drugs were tried on me. In total desperation she took meto Egya Mensa, a well-known herbalist in my home-town in the Western province of Ghana.This man was no stranger to the medical doctors at the hospital. He had earned the reputationof offering excellent help when they were confronted with difficult cases where westernmedicine had failed to affect a cure.

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2. After a brief interview, not very different from what goes on daily in the consulting offices of

many general medical practitioners in the United States, he left us waiting in his consulting

room while he went out to the field. He returned with several leaves and the bark of a tree

and one of his attendants immediately prepared a decoction. I was given a glass of this

preparation, it tasted extremely bitter, but within an hour or so I began to feel relieved. The

rest of the decoction was put in two large bottles so that I could take doses periodically.

Within about three days, the frequent abdominal pains stopped and I recall gaining a good

appetite. I have appreciated the healing powers of medicinal plants ever since.

3. My experience may sound unusual to those who come from urban areas of the developed

world, but for those in the less affluent nations such experiences are a common occurrence.

In fact, demographic studies by various national governments and inter-governmental

organizations such as the World Health Organisation (WHO) indicate that for 75 to 90 percent

of the rural populations of the world, the herbalist is the only person who handles their

medical problems.

4. In African culture, traditional medical practitioners are always considered to be influential

spiritual leaders as well, using magic and religion along with medicines. Illness is handled

with the individual's hidden spiritual powers and with application of plants that have been

found especially to contain health powers.

5. Over the years I have come to distinguish three types of medicinal practitioners in African

societies and to classify the extent to which each uses medicinal plants. The first is the

herbalist, who generally enjoys the prestige and reputation of being the real traditional

medical professional. The second group represents the divine healers. They are fetish priest

whose practice depends upon their purported supernatural powers of diagnosis. Thirdly,

the witch doctor, the practitioner who is credited with ability to intercept the evil deeds of a

witch.

6. All three kinds of practitioners have managed to keep the rural and urban populations in

reasonable health. The practitioners have done well by relying almost exclusively on herbs

for actual treatment, while serving as the people's spiritual leaders, and psychologists.

7. From the drug-stores in New Delhi I picked up some well packaged bark and roots of Rauwolfia

Serpentina, a plant that was very well-known in ancient Asiatic medicine. The storekeeper

said that it cures hypertension. This plant has the power to lower the blood pressure and

pulse. It is used to calm down mad people because alkaloids in the plant have a specific

influence on the mind. I later learnt that the store-keeper had a medical degree from one of

the Indian universities, but chose to administer herbal medicine because he felt his people

were better off with local medicines than with the expensive imported, synthetic drugs that

had no traditional, social or psychological meaning.

8. In the Himalayan kingdom of Nepal, at the Royal Drug Research Laboratory, an impressive

programme of medicinal plant research is being conducted.

9. The People’s Republic of China is perhaps the leading country in systematically amalgamating

herbal medicine into natural health-care systems. On the outskirts of Peking, for example,

there is an experimental plantation for the Institute of Materia Medica.

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10. For health, social and economic reasons, it seems clear that developing countries should

begin an extensive programme aimed at an examination of the most important medicinal

plants. In most countries, the information on such plants is dispersed and unorganized.

Much of it is in the heads of aging herbalists, who represent a dying breed. The approaches

of these traditional healers should not be overlooked or described as simplistic.

1.1. On the basis of your reading of the passage, answer the following questions:

(a) Why did the author’s mother take him go Egya Mensa? What did Egya Mensa do? 2

(b) What do the WHO demographic studies indicate? 2

(c) What is the status of traditional medical practitioners in African culture? 1

(d) What are the uses of Rauwolfia Serpentina according to the store-keeper of the drug-

store? 2

(e) How should the method of healing with plants be preserved?

( Any two points) 2

1.2. Find words in the above passage which convey similar meaning as the following:

(a) often repeated (para 1)

(b) pertaining to changes concerning people (para 3)

(c) joining/combining (para 9)

1.3. For Additional Practice:

Look up dictionary for the meaning of the following words:

(a) demonstrated

(b) influential

(c) dispersed.

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CBSE-HOTS ENGLISH CORE-X11 2012

NOTE MAKING

PASSAGE-1

Read the following passage for note making.

Global climate change pundits have for long been blowing hot and cold over melting ice caps,rising ocean levels and unusually hot summers on the one hand and receding deserts, shrinkingbiodiversity and colder winters on the other. Climatologists are, however, unanimous in their opinionthat regional variations not-withstanding, the Earth as a whole is becoming warmer and largely dueto the increased human activity. And yet, as a continent, Antarctica would seem to be bucking thetrend. Recent reports quoting American scientists from the South Pole say that while temperaturesin every other continent have risen over the past century, Antarctica has become appreciably colderover the past 35 years and continues to cool, becoming the only one of Earth’s seven continents toreact differently to global warming. The world’s average temperature over the last 100 years hasrisen by 0.06?C a decade, and the average actually went up to 0.19?C between 1979 and 1998. In theAntarctic, on the other hand, temperatures fell on an average by 0.7?C a decade. Traditional theoriesof climate change have held that the effects of global warming ought to be magnified at the Poles.Nonetheless, recent research points out that while the Arctic is indeed getting warmer, the Antarcticis definitely getting cooler. This will mean that previous estimates of rising sea levels that includedthe melting ice caps of both the North and South Poles will have to be suitably revised. So what is themystery behind the cooling of the White continent?

Since most of the inhabited and industrialized countries are clustered close to the Arctic, pollutingemissions waft across to the North Pole, creating a greenhouse effect, warming the air and looseningthe ice sheets. Complex interplay of ocean currents appears to have changed temperatures, coolingthe southern ocean around the Antarctica and transforming the Pole's temperature profile. Antarctica'sharsh desert valleys are turning cooler, setting off a series of ecological consequences in the region.Meanwhile, here's another contradiction; reports from New Zealand describe how there is a surfeit ofglobal warming - induced break-away icebergs in the Southern Hemisphere.

1. On the basis of your reading of the above passage make notes on it using recognizableabbreviations (minimum 4) wherever necessary. Use a format you consider appropriate.Supply a suitable title. 5

2. Write a summary of the passage in about 80 words. 3

PASSAGE-2

Read the following passage for note making.

Recent technological advancement in manned and unmanned undersea vehicle, overcome someof the limitations of divers equipment. Without a vehicle, divers often became sluggish and theirmental concentration was limited. Because of undersea pressure that affected their mind, concentration

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among divers was difficult or impossible. But today, most oceanographers make observations bymeans of instruments that are lowered into the ocean or from samples taken from the water. Directobservations of the ocean floor are made not only by the divers, but also by deep-diving submarines.Some of these submarines can dive to depths of more than several miles and cruise at depths of 15thousand feet. Radio equipped buoys can be operated by remote control in order to transmit informationback to land-based laboratories including data about water temperature, currents and weather. Someof mankind's most serious problem, especially those concerning energy and food may be solved withthe help of observations made possible by these undersea vehicles.

1. On the basis of your reading of the above passage make notes on it using recognizableabbreviations (minimum 4) wherever necessary. Use a format you consider appropriate.

Supply a suitable title. 5

2. Write a summary of the passage in about 80 words. 3

PASSAGE -3

Read the following passage for note making.

Today, with a Nobel Prize to its credit, Grameen in one of the largest microfinance organizations

in the world. It started out lending small sums to poor entrepreneurs in Bangladesh to help themgrow from a subsistence living to a livelihood. The great discovery its founders made, was that even

with few assets, these entrepreneurs repaid on time. Grameen and microfinance have since becomefinancial staples of the developing world. Grameen's approach, unlike other microfinancers uses the

group-lending mode. Costs are kept down by having borrowers vet one another, tying together theirfinancial fates and eliminating expensive loan officers entirely. The ultimate promise of Grameen is

to use business lending as a way for people to lift themselves out of poverty.

Recently, Grameen has taken on a different challenge- by setting up operations in the US. Money

may be tight in the waning recession, but it is still a nation of 100000 bank branches. Globally, theworking microfinance equation consists of borrowing funds cheaply and keeping loan defaults and

overhead expenses sufficiently low. Microlenders, including Grameen, do this by charging colossalinterest rates as high as 60% or 70% which is necessary to compensate for the risk and attract bank

funding. But loans at rates much above the standard 15% would most likely be attacked as usuriousin America.

So, the question is whether there is a role for a Third World lender in the world's largest economy?Grameen American believes that in a few years it will be successful and turn a profit, thanks to 9

million US households untouched by mainstream banks and 21 million using the likes of paydayloans and pawn shops for financing. But enticing the unbanked won’t be easy. After all, profit has

long eluded US microfinanciers and if it is not lucrative, it is not microlending but charity. WhenGrameen first went to the US, in the late 1980s, it tripped up. Under Grameen’s tulelage, banks

started micro loans to entrepreneurs with a shocking 30% loss. But Grameen America says that thistime results will be different because Grameen employees themselves will be making the loans, not

training an American bank to do it. More often than not, the borrowers, Grameen finds in the USalready have a jobs (as factory workers for example) or side businesses selling toys, cleaning houses,

etc. the loans from Grameen, by and large, provide a steadier source of funding, but they don’t createbusinesses out of nothing. But money is not everything more importantly for many entrepreneurs,

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group members are tremendous sources of support to one another. So, even if studies are yet todetermine if Grameen is a clear-cut pathway out of poverty, it still achieves something useful.

1. On the basis of your reading of the above passage make notes on it using recognizableabbreviations (minimum 4) wherever necessary. Use a format you consider appropriate.Supply a suitable title. 5

2. Write a summary of the passage in about 80 words. 3

PASSAGE-4

Read the following passage for note making.

The great fear in Asia a short while ago was that the region would suffer through the wealthdestruction already taking place in the US as a result of the financial crisis. Stock markets tumbledas exports plunged and economic growth deteriorated. Lofty property prices in China and elsewherelooked set to bust as credit tightened and buyers evaporated. But with surprising speed fear in Asiaswung back to greed as the region shows signs of recovery and property and stock prices are soaringin many parts of Asia.

Why should this sharp Asian turnaround be greeted with skepticism? Higher asset prices, meanhouseholds feel wealthier and better able to spend, which could further fuel the region’s nascentrebound. But just as easily, Asia could soon find itself saddled with overheated markets similar to theUS housing market. In short, the world has not changed, it has just moved places.

The incipient bubble is being created by government policy. In response to the global creditcrunch of 2008, policy makers in Asia slashed interest rates and flooded financial sectors with cash infrantic attempts to keep loans flowing and economics growing. These stops were logical for centralbankers striving to reverse a deepening economic crisis. But there’s evidence that there is too mucheasy money around. It's winding up in stocks and real estate, pushing prices up too far and too fastfor the underlying economic fundamentals. Much of the concern is focused on China, where governmentstimulus efforts have been large and effective. Money in China has been especially easy to find.Aggregate new bank lending surged 201% in the first half of 2009 from the same period a year earlier,to nearly $ 1.1 trillion. Exuberance over a quick recovery-which was given a boost by China'ssurprisingly strong 7.9% GDP growth in the second quarter has buoyed investor sentiment not justfor stocks but also for real estate.

Former US Federal Reserve Chairman Alan Greenspan argued that bubbles could only berecognized in hindsight. But investors-who have been well schooled in the dangers of bubbles overthe past decade are increasingly wary that prices have risen too far and that the slightest bit ofnegative economic news could knock markets for a loop. These fears are compounded by the possibilitythat Asia’s central bankers will begin taking steps to shut off the money. Rumours that Beijing wason the verge of tightening credit led to Shanghai stocks plunging 5%. Yet many economists believethat , ‘there is close to a zero possibility that the Chinese government will do anything this year thatconstitutes tightening.’ And without a major shift in thinking, the easy-money conditions will stay inplace. In a global economy that has produced more dramatic ups and downs than anyone thoughtpossible over the past two years, Asia may be heading for another disheartening plunge.

1. On the basis of your reading of the above passage make notes on it using recognizableabbreviations (minimum 4) wherever necessary. Use a format you consider appropriate.Supply a suitable title. 5

2. Write a summary of the passage in about 80 words. 3

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CLASS 11th & 12th

HOTS : WRITING SECTION

1. Write a notice in not more than 50 words, inviting students to contribute their self- composedarticles, poems, stories, jokes etc. to the Annual School Magazine. Sign yourself as KavitaAsthan, the Head Girl of Don Bosco School, Lucknow.

2. One of your neighbours Mrs Shanti suffers from Asthma. Diwali is a taxing time for her assmoke pollution aggravates her condition. Last Diwali the situation became critical as thesmoke triggered an attack of asthma. She needed hospitalization immediately, but it wasdifficult to drive through smoke and crackers.Write about the ordeal in about 150 wordsshowing how you helped the family in getting her to the hospital. Sign yourself as Ahsan.

3. Describe in about 125 words how you acquired any one of these skills:

Cycling; cooking; swimming.

Describe the difficulties and how you overcame those difficulties.

4. Kshitij Mohan of 17 Civil Lines, Moradabad has a very good knowledge of tourist places inand around Kullu and Manali. He wants to work as a Tourist Guide. Write out a suitableadvertisement in the Tours & Travels section of a national daily in about 50 words.

5. Draft a poster on ENVIRONMENTAL POLLUTION using slogans and different font styles.

6. Make a display advertisement for a newly opened COMPUTER CENTRE in your area recentlyopened by your sister.

7. Sebastian Pinto of Goa wants to rent out a portion of his house at 53, North Avenue Road,Goa. Write a suitable advertisement to be published in the TO LET column of a local daily.

8. A retired army officer based at Chandigarh is looking for a suitable match for his smart,beautiful, dynamic, convent educated daughter. Write a matrimonial advertisement in anational newspaper.

9. You are organizing an exhibition of paintings at the Sir Syed Art Gallery, Aligarh. Draft aformal invitation for the same. Sign yourself as Anuradha Rawat, of South City II, Gurgaon.

10. You are Shazli/ Shehzad, Head Boy/Girl of S.S.C. Academy, Moaradabad. Your schoolorganized a cultural evening in the school for the welfare of the blinds. Famous personalitiesof the city attended the programme. Write a report in about 125 words for your schoolmagazine.

11. Write a report of a T20 match, you witnessed, between Delhi Daredevils and Mumbai Indiansplayed at New Delhi. In the nailbiting finished match both Sachin and Sehwag scored centuriesfor their respective teams.

12. Write an interesting story of a train journey. You can include following details together withyour own ideas

• how you missed the train

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• how a stranger helped you in catching the train

• the train stopped due to engine failure

• people helped each other

• finally you reached the destination safely

13. Write a letter to the editor of The Indian Times, New Delhi expressing your views on theneed of conservation of water for a better tomorrow.

14. You are Ibad, a B.Com. (H) unemployed youth living at Gardenia Glamour, Vasundhara,Gurgaon. You came across an advertisement in a local newspaper about the vacancy of anaccountant in PNBC Bank, Noida. Write a job letter in response to the said advertisementincluding your detailed biodata.

15. You are Anu of 234, Kakrola, New Delhi. You wish to join a personality grooming coursebeing run by SHAPE UP PERSONALITY CENTRE, Hyderabad. Write a letter of inquiry tothe Director of the same asking about the details of the course.

16. You are Sheelu residing at 678, Shalimar Apts. Patparganj, New Delhi. You purchased acomputer from M/S Gardenia Electronics, Main Market, Kamla Nagar, New Delhi. Afterusing it for one month you found that it was not working properly. You complained to thelocal dealer but to no avail. Write a letter to the Manager of M/S Compaq India Ltd. Mumbaiasking him to replace the same under the terms and conditions of the deal.

17. CBSE has made class tenth board examinations optional. Some educationists still feel thatthis educational reform has failed to put in place, the system through which children canactually rise to the challenges of rigorous assessment and competition in future. Write yourviews on this issue in about 150-200 words.

18. You are Sona/Sandeep,a worker in NGO-‘Wake Up India’ You feel that media which hasreached every part of the country and can play an important role in spreading the awarenessabout health and hygiene . Write an article in about 150-200 words on the subject.

19. You are Jyoti/Jayant, class XII student of RS School, Sagarpur. Recently you read a surveyreport in a newspaper on the use of chemicals in vegetables . You have come across suchreports frequently. You find the trend shocking. Write an article in about 150-200 words onthe topic ‘Adulteration : A Monstrous Evil’.

20. Write an article in about 200 words on the need and importance of Yoga in our life.

21. Write your views either only in four or only against the motion 'Women are better Managers'in about 200 words.

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CBSE-HOTS ENGLISH CORE-XII

SECTION-C : LITERATURE

(FLAMINGO : PROSE)

I. THE LAST LESSON : Alphonse Daudet.

1. “When people are enslaved as long as they hold fast to their language it is as if they had thekey to their prison.” Comment with reference to the lesson ‘The Last Lesson’.

2. What do you think is the theme of the story ‘The Last Lesson’? Support your answer withexamples.

3. What is the reason behind universal appeal of the story 'The Last Lesson'?

4. Describe in your own words M.Hamel’s thoughts and feelings on the last day in the schools?

II. LOST SPRING : Anees Jung

1. After so many amendments and acts, child labour is still prevalent in India. Why?

2. What measures should be taken to stop child labour?

3. Saheb and Mukesh, Both are victims of exploitation. Justify.

4. The present scenario highlights the callousness of society and political class to the sufferingsof the poor as depicted in the ‘Lost Spring ’. Comment.

5. What are the dreams of the poor like ‘Saheb-e-Alam’ and Mukesh? How real life conditionsdo not allow poor children to convert their dreams into reality?

III. DEEP WATER : William Douglas

1. “All we have to fear is fear itself”. Have you ever had a fear that you have now over come?Share your experience of having overcome a fear.

2. Will power of a person plays an important role to overcome all kinds of fear. Justify withexamples.

IV. THE RATTRAP : Selma Logerlof

1. The story is both entertaining and philosophical. Justify.

2. “Man is a social animal. He cann’t live in isolation.” Justify.

3. Why do the readers’ sympathy lies with the peddler in the story ‘The Rattrap’. Explain.

4. The metaphor of the ‘rattrap’ serves to highlight human predicament. Comment.

V. INDIGO : Louis Fischer

1. Ghandhiji had all the qualities of a good leader. Comment.

2. What steps should be taken by the Govt. for social, economic and political upliftment of theweaker sections of the society?

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VI. POETS AND PANCAKES : Ashokamitron

1. Do you agree that Gemini Studios was the best example of national integration?

2. Why was the Englishman’s visit an unexplained mystery?

3. Cite examples of humour and satire from the lesson ‘Poets and Pancakes’.

4. Comment on hierarchy in the make up department of Gemini Studios.

VII. THE INTERVIEW : Chirstopher Silvester

1. How can we justify the importance of interview in modern world?

2. What impression do you form about Umberto Eco as a scholar and writer on the basis of ‘TheInterview’ ?

VIII. GOING PLACES : A.R Barton

1. “Adolescence is the age of stress and storm.” —Stanley Hall. Comment.

2. Adolescents worship icons. Is this the characteristic of adolescence age? Explain withexamples.

3. Compare and contrast the temperaments and aspirations of Sophie and Jansie.

4. Sophie's dreams and disappointments All are in her mind. Comment.

5. It is natural for teenagers to have unrealistic dreams. What can be the advantages anddisadvantages of such fantasizing?

FLAMINGO : POETRY

I. My Mother at Sixty-Six : Kamala Das

1. List the symbols used by Kamala Das in the poem ‘My Mother at Sixty-Six’?

2. “All I did was smile and smile and smile.” Why does the poetess used the word smile manytimes?

3. In ‘My Mother at Sixty-Six’ Kamala Das gives an account of her relationship with her mother.Comment.

II. An Elementary School Classroom in a Slum : Stephen Spender.

1. The poem begins with despair and ends with hope. Comment.

2. How can a person in power contribute to improve the condition of children in slum areas?

3. What is Education For All (EFA) ? What is the need of EFA in modern world?

4. Govt. should take some strict measures for the upliftment of slum children. Suggest someeffective measures .

III. Keeping Quiet : Pablo Neruda

1. The poem is quite relevant to the present scenario. Comment.

2. What are the social and political issues highlighted in the poem?

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3. How do a few moments of introspection affect our life?

4. What is the concept of 'Universal brotherhood' according to Neruda?

IV. A Thing of Beauty : John Keats

1. “A thing of beauty is joy for ever”. Explain.

2. “Nature never did betray the heart that loved her.” - Willaim Wordsworth. Comment.

3. Why do we need to bind a bond with nature?

4. What are the things that cause misery, sorrows and sufferings to man?

5. What is the poet’s message in the poem ‘A Thing of Beauty’?

V. A Roadside Stand : Robert Frost

1. What does the poet mean when he says that the shopkeeper is not pleading for ‘a dole ofbread’ ?

2. What does ‘polished traffic’ mean?

3. What is the ‘childish longing’ that the poet refers to? Why is it vain?

4. What does the poet mean when he says “as I come back to sane”?

5. What is the attitude of the poet towards urban civilization?

6. What does the poet mean when he says “destroy their sleep in the ancient way”?

7. The economic well being of a country depends on a balanced development of villages andcities. Explain with reference to ‘The Roadside Stand ’.

VI. Aunt Jennifer’s Tigers : Adrienne Rich

1. Aunt Jennifer’s tigers express her repressed emotions. Justify.

2. In spite of her limitations, Aunt Jennifer displays her rebellious attitude. Comment.

3. Discuss the relevance of the poem in the light of contemporary women's movement.

4. The tigers created by Aunt Jennifer are symbolic of her aspirations. Explain.

VISTAS

(English Supplementary Reader)

I. THE THIRD LEVEL

1. How far do you think the title ‘The Third Level’ is appropriate?

2. Comment on the ending of the story ‘The Third Level’.

3. How does one cope up with the stress and tension of the modern world? Discuss with referenceto ‘The Third Level’.

II. THE TIGER KING

1. How did the Maharaja try to disprove the prediction of the chief astrologer?

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2. The King spent a lifetime trying to kill hundred tigers but his death came due to a toy tiger.Comment.

3. Bring out the element of humour, satire and irony in the story 'The Tiger King'.

III. JOURNEY TO THE END OF THE EARTH

1. “The world’s geological history is trapped in Antarctica.” Comment.

2. How are human beings posing a threat to the pristine purity of Antarctica?

3. Explain how increasing human population has left it’s mark on nature and her resources?

IV. THE ENEMY

1. What impression do you form of Dr. Sadao as a man and as a surgeon from your reading ofthe story ‘The Enemy’?

2. Do you think the title ‘The Enemy’ is appropriate? Suggest an alternate title that can begiven to the story according to you.

3. Do you think the doctor’s final solution to the problem was the best under those circumstances?

V. SHOULD WIZARD HIT MOMMY ?

1. Adults should not impose their perspective on kids. Do you agree? Explain.

2. Bring out the moral issues raised in the story.

3. Is the ending of the story ‘Should Wizard Hit Mommy ?’ appropriate and convincing?

VI. ON THE FACE OF IT

1. What qualities of Mr. Lamb have impressed you?

2. What is the bond that unites the two - old Mr. Lamb and Derry, the small boy? How does theold man inspire the small boy?

3. What are the various rights given to disabled people by Indian constitution ?

4. What is Persons with Disability Act. (PWD - 1995) ? How it will help the disabled to lead anormal life in Indian society?

VII. EVANS TRIES AN O-LEVEL

1. Should criminals in the prison be given the opportunity for education? Give reasons insupport of your answer.

2. What factors other than friends, contributed to the success of the plan of escape devised byEvans?

3. Comment on the title ‘Evans Tries An O-Level’.

VIII. MEMORIES OF CHILDLHOOD

1. What is common in the discrimination and injustice experienced by Zitkala-sa and Bama?How do they react to it?

2. Both Zitkala-sa and Bama used the power of pen to fight oppression. Comment

3. Education is a liberating force and one of the powerful means of social reform. Justify.

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SAMPLE QUESTION PAPER 2012-2013 CLASS XI

ENGLISH CORE FIRST TERMINAL (SA-1)

Time Allowed: 3 Hrs MM. 80 Marks

General Instructions :

1. This paper is divided into 4 sections A, B, C, D. All sections are compulsory.

2. Separate instructions are given with each section and question. Read these instructions verycarefully and follow them faithfully.

3. Do not exceed the prescribed word limit while answering the questions.

SECTION-A : READING

Q. 1. Read the passage given below and answer the questions that follow :

1. The world’s costliest atom smasher may have finally had a peek at God. Two independentteams of researchers at CERN, which manages the Large Hadron Collider (LHC), said theydiscovered a new particle that may well be the Higgs boson, or the so called God particle, thelast of a set of fundamental particles that make up the universe.

2. This new entity, according to the scientists at CERN, displays most characteristics and iswithin the weight range that decades of theoretical calculations have predicted for the Higgsboson. However, there’s still a sliver of a chance that this may be a different kind of unexpectedparticle, or one that's not exactly what mainstream theories expect it to be.

3. The findings were publicized by teams of scientists on Wednesday at a press conference inMelbourne, and were made by the Altas and CMS detectors. These are part of the LHC andare independently equipped to analyse the collisions of the collider, as well as observe withunprecedented resolution properties of a slew of subatomic particles.

4. All the data is consistent, and this is as close as we can get to be sure that there is a newparticle, said Naba K. Mondal, a professor at the Tata Institute of Fundamental Researchand collaborator on the CMS. “There are five classes of analyses that we need to be certainand three and these are the three most important show the Higgs signature. Two more areleft, and that’s why we don’t have complete, fomal certainty yet”

5. The Higgs boson is a final piece of the so -called Standard Model of physics, a theory thatexplains how a few particles combine with one another to make up all matter and interactwith each other through the fundamental forces such as the electromagnetic, strong andweak forces.

6. A key conundrum is how these weightless particles acquire mass, and toexplain this, a teamof theoreticians, including Peter Higgs, in the 1960s proposed a mechanism that would giverise to a weighty Higgs boson which in turn confers mass to the other particles

Chapter—8

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7. Had scientists not found a Higgs boson, mainstream physics of the last 50 years would havehad to undergo a radical rethink. However, finding the Higgs boson doesn’t per se bringscientists significantly closer to explaining how gravity the fourth of the fundamental forcesfits in along with the other forces as a fundamental force , why matter should exist in thefirst place, and what makes up dark matter and dark energy, which cumulatively make up96% of all matter, but is yet imperceptible to us.

8. “Finding the Higgs isn’t the only purpose of the LHC. There will be greater happiness if wefind other particles, called super symmetric particles that will give us a clearer idea of themake-up of dark matter and energy,” said Monday.

(1) What has been discovered by the researchers at CERN? 1 Mark

(2) Why is it called God Particle? 1 Mark

(3) The Higgs Boson is - 1 Mark

(a) Scientist

(b) Researchers

(c) Final piece of Standard model of Physics

(d) Final piece of Standard model of chemistry

(4) LHC is - 1 Mark

(a) Long Hadron Collidor

(b) Large Hadron Collidor

(c) Large Higgs Collidor

(d) Lengthy Higgs Collidor

(5) Why is the professor Naba K. Mondal sure about the new particle. 1 Mark

(6) Which other particles would give more happiness and why? 1 Mark

(7) Find the words from the above passage which mean the same as- 2 Marks

(a) Forecast (Passage 2)

(b) Unable to be seen (Passage 7)

Q. 2. Read the following passage carefully and answer the questions that follow:-

News about school related violence, be it vandalism or violent death has been coming in fromvarious parts of the country with alarming regularity. It is vital to look at the factors contributing torising violence and discuss preventive strategies.

Unfortunately, some teachers classify their students into good, average and bad and are oftenblatantly partial toward good students which causes frustration and anger in others.

Exposure to violence both off and on the screen can also breed violence. Corporal punishment byteachers conveys the massage that it is legitimate to hit students if they make a mistake. Media alsohas a significant influence on youth behavior. Glorification of violence in movies and TV programmeslike WWF entices students to mimic the violent behaviour. Besides, corporal punishment by teachersconveys the message that it is legitimate to hit someone if he has made a mistake. Sometimes,students who are victims of bullying can become violent in an act of revenge.

Furthermore, school and parents put under pressure on students to deliver marks in the boardexams. This is epitomized by certain residential schools, which have a daily schedule from 5.00 a.m.to midnight.

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Some children burn out. Some score high marks but at a tremendous emotional cost.

Two main strategies would help in preventing violence. First is reduction or reflection of risk

factors. Second is promotion of protective factors. Protective factors not only protect but also act as a

buffer in the presence of risk factors.

By actively listening and offering comments, parents encourages the child to communicate with

ease. A student in a confiding relationship is able to discuss any issue, including frustration, sadness

and anger with parents. Counselors and empathetic teachers can fulfil this role at school.

To nurture a sense of belonging to the family, parents need to show unconditional positive regard

for their children. Conditional love (“You are my son only if you come within the first five ranks” and

assorted variants of the same massage) wrecks a child’s sense of belonging and self-esteem.

High self-esteem guards against violence, emotional problems and suicide. A student’s self-esteem

can be improved by unconditional positive regard by one significant adult (parents/teachers) and

encouragement and opportunity to excel in some area. It need not be restricted to academic alone.

Parents should also have a sense of belonging to the school. Most schools have sham PTA meetings

where parents are expected to meet individual teachers to discuss the marks scored in the recent

test.

Participation in sports and extra curricular activities help children in improving their coping

skills and guard against emotional problems and violence. Coping skills can also be taught.

Conflicts are a natural part of life and occur in school too. At times, minor conflicts between

students lead to violence. Students can be trained an alternate way of resolving conflicts like negotiation

and mediation. Students can also be trained in channelizing anger in socially appropriate ways.

Schools should provide an atmosphere where learning a new concept or learning a new way of

doing a particular task brings joy. Parents too should ensure that their children enjoy learning. Once

learning becomes a joyful activity, students would look forward to being in school and their sense of

belonging would be high. Their vulnerability to violence would come down.

Q. 1. On the basis of your reading of the above passage, make notes on it, in points only using

heading and sub-headings. Use recognizable abbreviations (wherever necessary-minimum

4) and a form you consider suitable. Also supply an appropriate title to it. (5 Marks)

Q. 2. Make a summary of the above passage in about 80 words. (2 Marks)

SECTION-B (WRITING)

Q. 3. Chaitanya, an organization for the promotion of theatrical arts amongst students is organizing

an Inter-school English drama competition at Sri Ram Centre for Arts, Safdar Hashmi Road.

As Sanya/Samay, Director of Chaitanya, draft a notice to be sent to different schools informing

Principals and inviting entries for the same. (50 words) 5 Marks

Or

You visited a school for the visually challenged (blind). You were upset on seeing the poor

condition of the classrooms and lack of facilities. You wish to campaign for the eye donation.

Prepare a poster highlighting the importance of donating eyes. (50 Words)

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Q. 4. To create awareness about rich nutritious food, Sarvodya Vidyalaya, Civil Lines organized a‘Nutritious Food Week’ wherein talks were organized and salad and pudding makingcompetitions were also held. As the Head Boy of the school, write a report on the event.(150-200 Words) 8 Marks

Or

Corruption is the talk of the town. Being the Head Boy/Head Girl of your school, you areinvited to speak on the subject in the morning assembly. Write a speech highlighting roots ofcorruption and ways to eradicate it stressing on the role of youth to curb it. You are Sohan/Sona. (150-200 Words)

Q. 5. Cases of drunken driving are increasing day by day. It causes serious accidents on roads.Wrte a letter to the editor of a national daily commenting on reckless and drunken driving inthe city. You are Mohan/Mohini of class XI residing 125/C, Sector IX Rohini, Delhi.

7 Marks

Or

You are Rama/Raman, a student of B.P.S.S.S Dwarka, Sector-9, New Delhi. Write a letter tothe Principal of your school making suggestions for the beautification of school premises.

SECTION-C (GRAMMAR MARKS 10)

Q. 6. In the following passage one word has been omitted in each line.Mark the placewhere you think a word has been omitted using a ‘/’.Write the omitted word in theanswer sheet. The first one has been done for you as an example : (8 × ½ = 4)

Compasses / the instruments which show are

you north the other directions as well. (a)___________ (a)____________

They are used on ships and aircrafts navigation. (b)____________(b)____________

Small portable compasses are used by people who for (c )___________(c) ___________

trekking. Most compasses have small magnetized (d)___________(d)____________

pointer which is hung pivoted floated so it turns (e)___________(e)____________

freely. The earth's magnetism pulls the needle that (f)___________(f)____________

it always points north. A card in compass shows (g)___________(g)____________

north, south, east and west and between angles. (h)___________(g)____________

Q. 7. The following passage has not been edited. There is an error in each line. Underlineit where ever necessary and write your corrections in the answer sheet. The firstone has been done for you as an example: ( 8 × ½ = 4)

A rainy day in summer bring relief to all brings

human beings and also to animal. (a) ____________

A farmer welcomes the rain because (b) ____________

it gives new life for his crops. Children (c) ____________

come out to play on the overflowing streets. (d) ____________

They splash water. Elders took tea and gossip (e) _____________

in a cool breeze. Birds also welcomes the (f) _____________

first showers. Butterflies drown them in (g) ____________

muddy water. Everyone are in a happy mood. (h) ____________

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Q. 8. Rearrange the following jumbled up sentences into meaningful sentences.

a. to/attempts/made/find/scientists /have/earlier/have/dark matter /many

b. the / make up/ matter /98%/ all /universe/ is /thought /of / dark matter/ to/ in/matter.

SECTION-D

LITERATURE

Q. 9. Read the extract given below and answer the question that follow : 4 Marks

Now she’s been dead nearly

as many years as that girl lived. And of this circumstance.

There is nothing to say at all.

Its silence silences.

Q. 1. Who is she and how many years ago did she die? 1

Q. 2. Why is there nothing to say at all? 2

Q. 3. Explain “Its silence silences.” 3

Q. 4. How is the photograph related to ‘She’ ? 4

Or

I am the poem of Earth said the voice of the rain.

Eternal I rise impalpable out of the land and bottomless sea,

Upward to heaven, whence vaguely forbid, altogether changed and yet the same

I descent to love the droughts, atomies, dust, layers of the globe.

Q. 1. Name the poem and the poet. 1

Q. 2. Why does rain say ‘I am the poem of Earth’? 1

Q. 3. What is the cycle of rain? 1

Q. 4. Why does rain come on this earth? 1

Q. 10. Answer any five of the following questions in 30-40 words. (2 × 5 = 10)

Q. 1. Why was the grandmother unhappy with English education and teaching of Music?

Q. 2. What message does the story ‘We’re not Afraid to die’ give us?

Q. 3. What does the word ‘cardboard’ does in the poem? Why has this word been used?

Q. 4. What are the views of Aram about the stealing of the white horse?

Q. 5. Why did the narrator finally decide to forget the address?

Q. 6. Ranga was an educated fellow. What were his views about his bride? What were his

reasons?

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Q. 11. Answer any one of the following in about 150 words: (1 × 6 = 6 Marks)

Why was the discovery of Tut’s mummy considered a historic event? What amazing facts

came before the world about Tut and how ?

Or

The daughter of Mrs. S. reached at the sigh address yet it disappointed her. Explain the

irony in the story in this context.

SECTION–E

LONG READING TEXT–NOVEL—15 Marks

Q. 12. Attempt any one of the following in about 150 words. 8 Marks

What is dramatic significance of the blood stain that proves persistent?

Or

What were Booker’s observations regarding the reconstruction period? Why was hedisappointed with his own race?

Q. Answer one of the flowing questions in about 130 words. 1 × 07 = 7 Marks

Q The most important character in ‘The Canterville Ghost’ is the ghost and all the actions,situations revolve around him. Explain.

Or

What were the “foremost pleasures” that Booker enjoyed for the first time at HamptonInstitute?

Analyze his state of mind at that juncture.

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SUMMATIVE ASSESSMENT—2

CLASS; XI

SUBJECT: ENGLISHSE CORE

TIME : 3 Hr. MM : 80

SECTION–A

Q.1. Read the following passage and then answer the questions that follow: (8 × 1)

1. Manali, the very name of the place evokes a strange mountain mystique, stirring the spiritof adventure even in the most laid back traveller. The view of the snow clad peaks in andaround Manali, at the height of over 17,000 feet above sea level is like a journey into theheavens. Mountains, peaks and ridges stand out in bold relief against the skyline.

2. As for tourists, whether domestic or foreign, travel to Manali and its surrounding areasunforgettable experience deep purple scenes over sheer cliffs reach down towards the valley.Silver streaks of water glistening in the clear sunlight cascade down the perpendicular slopes.The pinewood trees flank the sides of sheltered ravines and ascend in irregular, up spoiltand undulating formation towards rock crowned crests.

3. Manali derives its name from “Manavalaya” i.e., the abode of the Manu. The words "Manav"and “Manushya” are derived from the root word Manu. Manu was the only survival of theMahajal parlay - the great flood - and is said to have fathered the human race. A visit to thetemple of Manu is must. It is the only shrine in the country dedicated to the great ManuRishi.

4. Manali, apart from tourist who are in for a good holiday, beckons the adventure lovers inlarge numbers every year. In the lap of these mountains, one can be sure to achieve what heor she is looking for, whether it is mountaineering, rock-climbing, white water rafting, skiing,heli-skiing, high altitude jeep safari and bicycling, paragliding, hiking or trekking. With allthe basic amenities available in Manali, it is the right base camp for any activity.

5. There are many treks which commence from Manali itself, but the two most popular onesbeing to Beaskund (12177 ft.). Trekkers find it a rewarding destination as it offers much interms of scenic beauty and nature. The main valley of Beaskund in only 7 km from the lastcamp at Dhundi. Beaskund offers a mountaineer many peaks to satiate his zest for climbingsuch as Hanuman Tibba, Friendship, Ladhaki and Shitidar. Trekkers begin to pour in fromthe first week of May every year. The route to Beaskund lies along the Solang Nallah whichultimately joins the river Beas on reaching Manali. A trek to this place is bound to etchpermanent memories in the mind of the visitor. The trek commences from Solang.

6. The village Solang, as such, is a 15 minutes climb towards the right of Solang Nallah. At the8085 ft., Solang is a very popular destination among the adventures, as sports such as skiingin the winters and trekking and paragliding in the summers are held regularly. Solang isonly eleven kilometers further north of Manali. From Solang, it is an easy climb or rather

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walk of eight km passing through patches of pinewood trees and mixed jungle to arrive atthe next camp site at Dhundi at 9174 ft. The next day's trek to Beaskund is a taxing sevenkms climb through a snow covered dreamland but the view of the towering giants above,virtually makes it a painless walk. The famous Beaskund, the source of the river Beas has astory attached to it that the great Vyas Rishi performed “tapa” here during the MahabharataKaal. It was because of this that river got the present name of Beas.

Questions :

1. What does the Manali evoke even to the most lazy traveler? 1

2. How did Manali get its name from? 1

3. What type of people did Manali attract? (Name any two). 1

4. Name the four attractions of Manali. 1

5. Name the most popular trek that combines Manali. 1

a. Solang b. Kullu c. Rohtang Pass d. Beaskund

6. Whose name is associated with BEASKUND ? 1

a. Vishwamitra b. Kalicharan c. Vyas d. Surdas

7. Find the words from the passage that convey the following meaning: 2

(i) a mysterious feeling (para 1)

(ii) a person who climbs over a mountain (para 5)

Q. 2. Read the following passage carefully and make notes:

1. A good personality holds the key to success. All the great men who have scaled the heights oflife are persons of dynamic personality. Defect in character has caused downfall of many aman. If a man wants to succeed in life, he should develop his personality first.

2. What makes a good personality ? Several qualities are to be brought together in aharmonious way in making it. Of them the most important thing is will-power. Only thosewho can overcome this setback can achieve great things in life. The success stores of allgreat men testify to this truth.

3. It was the strong will-power of Columbus that enabled him to discover a new world calledAmerica. It was the will-power of all those scientists and inventors that made available allthese facilities to the modern man. It is the will-power of man that makes possible what isthought to be impossible.

4. A strong will-power will create confidence, which is another important component of a goodpersonality. Confidence is a person’s belief in his own abilities. If a man is not sure about hiscapabilities, he cannot succeed in life. Successive failures in life can undermine the self-confidence in a man. This can make him a fatalist, who believes that events are determinedby fate. Fatalism, in fact, is promoted by people who lack self-confidence. As they are usuallyinactive they are unlikely to achieve anything great in life. Only those people who have astrong will-power and self-confidence can change the world.

5. Individual abilities are also a determining factor in building a good personality. It involvesboth mental and physical abilities. Of mental faculties, the power of concentration is reallya force to reckon with. Concentration is the act of focusing the mind upon a thing. It isnecessary for our success in every field of activity.

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6. All the scientific achievements and great literary works are results of concentration of men.

There is a famous story of Dronacharya testing the power of concentration of his disciples.

He got an artificial bird suspended at a height and invited all his royal disciples to take aim

at the bird. When he asked what they saw most of them replied that they saw the bird and

its surroundings. Only Arjun said that he saw only the eye of the bird where he was to shoot

the arrow. Dronacharya declared him the best archer of the world. If concentration is so

vital in archery, the same holds good in other endeavours also. However, the environment

plays an important role in formulating concentration. Bad company and unhealthy habits

can deviate a person's attention. In order to have a good concentration, one should avoid

them.

Q. 2. a. Now make notes on the above passage. 5

Q. 2. b. Write a summary of the above passage in about 80 words. 2

SECTION–B

Q. 3. You are Pradeep Kumar, Head Boy of Deewan Public School, Meerut. Write a notice in about

50 words inviting students to participate in the Blood Donation Camp to be held in the

school campus next week. Invent all the necessary details. 5

Or

Draft an attractive poster for a newly launched toothpaste “All Smiles” using different font

sizes and slogans.

Q. 4. You witnessed a T-20 match between Delhi Daredevils and Mumbai Indians played at New

Delhi. Both Sachin and Sehwag scored centuries for their respective teams in the nail biting

finish. Write a report in about 150 words. 8

Or

Write an interesting story about a train journey. You can include the following details together

with your own ideas :

• how you missed the train

• how a stranger helped you in catching the train

• the train stopped due to engine failure

• people helped each other

• finally you reached the destination safely

Q. 5. Write a letter to the editor of The Gulf Times, Mumbai expressing your views on the need of

conservation of water for a better tomorrow. 7

Or

You are Suhaib Quraishy, a B.Com. (H) unemployed youth living at P-305, Gardenia Glamour,

Vasundhara, Ghaziabad. You came across an advertisement in a local newspaper about the

vacancy of an accountant in HFDC Bank, Noida. Write a job letter in response to the said

advertisement including your detailed biodata.

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SECTION–C

Q. 6. Correct the following sentences and write the correct sentences in your answer sheet : 4

(i) She can not sing no song.

(ii) They did not went to the party due to bad weather.

(iii) It have been raining since morning.

(iv) We have a lot of enough money.

Q. 7. The following passage has not been edited. There is an error/ omission in every single line.Edit it whereever necessary and write your corrections in the answer sheet. The first one hasbeen done for you as an example: (½ mark each)

Thomas Edison is an American scientist. Was

He do many inventions. …..

Once he was worked on making electric bulb. …..

He was sure that one day him bulb would …..

replace gas lights. He want to …..

gave people of …..

an USA a gift …..

who would change …..

there lives forever. …..

Q. 8. Rearrange the following jumbled up sentences: 2

(i) small daughter/ there/ once upon /was / widowed gentleman /who lived /with/ his /Cindrella /a time /a

(ii) married/a woman/ two daughters/he/ one day/with

SECTION–D

Q. 9. Read the stanza given below and answer the questions that follow:

Silence surrounds us. I would have

Him prodigal, returning to

His father’s house, the home he knew.

(i) Name the poem and the poet. 1

(ii) What do the words ‘silence surrounds us’ convey to the reader? 1

(iii) Explain the meaning of ‘I would have him prodigal’. 2

Or

I am the poem of the Earth, said the voice of the rain,

Eternal I rise impalpable out of the land and the

Bottomless sea.

(i) Name the poem and the poet. 1

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(ii) How does the rain describe itself? Explain how the description is justified? 2

(iii) What is the rain describing in the second line? 1

Q. 10. Attempt any five questions : (5 × 2)

(i) What is the significance of placing a mirror in the zoo at Lusaka, Zambia?

(ii) What do you think about Taplow as a student?

(iii) Describe the Green Movement in your own words.

(iv) Why was the king of the Melon city was a melon?

(v) How did Andrew save the life of the infant baby?

(vi) Give a few characteristics of Mrs. Pearson?

Q.11. Why did the writer Nani Palkiwala call the earth an ‘ailing planet’ ? 6

Or

Justify the title of the story ‘Birth’.

SECTION–E

Q. 12. Sketch the character of the ghost Mr. Simon in about 150 words. 8

Q. 13. Write the story of the novel ‘The Canterville Ghost’ in your words. 7

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ENGLISH CORE

CODE NO : 301

CLASS–XII

SAMPLE QUESTION PAPER I

SECTION–A : READING

Max. Marks : 20

Q. 1. Read the following passage carefully and answer the questions that follow :

1. While there is no denying that the world loves a winner. It is important that you recognizethe signs of stress in your behaviour, and be healthy enough to enjoy your success. Stresscan strike anytime, in a fashion that may leave you unaware of its presence in your life.While a certain amount of pressure is necessary for performance it is important to be able torecognize your individual threshold. For instance, there are some individuals who acceptcompetition in a healthy fashion. There are others who collapse into weeping wrecks beforean exam, or on comparing marksheets and finding that their friend has scored better.

2. It is a body reaction to any demands or changes in its internal and external environment.Whenever there is a change in the external environment such as temperature pollutants,humidity and working conditions, it leads to stress. In these days of competition when aperson makes up his mind to surpass what has been achieved by others, leading to animbalance between demands and resources, it causes psycho-social stress. It is a part andparcel of everyday life.

3. Stress has a different meaning depending on the stage of life you’re in. The loss of a toy or areprimand from the parents might create a stress shock in a child. An adolescent who failsan examination may feel as if everything has been lost and life has no further meaning. In anadult, the loss of his or her companion, job or professional failure may appear as if there isnothing more to be achieved.

4. Such signs appear in the attitude and behaviour of the individual, as muscle tension invarious parts of the body, palpitation and high blood pressure, indigestion and hyperacidityand ultimately in self destructive behaviour such as eating and drinking too much, smokingexcessively, relying on tranquilisers, trembling, shaking, nervous blinking dryness of throatand mouth and difficulty in swallowing.

5. The professional under stress behaves as if he is a perfectionist followed by depression,lethargy, weakness for further work. Periodic mood shifts also indicate the stress status ofstudents, executives and professionals.

6. In a study sponsored by World Health Organisation and carried out by Harvard School ofPublic Health, the global burden of diseases and injury that stress diseases and accidentsare going to be the major killers in 2020.

7. The ischaemic heart diseases and neurological depression, both stress diseases, are going torank first and second in 2020. Road traffic accidents are going to be third largest killers.

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These accidents are also an indicator of psycho-social stress in a fast moving society. Otherstress diseases like ulcers, hypertension and neuronal disorders including insomnia haveassumed epidemic proportions in modern societies.

8. A person behaves in different ways in stress but the common ones are flight, fight and flow.Depending upon the nature of stress and capability of the person, the three responses can beelegantly chosen to cope up with the stress so that stress does not damage the system andbecome distress.

9. When stress crosses the threshold peculiar to an individual, it deteriorates his performancecapacity. Frequent jumps over that threshold may result in a syndrome called chronic fatiguein which a person feels lethargic, disinterested and is not easily motivated to achieve anything.This may make the person mentally undecided, confused and accident prone as well. Suddenexposure to un-nerving stress may also result in a loss of memory.

10. The best technique is self inner control. This arises by having faith in oneself, in the usefulnessof the job he is doing and on any superpower who would deliver the result of the effort made.

11. There are many stress modifiers of stress busters. Some of these are diet and massage fromnaturopathy, food supplements and herbs from herbal medicine. Hobbies and relaxationtechniques, Homeopathy and modren medicine. Physical exercise and dance movements areexcellent stresss modifiers.

1.1. Answer the following questions briefly :

(a) What is stress? What factors lead to stress? 2 Marks

(b) Does the age of a person have any impact of stress levels? How/How not? 2 Marks

(c) What are the symptoms or signs by which a person can recognize he is under stress?

2 Marks

(d) What are the different diseases a person gets due to stress? 2 Marks

(e) How can a person cope with stress? 1 Mark

1.2. Find words in the above passage which convey the similar meaning as the following:

(a) Person whose physical or mental health has been seriously damaged. (Para1)3 marks

(a) Inactivity; apathy (Para 5)

(b) Limit (Para 9)

Q. 2. Read the following passage carefully and answer the questions that follow :

Occasional self-medication has always been part of normal living. The making and selling ofdrugs has a long history and is closely linked, like medical practice itself, with belief in magic. Onlyduring the last hundred years of so has the development of scientific techniques made it possiblediagnosis has become possible. The doctor is now able to follow up the correct diagnosis of manyillnesses-with specific treatment of their causes. In many other illnesses of which the causes remainunknown, he is still limited, like the unqualified prescriber, to the treatment of symptoms. Thedoctor is trained to decide when to treat symptoms only and when to attack the cause. This is theessential difference between medical prescribing and self-medication.

The advance of technology has brought about much progress in some fields of medicine, includingthe development of scientific drug therapy. In many countries public health organization is improvingand people’s nutritional standards have risen. Parallel with such beneficial trends are two whichhave an adverse effect. One is the use of high pressure advertising by the pharmaceutical industry

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which has tended to influence to the patients and doctors and has led to the overuse of drugs generally.The other is the emergence of the sedentary society with its faulty ways of life : lack of exercise, over-eating, unsuitable eating , insufficient sleep, excessive smoking and drinking. People with disordersarising from faulty habits such as these, as well as from unhappy human relationships, often resortto self-medication and so add the taking of pharmaceuticals to the list. Advertisers go to great lengthsto catch this market.

Clever advertising, aimed at chronic sufferers who will try anything because doctors have notbeen able to cure them, can induce such faith in a preparation, particularly if steeply priced, that itwill produce-by suggestion-a very real effect in some people. Advertisements are also aimed at peoplesuffering from mild complaints such as simple colds and coughs which clear up by themselves withina short time.

These are the main reasons, why laxatives, indigestion-remedies, painkillers, cough-mixtures,tonic, vitamin and iron tablets, nose drops, ointments and many other perparations are found inquantity in many households. It is doubtful whether taking these things ever improves a person'shealth, it may even make it worse. Worse, because the preparation may contain unsuitable ingredients;worse because taker may become dependent on them; worse because they might be taken in excess;worse because they may cause poisoning, and worst of all because symptoms of some serious underlyingcause may be ask and therefore medical help may not be sought. Self-diagnosis is greater dangerthan self-medication.

2.1. On the basis of your reading of the above passage, make notes on it, in points only, usingheadings and sub-headings. Also use recognizable abbreviations, wherever necessary(minimum four). Supply an appropriate title to it. 5 Marks

2.2. Write a summary of above passage in about 80 words. 3 Marks

SECTION–B

ADVANCED WRITING SKILLS

Q. 3. Your school is going to organise a fete to collect funds for charity. As Head Boy/Head Girl ofMeera International School, draft a notice in not more than 50 words giving all necessarydetails. 5 Marks

Or

You want to let out the first floor of your newly constructed house with all modern facilities.Write an advertisement to be published under the classified column of a local daily in 50words. 5 Marks

Q. 4. Karuna Club of your school organized a peaceful rally for preventing cruelty to animals.Prepare a report in 100-125 words for your school magazine, describing the event. You areMohit/Mohini of P.S.S. Seconday School, Hyderabad. 10 Marks

Or

You are Disha/Daksh a resident of C-4 Kalayanapuri. You were travelling in a low floor DTCbus when a speeding truck from the opposite side collided with the bus. You escaped withminor bruises but many passengers were severely injured. Write a report on it in about 125words. 10 Marks

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Q. 5. As the Librarian, Modern Secondary School, Delhi, write a letter to M/s Sohanlal and Bros.,Booksellers Delhi, placing an order for books. (Mention at least four titles of the books) to besupplied immediately. 10 Marks

Or

You are Reshma/Raghu staying at Janta Apartments, Rohini, Delhi. The main road leadingto this colony has three open manholes causing frequent accidents at night. Write a letter tothe Editor of ‘The Times of India’ drawing attention of the concerened authorities towardsthis serious problem of the residents. 10 marks

Q. 6. You are Jyoti/Jayant, a Class XII student of DPS School, Delhi. Recently you read a surveyreport in a newspaper on the use of chemicals in vegetables. You have come across suchreports frequently. You find the trend shocking. Write an article in about 150 words on thetopic ‘Adulteration : an Evil’. 10 marks

Or

You are a member of Eco Club of your School. After visiting many places you have realisedthat it is the need of the hour to protect our environment. Write an article on this topic tocreate awareness among people. 10 marks

SECTION–C

TEXT-BOOKS

Q. 7. (A) Read the extract given below and answer the questions that follow:

I looked again at her, wan, pale

As a late winter’s moon and felt that old

Familiar ache, my childhood’s fear

But all I said was, “see you soon, Amma”

And all I did was smile and smile and smile….

(a) Who looked pale and wan and why ? 1 Mark

(b) What was the speaker’s familiar ache? 1 Mark

(c) Explain “as a late winter’s moon”. 2 Marks

Or

They do not fear the men beneath the tree;

They pace in sleek chivalric certainty.

(a) What are the tigers doing? 1 Mark

(b) What is the attitude of tigers towards men? 1 Mark

(c) How does the poet portray the outer and inner qualities of the tigers? 2 Marks

Q. 7. (B) Answer any three of the following questions in about 30-40 words. (2 × 3 = 6 marks)

1. Why does Spender call Shakespeare wicked and map a bad example?

2. What is the significance of keeping quiet according to Neruda?

3. List any six beautiful things from the poem ‘A Thing of Beauty’.

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4. What will happen to Aunt Jennifer’s tigers when she is dead?

Q. 8. Answer the following questions in about 30-40 words. (2 × 5 = 10 Marks)

(a) Why was Franz afraid to go to school that morning?

(b) Why is Saheb not happy with his new job?

(c) Who was Rajkumar Shukla? Why did he want to meet Gandhiji?

(d) What work did the office boy do at the Gemini Studios?

(e) What was unique and distinctive about Eco's academic writing syle?

Q. 9. Answer the following in about 125-150 words.

“Piece by piece, he built a swimmer”. How did the instructor help the author to become aswimmer and overcome his fear of water? 10 Marks

Or

‘Going Places’ is a story that borders on fantasy and reality. Discuss. 10 Marks

Q. 10. Answer any one of the following in about 125-150 words.

What conflict of duties does Dr. Sadao face? How does he resolve them? 7 Marks

Or

How does Zitkala-sa resist the cutting of her hair and why? 7 Marks

Q. 11. Answer the following briefly (30-40 words) (2 × 4 = 8 Marks)

(a) What secret did the astrologer reveal at the birth of the prince?

(b) How did the author feel after reaching Antarctica?

(c) What had happened to Derry’s face? How did people react when they looked it?

(d) What is the nickname that Evans has got and why?

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ENGLISH CORE

CODE NO. : 301

CLASS–XII

SAMPLE QUESTION PAPER - I

MARKING SCHEME

Section A : Reading Max. Mark : 20

ANSWER : I

(a) Stress is a reaction of the body to any demands or changes or changes in its internal andexternal environment. Factors such as imbalance between demands and resources changein temperature, pollutants, humidity and working conditions lead to stress..

(b) No, stress has a different meaning depending on the stage of life. For a child a rebuke or lossof a toy causes stress. An adolescent may feel tense after failing in the examination. For anadult, loss of job or a dear one causes stress.

(c) (i) change in the attitude and behaviour

(ii) muscle tension

(iii) palpitation, high blood pressure, indigestion and hyperacidity.

(iv) Depression, lethargy, weakness for work.

(d) (i) heart diseases (ii) neurological depression

(iii) ulcers (iv) hypertension

(v) insomnia (vi) injuries due to accidents

(e) (i) self-inner control-faith in one self, usefulness of job in super power.

(ii) Use of stress modifiers or stress busters

1.2

(a) wreck (b) lethargy (c) threshold

Answer : II Title : Self Medication

1. Intorduction

(a) Self-med. - part of normal living

(b) Advance in diag tech. - last 100 yrs.

(c) Medical expert rqd. For diag. & treat, of disease acc. To symptoms / cause

2. Advancement in Medi’ Sc.

(a) deve. Of drug therapy.

(b) Impvt. In pub. Health org’s and nutri’l standards

3. Counter Trends

(a) Advertising by pharma’l companies

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I. lures the patients for overuse of drugs

II. induces faith in chronic patients

III. encourages self-medi'n in minor illnesses like cough / clod, etc e.g. many perp'tn likelaxatives, tonic, painkillers found in quantity in households.

(b) Emergence of sedentary society

(i) faulty life style

(ii) lack of exercise, over eating, insuff’t sleep etc.

(iii) stress, unhappy rela’ps etc.

4. Dangers of Self-medi’n

(a) perp’n contain unsuitable ingre

(b) taker becomes dependent

(c) taker consumes medi. In excess

(d) prep’ns may cause poison’g

(e) real cause of illness gets suppressed or untreated

Key of abbreviations used :

Med — medication

Dev — development

Impvt — improvement

Org’s — organisations

2. SUMMARY

Self medication is part of normal living. Medicinal experts are required for diagnosis and treatmentof disease according to symptoms and cause. The development of drug therapy and improvement inpublic health organizations and nutritional standards have helped progress in medical science.Excessive advertising by pharmaceutical companies and emergence of the sedantary society are twocounter trends. Self medication is dangerous as the preparation may be toxic or contain unsuitableingredients, the user becomes dependent and consumes medicine in excess. Self- diagnosis is worsethan self medication.

SECTION-B : ADVANCED WRITING SKILLS

3. Notice

Format-Title, date, signature with Designation 1 Mark

Content - what, where, when. 2 Marks

Expression- Coherence, relevance 1 Mark

Grammar, Spellings 1 Mark

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Or

Format-Begin with ‘Available’, ‘To Let’ ½ Mark

Content- Size, floor, no of rooms

- Fixture and fittings

- Location & surroundings

- Rent expected.

- Contact address & phone No. 2 ½ Marks

Expression- Coherence, relevance 1 Mark

Spellings, Grammar 1 Mark

4. Report

Format : Title, writer’s name 1 Mark

Content: What, where, when

Details about rally Result 4 Marks

Expression- Coherence, Relevance 2 ½ Marks

Spellings, Grammatical accuracy 2 ½ Marks

Or

Factual Description

-Description of the accident site

- Condition of occupants

- No. of Occupants

- Condition of the vehicles

- Presence of ambulance 4 Marks

Expression - Coherence & relevance 3 Marks

Grammar & spelling 3 Marks

5. Format

- Writer’s address, date, receivers add, subject, salutation, complementary close

2 Marks

Content- details about the books

- No. of Copies

- Mode of payment 3 Marks

Expression - coherence & Relevance 2 ½ Marks

- Spellings & Grammar 2 ½ Marks

Or

Format - Writer’s add, date, receiver’s add, sub., salutation, complementary close.

2 Marks

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Content- Uncovered manholes

- frequent accidents

- can be lethal for small children

- authorities should take action 3 Marks

Expression - Coherence & relevance 2 ½ Marks

- Grammar & spellings 2 ½ Marks

6. Article

Format- Title, writer’s name 1 Mark

Content- Reduces the nutritional value of food

- allergic reaction

- people get sick

- Preventive measures should be taken by related authorities. 4 Marks

Expression- Coherence & relevance 2 ½ Marks

- Grammar & spellings 2 ½ Marks

Or

Format: Title, Writer’s name 1 Mark

Content- living in an age of pollution

- deforestation, industrilization main causes

- Global warming due to greenhouse gases

- Climate change

- Need to protect environment 4 Marks

Expression- Coherence & Relevance

- Grammatical accuracy & spellings 2 ½ marks

SECTION-C : TEXT BOOKS

7 (A)

(a) Poet’s mother looked pale & wan.

- She was very old

(b) The fear of ageing and ultimate death/separation.

(c) She has lost her shine & strength and was like late winter's hazy & obscure moon.

Or

(a) Prancing across the screen.

(b) They are fearless. They don’t fear the men beneath the tree.

(c) They are moving in majestic & honourable way. They are fearless & graceful.

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7 (B)

(a) - Shakespeare & his works are of no use to them.

- The map does not depict their own world.

(b) - There will be peace all around.

- It will lead to introspection.

(c) Sun, Moon, trees, daffodils, small streams covered with bushes, fair musk rose.

(d) The tigers will go on prancing, pround and unafraid.

8.

(a) - He was late for the school.

- He did not know anything about participiles.

(b) - He has lost his carefree look.

- He is no longer his own master.

(c) - He was a poor peasant from Champaran.

- To complain about the injustice of the landlord system in Bihar.

(d) - Office boy had the responsibility of the crowd make-up.

- Was a bit of poet too.

(e) Eco’s non fictional writings had a certain light hearted & personal quality about it.

9. Value Points

- Doughlas hired a swimming instructor.

- Practice to swim five days a week, one hour each day.

- Used a belt that went through a pulley on an overhead cable.

- Took three months for his tension to relax.

- Learn to put his face in water and exhale and to rise his nose and inhale.

- Learn how to kick with legs.

- Instructor taught him for six months

- Created a swimmer out of him who no longer fear water.

Or

- Sophie’s ambitions and unrealistic dreams

- Her friend Jansie is simple and practical.

- Sophie lives in a world of her own.

- Sophie is fond of hero-worship.

- Dreams of meeting Danny Casey

- Goes to meet him, disappointed.

- Sophie represents fantasy while Jansie is used to denote practical side.

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10 Value Points

- Sadao- a dedicated surgeon

- a nice human being, full of fellow feeling, kindness for people in distress.

- Undergoes a conflict- loyalty to his country or to save a person's life.

- Afraid of being called a traitor.

- His goodness wins in the end and he treats the injuries of the American soldier.

Or

- Zitakala-sa tried to hide herself, dragged, tied to a chair and her long hair was cut off.

- This made her suffer tremendous trauma.

- In her culture only unskilled captured warriors, mourners and cowards had short hair.

- Craved for comfort but nobody came.

- The cruelty of the incident made her feel like a beast.

11

(a) The astrologer predicted the death of the prince by a tiger.

(b) The author had a feeling of relief and wonder.

(c) - Derry’s face was burnt by acid.

- People were afraid of his burnt face.

(d) Evans had broken the jail many times so he was called ‘Evans-the Break’.

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ENGLISH CORE

CODE NO.: 301

CLASS-XII

SAMPLE QUESTION PAPER II

SECTION A : READING (Max. Marks : 20)

Q 1. Read the passage given below and then answer the questions which follow :

1. Smoking is the major cause of mortality with bronchogenic carcinoma of the lung and is oneof the factors causing death due to malignancies of larynx, oral cavity, oesophagus, bladder,kidney, pancreas, stomach and uterine cervix and uterine cervix and coronary heart diseases.

2. Nicotine is the major substance present in the smoke that causes physical dependence. Theadditives do produce damage to the body, for example, ammonia can result a 100-fold increasein the ability of nicotine to enter into the smoke.

3. Levulinic acid, added to cigarettes to mask the harsh taste of the nicotine, can increase thebinding of nicotine to brain receptors, which increases the ‘kick’ of nicotine.

4. Smoke from the burning end of a cigarette contains over 4000 chemicals and 40 carcinogens.It has long been known that tobacco smoke is carcinogenic or cancer-causing.

5. The lungs of smokers collect an annual deposit of 1 to 1½ pounds of the gooey black material.Invisible gas phase of cigarette smoke contains nitrogen, oxygen and toxic gases like carbonmonoxide, formaldehyde, acrolein, hydrogen cyanide and nitrogen oxides. These gases arepoisonous and in many cases interfere with the body's ability to transport oxygen.

6. Like many carcinogenic compounds, they can act as tumour promoters or tumour initiatorsby acting directly on the genetic make-up of cells of the body leading to development ofcancer.

7. During smoking, within the first 8-10 seconds, nicotine is absorbed through the lungs andquickly ‘moved’ into the bloodstream through the mucous membranes that line the mouth(if tobacco is chewed) or nose (if snuff is used) and even through the skin. Our brain is madeup of billions of nerve cells. They communicate with each other by chemical messengerscalled neurotransmitters.

8. Nicotine is one of the most powerful nerve poisons and binds stereo-selectively to nicotinereceptors located in the brain, autonomic ganglia, the medulla, neuro-muscular junctions.Located throughout the brain, they play a critical role in cognitive processes and memory.

9. The nicotine molecule is shaped like a neurotransmitter called acetylcholine which is involvedin many functions, including muscle movement, breathing, heart-rate, learning and memory.Nicotine, because of the similar structure with acetylcholine when it gets into the brain,attaches itself to acetylcholine sites and produces toxic effect.

10. In high concentrations, nicotine is more deadly. In fact one drop of purified nicotine on thetongue will kill a person. It has been used as a pesticide for centuries.

110

11. Recent research studies suggest that acute nicotine administration would result in increasesdopamine release from the brain, producing perceptions of pleasure and happiness, increasedenergy and motivation, increased alertness, increased feeling of vigour during the early phaseof smoking.

12. However, notwithstanding these superficial effects, research shows that the relationshipbetween smoking and memory loss is strongest in people who smoke more than 20 cigaretteseach day and this is not specific to the socio-economic status, gender and a range of associatedmedical conditions. Smoking may speed up age related memory loss and the details are notyet clear. Some studies suggest that repeated exposure to high nicotinic smoke related tothe 'Brain-wiring' is nothing but neuro-biochemistry that deals with complex interactionamong genetic experience and bio-chemistry of brain-cells.

13. ‘No’ is a unique molecule which plays role in a number of beneficial and some of the harmfulbrain and body mechanisms, for example, synapse formation, drug tolerance and localregulation of cerebral blood flow, Parkinson’s disease, etc. It is also found that people whosmoke more cigarettes a day have poorer memories in middle age than non-smokers.

14. Some experts say that smoking is linked to memory problems because it contributes tonarrowed arteries that restrict blood-flow to the brain. One of the causes of memory declinein relation to the brain function could be the nerve cell death or decreased density ofinterconnected neuronal network due to loss dendrites, the tiny filaments which connect onenerve cell to another. Abstinence from smoking is essential, not only to avoid this systemiceffect but also to reduce the ill-effects on the environment.

1.1. (i) How is smoking the major cause of mortality? 2 Marks

(ii) What in a cigarette makes the people addicted to it? 1 Mark

(iii) What are neurotransmitters? 2 Marks

(iv) How does nicotine produce toxic effect? 2 Marks

(v) According to the experts, how is smoking linked to memory? 2 Marks

1.2. Find words from the passage which mean the same as the following :

3 × 1 = 3 Marks

(i) death (para 1)

(ii) energy/force (para 11)

(iii) endurance (para 13)

Q. 2. Read the passage given below and answer the questions that follow:

There are two problems which cause great worry to our educationists-the problem of religiousand moral instruction in a land of many faiths and the problem arising out of a large varietyof languages.

Taking up the education of children, we see that they should be trained to love one another,to be kind and helpful to all, to be tender to the lower animals and to observe and think right.The task of teaching them how to read and write and to count and calculate is important, butit should not make us lose sight of the primary aim of moulding personality in the right way.

For this, it is necessary to call into aid, culture, tradition and religion. But in our country wehave, in the same school to look after boys and girls born in different faiths and belonging tofamilies that live diverse ways of life and follow different forms of worship associated withdifferent denominations of religion. It will not do to tread the easy path of evading the

111

difficulty by attending solely to physical culture and intellectual education. We have toevolve a suitable technique and method for serving the spiritual needs of school childrenprofessing different faiths. We would thereby promote an atmosphere of mutual respect, afuller understanding and helpful co-operation among the different communities in our society.Again we must remain one people and we have, therefore, to give basic training in our schoolsto speak and understand more languages than one and to appreciate and respect the differentreligions prevailing in India. It is not right for us in India to be dissuaded from this byconsiderations as to overtaking the young mind. What is necessary must be done. And it isnot in fact too great a burden.

Any attempt to do away with or steamroll the differences through governmental coercionand indirect pressure would be as futile as it would be unwise. Any imposition of a single

way of life and form of worship on all children or neglect of a section of the pupils in thisrespect or barren secularization will lead to a conflict between school and home life which is

harmful. On the other hand, if we give due recognition to the different prevailing faiths inthe educational institutions by organizing suitable facilities for religious teaching for boys

and girls of all communities, this may itself serve as a broadening influence of great nationalvalues.

2.1. On the basis of your reading of the above passage, make notes on it in points only, usingheadings and sub-headings. Also use recognizable abbreviations, wherever necessary

(minimum 4). Supply a suitable title to it.

2.2. Write a summary of the above passage in about 80 words.

SECTION-B : ADVANCED WRITING SKILLS

Q. 3. Your School is organising a Science and Technology exhibition. In connection with it, preparea poster to bring home to the people the importance of conservation of electricity. Your

School is A.P. Public School, Daryaganj, Delhi. 5 Marks

Or

Nikhil has come out successful in the IIT Entrance Examination. He has decided to have aparty for his friends. Draft an invitation giving details of venue, time and date. Do not

exceed 50 words. 5 Marks

Q. 4. You are Neha/Narayan, Head of the history club of ASN Public School, Janakpuri, Delhi.

Your School organized ‘Heritage Awareness Programme’ in your school to create awarenessregarding our monuments. Write a report in about 125 words for you school magazine,

giving details of the programme. 10 Marks

Or

Recently you travelled to Gurgaon in metro train. You enjoyed every aspect of your journeyvery much. Write a factual description of the metro ride you undertook in about 125 words.

Assume yourself as Jai/Jayo, CEO, ASN Ltd. 10 Marks

Q. 5 You are Pawan/Priya from Lajpat Nagar, Delhi. You saw an advertisement about a

course in Spoken English, published by ‘A to Z in English’, 22, Sough Extn. Delhi. Write aletter to the Course Director, inquiring about all the details that you require. 10 Marks

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Or

Write a letter to the editor of ‘The Times of India’ about the poor attention and negligenceon the part of the medical staff in some of the Govt. hospitals of Delhi. Sign as Peter/Yana of117, Vasant Vihar, New Delhi. 10 Marks

Q. 6. Write an article for you school magazine in not more than 200 words, on the topic ‘TheFuture of Information Technology’. You are Anup/Rita, 24, H.B. Road, Delhi. 10 Marks

Or

‘Games and sports should be made compulsory in schools . Write an article on the importanceof Games and Sports in personality development. Do not exceed 200 words. You are Suraj/Sandhya of APS, Delhi. 10 Marks

SECTION-C : TEXT-BOOKS

Q. 7. (A) Read the extract given below and answer the questions that follow:

Surely, Shakespeare is wicked, the map a bad example,

With ships and sun and love tempting them to steal-

For lives that slyly turn in their cramped holes

From fog to endless night.

(a) Why is Shakespeare wicked? Why is the map a bad example? 2 Marks

(b) What is condition of these children described in these lines? 1 Mark

(c) Explain “From fog to endless night” ? 1 Mark

Or

Aunt Jennifer’s fingers fluttering through her wool,

Find even the ivory needle hard to pull.

The massive weight of uncle’s wedding band,

Sits heavily upon Aunt Jennifer’s hand.

(a) Why were Aunt Jennifer’s fingers fluttering? 1 Mark

(b) What is the result of the fluttering? 1 Mark

(c) How the ‘Massive weight of uncle’s wedding band’ was affected Aunt Jennifer’s life?

2 Marks

Q. 7. (B) Answer any three of the following questions in about 30-40 words. 2 × 3 = 6 Marks

1. What is the significance of ‘sprinting trees’ and ‘merry children’ in the poem My Motherat Sixty-Six?

2. What is the ‘exotic moment’? Why?

3. Why does the poet call a thing of beauty a joy forever?

4. What things are for sale at the roadside stand?

Q. 8. Answer the following questions in about 30-40 words. (2 × 5 = 10 Marks)

(a) “Garbage to them is gold”. Bring out the significance of this statement.

(b) What was the immediate effect of the drowning incident on Daughlas?

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(c) Why did the peddler decline the ironmaster's invitation?

(d) How was the Champaran episode a turning point in Gandhiji’s life?

(e) Why do some celebrities despise being interviewed?

Q. 9. Answer any one of the following in about 125-150 words.

Justify the title ‘The Last Lesson’. 10 Marks

Or

Bring out the differences in the character of Sophie and Jansie? 10 Marks

Q.10. Answer any one of the following in about 125-150 words.

Antarctica is the best place to understand earth’s past, present and future. Explain.

7 Marks

Or

Bring out the moral issues raised in the story ‘Should Wizard Hit Mommy?’ 7 Marks

Q.11. Answer the following briefly (30-40 words) (2 × 4 = 8 Marks)

1. Why did not the shopkeeper quote the real price of the wooden tiger?

2. Why did Sadao decide to treat the injured man?

3. Why did children call Mr. Lamb ‘Lamey Lamb’?

4. Why was Zitkala-sa resisting the cutting of her hair?

114

ENGLISH CORE

CODE NO. : 301

CLASS-XII

SAMPLE QUESTION PAPER II

MARKING SCHEME

ANSWER

Section A : Reading (Max. Marks: 20)

1.1.

(i) Smoking is the major cause of mortality because it causes brochogenic carcinoma of the lung.It causes death due to malignancies of larynx, oral cavity, oesophagus, bladder, kidney,pancreas, stomach, uterine cervix and coronary heart diseases.

(ii) Nicotine in a cigarette makes the people addicted to it. Levulinic acid increases the bindingof nicotine to brain receptors, which increases the 'kick' of nicotine.

(iii) Neurotransmitters are chemical messengers which connect nerve cells and makecommunication with other nerve cells possible.

(iv) The nicotine molecule is shaped like a neurotransmitter called acetyl choline which is involvedin many functions. Because of its similar structure with acetylcholine, nicotine gets into thebrain, attaches itself to acety-choline sites and produces toxic effects.

(v) Smoking is linked to memory problems because it narrows the arteries that restrict blood-flow to the brain. Nerve cell-death or decreased density of interconnected neuronal networkalso causes memory decline.

1.2. (i) mortality (ii) vigour (iii) tolerance.

Answer 2

2.1. Title. Complex Problems of Education in India

Notes:

1. Two problems for Educationists

(a) Land of many faiths-reli & moral inst'n

(b) Variety of lang's

2. Aims of Education

(a) Prim’y aim-moul’g personality

(b) Teaching 3 R’s

(c) Trg. Values : love, kindness, helpful

(d) Culture, trad’n & reli’n imp.

3. Solution

(a) Not mere phy. & int’l edn.

(b) Serv’g spiritual needs

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(c) Atmos. Mutual resp., understand'g & co-op'n

(d) trg. to speak & understand many lang's

(e) suitable faci. for religious teachings

4. Precautions

(a) No steam-roling of differences

(b) Coercion & indirect pressure-futile

(c) Single way of worship & barren secularism-conflict

Key of abbreviations used :

Rell — Religious

Inst’n — instructions

Prim’y — primary

Trad’n — tradition

Phy. — physical

2.2. Summary

Large variety of languages and diversity of faiths create problems. The aim of education isto mould personality, not simply to teach 3R’s. The student be trained to have values of love,kindness and helpfulness. So culture, tradition and religion are important. Mere physicalor intellectual education is not sufficient. The spiritual needs must be served. Facility forreligious teaching and learning languages are a must. Barren secularism and single way ofworship will case conflict between home and school.

SECTION-B

3. Poster

Layout- Eye catching and visually attractive. 1 Mark

Content- Highlights the main topic- Need of saving electricity. 2 Marks

Expression - Grammatical accuracy

- Spellings 2 Marks

Or

Invitation

Format 1 Mark

Content- what, where, when 2 Marks

Expression - Coherence, relevance 2 Marks

Spellings, Grammatical accuracy

4. Report

Format: Title, Writer’s name 1 Mark

Content: What, Where, When

Chief guest, details

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Result 4 Marks

Expression: Coherence, Relevance 2 ½ Marks

Spellings, Grammatical accuracy 2 ½ Marks

Or

Option II Format:- title, Writer's name 1 Mark

Content

- educated and cooperative metro staff

- pleasant experience.

- Time saving

- Economic

- Fully A/c 4 Marks

Expression - Coherence and relevance 2 ½ Marks

Grammar and Spelling 2 ½ Marks

5. Format: Writer’s address, date, receiver’s address, subject, salutation and complementaryclose. 2 Marks

Content

- Reference to advertisement

- Courses offered.

- Other details- duration, timing, fee, diploma/certificate 3 marks

Expression: Relevance and Coherence 2 ½ Marks

Spellings and Grammatical accuracy 2 ½ Marks

Or

Format: Writer’s address, date, receiver’s address, salutation, subject, complementary close.

2 Marks

Content

- condition of govt. hospitals

- nobody to attend

- lack of basic facilities

- attitude of doctors is not good

- poor people can not afford private hospitals

- Govt. should take action 3 Marks

Expression: Relevance and Coherence 2 ½ Marks

Spellings and Grammar 2 ½ Marks

6. Article I: Future of Information Technology.

Format : title, Writer’s name 1 Mark

Content

- we are living in an age of IT

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- Better connectivity

- Better and fast exchange of ideas

- Expansion of knowledge 4 Marks

Expression : Coherence and relevance 2 ½ Marks

Spellings and Grammar 2 ½ Marks

Or

II

Format Title, Writer’s name 1 Mark

Content:

- Outdoor Games make us active, agile and alert

- exchange of ideas and thoughts

- Social circle is broadened.

- More joyful than sitting alone on computers and chating. 4 marks

Expression: Relevance and Coherence 2½ marks

Spellings and grammar 2½ marks

7(A) Option I

(a) - Shakespeare and his work are of no use to slum children.

- The map does not depict their own world of narrow lanes.

(b) They live like rats in their cramped holes.

(c) Their future is foggy and uncertain. Their birth, life and death all are enveloped bydarkness.

Or

(a) As she was weaving tigers on the panel.

(b) She is finding the needle hard to pull.

(c) It denotes the harsh and difficult experiences of Aunt Jennifer’s married life.

7 (B)

1. They are the symbol of life, energy and joy.

2. -There will be peace all around.

- All of us will enjoy the sudden strangeness of that moment.

3. It is the source of constant joy. It will never pass into nothingness.

4. Wild berries and golden squash.

8.

(a) Children expect to get some coin, note or some valuable thing in it.

(b) Developed a terror for water and always avoided water.

(c) - He knew that the ironmaster had mistaken him for his old regimental comrade.

- He had stolen money with him.

(d) Self-Reliance, Indian Independence and help to sharecroppers were all bound together.

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9. Value Points

- Whole story moves around this topic

- unusual things in the school on that day.

- Villagers sitting in the classroom

Franz- changed boy now

- appreciated M.Hamel

- loved his books and language.

-Teacher got emotional on the last day.

Or

Sophie Jansie

1. Blind to harsh realities of life realistic

2. Wanted to become an actress, knew they were earmarked for

Fashion designer, etc. biscuit factory

3. Lost in her dreams practical, no unrealistic dreams

10. Value points

Antarctica’s past - 650 million years ago part of Gondwana

- high temperature

- huge landmass separated into countries

Antarctica’s present - no human population

- no trees, bill boards, buildings

- blue whales and icebergs as big as countries

- silence everywhere.

Human impact - Man has disturbed balance in nature

- climate change

- students can make a significant contribution in saving the earth.

Or

II Value Points

- Adult is mature, experienced and has a practical approach

- children are spontaneous

- their responses are natural, not tutored

- the girl wanted the Wizard to hit Mommy.

- from her perspective, it was fine if the Wizard hit Mommy.

11.

1. He wanted to extract money from the king.

2. It was the duty of a doctor to save a dying man.

3. Because he lost his leg in the war.

4. Unskilled captured warriors, mourners and cowards had short hair in her culture.

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NOTES

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NOTES