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August 30, 2012 in class 12th, Sample Papers

Click on the link below to see the Marking Scheme and the CBSE Sample paper for Class XII English Core.

http://www.cbseacademic.in/web_material/Circulars/2012/47_ClassXII/D_English_Core_XII.pdf

February 28, 2012 in class 12th

ENGLISH CORE

 

Class XII

 

FLAMINGO

prose

 

 

 

 

 

 

 

 

CHAPTER 1

THE LAST LESSON

                 (Alphonse Daudet)

Objectives:

  • To develop listening, reading and writing skills.
  • To create awareness about value of time.
  • To discuss basic requisitions for learning and teaching.
  • Value education( Patriotism, love for language, disadvantage of being slaves)

Contents:

  • Franz fear of going to school
  • Scene at the town hall
  • Useful and unusual scene in the class
  • Realization of the narrator
  • Attributes of the villagers & their tribute to teachers.
  • M Hamel teaches his last lesson.
  • M Hamel’s behavior and advice, vive laFrance

 

Methodology / Activity:

  • Group Discussions.
  • Dramatization.
  • Questioning (question answer technique)

Learning / Teaching Aids:

  • Computer aided learning.
  • Play cards, Blackboard
  • Visual inputs.

Assignments:

v     Level I:

  1. why was Franz scared of M Hamel?
  2. What was the usual atmosphere in school when it began?
  3. What was different that day?
  4. What helped Franz understand the lesson?
  5. How did M Hamel take and treat his last lesson?

v     Level II:

  1. What did Franz think of doing, instead of going to school?
  2. What was Franz repentant about?
  3. What did the master have to say about French language?
  4. Discuss the title of the story.

v     Level III:

  1. How did M Hamel react when Franz was late to school?
  2. Explain: Counted on the Commotion.
  3. How hasAlsacebeen personified?
  4. Explain: tracing their fish hooks.
  5. Why did M Hamel look at things so intensely?
  6. What is the theme of the story?
  7. State the message imparted by the story.

 

 

CHAPTER 2

                 LOST SPRING                                                                                                                        (Anees Jung)

Objectives

  • Developing comprehension.
  • Developing skills of scanning, skimming & vocabulary.
  • Creating awareness about social issue among the students.
  • To securitize the students towards the problems of child labour.

Content:

  • The lesson focuses on the problems of rag-pickers, slum dwellers & poor children as a whole.
  • Plight of the refugees.
  • Hardships of the bangle maker in the city of Firozabad.

Methodology/activities

  • Model reading, silent reading.
  • Group discussion on the problem of child labour.
  • Class discussion.
  • Visit to slum area.

 

Technical aids

  1. Posters on child labor
  2. P.P.T. & visuals showing bangle industries slum area etc.

Assignment

v     Level1:

  1. What is Saheb looking for in the garbage dumps?
  2. How does Saheb feel at the tea stall?
  3. What was Saheb’s full name?
  4. What trade does the family of Mukesh follow?
  5. What are Mukesh’s dreams?

Level2:

  1. Explain “garbage to them is gold”.
  2. What does the author means saying “Saheb is no longer his own master”.
  3. What threats are faced by the bangle makers?

v     Level 3:

  1. Justify the title”lost spring”.
  2. Dreams are often far removed from reality. Discuss with references to     “Lost spring”.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Chapter 3

Deep water

                                       (William Douglas)

Objectives:

  1. Developing LSRW skills in English.
  2. Developing first person narration of experience.
  3. Understanding the key points.
  4. Developing usage and enrichment of vocabulary.
  5. Relating subjectively to the discussion on fear.

Contents:

The excerpt in an autobiographical account of a childhood misadventure which left an indelible impression on the narrator’s mind. Later, in his adulthood, he made a deliberate effort to shake off the terrifying memory and get over the phobia of water bodies.

Methodology/Activities:

1 )  Direct Method

2 )  Question Answer Technique

3 )  To Share Personal Experience

4 )  To Share Accounts of Acts of Courage

5 )  To Gather Information On Water Sports.

Teaching/ Learning Aids:

1 )   Illustrations

2 )  Power Point Presentation

3 )  Experiences of Students

4 ) Black Board

Assignments:

v     LEVEL – 1

   1 )  Why was Y.M.C.A. pool considered to be safe to learn swimming?

2 )  What is the “misadventure” that  William Douglas speaks about?

3 )  How didDouglasovercome old terror ?

4 )  What larger meaning did the experience have forDouglas?

v     LEVEL – 2

    1 )  At the age of three or fourDouglashad developed an aversion to water. How?

2 )  Describe the series of emotions that he experienced while engulfed in the mass of yellow water.

3 )  How did the instructor make a swimmer ofDouglas?

4) What thoughts of Roosevelt did affectDouglas? How did he apply the thoughts to his own life?

v     LEVEL  3

     1) What does Douglas mean when he says,” The instructor was finished, but I was not”?

     2 )  This handicap stayed with me as the years rolled by”. What was the ‘handicap’ that Douglas refers to and how did he finally overcome it?

3)   “I screamed but only the water heard me”, why didDouglasscream? What does he mean by “but only the water heard me?

 

 

Chapter – 4

The Rattrap`

                                                       (Selma Lagerlof)

Objectives:

  1. To develop the comprehension skill.
  2. To inculcate imagination of a harsh life.
  3. To develop a better understanding of human beings.
  4. To relate the text to life.

Contents:

The peddler as rattrap seller

Peddler’s idea of world being a rattrap

Peddler at old crofter’s house

Old crofter’s life

Crofter’s 30 kronors stolen

Peddler’s apprehension when lost

Peddler at Ramsjo Ironworks

Ironmaster’s invitation to the peddler

Ironmaster’s daughter persuades the peddler

Ironmaster recognizes him the next day, asks him to leave

Daughter’s kind hearted gestures

Pre-Christmas entertainment and hospitality

Peddler leaves Christmas present, changes his dishonest ways

Peddler in a new form, signs himself as ‘captain’

Methodology/Activity

  1. Silent reading
  2. Loud Model reading
  3. Group discussion
  4. Narrating/sharing similar stories or experiences

Teaching Aids:

  1. Power point presentation
  2. OHP

Evaluation:

v     LEVEL I

  1. What do you mean by a rattrap?
  2. Briefly describe the rattrap peddler.
  3. Whose door did the peddler knock and how was he treated?
  4. Did he respect the trust shown by the crofter? How?
  5. Where did the peddler take shelter after stealing thirty kronors?
  6. Who came in the forge? What did he do to the peddler?
  7. Who made the peddler accept the invitation and how?
  8. Did the ironmaster recognize him later? How?
  9. How did the peddler keep the trust Edla reposed in him?

 

v     LEVEL II

  1. How did the crofter treat him? How was it different from that of the world?
  2. Explain the idea of the world being a rattrap.
  3. Why did the ironmaster invite him home? Why did the peddler decline the invitation?
  4. How was he treated by the ironmaster and his daughter?
  5. Why was Edla delighted to see the gift left by the peddler?
  6. What made the peddler raise himself as a captain?

 

v     LEVEL III

  1. What made the peddler think that he had indeed fallen into a rattrap?
  2. But for Edla’s interference, the peddler would never have been able to change his dishonest ways. Comment on the role of Edla in the light of this statement.
  3. Justify the title ’The Rattrap’.

 

 

 

Chapter-5

indigo

                                                                     (Louis Fischer)

Objectives:

  1. To develop the comprehension abilities.
  2. To inculcate imagination among the students.
  3. To develop skill like scanning skimming and intensive reading skimming and intensive reading.
  4. To make the children aware of champaran episode and it importance in the struggle for freedom.
  5. To develop vocabulary.

Contents:

  1. i.                   The problem of the peasants of champaran .
  2. ii.                 Role of Gandhiji in soloing the problem of indigo formers
    1.  fought for their justice
    2.  on the ground of argumentation and negotiation.
    3.  Uplifting the living condition of the formers.
    4.  Contribution towards freedom movement

Methodology/suggestion activities.

  1. Question/answer technique
  2. Group discussion
  3. Detained information about.
  4. Chanparan drought ppt.

 

Teaching Aids:

a)      Blackboard and chalk.

b)      LCD Projector for ppt.

Assignments:

v     LEVEL-I

  1. Who was Raj Kumar Shukla?
  2. When and where did Gandhiji meet him?
  3. Why could not Gandhiji accompany Shukla to Champaran?
  4. List the places Gandhiji visited between his first meeting with Shukla and his arrival at Champaran?
  5. What quality of Raj Kumar Shukla impressed Gandhiji?
  6. Why did Gandhi ji decide to go to Muzaffarpur? How was he received there?
  7. What problem were the indigo sharecroppers facing?

 

v     LEVEL-II

  1.                                I.      What kind of reception did Gandhi ji receive at Motihari?
  2.                             II.      What made Gandhiji explain that the Champaran battle was won?
  3.                          III.      What argument did Gandhiji have for not obeying orders to quit Champaran?
  4.                          IV.      What message does the Champaran episode carry?
  5.                             V.      Why did Gandhiji agree to 25% refund when the actual demand was for 50%?
  6.                          VI.      What qualities was he able to make in the Indians by the Champaran episode?

v     LEVEL-III

  1. What proves that Gandhi ji was an unknown figure in Champaran?
  2. Why were the government servants scared to be acquainted with a person like Gandhi ji ?
  3. Why did Gandhiji feel that help from the foreigner Ms. Andrew has unnecessary?
  4. Why did Gandhiji’s casual visit to Champaran get extended over a year?
  5. How was Champaran episode a turning point in Gandhiji’s life?

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER-6

POETS AND PANCAKES

Objectives:

  1. To develop the four language skills.
  2. To understand human and satire
  3. To follow a rambling and chatty style achieving thematic coherence.
  4. To write a humorous story.

Contents:

  1. It is an excerpt from ‘My years With Boss’ by Asokmitran a Tamil writer.
  2. He recounts the experience at Gemini studios in a humorous way.
  3. He describes the following in a rambling style:
  1. The make up department.
  2. The story department
  3. The office boy
  4. The legal advisor
  5. The general attitude of the people in Gemini studios towards communism.

Methodology/Activities:

  1. Silent reading
  2. Group discussion
  3. Class discussion

Teaching Aids:

  1. Text book
  2. Newspapers and magazines
  3. Internet

Assignments:

v     LEVEL I

  1. What was pancake? What was it used for?
  2. What does the writer mean by ‘the fiery misery’ of those subjected to make up?
  3. What do you know about the ‘office boy’ in the Gemini Studios? Why was he frustrated?
  4. Why did everybody in Gemini Studios think of giving the author some work to do?
  5. Who was Subbu’s enemy in Gemini studios?
  6. What do you know about Kothamangalam Subbu? List any two qualities
  7. Why Subbu was considered No 2 in the Gemini studios?

 

v     LEVEL II

  1. What is the example of national integration that the author refers to?
  2. What was the job assigned to the office boy in the Gemini studio?
  3. Why was the author praying for the crowd shooting all the time?
  4. Why was the office boy frustrated? Who  did he show his anger on?
  5. Subbu is described as a genius. List four of his abilities.
  6. Who was the English visitor to the studios? How did the author discover it?
  7. Subbu was ‘tailor-made’ for films How did he use his genius in various activities in the Gemini studios.
  8. How does the writer describe the episode of the English visitor to the Gemini studios?

 

v     LEVEL-III

  1. How was a strict hierarchy maintained in the make-up department?
  2. What was the job of the narrator in the Gemini studios?
  3. Subbu was a man of genius yet has enemies in the studios. Give reasons?
  4. What were the preconceived ideas of the people in the Gemini studios about a communist?
  5.  What was the Moral Rearmament Army? What was its message?
  6. How did the visit of the English poet remain as an unexpected mystery? How was it resolved?
  7. What do the you know about the book ‘The God That Failed’?
  8. What light does the chapter throw on the versatility of Kothamangalam Subbu?
  9. Asokamitran has used humour and satire effectually in Poets and Pancakes. Discuss.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Chapter – 7

The Interview

                                     (Christopher Silvestre)

Objectives:

  1. To develop listening, reading and writing skills
  2. Understanding the comprehension
  3. Enrichment of vocabulary
  4. Communication skills – Art of interviewing

Contents:

  1. Geneses
  2. Opinions
  3. An interview is an art
  4. But the people both favour and despise it
  5. Lewis Carroll never consented to be interviewed. He thinks that interview is immoral, crime and offence.
  6. Celebrities think, it as a supremely serviceable medium of communication
  7. It helps in deducing the reality as it involves questioning.
  8. The interviewer holds a position of unprecedented power and influence

Section II

An actual interview

  1. Mukund interviews Umberto Eco
  2. Umberto Eco tells that there is lot of empty space which he calls interstices
  3. He had a narrative style in his writing
  4. In the ‘Name of the Rose’ there is metaphysics, theology and medieval history.
  5. He identifies himself with the academic.

Methodology/Activity

  1. Role play
  2. Interviewing different personalities.
    1. In the school
    2. In the neighborhood
    3. Group Discussion

Teaching Aids

  1. Audio Cassettes
  2. Live Shows
  3. Internet

Evaluation

v     LEVEL – I

  1. What are the different views about interview?
  2. What does Umberto Eco mean by empty spaces in our lives?
  3. What is the reason for the great success of Eco’s novel “The name of the Rose”?

v     LEVEL – II

  1. How is an interview one of the important techniques in journalism?
  2. Why Lewis Carol did have a horror of the interviewer?
  3. How is Umberto Eco’s non fictional writing style different from academic style?

 

v     LEVEL – III

  1. What did one of the professors tell Umberto Eco when he presented his first doctoral dissertation inItaly?
  2. What do some primitive people think about being photographed(Interview)
  3. What is the opinion of the people regarding Umberto Eco’s novel “ The name of the Rose

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson No: 8

         Going places

Objectives:-

  1. Developing LSRW skills in English.
  1. Understanding the text for inferential comprehension.
  2. Developing usage and enrichment of vocabulary.
  3. Understanding the problem of hero-worship and fantasizing.

 

Contents:-

Sophie fantasizing about a date with her hero Danny Casey. Lately she come face to face with reality. Her friend Janise tries her best to mould her in right direction and face the reality of life.

Methodology/Activity

  1. pronunciation drill
  2. Group discussion on teenage dreams
  3. Questions and answer

 

Teaching aids:-

  1. Illustrations

Evaluation:

v     LEVEL 1:

  1. Who are the two girls?
  1. How many members does Sophie have in her family?
  2. What does Sophie dream of?
  3. Does Geoff believe what Sophie says about her meeting with Danny Casey?
  4. Does Sophie’s father believe her story?
  5. Who is Danny Casey?

 

v     LEVEL 2:-

  1. What did Sophie dream of doing after leaving school? What was she expected to do?
  2. Why did her father discourage her from entertaining such thoughts?
  3. Sophie’s family was not well off. What are the indicators of the fact?
  4. How did Sophie mean to escape the monotony and squalor of her life?

 

v     LEVEL 3:

  1. Sophie and Jansie were classmates and friends. What were the differences between them that show up in the story?
  2. It is natural for teenagers to have unrealistic dreams. Discuss with reference to the story ‘Going Places’.

 

 

 

 

 

 

 

ENGLISH CORE

 

CLASS – XII

 

POETRY

 

 

Lesson Plan & Three Level Assignments

 

 

 

 

 

 

 

 

 

 

Chapter 1

The Third Level-Reading Comprehension

                         (Jack Finney)

 

Objectives:

  • to develop listening, reading and writing skills
  • to arouse interest in reading for pleasure
  • to introduce students to the world of imagination

Contents:

-deals with flights of imagination of human mind

-Levels at Grand Central Station-imaginary level-III level

-Hobbies-its impact-leisure activities

-Status of modern man in the modern world

Methodology/Activity:

-Group discussion

-Characterization

-Question Answer technique

-Whole class Discussion-mapping information

Teaching Aids:

-Computer aided learning

-Blackboard/OHP

-Information from Internet

-Encyclopedia

Assignment:

v     LEVEL I

  1. What was the medium of escape for Charley?
  2. Did Charley find the third level again?
  3. Why does he wish to escape to the third level?
  4. What is a First Day Cores?

 

v     LEVEL II

  1. What did Charley’s psychiatrist friend and his friends tell him about his mental state?
  2. Why had Charley been to the third level?
  3. What happened when Charley got lost?
  4. How does Charley propose to go toGalesburg? Why couldn’t he reach there?

 

v     LEVEL III

  1. What did Charley do to confirm that he was in 1890’s?
  2. Why does Charley rush back from the third level?
  3. What was the proof of the belief for Charley that the third level existed?

 

v     LAQ

  1. How did Charley reach the third level of ground Central? How was it different from the other level?
  2. What are the various ways to overcome stress, insecurities and anxiety of modern life?

 

 

 

 

 

 

 

 

 

CHAPTER-  2

The Tiger King

                                              (Kalki)

 

Objectives:

–         To ensure the students to enjoy the text

–         Maximum exposure to the outer-world

–         Awareness about wild conversation

–         To develop vocabulary

–         To analyze, interpret and infer the ideas in the text

Contents:

–         A satire on the concept and whimsical nature of the ruling class

–         A story of the Maharaja who is known as Tiger King

–         In order to disprove the prophecy of astrologer, he resolves to kill hundred tigers

–         Dramatic irony-king died of infection caused by a wooden tiger.

Methodology/Activities:

–         Discussion

–         Anticipation guide-prediction of what will happen the text

–         Visit to Zoo

–         Role Play

Teaching Aids:

–         Visuals on wild life hunting

 

Assignments:

v     LEVEL I

  1. Who is the Tiger King? Why does he get that name?
  2. What did the astrologers predict when the Tiger King was born?
  3. Why did the king want to marry?
  4. How did the king finally meet his death?

 

v     LEVEL II

  1. What did the king plan to kill the rest of the thirty tigers?
  2. How did the tiger king celebrate his victory over the killing of the 100th tiger?
  3. How was the prediction of the astrologers proved true?
  4. Why the Maharaja was in danger of losing his throne?
  5. What did he do to save his throne?

 

v     LEVEL III

  1. Just one more killing then I will give up hunting. Justify.

 

 

 

 

 

 

 

 

 

 

 

 

 

Chapter 3

Journey to the End of the Earth

                                                           (Tishani Doshi)

 

Objectives:

  1. To develop extensive reading
  2. To Know about theAntarctica-the origin of the Earth
  3. To sensitise the students about the problem of global warming
  4. To think of the measures for protecting the Earth’s environment.

Contents:

  1. The prose passage describes a remarkable first hand knowledge of theAntarctic Circle, geography, geology and ecology.
  2. It reveals the geographical history trapped in Antractica
  3. We learn about the human impact and climate change by the eco-system and lack of bio-diversity inAntarctica.

Methodology and Activities:

  1. Direct Method
  2. Short discussions among students guided by  comprehension questions
  3. Speech on ‘Global warming’
  4. Comparison with ‘The Ailing Planet’: the Green Movement’s Role by Nani Palkhivala (class xi)

Teaching Aids:

  1. Black Board
  2. Power Point Presentation based on pictures of the terrain in question
  3. Cue cards for instructions and ideas

Assignments:

v     LEVEL I

  1. What was the Abademik Shokalskiy? Where was it headed and why?
  2. What programme was the writer a part of and what was the objective of the programme?
  3. What can be done to save our earth from the phenomenon called global warming?
  4. What was Gondwana? For how long and where did it exist?
  5. What isDrake passage?

 

v     LEVEL II

  1. What were the first emotions of Doshi on reachingAntarcticaand why?
  2. Why does the author feel that being in theAntarcticais like being in a grant ping-pong ball?
  3. What is the subject that features most in environmental debates? Why is theAntarcticaat the centre of such debates?
  4. Why has the programme, ‘students on Ice’ been so successful?

 

v     LEVEL III

  1. What are the indications for the future mankind?
  2. In that short amount of time, we’ve managed to create quite a ruckus” which ‘amount of time’ and ‘ruckus’ is Tishani talking about?
  3. How has human civilization affected our environment?
  4. What does Tishani Doshi mean by the expression ‘walk on the ocean’? How did she and her companions make this walk?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Chapter 4

The Enemy

(PEARL S. BUCK)

Objectives:

–         To develop comprehension skills

–         To develop analytical thinking

–         To broaden outlook

–         To enable the students to learn good humanities values

Contents:

–         The story is set against the backdrop of world war II

–         Dr. Sadao Hoki, a qualified Japanese doctor, educated in theU.S.now serving inJapan

–         Found an American prisoner of war badly wounded, near their house

–         Decided to get him home and save him

–         Servants offended, refused to help

–         The General sent a messenger to call Sadao

–         Sadao confided in the General and told him about the prisoner

–         The General assured to get him killed by the assassins but forgot to do so.

–         Sadao helped the prisoner to escape

Methodology/Activities:

–         Silent reading

–         Loud model reading

–         Group discussion

–         Debate

 

Teaching aids:

–         Power point presentation

–         OHP

–         Similar stories from Internet for reference

 

Evaluation:

v     LEVEL I

  1. Who was Dr. Sadao?
  2. Who was the man who had been washed ashore in front of Dr. Sadao’s house
  3. What did Sadao and Hana do with the man?
  4. Did the servant cooperate with them? If not, why?
  5. Why did the messenger came to call Sadao?
  6. How did the General offer to help Sadao to get rid of the American?
  7. Did the American escape? Who helped him and why?

 

 

v     LEVEL II

  1. Give details of the two things that happened on the seventh day after the wounded American soldier was brought in the house of Dr. Sadao.
  2. Why did Sadao tell the General about the American soldier?
  3. How did the servants react to the decision of the Sadao’s to keep the American prisoner in their house?
  4. How did Sadao help him escape?

 

v     LEVEL III

  1. Individuals who belong to any country tend to hate each other even if they do not know each other personally. At times it is seen that some of them rise above such prejudice. Comment with reference to ‘The Enemy’.
  2. I you were Dr. Sadao what would you have done to the American prisoner?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Chapter 5

SHOULD WIZRD HIT MOMMY?

                                (John Updike)

 

Objectives:

–         To develop the skill of extensive reading

–         To make the students aware of social issues-dominance of parents

–         To make the students realize the importance of one’s own individuality

 

Contents:

–         The basic story told by Jack to his daughter to about Roger

–         The theme that adults perspective on life is different from that of a child

–         To accept whatever nature has given

–         Children should not be snubbed and given freedom to disagree?

 

Methodology/Activities:

–         Question/Answer technique

–         Peer work

–         Group work

–         Class discussion

 

Teaching Aids:

–         Handouts

–         Chalk and Blackboard

–         Transparencies

 

Assignments:

v     LEVEL I

  1. What did Jo look forward to on Saturday?
  2. Why did Jack find his story telling sessions boring now?
  3. What was Roger spunk’s problem?
  4. What did Roger spunk do to get his problem solved?
  5. Where did the wizard live?
  6. How did Roger’s mother react to his changed smell?
  7. What did spunk’s mother do to get his old smell back?

 

v     LEVEL II

  1. Did Jack agree with Jo’s ending? What did he say to defend the mother?
  2. How did Jack make the basic theme of the story interesting?
  3. Did Jo approve of mother’s action? What did she want the story to be like?
  4. Why did Jack feel trapped?
  5. How did Jo react to Roger Spunk’s acceptance by his friends?

v     LEVEL III

  1. Do you think the character of the wizard is fashioned as Jack would have liked himself to be?
  2. Why did Jo not like the end of Roger Spunk’s story? What does it reflects of her personality?
  3. Justify the title of the story?
  4. What issues does the story raise? Are they relevant in today’s content?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER-6

ON THE FACE OF IT

Objectives:-  

  • To develop four skills of learning language. Reading, writing, listening and speaking.
  • To develop usage and enrichment of vocabulary.
  • To develop positive attitude towards life.

 

Content:-

  • Mr. Lamb extends a hand of friendship toDerrywho enters his garden.
  • Mr. Lamb advises him to develop a positive attitude towards life.
  • Derryinitially suspicious, accepts his friendship.
  • His brief association with Mr. Lamb brings about a great transformation inDerry.
  •  He goes to inform his mother and she opposes his meeting with Mr. Lamb.
  • Derrycomes back and finds Mr. Lamb dead.

 

Methodology/Activities:-

  • Role play.
  • Group discussion.

 

Teaching Aids:-

  • PowerPoint presentation.
  •  Blackboard.

Evaluation:-

v     LEVEL 1

  1. Who was Mr. Lamb? What did he say toDerrywhen he saw him coming into his garden?
  2. What doesDerrytell about his face?
  3. Why does Mr. Lamb give example of bees?
  4. What do you know about Mr. Lamb and his attitude towards life?

 

v     LEVEL 2

  1. Why wasDerrywithdrawn himself from the world?
  2. Why doesDerrycome back to see Mr. Lamb?
  3. Point out Mr. Lamb’s views on life?
  4. How does Mr. Lamb helpDerryto accept the realities of life?

 

v     LEVEL3

  1. Why and how doesDerryget into Mr. Lamb’s garden?
  2. How doesDerryconclude that people are afraid of him? Are the people really afraid?
  3. How did Mr. Lamb try to convinceDerrythat the outer looks don’ts make any difference?
  4. “Handicaps should be accepted in life” elucidate the statement with reference to the play. ‘On The Face Of It’.

OR

Justify the title of the play.

 

Lesson:-7

   Evan tries an O level

 

Objectives:-

  1. Developing LSRW skills in English
  2. Developing extensive reading
  3. To develop vocabulary
  4. Multi-dimensional approach –to tricky problems

Contents:-

  1. A prisoner named James Evans is inOxfordprison
  2. He wants to sits for examination in O-level German
  3. Three-time Evans had escaped from prison, so the governor takes several precautions to ensure that Evans does not make a bid to escape.
  4. Battleof wits between criminals and punishing authorities.
  5. Evans and his gang have the last laugh because they are good planners and smart enough to foresee things.

Methodology

  1. Role play
  2. Group discussion
  3. Quiz
  4. Question/Answer method

 

Teaching aid

  1. Quiz
  2. Group activity
  3. Detective serials

 

 

Evaluation

 

v     LEVEL-1

  1. What kind of a person was Evans?
  2. Why was Evans known as ‘Evans the break’ by the prison officers?
  3. What made Evan clip his hair short?
  4. Who is Carter? What does the Governor want him to do and Why?
  5. How did the Governor  manage to reach Evans in the hotel?

 

v     LEVEL-II

  1. What were the precautions taken for the smooth conduct of the Examination?
  2. How did the governor manage to track down Evans? How did he escape again?
  3. Why does Evans feel particularly annoyed at his having been taken away? Is his annoyance justified?

 

v     LEVEL-III

  1. Reflecting on the story what do you feel about Evans having the last laugh?
  2. Give an account of the blunders committed by the prison authorities which resulted in making Evan’s escape plan a success.
  3. Describe how carter was dodged by the wounded man?
  4. Do you agree that between crime and punishment it is mainly a battle of wits? Discuss with respect to the story ‘Evan Tries an o Level’

 

 

 

Lesson –no 8

memories of childhood

 

Objectives:

  1. Developing comprehension
  2. Broader outlook.
  3. Understanding the problems related to casteism and racial discrimination

Contents:

Zitkala was a Native Read Indian American. Who was a victim of racial discrimination? Bama experienced humiliation on account of her low caste. Both raised their voice against the awareness about equality among their communities.

 

Methodology/Activity:

  1. Silent reading
  2. group discussion on the oppressed and the oppressed.

 

Teaching Aids:

Stories from the ‘internet, on personalities. Who fought against social injustice?

 

Evaluation

v     LEVEL 1

  1. Who are Zithlkala-sa and bama?
  2. What is common about the memories of their childhood?
  3. Describe the anthor’s first day at school.
  4. why was Zitkala-sa ipset when her hair was being cut?
  5. What was made Bama take nearly one hour to cover a distance needing just ten minuts only?
  6. What was the impact of hair-cutting incident on the life of Zitkala-sa?

 

 

 

 

 

Poem:01

Topic:  My Mother at sixty-six

                              (Kamala Das.)

Objectives:

  • To sensitize students to poetic from
  • To enable students to interpret the lyrical qualities and the poem.
  • To elate the students, life.

Contents:

  • Poetess’ realization about her Mother’s ailing health
  • Recollection and childhood fears
  • Compare son and scenes inside and outside care
  • Works and pasting
  • Attempt to overcome anxiety and  fears.

Methodology/Activity:

  • Recitation by the teacher/CD script and students listing without test of the poem
  • Discussion on human relationships
  • Model Reading by a few students simple comprehension questions.
  • Poetic/literary devices

Teaching aids:

  • Visual and the Nectars bidding goodbye to mother
  • Tape recorder/CD Player
  • Blackboard/match stick figures on board.
  • Information from Internet

Assignments:

v     LEVEL I

  1. What did the poetess notice about her mother?
  2. What did the mother do and look like while going in the car to the air port?
  3. Why does the poetess say: “see you soon Amma!”?

v     LEVEL II

  1. What does the poetess realize with pain?
  2. What is the constant between the scene inside and outside the car?
  3. What was the childhood fear?
  4. Why was the though a familiar ache?

 

 

v     LEVEL III

  1. Why does the poetess smile and smile?
  2. What do parting words signify?
  3. The poetess seems to suffer a silent going?
  4. How did the poetess happen to write this poem?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Poem-2

An elementary School Classroom in a slum

(Stephen spender)

Objectives:

 

  •  To appreciate the poetic beauty
  • To interpret the poem
  • To identify the poetic devices.
  • Understanding the poem for comprehension.
  • To aware about the blight of slum dwellers.

Contents:-

  • Slum children living in Sub-human conditions
  • Slum children deluding    elementary schools.
  • Poet’s own desire to improve their lot.

Methodology/Activities:-

  • ModelReading
  • SilentReading
  • Question Answer technique
  • Discussion on Slums.

 

 

Teaching Aids:

 

  • P.P.T Showing slum are a schools.
  • Handouts with question are

Assignments:-

v     LEVEL I

  1. Tick the right answers from the following:

(A)              The tall girl with her head weighed down means-

The girl

  1. Is ill and exhausted
  2. Has her head bent with shame
  3. Has her untidy hair

(B)              The paper-seeming boy with rat’s eyes means-

The boy

  1. Sly and secretive
  2. Hun, hungry and weak
  3. Unpleasant looking
  4. How does the poet describe the slum children
  5. How does the classroom in the elementary school in   the slum look like?

v     LEVEL II

  1. What do sour cream walls symbolize
  2. What do you narrow street symbolize?
  3. What does the poet wish for the children of the slum?

v     LEVEL III

  1. The poem ‘An Elementary school classroom in a slum is about social injustice comment.
  2.  To The poet the maps and pictures on the walls of classroom are meaningless in the context of the lives of the slum children. Why does he feel so?
  3. iii.    What according to the poet is the only hope for the slum children?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Poem  3

Keeping Quit

                                   (Pablo Neruda)

Objectives:

  1. TO derive pleasure and entertainment
  2. To heighten students sensitivity to poetry.
  3. To identify the poetic devices
  4. To appreciate  the poetic beauty

Contents:-

  1. The poem is a call for introspection for all human beings who have divided themselves on the basis of race, language and nationalities.
  2. The poem is presented in the form is presented in the form of an exercise for meditation in silence.
  3. To feel the strength of humanity

Methodology/Activities:-

  1. Recitation
  2. Experience and meditation
  3. Stanza wise explanation
  4. Images of the destruction caused toHiroshimaandNagasaki.
  5. Live visual of peace
  6. Discussion on the topic ‘Horrors of war’

Teaching/Learning Aids

Same as above

Activities will be used as teaching learning Aids.

Assignments:-

v     LEVEL 1:

  1. What does the poet want the people on earth to do for once? How would they benefit?
  2. When and why would the fisherman not harm the whales?
  3. Who are the people who prepare green wars?
  4. How and when does everything seem dead?

v     LEVEL 2:

  1. What does the poet mean by ‘doing nothing ‘?
  2. What lesson should man learn from the earth?
  3. How will the ‘man gathering salt’ react when he looks at his hurt hands?

 

v     LEVEL 3.

  1. How does the poet visualize life? Why does he refuse to associate it with death?
  2. What is the sadness that the poet refers? What does the poet recommend us to  do to overcome it?
  3. Does the poet advocate complete activity and death? How would you justify his stand?

 

 

 

 

Poem no. 4

Topic: A Thing of beauty (John Keats)

Objectives:

  • To sensitize students to poetic from
  • Introduce students to poetic devices
  • To understand ideal Beauty
  • Quest of human soul for Beauty

 Contents:-

  • Beautiful objects source of constant joy
  • Beauty has lasting impressions on mends
  •   Beautiful thoughts and memories bends man to earth
  • All the object beauty cast an enchanting spell
  • Grandeur of the mighty dead is also beautiful

Methodology/Activity

  • PowerPoint Prostrations
  • Model reading by the teacher/audio cassette/CD.
  • Recitation by the students
  •  Interaction with students on the contents in each stanza.

Teaching Aids:

  1. objects of beauty
  2. Portrait of patriot or a hero
  3. Beautiful scenery depicting nature at its best

Assignments 

v     LEVEL-1

  1. List the thing of beauty mentioned in the poem?
  2. List the thing that cause suffering and pain?
  3. How does a thing of beauty remain a joy for ever?
  4. Mention any two sources of joy?

 

v     Level-II

  1. What make human beings love life in spite of sufferings?
  2. What do “grander of the dooms” signify?
  3. What images does the poet use to describe the bounty of earth?
  4. What massage the poem conveys on a whole?

 

v     Level-III

  1. Why grandeur is associated with the mighty dead?
  2. How does the poem highlight the poet”s immense faith in the divine?
  3. What image does the poet use to describe the beautiful bounty of the earth?
  4. How does beauty leave an indelible imprint on our mind?

 

 

Peom-5

A ROADSIDE STAND

(Robert Frost)

Objectives:

  • To sensitize students to poetic form.
  • To identify the poetic devices.
  • To make aware of the economic disparity that prevails in the cities and the countryside.
  • To make aware of the callous attitude of the government, the civic authorities.

Contents:

  1. why and where the shed is built
  2. hope of the villagers
  3. colons attitude of the rich people
  4. poor people trust often betrayal by the rich
  5. Longing of village folk for some help from the city elite
  6. Poet pain at the plight of villagers?

Methodology/ suggested Activities.

  • Model reading
  • Silent reading
  •  Lundreading
  • Handouts
  • Groups works
  • Discussion

 

Teaching /Learning Aids

  • Chalk and blackboard
  • Handouts
  • PowerPoint presentation.

 

Assignments

v     LEVEL-1

  1. Why have the villagers erected the roadside stand?
  2. What are the things offered for sale at the roadside stand?
  3. What near the plea of folks who had put up the roadside stand?
  4. What are the complaints made by the polished city dwellers?
  5. What has been promised to the village people?
  6. What does the poet want for the village people?

 

v     LEVEL-II

  1.  Why are the city dwellers called greedy good doers and beneficiates beasts of prey”?
  2. Why do villagers ask for the city money in their hands,?
  3. What is the childish long being talked of?
  4. Bring out the poetic devices used by the poet?

 

v     LEVEL-III

  1.   What did the greedy goody doers do to the poor rural people?
  2.   Explain “scram ones their relief to the poet?
  3.   What does the poet envisage for the village folks?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Poem-6

Topic: Aunt Jennifer’s Tigers

 

Objectives

  1. To enjoy the poem
  2. To understand the poem
  3. To appreciate the poetic devise
  4. To infer the deeper meaning/message

Contents:

  1. Aunt  Jennifer created tigers prancing freely proudly and fearlessly in the green world
  2. They are unafraid and step with chivalric certainty
  3. Aunt’s   finger fluttering and mind troubled and nervous
  4. Aunt feeling the massive weight of her wedding band
  5. Her fingers will not be free from the ordeals after death
  6. Tigers will go on prancing proudly.

Methodology/Activities

  1. Reading aloud by the teacher
  2. Question and answer method.

Teaching Aids:

  1. PowerPoint presentation
  2. Black Board

 

Evaluation

v     LEVEL-1

  1. How do Aunt Jennifer’s Tigers look like?
  2. What are they doing?
  3. Aunt’s fingers are fluttering through her wool. This suggest—
  4. What is Aunt wearing on her fingers? How does he feel about it?
  5. What will the tigers do when Aunt is dead?

v     LEVEL-II

  1. What image ‘Prancing’ Create in your mind about the tigers?
  2. Explain the line Bright topaz denizens of a word of green”
  3. How does Aunt feel while pulling out her ivory needle? What does it suggest?
  4. Which words suggest that she does not enjoy the ‘wedding band’?
  5. Which poetic device is used in the line____-_____her terrified hands will lie still ringed _ _ _ _by”.

v     LEVEL-III

  1. How do ‘denizens’ and ‘chivalric’ add to our understanding of the tiger’s attitude?
  2. What are the ‘ordeals’ that Aunt Jennifer is surrounded by? Why has the poet used the word the ringed’
  3. Interpret the symbols used in the poem
  4. Why do you think Aunt created animals that are so different?
  5. Explain the message conveyed through the poem.



Tips on how to attempt the English Paper

February 28, 2012 in class 12th

Mind your English

Posted On: Thursday, February 09, 2012

Students tend to give priority to other subjects at the cost of English. However, more often than not, this tells on the marks in the subject. Here are a few tips on how to prepare for the English examinations and weed-out common mistakes

 

General Instructions

•       The moment you see the question paper, do not immediately start writing answers. Give 5-10 minutes to read it and thoroughly plan the three hours you have at your disposal

•       It is preferred that the paper is attempted according to the serial numbers given in the question paper

•       Number your questions and all the parts of it so that it is easier for the examiner to track and allot marks

•       Never copy a wrong spelling from the question paper (or even from the blackboard while in the classroom) as this act too will displease the teacher

•       While answering, always make it a point to leave a line between parts of the same question. If no space is left, they might be left out for marking

•       Don’t misspell words like ‘beautiful’, ‘careful’, ‘hopeful’ with double ‘l’ as all these words carry single ‘l’

•       The answers pertaining to notices, advertisements, invitations, etc, should always be written in a blurb, i.e. a box. Therefore, do not forget to take your geometry box, stapler, as well as correcting fluid. Make an effort not to cross out or rewrite. If it happens, please use the correcting fluid.

•       Never hand over your paper to the invigilator without revising as it might save five to seven marks owing to silly errors because of writing fast and forgetfulness

 

Comprehension Passage 

•       There’s no need to write the entire paragraph or copying exactly

•       Never write answers in incomplete sentences or beginning with ‘Because’ and letting the sentence incomplete. Leave a line after writing answer to each part

•       All the answers should be to the point, precise, concise and within the word limit

•       If the answer is to be written in between the sentence, take care that it’s not begun with capital letter

 

Note Making

•       Read the passage carefully and just formulate the points and sub-headings in your mind. The numbers of subheadings are not to be written in the margin provided for writing question numbers. Write them on the page at the right place

•       Sub-headings and points should not be written in complete sentences but in phrases

•       Write the main heading in capitals and underline it

•       Try to use contractions and abbreviations

•       Four to five points should be divided into sub and sub-sub points for better explanation

•       Give a key to the abbreviations and contractions at the end

 

Summary

•       One word heading is not preferred as ‘Terrorism’ must be written as ‘Down with Terrorism’

•       Summary should be condensed in a paragraph only

•       It is better not to go beyond 85 words in a summary that should be specified at the end in brackets. Irrelevant details must not form part of your summary

 

Composition

•       A grasping, suitable and catchy heading is always a boon

•       Try beginning with some quote or saying or just simple good and attractive ideas

•       Three to four short paragraphs are sufficient that should not contain very long sentences

 

Advertisements

•       The category of the advertisement like ‘Lost and Found’, ‘Vehicles’, ‘Property’, ‘Matrimonial,’ etc, should be mentioned outside the box

•       Advertisements have a word limit of 50 words

•       First, draft the advertisement and then draw a box, as you know not where you’ll finish

•       Don’t write full sentences. Be economical by doing away with prepositions, sentence connectors etc. Give all the important information and do not repeat

 

Posters

•       Huge font is preferred for the heading if possible with a design.

•       Information like how, when, where, why, what, who etc, should be contained and bullets to be used to represent these points but without cramming in too many words making it hotchpotch. If possible use statistics

•       If required, day, time and venue should be clearly specified

•       Notice, advertisement, poster and invitation all have word limit of 50 words. All significant details must be presented artfully, clearly and brightly

•       If the notice is in public interest, don’t forget to write in brackets: (In public interest from the department/ ministry of ___)

 

Invitations

•       Invitation for birthday, marriage or some cultural activity is also drafted within 50 words

•       Writing format is centralised

•       If required, day, time and venue should be clearly specified

•       At the end on the left side under RSVP, phone numbers should be given

•       If it is a wedding invitation, ‘All the well wishers’ should be written on the right side at the end

 

Letter Writing

•       Today we write everything on the left side in any kind of letter. The first paragraphs should be topical expanding the subject. The second paragraph should discuss the problem dealt with and the third one should have solutions. The fourth one must be conclusive. Date must be written in this format: March 2, 2006

•       Never and ever write your address or other address that can be mistaken as your own address. Write a common one like: The Examination Room, Scholars’ Avenue,Educational Road,AcademicCityetc. Divide your letter into smaller paragraphs

•       Usually letters to the editor are common these days. So you must be in the practice of reading the ‘Letters to the Editor’ column of a national daily (a big newspapers)

•       Yours is correct; Your’s is not

 

Report

•       The first paragraph of a newspaper/ magazine report must be answer how, when where, why, what and who. Paragraph one should explain the topic, two and three the main event and last, the investigations or findings

•       In newspaper reports, headline is followed by the byline as — By a Staff Reporter or By a Staff Correspondent. Name of the newspaper/ agency, place of even and date follow

•       All reports must be completed within 125 words

 

Debate

•       A debate should begin like this: Hon’ble judges, teachers, my worthy friends and all the members of this august gathering! This is An Ace Debater of Grammar School, speaking for the motion that — TV viewing is harmful for children

•       Arguments should be convincing and as per the topic. You can also confute an earlier speaker.

•       It should be written within 150 words in 3-4 paragraphs

 

Literature

•       Read the whole text at least thrice to be thorough. Must score almost full in literature if you aim forRhodesor any other scholarship

•       Be precise, concise and to the point. Don’t write in points but paragraph form

•       Don’t answer what is not asked

•       While answering, always make it a point to leave a line between parts of the same question. If no space is left, they might be left out of marking

•       Follow the word limit as short answers of 1 mark or 2 marks should be answered in 2-3 sentences. Write never a big but brief 2-sentence introduction for long answers

•       A good beginning and a proper conclusion will fetch good marks

•       Write simple and pleasant English while answering questions and don’t try to be scholarly by using difficult connotations

 

 

(The writer is senior English teacher, Modern School, New Delhi)

 

 

 

ENGLISH CORE – XII Design of Sample Paper 2010

February 4, 2012 in class 12th

CODE NO.: 301
Class-XII
SAMPLE QUESTION PAPER
Section A: Reading   Max. Marks : 20
Read the passage given below and then answer the questions which follow:                                                                      12 marks
1 In spite of all the honours that we heaped upon him, Pasteur, as has been said,
remained simple at heart. Perhaps the imagery of his boyhood days, when he drew
the familiar scenes of his birthplace, and the longing to be a great artist, never
wholly left him. In truth he did become a great artist, though after his sixteenth
[protected]
year he abandoned the brush for ever. Like every artist of worth, he put his whole
soul and energy into his work, and it was this very energy that in the end wore
him out. For to him, each sufferer was something more than just a case that was
to be cured. He looked upon the fight against hydrophobia as a battle, and he was
absorbed in his determination to win. The sight of injured children, particularly,
moved him to an indescribable extent. He suffered with his patients, and yet he
would not deny himself a share in that suffering. His greatest grief was when
sheer physical exhaustion made him give up his active work. He retired to the
estate at Villeneuve Etang, where he had his kennels for the study of rabies, and
there he passed his last summer, as his great biographer, Vallery Radot, has said,
“practicing the Gospel virtues.”
2 “He revered the faith of his fathers, “says the same writer, “and wished without
ostentation or mystery to receive its aid during his last period.”
3 The attitude of this man to the science he had done so much to perfect can be best
summed up in a sentence that he is reputed once to have uttered, concerning the
materialism of many of his contemporaries in similar branches of learning to his
own: “The more I contemplate the mysteries of Nature, the more my faith
becomes like that of a peasant.”
4 But even then in retirement he loved to see his former pupils, and it was then he
would reiterate his life principles: “Work, “ he would say, “never cease to work.”
So well had he kept this precept that he began rapidly to sink from exhaustion.
5 Finally on September 27, 1895, when someone leant over his bed to offer him a
cup of milk, he said sadly: “I cannot, “ and with a look of perfect resignation and
peace, seemed to fall asleep. He never again opened his eyes to the cares and
sufferings of a world, which he had done so much to relieve and to conquer. He
was within three months of his seventy-third birthday.
6 Thus passed, as simply as a child, the man whom the French people were to vote
at a plebiscite as the greatest man that France had ever produced. Napoleon, who
has always been considered the idol of France, was placed fifth.
7 No greater tribute could have been paid to Louis Pasteur, the tanner’s son, the
scientist, the man of peace, the patient worker for humanity.
487 words
1.1 Answer the following questions:
a. Even accolades and honours did not change the simple man that
Pasteur was. Why? 2 marks
b. How did Pasteur view those who suffered from diseases? 1 mark
c. How did Pasteur engage himself in the estate? 2 marks
d. What advice did he always give to his pupils? 2 marks
e. How did France, the country of his birth, honour this great scientist? 2 marks
1.2 Find the words from the passage which mean the same as: 3 marks
a. To give up (para 1)
b. People belonging to the same period (para 3)
c. Vote by the people of the country to decide a matter of
national importance (para 6)
Question 2. Read the passage given below: 8 marks
Residents of the Bhirung Raut Ki Gali, where Ustad Bishmillah Khan was born
on March 21, 1916, were in shock. His cousin, 94-year -old Mohd Idrish Khan
had tears in his eyes. Shubhan Khan, the care-taker of Bismillah’s land, recalled
: “Whenever in Dumaraon, he would give rupees two to the boys and rupees five
to the girls of the locality”.
He was very keen to play shehnai again in the local Bihariji’s Temple where he
had started playing shehnai with his father, Bachai Khan, at the age of six. His
original name was Quamaruddin and became Bishmillah only after he became
famous as a shehnai player in Varanasi.
His father Bachai Khan was the official shehnai player of Keshav Prasad Singh,
the Maharaja of the erstwhile Dumaraon estate, Bismillah used to accompany
him. For Bishmillah Khan, the connection to music began at a very early age. By
his teens, he had already become a master of the shehnai. On the day India gained
freedom, Bismillah Khan, then a sprightly 31 year-old, had the rare honour of
playing from Red Fort. But Bishmillah Khan won’t just be remembered for
elevating the shehnai from an instrument heard only in weddings and naubatkhanas
to one that was appreciated in concert halls across the world. His life was a
5
testimony to the plurality that is India. A practicing Muslim, he would take a daily
dip in the Ganga in his younger days after a bout of kusti in Benia Baga Akhada.
Every morning, Bishmillah Khan would do riyaaz at the Balaji temple on the
banks of the river. Even during his final hours in a Varanasi hospital, music didn’t
desert Bishmillah Khan. A few hours before he passed away early on Monday, the
shehnai wizard hummed a thumri to show that he was feeling better. This was
typical of a man for whom life revolved around music.
Throughout his life he abided by the principle that all religions are one. What
marked Bishmillah Khan was his simplicity and disregard for the riches that come
with musical fame. Till the very end, he used a cycle rickshaw to travel around
Varanasi. But the pressure of providing for some 60 family members took its toll
during his later years.
2.1 On the basis of your reading of the above passage make notes using headings and
sub-headings. Use recognizable abbreviations where necessary.
2.2 Make a summary of the above passage in not more than 80 words using the notes
made and also suggest a suitable title.
Section B: Advanced Writing Skills 35 marks
Q.3 A.K International School is looking for a receptionist for the school. Write an
advertisement on behalf of the adminstrative officer in the classified columns of
the local newspaper giving necessary details. Draft the advertisement in not more
than 50 words.
OR
Suman/Suresh has cleared the Pre-Medical Pre-Dental entrance examination. The
family is elated at the achievement and they decide to have a get-together for all
friends. Draft an informal invitation for the get-together in not more than 50 words.
Q.4. You are Shekhar/Tripta a student of A.P Public School. Principals of two schools
from Pakistan visited your school as part of a cultural exchange programme.
Students of the school put up a cultural show in their honour. Write a report about
it for your school magazine. (100-125 words).
OR
As you were driving back home from work you were witness to an accident
between a Maruti car and a truck. The driver of the car was seriously injured.
There was confusion and chaos prevailing on the road. Describe the scene in
about 100 to 125 words. You are Sameer/Samiksha.
5 marks
3 marks
5 marks
5 marks
10 marks
6
5. You are Nitin/Natasha a student of Class XII at K.P.N. Public School Faridabad. 10 marks
The student is required to cope with lot of pressure in today’s competitive environment.
Write a letter to the editor of a national daily highlighting the increasing stress faced by
students and suggest ways to combat the same.
OR
You are Suresh/Smita. You come across the following advertisement in a national daily.
You consider yourself suitable and eligible for the post. Write an application in response
to the advertisement.
Applications are invited for the post of a Nursery teacher in a reputed school of Delhi.
The candidate must have at least 5 years experience of teaching tiny-tots. The applicant
must have a pleasant personality. He/she should be creative and innovative. Attractive
salary. Interested candidates should apply to The Principal, AKS International, Indirapuram,
New Delhi within 10 days with detailed resume.
6. Some colleges conduct entrance test for admission to under-graduate courses like 10 marks
English (Hons.) and Journalism (Hons.). Do you think that the entrance test is the right
method of selecting students? Write an article in about 150-200 words. You are Rohan/
Rachita, a student of class XII at A.P. International School Agra.
OR
Computer games and video games have become popular with children today. As
a result outdoor games seem to have no place in their life anymore. You are
Satish/Sakshi. You had the opportunity of playing Hide-n-Seek when you visited
your cousins in a small town. You decide to write an article on your experiences
about the joys of playing outdoor games for the school magazine. Write the article
in 150-200 words.
Section C : Text Books
Q.7. Read the extract given below and answer the question that follow : 4 marks
They do not fear the men beneath the tree;
They pace in sleek chivalric certainty.
a. Are Aunt Jennifer’s tigers real ? Give reasons for your answer. 2
b. Why do the tigers not fear the man beneath the tree? 1
c. What do you understand by ‘chivalric certainty’? 1
Or
A thing of beauty is a joy for ever
Its loveliness increases, it will never
Pass into nothingness; but will keep
A bower quiet for us.
a. ‘A thing of beauty is joy for ever’. Explain. 2
b. Why does a beautiful thing ‘pass into nothingness’? 1
c. What does poet mean by ‘a bower quiet for us’ 1
7
Q.7(b) Answer any three of the following questions in about 30-40 words. 2*3= 6 marks
1. According to Pablo Neruda, what is it that human beings can learn from Nature?
2. Why does Spender call Shakespeare wicked and the map a bad example?
3. What kind of ordeals is Aunt Jennifer surrounded by?
4. What is the significance of the parting words of the poet and her smile, in My
Mother at Sixty-six?
Q.8. Answer the following questions in about 30-40 words. (2*5= 10 marks)
a. For Franz, what was much more tempting than going to school and why?
b. Mention any two hazards of working in the glass bangles industry.
c. How did Douglas overcome the old terror?
d. The crofter can be called as a good host. Why?
e. What was unique and distinctive about Ecos academic writing style ?
Q.9. Answer any one of the following in about 125-150 words. 10 marks
Franz’s attitude towards school as well as towards M. Hamel changes when he comes
to know about the take over of his village by Prussians. Do you agree ? Discuss with
reference to the The Last Lesson.
OR
How did the Chamaparan episode prove to be a turning point in Gandhiji’s life?
Explain with the reference to the text, Indigo.
Q.10. Answer any one of the following in about 125-150 words. 7 marks
The modern consumerist world is full of fear, insecurities, stress and wars. What
are the ways in which we try to combat them? Answer with reference to The Third
Level.
OR
How can we say that Antartica is the best place to study and understand about
Earth’s present, past and future ? Answer with reference to, Journey to the end of
the Earth.
Q.11. Answer the following briefly (30-40 words) 8 marks
(1) Even though the Maharaja lost Rs. 3 lac, he was still happy. Why? (The
Tiger King)
(2) In a short span of 12 thousand years man has managed to create a ruckus
on this earth. How? (Journey to the End of the Earth)
(3) Why did Roger Skunk go in search of the wizard? (Should Wizard hit
Mommy)
(4) Mention any two reasons because of which it would take thirty minutes to
an hour for Bama to reach home? (Memories of Childhood- We Too are
Human Beings.)
8
ENGLISH CORE
CODE NO.: 301
Class-XII
SAMPLE QUESTION PAPER I
Marking Scheme
Section A: Reading Max. Marks : 20
Answer Key 1.1
a. • he continued to live in his childhood/ He remained a simple-hearted (2 marks)
person.
• when he used to paint and always wished to be a painter
b. Pasteur believed (1 mark)
• that the sufferer was something more than just a case to be dealt with
and cured.
c. Pasteur retired to the estate at Villeneuve Estang (2 marks)
• conducted study on rabies
• practiced the gospel virtues
d. • he would tell his pupils never to stop working. (2 marks)
• Working according to him, was the most important of life principles.
• the French people voted him as the greatest man that France had ever
produced.
• This was the greatest tribute that could have been paid to Louis Pasteur. (2 marks)
1.2 a- abandoned (3 marks)
b- contemporaries
c- Plebiscite
2.1. Title: Tribute to Bismillah Khan 5 marks
Notes
1. Shock at the demise
(a) Cousin- tears in eyes.
(b) Care-taker recalled-
(ii) Giving two Rs. – boys
(iii) Five Rs. to girls
2. His early life
(a) Org. name Quamaruddin
(b) Play shehnai at temp. – with father
(c) Recognized as Bismillah- at Vns.
9
3. Music as Family heritage:
(a) Father – court poet at Dumaraon
(b) Pld. shehnai from age six
(c) At 31- played shehnai – Red Fort- 1947.
4. Daily routine in Vns.
(a) Taking dip in the Ganga
(b) Riyaaz at Balaji Temp.
(c) Before his last breath- hummed thumri
(d) used cycle rickshaw to travel
(e) bread-winner for 60 fml. mem.
5. Bismillah beyond religion
(a) Main principle- all religions one
(b) Life -testimony of plurality
(c) Pract. Muslim
Key to Abbreviations used:
Temp. Temple
Vns. Varanasi
Pract. Practicising
Rs. Rupees
Pld. Played
Fml. family
Mem. member
2.2. Summary of the passage 3 marks
Ustad Bismillah Khan born and bought up at Dumaraon got the taste of music at
a very early stage of life. He started accompanying his father who was an official
musician at the Estate of Dumaraon. He got the honour to play his shehnai tune at Red
Fort on the occasion of Independence. He believed that all religions are one. He led
a life of simplicity. Music was his soul and even on his deathbed he played his last thumri
in the hospital at Varanasi.
3. Option -I
Objectives: To draft a classified advertisement giving all the necessary details.
Marking: 5 marks
Title : Situation Vacant 1 mark
10
Content: Details 3 marks
• Educational Qualifications
• Spoken English
• Age
• Pleasant personality
• Whom to apply to and contact address
• Last date
Expression 1 mark
Option II
Format Address of self
Date
Salutation 1 mark
Content: Details
• What is the occasion 2 marks
• Date and time
• Venue
• Theme for the party
Expression: Coherence, Relevance 1 mark
Grammatical accuracy, spelling 1 mark
Marking Scheme
Option I
Report
Format Heading/Title
Name and class of the student ½ + ½ mark
Content What? 4 marks
When?
Where?
Who organized it?
Highlights of the guest’s speech
Any other relevant information
Expression Spelling, grammatical accuracy 2 ½ marks
Coherence, relevance 2 ½ marks
11
Option II
Factual Description
Content Value Points 4 marks
• Description of accident site
• Condition of occupants
• Number of occupants
• Condition of the vehicle
• Presence of ambulance
Expression Coherence and relevance 3 marks
Grammar and spelling 3 marks
5. Marking Scheme
Format Writer’s address, receiver’s address, date, subject, salutation and
complementary close 2 marks
Content Reasons for stress 5 marks
• The increasing competition among students to score high marks
• No time for recreation
• Manifestation of stress in the form of anger, violent behaviour
• Indulging in games, practising yoga, can combat stress
• Listening to music etc are also ways of combating stress
Expression Coherence, relevance 3 marks
spelling, grammatical accuracy
Option II
Format Writer’s address, receiver’s address, date, subject, salutation and 2 marks
complementary close.
Content Covering letter 3 marks
Reference to advertisement
Conveying suitability for the post
Submission of application
Resume/ Biodata as separate enclosure
Profile of self
Educational Qualifications
12
Professional Qualifications
Experience
Any other relevant information
Expression Spellings, grammatical accuracy, relevance 2 ½ marks
Coherence and cohesion 2 ½ marks
6. Article- Argumentative/ Imaginative
Format Title, writer’s name 1 mark
Title – Entrance tests at colleges
Content 4 marks
• Language acquisition till class XII does not test their true abilities.
• Language not taken seriously by students
• Board results do not reveal the true potential
• Entrance test try to bring out their true capabilities
• Only students serious about the course will take the test
• So, these tests should be conducted
• Entrance test a burden on students
• Board results are fairly good as a yardstick as they judge 14 years of
language acquisition.
• Students under lot of stress after studying for the whole year in class
XII
• Unfair to put so much of pressure- no entrance test.
Expression – Coherence, relevance 2 ½ marks
Spelling, grammatical accuracy 2 ½ marks
Option II
• Outdoor games make us physically active, agile and alert
• Playing and running around with friends makes us happy
• It is exciting when we play , fight, agree and disagree
• Lot of exchange of ideas and thoughts
• Increase in number of friends hence social circle is broadened
• More joyful than sitting alone on computers and chatting
13
7. Objectives :To test the student’s comprehension of the poem, their ability to interpret,
evaluate and respond to the lines of the poem.
Option – 1 Value points:
(a) No,
• they are on a screen
• can be seen on a panel
(b) Symbol of chivalry
• they are powerful
(c) they are sure of their power
• and the strength they possess
OR
(a) Long lasting impact
• never move into emptiness
• we even think of them in our dream
(b) long standing impression
• not subject to time
(c) a shady place for one to sit and ponder
7 (b). 1. to be quiet and still
• to grow at our own pace
• to be contented with what we had (any two points)
2. He says so because
• These have no meaning for children of the slums
• They will tempt them to steal
3. Constraints of married life
• The dominance of women by their husbands
• The compulsion of their domestic life
• Responsibility towards family (any two)
4. It signifies hope
• Promise of visiting the mother again
• To leave a smiling face behind for her mother, (any two)
8. Objectives: To test the student’s ability for local comprehension of the prose texts.
Marking Scheme:
Content : 1 mark
Expression : 1 mark
14
Value Point
(a) Going out to play in bright warm sun
• With birds chirping in the open field
• To see the Prussians soldiers practicing drill
• More tempting than learning the rules for participles
(b) the chances of losing one’s eye- sight
• There is possibility of skin burn too
(c) he confidently continued to swim on
• The next morning he dived into the lake, swam across to the other shore and
back. This way he conquered his fear of water.
• The will to live helped him in conquering his fear.
(d) he welcomed the tramp
• Offered him hot supper
• Gave him tobacco to smoke
• Played cards with him
(e) his academic writing style is playful and personal
• Uses narrative style
9. Objectives : To test global comprehension of prose texts
Marking Scheme:
Content : 6 marks
Expression : 4 marks
Value Points:
• Franz decided to pay attention to the lesson
• School became very important for him
• Felt he would miss his school from next day
• M. Hamel became a good teacher from a boring one.
• Genuinely upset that Hamel was leaving the village
• Cranky Hamel seemed a good gentle man
• Liking developed for history and grammar.
OR
Marking Scheme:
Content : 6 marks
Expression : 4 marks
Value Points:
• Gandhiji was appalled at the condition of the share-croppers in Champaran
15
• Got a doctor for the village to help sick people
• Made the people understand the value of self-reliance
• Got support from lawyers to fight the case of share-croppers
• Tried to alleviate the distressed peasants.
• Made the ordinary people to contribute in national freedom.
This became a turning point in his career.
10. Objectives : To be able to comprehend incidents and evaluate it.
Marking Scheme:
Content : 1 mark for each value point (4 points)
Expression : 3 marks (1½ + 1½ accuracy and fluency)
Value Points
Present world rat race
• Every body running after power, money or success.
• One gets stressed out
• Feeling of being a failure develops
• To overcome such insecurities and fears one starts imagining
• Charley starts imagining his grandfather and the village he came from
• He starts believing that there is a third level at the grand central station, New York
from where trains went to Galesburg, Illinois, where his grand father used to live
OPTION II
Objectives : To be able to comprehend incidents and evaluate it.
Marking Scheme:
Content : 1 mark for each value point (4 points)
Expression : 3 marks (1½ + 1½ accuracy and fluency)
Value Points
Visit to Antarctica
• will give a grasp of where we have come from and where we could possibly be heading
• it will suggest the future possibilities( in millions years afterwards)
• study about the future climate change easily and more effectively
• tell us about the repercussions of environmental changes
• Realization of the appearance of the Future world (any four)
16
11. Objectives : To be able to comprehend incidents and evaluate it.
Marking Scheme:
Content : 1 mark
Expression : 1 mark
Value Points
(1) Maharaja had bought fifty diamond rings
• sent it to the wise of the British officer to choose from
• she kept all of them
• but managed to retain his kingdom
• this made him happy
(2) Man has created villages, towns, cities and mega-cities by destroying nature
• rapid increase of human population resulting in burning of fossil fuels
• global warming
(3) Every body made fun of Roger Skunk because he gave out a bad smell.
• he was upset about this
• He met the old owl who advised him to go to the wizard, who would help him and
give him a pleasant smell.
(4) The two reasons are:
• She would watch all the fun and games that were going on on the road
• She would look at the shops and the bazaars
• Used to look at the snake charmers and the monkeys performing, (any two)
17
ENGLISH CORE
CODE NO.: 301
Class-XII
SAMPLE QUESTION PAPER II
Section A: Reading Max. Marks : 20
Read the passage given below and then answer the questions which follow: 12 marks
1 To make our life a meaningful one, we need to mind our thoughts, for our
thoughts are the foundation, the inspiration, and the motivating power of our
deeds. We create our entire world by the way we think. Thoughts are the causes
and the conditions are the effects.
2 Our circumstances and conditions are not dictated by the world outside; it is the
world inside us that creates the outside. Self-awareness comes from the mind,
which means soul. Mind is the sum total of the states of consciousness grouped
under thought, will and feeling. Besides self-consciousness we have the power to
choose and think. Krishna says: “no man resteth a moment inactive”. Even when
inactive on the bodily plane, we are all the time acting on the thought plane.
Therefore if we observe ourselves, we can easily mould our thoughts. If our
thoughts are pure and noble, naturally actions follow the same. If our thoughts are
filled with jealousy, hatred and greed, our actions will be the same.
3 Karmically, however, thought or intent is more responsible and dynamic than an
act. One may perform a charitable act, but if he does not think charitably and is
doing the act just for the sake of gain and glory, it is his thoughts that will
determine the result. Theosophy teaches us that every thought, no matter how
fleeting, leaves a seed in the mind of the thinker. These small seeds together go
to make up a large thought seed and determine one’s general character. Our
thoughts affect the whole body. Each thought once generated and sent out
becomes independent of the brain and mind and will live upon its own energy
depending upon its intensity.
4 Trying to keep a thought from our mind can produce the very state we are trying
to avoid. We can alter our environment to create the mood. When, for instance,
we are depressed, if we sit by ourselves trying to think cheerful thoughts, we often
do not succeed. But if we mix with people who are cheerful we can bring about
a change in our mood and thoughts. Every thought we think, every act we
perform, creates in us an impression, like everything else, is subject to cyclic law
and becomes repetitive in our mind. So, we alone have the choice to create our
thoughts and develop the kind of impressions that make our action more positive.
18
5 Let us choose the thought seeds of right ideas, noble and courageous aspirations
that will be received by minds of the same nature. Right introspection will be
required of us to determine what we really desire to effect. Everything in the
universe is inter-related and inter-dependent, that we live in one another and by
accepting the grand principle of universal brotherhood we shall be in a position
to appreciate what a heavy responsibility is ever ours to think right. Let us reflect
and send loving and helpful thoughts and lighten the load of the world’s suffering.
1.1 Answer the following questions:
a. How can we make our life meaningful? 1 mark
b. Why does Krishna say, “No man resteth a moment inactive?” 2 marks
c. How do our thoughts affect the whole body? 2 marks
d. How can we change our mood when we are depressed? 2 marks
e. How can we bring about the desired effect? 2 marks
1.2 Find the words from the passage which mean the same as: 3 marks
a. Full of activity (Para 3) (Para 3)
b. Happening in cycles (Para 4)
c. to look into one’s own thoughts and feelings (Para 5)
Question 2. Read the passage given below and answer the questions that follow: 8 Marks
The small village of Somnathpur contains an extraordinary temple, built around
1268 A.D. by the Hoyasalas of Karnataka-one of the most prolific templebuilders.
Belur and Helebid are among their-better-known works. While these
suffered during the invasions of the 14th century, the Somnathpur temple stands
more or less intact in near-original condition.
This small temple captivates with the beauty and vitality of its detailed sculpture,
covering almost every inch of the walls, pillars, and even ceilings. It has three
shikharas and stands on a star-shaped, raised platform with 24 edges. The outer
walls have a profusion of detailed carvings: the entire surface run over by carved
plaques of stone. There were vertical panels covered by exquiste figures of gods
and goddesses. with many incarnations being depicted. There were nymphs too,
some carrying an ear of maize (a symbol of plenty and prosperity. The elaborate
ornamentation, very characteristic of Hoyasala sculptures, was a remarkable
feature. On closer look – and it is worth it – the series of friezes on the outer walls
revealed intricately carved caparisoned elephants, charging horsemen, stylized
flowers, warriors, musicians, crocodiles, and swans.
495 words
19
The temple was actually commissioned by Soma Dandanayaka or Somnath (he
named the village after himself), the minister of the Hoyasala king, Narasimha the
Third. The temple was built to house three versions of Krishna. The inner center
of the temple was the kalyana mandapa. Leading from here were three corridors,
each ending in a shrine, one for each kind of Krishna-Venugopala, Janardana and
Prasanna Keshava, though only two remain in their original form. In the darkness
of the sanctum sanctorum, I tried to discern the different images. The temple’s
sculptural perfection is amazing and it includes the doors of the temple and the
three elegantly carved towers.
324 words
2.1 Make notes of the above passage using an acceptable format including
abbreviations, with suitable titles 5 marks
2.2 Make a summary of the above passage in not more than 80 words. 3 marks
Section B: Advanced Writing Skills Max. Marks: 35
Q.3. You are the President of your school theatre club. Your club is organizing a play
The Miser to help the victims of earthquake. Design a poster informing the
students about this play. Invent necessary details.
Or
The students’ council of your school has organized an excursion to Goa for
students of class XII during the Autumn Break. As President of the council, write
a notice in not more than fifty words informing the students about this excursion.
Sign yourself as Ravi / Raveena.
Q.4. You are Rahul, the Headboy of Creative Public School, Delhi. Recently your
school hosted the Regional Level CBSE Science Exibition. Write a report of this
event for your school newsletter in about 125 words.
Or
The International Book Fair was inaugurated by the Chairman of Children’s Book
Trust, Dr. Kumar. The theme this year was Illustrated Works of Children. You are
Akshay/Akanksha a class XII student of A.K. International School Mathura. You
visited the exhibition and were impressed with the range of books on display.
Write a factual description in about 125 words.
Q.5. You are Naresh/Neetu. Recently, you came across a newspaper report on the
burning of a young woman as her parents could not meet the dowry demands. You
feel that even after 60 years of independence we have not really progressed as a
nation. Write a letter to the editor of a local newspaper expressing your views and
also giving suggestions to improve the status of women in Indian Society.
5 marks
10 marks
10 marks
20
OR
You are Satish/Sonali, the student prefect incharge of the school library. You have
been asked to place an order for children’s story books (Ages 10-13 yrs). Write
a letter to M.S. Book Depot Ramnagar, Bikaner placing an order for the books.
Invent the necessary details.
Q.6. India is a country with diverse cultures, traditions, religious and political beliefs.
To keep such a country together, to bind the people and take the nation ahead on
the path of progress, democracy is the most suitable form of government. Write
an article in about 150-200 words. You are Akshay/Asha a class XII student at
Rosary Senior Secondary School Lucknow.
OR
You are Amit/Amita a student of class XII at K.N. Senior Secondary School
Nagpur. You recently visited a hill station alongwith your parents. It was an
exhilarating, adventrous and joyful experience. Write an article for the school
magazine sharing your experience in 150-200 words.
Aunt Jennifer’s fingers fluttering through her wool
Section C : Text Books.
Q7. Read the extract given below and answer the question tha follow : 4 marks
a) 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 suggested by the image the massive weight of uncle’s wedding
band? 1 mark
(c) Why did Aunt Jennifer create animals which were so different from her
own character? 2 marks
OR
And yet, for these
Children, these windows, not this map, their world,
Where all their future’s painted with a fog,
A narrow street sealed in with a lead sky
Far far from rivers, capes and stars of words.
(a) What does the map on the wall signify? 1
(b) Who are these children? What is their world like? 2
(c) What kind of future does the poet foresee for them? 1
(b) Answer any three of the following questions in about 30-40 words. 6 marks
(a) What does Stephen Spender want for the children of the slums?
How can their lives change?
(b) How will counting up to twelve and keeping still help us?
(c) What is the childish longing that the poet refers to? Why is it ‘vain’ ?
10 marks
21
(d) Why is grandeur associated with the mighty dead?
Q.8. Answer the following questions in about 30-40 words. 10 marks
(a) Why was Franz afraid when he was going to school that day?
(b) What is the misadventure that William Douglas speaks about?
(c) Why do most celebrity writers despise being interviewed?
(d) Why was Sophie jealous of her brother’s silence?
(e) Why did Rajkumar Shukla go to meet Gandhi?
Q.9. Answer any one of the following in about 125-150 words. 10 marks
The life of bangle makers of Firozabad was full of obstacles which forced them
to lead a life of poverty and deprivation. Discuss with reference to Lost Spring.
Or
Asokamitran has used humor and satire effectively in Poets and Pancakes.
Discuss.
Q.10. Answer any one of the following in about 125-150 words. 7 marks
Individuals who belong to enemy countries tend to hate each other even if they
do not know each other personally. At times it is seen that some of them rise
above such prejudices. What makes a human being do so?
Or
An adult’s perspective is different from that of a child. Why? Answer with
reference to the story Should Wizard hit Mommy?
Q.11. Answer the following briefly (30-40 words) 8 marks
(1) Why does Charley say that grand station is growing like a tree in the story
The Third level?
(2) Why does Derry tell Mr. Lamb that he is afraid of seeing himself in the mirror
in the story On the Face of It?
(3) Why did people doubt Evan’s sincerity towards taking the ‘O’ Level Exam, in
Evan Tries an O-Level?
(4) What does Zitkala-sa do to avoid having her hair cut?
22
ENGLISH CORE
CODE NO.: 301
Class-XII
SAMPLE QUESTION PAPER II
Marking Scheme
Section A: Reading Max. Marks : 20
Answer Key
1. a. to mind our thoughts, for our thoughts are the foundation, the inspiration, the
motivating power of our deeds, and are the causes and the conditions of the effects.
b. Krishna says this because even when inactive on the bodily plane, we are all the time
acting on the thought plane. Therefore, if we observe ourselves, we can easily mould
our thoughts,
c. our thoughts affect the whole body. Each thought once generated and sent out
becomes independent of the brain and mind and we live upon its energy depending
upon its intensity
d. We can change our mood by mixing with people who are cheerful. We can bring
about the desired result by following:
• by choosing the thought seeds of right ideas, noble and courageous aspirations
that will be received by minds of the same nature,
a. Right introspection will be required of us to determine what we really desire
to effect.
1.2 a. Dynamic
b. Cyclic
c. introspection
2.1 Title: Temple of Somnathpur
Notes 1. Prominent temples at Somnathpur
i. built around 1268 A.D. by the Hoyasalas.
ii. built by the most prolific temple-builders.
(ii) Belur and Helebid
(iii) suffered during the invasions of the 14 century
2. Temple: the beauty and vitality
(a) Detailed sculpture- covering walls, pillars, ceilings.
(b) Three shikharas- stands star-shaped, raised platform – 24 edges
(c) The outer walls- detailed carvings
(d) the entire surface- carved plaques of stone,
(e) Vertical panels covered by exq.
3. Temple as representation of Hinduism:
(a) with many incarnations
(b) many deties
23
4. Characteristic of Hoyasala sculptures
(a) the series of friezes on the outer walls
(b) revealed intricately carved caparisoned elephants .
(c) charging horsemen
(d) stylized flowers
(e) warriors, musicians, crocodiles, and swans.
5. Temple in the History
(a) actually comm.. Soma Dandanayaka or Somnath
(b) The inner center of the temple was the kalyana mandapa.
(c) Leading – three corridors, each ending in a shrine
(d) Each kind of Krishna-Venugopala, Janardana and Prasanna Keshava, Life-test, of plu.
Key to Abbreviations used
Inc. includes
Exq. exquisite
Fig. figures
Test. testimony
Plu. Plurality
Comm.. commissioned
1.2 Summary temple of Somnathpur is extraordinary due to the
The sculptures on the walls, pillars, and even the ceiling were covered by exquiste
figures of gods and goddesses. The sculptures have a series of figures on the outer
walls. The various motifs are carved elephants, charging horsemen and stylized flowers.
Section B
3. ANSWER KEY
Poster
Caption – Theatre Club presents ‘The Miser’ 1 mark
Presentation (Content) 3 marks
Date, Time, Venue
Help the victims of earthquake
Expression 1 mark
Or
Notice
Format – Title, Date, Signature with Designation 1 mark
Content – What, Where, When, amount to be deposited, 2 marks
Letter of Consent (Word Limit – 50)
Expression – coherence, relevance 1 mark
24
spellings, grammatical accuracy 1 mark
4. Report
Format – Title, Writer’s Name 1 mark
Content – What, Where, When,
Chief Guest, Number of participating schools,
Details about the exhibits,
Result 4 marks
Expression- coherence, relevance 2 ½ marks
spellings, grammatical accuracy 2 ½ marks
OR
Format – Title, Writer’s Name 1 mark
Content – What, Where, When,
International Book Fair
As many as 125 countries of the world participated
Lakhs of books on varied topics
Attractive books for children
Everyone should visit
Expression- coherence, relevance 2 ½ marks
spellings, grammatical accuracy 2 ½ marks
B-2: Factual Description
Format – Title, Writer’s name (Place and date optional) 1 mark
Content – What, Where, When
Presence of important dignitaries
Mayawati’s address gave hope to the people
Expression- Coherence, relevance 2 ½ mark
Spellings, grammatical accuracy 2 ½ mark
5. B-3 : Letter
Format – Writer’s add, receiver’s add, date, subject, salutation and 2 marks
complementary close
Content – gender bias prevailing
– girls not given education
– considered inferior
– social evils like dowry system
– laws should be made
25
– awareness programmes
– need to change the mindset 3 marks
Expression – spellings, grammatical accuracy, Coherence, Cohesion
Or
Format – Writer’s address, receiver’s address, date, subject, salutation,
complementary close 3 marks
Content – details about the books,
– No. of copies,
– Mode of payment 3 marks
Expression – Spellings, grammatical accuracy 2 ½ marks
Coherence, Cohesion 2 ½ marks
6. Article- Argumentative/ Imaginative
Format – Title, writer’s name 1 mark
Title – Democracy
Content –
• Democracy provides equal opportunity to one and all
• It facilitates true harmony in the society
• It guarantees social equality and brotherhood
For • It acknowledges participation of every citizen
• It is a form of government where universal adult franchise is available
• Provides equal growth opportunity to all its members
• It has become a shelter of unscruplans elements
• Social equality is only a myth- no where near reality
• Casteism, racialism, distinction among religion is the key words on which
politicians are winning elections
Against • Illiterate people seem to be interested in the election as middle and upper middle
classes have lost interest
• Democracy is no better than a social anarchy now a days
• Own conclusion
Option II
Summer vacation on a hill station is really a wonderful experience
• Relaxing experience
• Far away from hustle – bustle of life
• No tension of office/school/college
• Enjoying the picturesque landscape.
• Rejuvenates you with peace and calm of nature
Expression – Coherence, relevance 2 ½ marks
26
Spelling, grammatical accuracy 2 ½ marks
7.(a) Objectives: To test the student’s comprehension of the poem, their ability to interpret,
evaluate and respond to the lines of the poem.
Option -1
Value points:
a. Simile: Mother’s face was as ashen as a dead body
b. Cochin airport
• Pangs of separation
c. By looking out of the car at young trees
Or
a. Map significs a limitless world of opportunities but it is far removed for the
slum children
b. These children are poor and deprived children – slum school, dismal,
impoverised world, authorities – apathetic unfair
c. future-break’fog’ uncertain, no way out.
(b) a. Wants true education for them
• Should be given opportunities in life
• People in authority should work for their upliftment
b. It will help us to think about ourselves
• about the world around us
• the chaos we humans have created
• it will help us introspect
c. When a person dies we put him on a pedestal
• we worship him
• we elevate him in stature
8. Objectives: To test the student’s ability for local comprehension of the prose texts.
Marking Scheme:
Content : 1 mark
Expression : 1 mark
Value Point
a. was late
• had not prepared his lesson on participles
b. the incident when Douglas was thrown into the deep end of the pool by a boy
who was about eighteen years old.
c. it is an unwarranted intrusion into their lives.
27
• feel that the interview diminishes them.
d. When he wasn’t speaking it was as though he was away in a world which
Sophie had never visited.
e. To complain about injustice of the landlord system in Bihar.
9. Objectives : To test global comprehension of prose texts
Marking Scheme:
Content : 6 marks
Expression : 4 marks
Value Points:
• Bangle makers born in poverty, live in poverty, die in poverty.
• For generations people have been engaged in this trade.
• Work in inhuman conditions.
• Although they work hard but the profit is meager.
• Their hovels have crumbing walls, wobbly doors and no windows.
• They are overcrowded with humans and animals.
• Social customs, traditions, stigma of caste and people in authority combine so that
they remain poor and uneducated
• Money lenders, middlemen, politicians and policemen are all against them.
• Unable to organize themselves into a co-operative due to lack of a leader.
• They have lost the ability to dream.
• They can only talk but not act to improve their lot.
Or
Marking Scheme:
Content : 6 marks
Expression : 4 marks
Value points:
• Author uses gentle humour and mild satire.
• He has a chatty style which quickly changes from one thought to the other.
• Makes fun of the make-up applied to the artists which changes a decent person into
a monster.
• Sets required the actors to look ugly so that they look presentable in the movie.
• Characters of the office boy, Subbu No. 2 and the legal adviser have many subtle touches
of humour.
• Purpose of the visits of Moral Re-Armament Army and the English Poet baffles
everyone.
• Baffled reaction of the staff of Gemini studio arouses humour.
• Satire is also directed towards people who are against communism and would do
anything to oppose it.
28
10. Objectives : To be able to comprehend incidents and evaluate then.
Marking Scheme:
Content : 1 mark for each value point (4 points)
Expression : 3 marks (1 ½ + 1 ½ accuracy and fluency)
Value Points
• The feeling of hatred for enemy country is created by the system/ government
• People are made to hate each other
• It is considered to be patriotic/ nationalistic
• Personally knowing or not knowing has no meaning in such cases.
• These are people who rise above such petty thoughts
• Like doctor Sadao- for him saving the patient was most important
• As a doctor that was his first duty-the sick, injured needed attention and the
country to which the patient belongs did not matter to him.
OPTION II
Objectives : To be able to comprehend incidents and evaluate it.
Marking Scheme:
Content : 1 mark for each value point (4 points)
Expression : 3 marks (1 ½ + 1 ½ accuracy and fluency)
Value Points:
• Adult is mature, experienced and has a practical approach
• Adult responses are tutored and actions reflect the thought
• Children are spontaneous
• Their responses are natural, not tutored
• They want excitement
• Their idea of story is very different from adults
• The girl wanted Wizard to hit Skunk’s mother as she had forced Skunk to get back
the offensive smell.
• The girl did not approve of this, for her the baby Skunk was right
• From her perspective, it was fine if the Wizard hits Mommy.
29
11. Objectives : To be able to comprehend incidents and evaluate it.
Marking Scheme:
Content : 1 mark
Expression : 1 mark
Value Points
1. Charley had been going to the station for long
• But each time he bumped into new doorways, stairs and corridors
• Once he had entered a long tunnel and came out near Roosevelt hotel
2. Derry was a boy of fourteen
• Has a burn scar on his face which makes him feel low
• He is scared of looking at himself in the mirror
3. Evans was an experienced thief
• Had broken the jail many times
• People saw this as his way to escape from prison
4. • She hid herself in a dark room
• did not come out or answer even when they came looking for her
• Tried to escape and fight when they caught her
[/protected]

Higher Order Thinking Skills Subject: English (Vistas) CLASS – XII

February 3, 2012 in class 12th


 

 


Lesson 1: The Third  Level

 

Short Questions:

 

Q.1 Why was Charley not able to find the third level again?

  • It was a waking dream
  • A wish fulfillment
  • A flight of fancy

Q.2 What was unusual about the first day cover found by charley in his

stamp collection.

  • It was a new stamp issued in 1894.
  • It bore the picture of President Garfield.
  • It was mailed by Sam to Charley’s grandfather.
  • [ protected ]

 

 

Long Questions:

 

Q.1 Imagination is a ‘temporary refuge from reality’ Explain.

  • Believed it was a waking dream, perhaps wish fulfillment.
  • Felt that like many man in the modern world Charley too was unhappy.
  • Modern world is full of trails and tribulations, worries and insecurities.
  • Felt Charley wanted to escape this world.
  • People indulge in some sort of hobby to escape the stark harsh realities.
  • Even stamp collecting was a kind of temporary escape.
  • Charley refuted his contention- said people do not wander about due to stress.
  • Besides his grandfather had also collected stamps in the good old peaceful days of eighteen-nineties and did not need to escape as life was quite stress free in those days.

 

Q-2 Do you find an intersection of time and space in the story ? if yes , give details ?

Ans- charley is transported from the present time to the year 1894

  1. Reaches the ancient time – the third level.
  2. sees people dressed in four buttoned coats with small lapels , open flame gas lights, brass spittoons gold pocket- watch , fancy moustaches, sideburns , etc.
  3. Again comes back to reality/ present world
  4. Sam disappears, charley suspecs tthat he also has found the third level.
  5. Finds the first day cover from same addressed to his grandfather dated 18th July 1894.

Q3- Why is the fact that Sam has moved to the third level ironical?

Ans

  • Sam believed that only two level existed.
  • He explained Charley’s experience as ‘ Waking – dream wish fulfillment .
  • He believed 3rd leve was a medium to escape foam tension of modern life.
  • But later, Sam himself found the 3rd level and got settled there .
  • Earlier he believed there was not third level at all but ironically he himself became a resident ofGalesburg. He even urged charley to keep finding it .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 2: The Tiger King

 

Short questions:

 

Q.1 Why did the astrologer offer to become an Insurance agent?

  • Astrologers were called at the birth of the king, who prophesied on the request of the baby king about the manner of his death that he would be killed by the hundredth tiger, killed by the king.
  • If his prophecy about the death of the king by a tiger proves wrong he offered to become an Insurance agent.

 

Long questions:

 

Q.1  “ The operation is successful. The maharaja is dead.” comment on the

irony of the situation.

  • The three famous surgeons were called fromMadrasto treat the Maharaja.
  • The whole incident is a satire on the life of rich and people in power.
  • Everything in their life should be grand be it a disease, purchases or treatment.
  • So when the Maharaja got hurt by a wooden splinter, specialist fromMadraswere called
  • The surgeons discussed and debated for some time and decided to operate
  • At the end of the operation they said the operation was successful but the Maharaja was dead.
  • As if the procedure was important to them but life had no meaning for them.
  • The job of doctors is to save people and not highlight the technicalities of the treatment.
  • But here it was just that, poor Maharaja was relegated to a nonentity whose life was not of much consequences to them.

 

 

 

 

 

 

Lesson 3: Journey to the end of the Earth

 

Short Questions:

 

Q.1 What is Gondwana?

  • Six-fifty million years ago, a super continent existed present dayAntarcticacalled Gondwana.
  • Gondwana thrived for 500 million years. As mammals replace the dinosaurs the landmass separated into countries.

 

Q.2 What isDrake Passage?

  • TheDrake Passageis a 100 km. wide strait.
  • It is a passage to create a cold current that keptAntarcticavery cold, uninhabited and at the bottom of the world.

Q.3 Which small thing does the writer refer as an important link in the ecological chain?(very short answer).

  • Microscopic Phytoplankton

 

Long questions:

 

Q.1 Describe the impact ofAntarcticaon the writer.

  • It was an amazing, alluring and mind boggling experience.
  • Amazed to see the wide stretch of sea under the blue horizon. It was a place which has the history of mankind embedded deep into the layers of the ice.
  • The sight of collapsing ice shields, breaking of ice-bergs and melting of ice was an eye opener.
  • It made the author and his team aware of the dangers the future times are having in their folds.
  • Q.2 What is the future of mankind and the planet as a whole with difference “to Journey to the end of the Earth?”
  • Future of mankind appears dismal.
  • Increase in population has led to a “ population boom.”
  • Greatly depleted our resources of nature that destroyed forests and extinction of certain species of wildlife.
  • Excessive burning of fossil fuels has created a blanket of carbon dioxide around the earth.
  • Antarctic environment has been affected by global warming- this is clear from receding glaciers and collapsing ice shelves.
  • These grave indications do not anger will for the future of mankind.
  • Prognosis not good and may lead to total annihilation.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 4: The Enemy

 

Short Questions:

 

Q.1 Why was not Dr Sadao sent along with the Japanese troops though he was such a good surgeon?

  • Sadao- very able doctor and famous scientist- should have ideally been sent with the troops- would have served the Japanese troops.
  • Wasn’t sent because he was perfecting a discovery that was likely to render wounds clean
  • Also because the General was ailing and might need him for his operation.

 

Q.2 Why did the messenger’s visit frighten Hana?

  • The messenger had come because the General was in pain and needed the services of Mr Sadao
  • However Hana had thought that the servants had given them away before the police and he had come with summons to arrest them.
  • So she was mortally scared.

Long Questions:

Q.1 Dr Sadao’s instinctive affinity transcends national and cultural prejudices and barriers. Discuss.

  • As a young boy he obeyed his father and honoured the fact that his education was his father’s chief concern.
  • Sadao was skilful Japanese surgeon who lived inJapanduring World War II.
  • Together with his wife Hana, and the servants, Sadao had a comfortable life.
  • Earlier, he had several years in theUnited statesduring medical school.
  • While in theUnited States, Sadao experienced cultural prejudice and bias first hand. Even though he did have a positive experience including that of a teacher and landlady Americans did.
  • Is a dutiful son, an excellent husbandand a thorough professional- believes that it is a “cardinal  sin” on part of a surgeon not to know the human body completely
  • Faces a dilemma whether to help the POW or to assert loyalty to the country and finally gives in to the call of humanity.
  • His instinctive affinity transcends cultural and national prejudices and barriers.

Q.2 Sadao and Hana were true patriots and human beings. Justify with reference to the story.

  • Both full of patriotism, proud ofJapanand its culture.
  • Hated Americans, found them repulsive, full of prejudices against Japanese.
  • Both Sadao and Hana considered humanity above patriotism
  • As a doctor, he could not leave his patient in distress, could not stop himself from saving the life of the wounded American soldier.
  • Both risked their lives and reputation by helping and sheltering the soldier
  • Hana was equally compassionate- washed the soldier’s wounds herself when Yumi refused.
  • Considered every soldier as a human being in distress.
  • Did not hand him over to police initially as the soldier was weak and could die.
  • Did not want to keep the American soldier when he fully recovered.
  • Sadao told the General about the soldier. He had no objection if the soldier was killed by the assassins- but was ill-at ease and worried that harm may come to him- shows that he is essentially kind.
  • Helped the soldier to escape, gave him food, clothes and water on his boat.
  • Sadao found relief when thwe soldier did not give any signal through his flash light as he was safe.
  • Saved the soldier as true human beings.
  • Wanted to get rid of him as true patriots.

 

 

 

 

 

Lesson 5:SHOULD WIZARD HIT MOMMY?
                                                                                  -John Updike

 

In ‘Should Wizard Hit Mommy?” John Updike presents the worldview of a little child. Jo warmly responds to her father’s story-telling. But she can’t excuse Roger Skunk’s mother for making poor little Roger smell bad again. Her hero must smell like roses and must not stink at any cost. So she wants her father to make a little change in the story. She wants him to tell a different story in which the wizard takes a magic wand and hits Roger Skunk’s mommy.

SHORT ANSWER TYPE QUESTIONS

1.Father has felt empty after two years of story telling to Jo. What idea do you form about his skill in the art of story telling ?

Ans. It would be wrong to say that Jo’s father is a bad story teller. In fact, with all his histrionics, sound effects and gestures, he is quite effective in the art. His only problem is that his stories lack variety and he ends up telling the same old story again and again with slight variation here and there. He feels empty because he has been telling stories for over two years now and has quite naturally run short of ideas.

2.Do you think the father in the story is, more or less, an alter ego of the author, as far as the childhood is concerned?

Ans.John Updike’s childhood was tortured by ‘psoriasis’ and stammering and he had to suffer humiliation and ridicule at the hands of his classmates on account of this. Like him, Jo’s father too recalls certain moments of ‘humiliation of his own childhood. ”Thus the father more or less, was an alter ego of the author.”

3.What was Roger Skunk’s problem? How did he get rid of it?

Ans.Roger Skunk was a delightful child. His only problem was that he smelled awful. As a result nobody liked to befriend him and play with him. He got rid of his bad smell with the help of wizard who cast a magic spell to change the smell into that of roses.

4.Why did the woodland creatures avoid Roger Skunk ? How did their behaviour affect Roger ?

Ans.The woodland creatures avoided Roger Skunk because of his awful smell. As soon as they saw him coming they would cry “Uh-oh, here comes Roger Stinky Skunk and they would run away. Roger Skunk would stand there all alone and weep silently.

5. How was Jo affected by Jack’s story telling ?

Ans.Jo would be immensely engrossed in the story. She liked the way her father used to tell story particularly his dramatization of it, through gestures and changing voices. She also liked the predictable way the story would unfold for it allowed her to make guesses, draw conclusions and ask questions. The whole world of the story would come alive before her and she would twitch and turn in excitement as the story progressed.

6. This was a new phase, just this last month. ‘What new phase is referred to here in the story “Should Wizard Hit                      Mommy”?

Ans.Children’s physical and mental growth is very speedy. Earlier Jo used to accept father’s word about magic etc, but now she has started having apprehensions about such spells. She has become more inquisitive and less credulous.

7.Why does the wizard instruct the Skunk to “Hurry up”?

Ans.The wizard asks Skunk to hurry up because he is used to living alone and does not like company for a long time and secondly he was keen to have his full payment for the task performed. Another reason can be that he could not stand Skunk’s smell for long.

8. How did the woodland creatures react to the Skunk’s new smell? What did Skunk feel about the new change ?

Ans.The woodland creatures found Roger Skunk’s new smell to be ”so good”. They gladly took him in their fold as a friend and played with him many games. Naturally, Roger was happy to have been accepted by others as their friend Moreover, his inferiority complex had disappeared.

09. After the Skunk started smelling of roses Jo “thought the story was all over.” Why did she think so ?

Ans.Viewed from a child’s angle, Skunk’s smelling of roses is a befitting ending for the story, because first, Skunk’s long standing desire has been fulfilled and secondly he is able to do what is dearest to his heart-play with other woodland creatures.

10.Why in you opinion is the smell of roses obnoxious for the Skunk mother “or How did Skunk’s mother react to his new smell ?

Ans.Nature keeps its own balance and has its own way. The Skunk’s smell is obnoxious for other creatures, but certainly not for other Skunks. Skunks are born with this particular smell and any deviation is violation of Nature. So the mother Skunk does not like the rose smell of Roger Skunk.. She believes that what is natural is not disgraceful.

11. The Skunk accepts Mom’s order like a tame lamb and follows her to the wizard without demur, but Jo chooses to differ from her father with regard to changing the rose smell. How would you account for this difference in attitude between the two ?

Ans. Roger Skunk as a character symbolizes Jack’s own personality as a child. He loved and obeyed his mother very much. She in turn taught him courage and self-regard in dealing with his hurt and humiliation on account of his psoriasis and stammering. Thus, Skunk is as unquestioningly obedient as Jack himself was. Jo on the other hand is a happy-go-lucky child of four who has no upset and humiliation to deal with. She is naturally inquisitive and is curious to know more and more. It is not surprising that she is full of questions. The attitudes of both Skunk and Jo are shaped by their life experience.

12. Why did Jo not approve of Skunk’s mother scolding him for his new smell ?

Ans.Jo was very happy to hear that Skunk had got rid of his awful smell and had been accepted by the woodland creatures. She did not like Skunk’s mother scolding him for his new smell because Jo thought it was a pleasant smell and the one that had won Skunk so many friends. Skunk’s mother, she thought, was wrong in scolding him for his new smell.

13. What is the under lying idea behind the wizard’s taking the beating and tamely changing the rose smell?

Ans.By making the wizard take his beating by Skunk’s mother quietly, Jack and through him the author wishes to bring home the idea that mothers are always right and that we should accept what is natural. The wizard also sees the point and tamely changes Skunk’s rose smell into his original Skunk smell.

14. Why does mother Skunk hug and pat her son as he prepares to sleep ?

Ans.The obedience shown by Roger Skunk impresses the mother and she pats and hugs him as he prepares himself for sleep. The idea behind her action is that obedient children will always be loved and patted by mothers. The mother’s gesture is also an expression of her satisfaction at her little one getting back his Skunk smell.

15. What inference do you draw from the narrator’s statement, “eventually they (woodland creatures) got used to the way he (the Skunk) was and did not mind it at all” ?

Ans.The woodland creatures learnt the lesson that what is natural is not disgraceful and should be accepted as an integral part of one’s being. One should not hate or avoid others because of something they cannot help. One should instead be courageous and tolerant enough to accept is. This is how the woodland creatures got used to the way Skunk smelled.

Long answer type questions

16.What is the moral issue that the story raises ?

Ans.Although “Should Wizard Hit Mommy?” reads like a typical bed time story elders tell little children, it does raise a moral question – Should parents always decide what is best for their children and should children always obey their parents unquestioningly ?

Roger Skunk is a very obedient child but he feels very sad and upset because he smells so awful that nobody wants to befriend him and play with him. One day he gets a change to get his bad smell replaced with the smell of roses. He feels excited about the change for everyone likes his new smell and readily agrees to play with him. However Roger’s mother does not like the change. For her, Roger was better off with his original smell. So, she makes the wizard restore Skunk’s original smell. Roger meekly accepts his mother’s decision and other children get used to Roger’s awful smell and don’t complain about in any more.

But the narrow world view of the little girl, Jo likes to spell out the slogan of equality for all. She believes in the axiom “Tit for Tat”. She feels that mothers is wrong in getting her son’s original smell back and wants her to be spanked by the wizard for her mistake. Her father, who has modeled Skunk’s story on his own story, strongly defends the mother Skunk’s decision.

Thus, the author through this story raises a moral question of how much authority parents should exercise in teaching their children what is wrong, what is right, what they should do and what not. Since, there is no single correct answer to the question, he leaves it for the readers to answer it on the basis of their beliefs, cultures and values.

17.Why is an adult’s perspective on life different from that of a child’s ?

Ans.As the child grows into maturity his perspective and vision of life change gradually. A child views things at superficial and sensory level but a grown up’s vision is realistic, reflective, philosophical and even psychological. Viewed from the study of the story “Should Wizard Hit Mommy?” Jo, a child of four, like most children of her age, prefers to live in dreams and fantasies. She is hostile by nature and would like to wreak vengeance on Skunk’s mother and wants the wizard to retaliate.

She is annoyed because the father refuses to accept her suggestion. The father has a mature perspective and sees beyond the surface and explores the philosophical and moralistic aspect of the entire situation. The wizard had unwittingly interfered with nature and had thus done a great deal of harm and deserved to be punished. According to him the punishment meted out to the wizard is well merited and retaliation is out of the question.

Thus the story makes it clear that the perspective of a child and that of an adult is totally different.

 

 

Lesson 6:ON THE FACE OF IT

                                                         By Susan Hill

 

         

 

Short Answer type Questions:

 

  1. 1.     Though the play ends with Mr. Lamb’s death there is still an element of

hope. Explain.

*positive change inDerry’s attitude by Mr. Lamb will be permanent,

his life will get better.

 

 

  1. 2.     There was a major difference in the manner Mr. Lamb andDerry dealt with their disabilities. What was that difference?

*Lamb was positive & welcoming;Derry had bitterness which made him negative.

 

 

  1. 3.     It’s got nothing to do with my face and what I look like.” What attitudinal change doDerry’s words to his mother indicate?

*Derry attitude is now positive & he looks forward to a better life, no longer hiding from others.

 

 

  1. 4.     “When I look in the mirror…I’m afraid of me.” Why doesDerry say so?

*burn scar on his face, curious looks by people make him conscious,                                           avoids meeting others, sour experiences have made him bitter.

 

 

  1. 5.     What is ironical about his mother’s behaviour towardsDerry?

*her over-protective attitude stopsDerry from meeting new people, discourages him, instead of making him brave – makes him timid.

 

 

 

 

 

6. What is it that drawsDerry towards Mr. Lamb?

*Lamb makesDerry feel comfortable, doesn’t question him about his disability, instills confidence in him, is a good friend to him.

 

 

     7. Mr. Lamb has successfully learnt to cope with his loneliness. How?

*keeps busy by gardening, rearing bees, making apple jam etc. Also

keeps windows and doors open, welcomes all company.  

 

     8. What advice does Lamb give toDerry?

*to keep learning by watching, listening and thinking, be positive, not to

shut out the world.

 

 

 

      9. What had causedDerry to be so startled on seeing Mr. Lamb?

 *had expected to be alone in the garden, avoids company, is conscious of

his scar.

 

 

    10. WillDerry change again after Mr. Lamb’s death?

*positive attitude will be permanent, will change his manner of living,           will be more open to meeting strangers, deeply inspired by Mr. Lamb.

 

 

 

Long Answer type Questions:

 

  1. 1.     The sense of alienation felt by the persons with disabilities is often greater than the actual pain or inconvenience caused by their physical impairment. Discuss with reference to On the face of it.

*need for acceptance by fellow beings, pain of being ignored …don’t want to be reminded of disabilities again and again, emotional scars deeper than physical ones.

 

 

  1. 2.     A positive attitude helps to tackle all difficulties in life. Elaborate with reference to Mr. Lamb in On the face of it.

*positive attitude makes one more understanding, friendly towards life                                      and people, provides confidence, ability to face the hardships of life, realize one’s potential.

 

 

  1. 3.     “Acid…ate my face up. It ate me up.” Describe the miseries suffered byDerry after the unfortunate incident he refers to.

*ignored by others or has to face curious looks, glances and questions,

feels awkward and abnormal, sense of isolation, unkind comments, over-

protective attitude of mother, no true friends.

 

 

  1. 4.     Various factors can lead to psychological changes in one’s personality. Discuss with reference to Derry’s experiences in On the face of it.

    *burn scars and unkind attitude of others make him negative,

     encouraging, positive and kind attitude of Mr. Lamb changes his attitude.

 

 

  1. 5.     Physically challenged people don’t want sympathy, they just need acceptance. Comment with illustrations from On the face of it.

*need for acceptance by fellow beings, pain of being ignored …don’t want to be reminded of disabilities again and again, emotional scars deeper than physical one, sympathy weakens them, need to be inspired

and encouraged..

 

 

 

Lesson 7: EVAN TRIES AN O- LEVEL

By Colin Dexter

SAQS

  1. What was the unusual request made by Evans?

Hints : night classes started in O – Level German  in September

Dead keen to get some sort of academic qualification

  1. Do you think Evans was  conscious of his appearance ?

Hints : No,Evans had long hair , wore grubby string vest , filthy looking , red and white bobble hat upon his head.

3. What  was the usual scene that Stephens observed in the cell ?

Hints : Scene more or less same , Evan’s pen between his lips , sat staring straight in front of him towards the door  seeking- it seemed – some sorely needed inspiration from some where

4.Did Stephens observed something different, as he walked besides McLeery to the main gates ?

Hints : McLeery’s Scots accent seem broader than ever and his long black over coat reached almost to his knees, it fostered  the illusion that he had suddenly grown slimmer

5. How did the Governor find out Evan’s wear about ?

Hints: By translating the correction slip from German to English

LAQs

  1. The ego-tussle between Jackson and Stephens has helped Evans to prepare his plan with ease. Narrate.

Hints : Jackson and Evans were trying to get closer to the Governor and were ever at each other’s throat. This was noticed by Evans who exploited the opportunity to his own advantage. He just thrived on this weakness and created a favorable field for his escape.

 

  1. In spite of his hyper vigilant attitude, the Governor unwittingly helped Evans to escape prison. Explain.

Hints  :The governor made plenty of tactical mistakes, e.g, from not checking the antecedents of the German tutor to the prison to the soft corner he has for him to the wrong judgment of allowing Evans to escape in the guise of the Invigilator to the final one of not taking enough force to nab him at the hotel. (Find out the other shortcomings)

 

  1. Sometimes the lackadaisical attitude of the Police officers often helps hard-core criminals to escape from jail. Discuss in light of Evans…. O-Level.

Hints :From the Governor to Stephens toJackson-all had a soft corner for Evans for his antics and intelligence. They broke a series of mistakes; allowed him to wear cap, did not spring clean his cell, forgot to oversee him in the last five minutes etc. This gave him enough room to plan his escape with ease.

 

 

 

 

 

 

 

 

 

 

                       

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 8: Memories of Childhood(Zitkala-Sa)

                          

Sub-title –The Cutting of my Long Hair

Short answer type questions

1.”It is better to have tried&failed than never to have tried at all”.How would you relate this observation to the author of the episode “The cutting of my Long Hair.”?

Hints : Revolt Against the practice , thoughts coming in to her related to a culture or ultimate forceful cutting of hair.

2.Interpret Judewin’s personality on the basis of her comment “We have to submit,because they are strong “.

Hints : Judewin’s character – submissive , cowardly .

3.What contrast do you find between the author & her friend,Judewin’s view about hair-shingling ?

Hints :  Author opposed, Judewin’s accepted ,that is their character traits.

4.Why does the author feel that she has been deprived of freedom in the hostel?

Hints : Moccasins not allowed in the hostel,different uniform from white students,long hair- cut,loss of freedam

5.From your study of the episode & the intensity with which the author misses her mother,what idea do you form about the role of a mother in a child’s life?

Hints : Mother first friend , guide , facilitator, moulds the entire life of a child.
Long answer type Questions

 

  1.  Describe Zitkala-Sa’s ordeal in school on her first day.

 

Hints : explanation of two incidents , first in the dining room and second the hair cutting episode.

  1. Sparksof rebellion can be witnessed right from one’s childhood. Explain co-relation between the text “ The Cutting Of My Long Hair” and the society at large.

Hints : Her revolt against her cutting of the hair.

  1. “ The cold weather outside was in rhyme with the cold attitude of the authorities inside the hostel”. Explain

 

Hint : Cold weather to be linked with the lack of love ,compassion , understanding on the part of the authorities.

  1. Elicit an example of discrimination which you may have witnessed in the society around you. How did it affect your personality?

Hints : the untouchables  not allowed in the temple – felt sympathy towards them.

 

 

 

PART II – WE TOO ARE HUMAN BEINGS… BAMA

 

SHORT ANSWER TYPE QUESTIONS            

  1. It took almost an hour for Bama to reach back home from school. Why?

(HINTS) attracted by various charms –the performing monkey—the shops with sweets and fruits—the bicycle rider who did not get down for more than a week etc.

  1. Mention two attractions which held Bama’s attention on her way back home.

(HINTS) loud political speeches given by political leaders— oxen going round on the grain floor and beating the grain out of straw.

  1. How does the writer use the statue of Gandhi to create satire in ‘Memories of Childhood’?

(HINTS) statue of Mahatma Gandhi located in the market—somebody started selling fish sitting very close to the statue Gandhi Ji was Vegetarian .

  1. When Bama narrated to her brother, the funny sight of the elder man holding the packet of ‘vadais’by              the string, he was not amused. Give reason.

(HINTS) knew that it was not funny but a humiliation to their caste.

  1. What was Annan’s advice to Bama?

(HINTS) to work hard and study diligently and be successful— people would recognize it and would like to be friends.

 

LONG ANSWER TYPE QUESTIONS                          

  1. 1.       Humanity is beyond caste, creed and race. Elucidate the thought in the light of the story ‘Memories of Childhood.’

HINTS:- humanity-the supreme religion—discrimination on the basis of caste, creed is inhuman—god made all as equals—all are equal in the eyes of god—should be no discrimination b/n one man and another—limitless torture and atrocities in the name of caste or religion—all humans have same feelings—empathetic attitude should be developed—scientific and logical thinking – the need of hour—references to the text to be included.

 

  1. 2.       How does ‘Memories of Childhood.’ Bring out  the plight of marginalized communities inIndia?

HINTS: – the text –experiences of two small girls from marginalized communities—forced to accept  the  rules laid by people of so called high caste—both humiliated and tortured for being from low caste—throws light on how they had to sacrifice their self right to self esteem and were subjected to unbearable humiliation—characters symbolize  communities—personal experiences universalized – compels the reader to think how humane is the human world.

 

  1. 3.       How does education play an important role in eradicating caste distinction and securing respectable status for marginalized communities in the society?

HINTS:-education empowers—the greatest tool to fight injustice—education developed  the personality to maximum extent and empowers an individual to make his own way to success—successful people respected everywhere—education brings awareness of rights and duties—also the ability to protect one’s rights—education brings respect and dignity.

 

  1. 4.       It is through education only that one can differentiate between facts and fiction. Elucidate the role played by Annan in the life of Bama.

HINTS:-education is like rudder to a boat—gives direction to life—develops mind and the ability to distinguish between facts and fiction—opens a window to the world—gets us connected to the outside world and  enables us to assimilate the best around—imparts us the power to fight back injustice – brings awareness of rights and duties—makes us complete human beings—ensures a life of dignity and respect.ss

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INDIGO

January 27, 2012 in class 12th

 

A Brief Synopsis of the Chapter


December 1916


· Gandhi went to the December Annual Convention of the Indian National Congress party in Lucknow.
· Raj Kumar Shukla approaches Gandhi – tells Gandhi to visit Champaran.
· Gandhi heard of the place for the first time.
· He told Shukla to meet him in Calcutta after a few months.

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1917

· After months Shukla met him there again.
· Both proceeded from Calcutta towards Champaran.
· First they stopped at the house of Rajendra Prasad who was not at home.
· Shukla and Gandhi stay overnight at his place.
· Gandhi considered being an untouchable by them.
· BEFORE going to Champaran Gandhi decided to collect information about the Indigo Sharecropping.
· Decided to go to Muzzaffarpur.

April,1917

· Received at the railway station by J B Kripalani along with many of his students of the Arts College in Muzzaffarpur whom Gandhi had first seen at Tagore’s Shanti Niketan School.
· Gandhi stayed at the house of Prof. Malkani.
· GANDHI’S presence in Muzzaffarpur made people think of the fact that their problems may find a solution.
· News about his arrival spreads like fire.
· Sharecroppers started coming from Champaran to see him.
· Muzafarpur lawyers called on Gandhi to brief him. Also informed him about their cases and reported the size of their fee.
· Gandhi showed his annoyance towards the lawyers & tells them that law courts are useless for them.
· Decides to make the peasants free from fear.
· Indigo sharecropping troublesome for peasants for generations.
· The farmers were exploited by the landlords in the name of sharecropping.
· When Germany developed synthetic indigo they told the peasants to pay a compensation for being released from the 15% arrangements.
· Many peasants did not agree – so the landlords started applying force and illegal methods.
· At this point Gandhi reached Champaran.
· Gandhi started working for the solution of the problem.

Started collecting facts to support the case of the peasants

· Visited the Secretary of the British landlord’s association.
· Secretary told that he could not give info to an outsider.
· Next Gandhiji visited British Official Commissioner of the Tirhut division who tried to bully him.
· Gandhiji proceeded to Motihari – the capital of Champaran – accompanied by lawyers.
· Used a house as Headquarters – continued his investigations.
· Came to know about a peasant being maltreated – Gandhi went to see him.
· Overtook by police Superintendent’s messenger – ordered Gandhi to return back.
· ((VERY IMP.)) Gandhi returned – messenger served an official notice to Gandhi to quit Champaran – Gandhi signed a receipt for the notice and wrote on it that he would disobey the order.

 

Triumph of the Civil Disobedience Movement

· Gandhi received summons to appear in court the next day.
· He made preparations before going to the court.
· Next morning a huge number of peasants came to Motihari and made a public appearance outside the courthouse.
· This was a beginning of their liberation from fear of the British.
· British officials felt powerless – required Gandhi’s help to control the crowd.
· The baffled/confused government wanted to postpone the trial – Gandhi did not agree to it.
· Magistrate asked Gandhi to furnish bail for 2 hrs. –Gandhi refused – the judge released him without bail.
· Gandhi made the other lawyers realize that they needed to help the poor peasants.
· Several days later, Gandhi received a written communication from the magistrate informing him that the Lieutenant Governor of the province had ordered the case to be dropped.

THIS WAS THE VICTORY OF THE CIVIL DISOBEDIENCE FOR THE FIRST TIME IN MODERN INDIA.

Gandhi starts a deeper inquiry into the case and the fact collection process.

· Collected facts and figures from about 10,000 peasants.
· June 1917 – Gandhi summoned by Sir Edward Gait, the LG.
· Gandhi made required preparations before going.
· Had 4 interviews –LG appointed an official commission of inquiry –it consisted of landlords, government officials and Gandhi as the only representative of the peasants.

Official inquiry crushed the landlords

· They agreed to pay back the refunds.
· Gandhi asked for 50% and ultimately accepted 25% with the reason that refund was less important than the fact that the landlords were made to part with their prestige.
· Peasants came to realize that landlords are not lords above the law and they learnt courage.

Gandhi not satisfied with political and economic solutions only…

· More important were cultural & social backwardness for him.
· Arranged for teachers, doctors, medicines for the people.
· Called his wife Kasturba to teach the local women

Champaran episode – turning point in Gandhi’s life.

· Decided that British could not govern him in his own land.
· A small request of an illiterate peasant made Gandhi spend almost a year in Champaran.
· Gandhi realized that an average Indian was like the poor peasants of Champaran.
· So he tried to mould a new free Indian who could stand on his own feet and thus take India forward on the path of Independence.

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Journey to the End of the Earth

November 28, 2011 in class 12th, Tutorials

 

Visiting Antarctica is like an immersion that will force a person to place himself in the context of the Earth’s geological history.
History of Antarctica

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  • 650 million yrs ago — amalgamated supercontinent Gondwana existed around Antarctica.
  • Humans hadn’t arrived till then.
  • Climate was much warmer and hosted a huge variety of flora and fauna.
  • Gondwana flourished for 500 milion years. After that dinosaurs and mammals started getting frigid, desolate and at the bottom of the world.

To visit Antarctica now is to be a part of that history and get a feel of where we  the humans have come from and where we may be heading to as the prognosis is not good for humans.

Author’s visit to Antarctica

  • Started the journey from Madras …crossed nine time zones, six checkpoints, three bodies of water and ecospheres.
  • Travelled for over 100 hours in  a car, an aeroplane and a ship (a Russian research vessel Akademik Shokalskiy) and reached the driest, coldest, windiest continent in the world.
  • Author’s first emotion on seeing Antarctica’s expansive white landscape and the vast blue horizon was relief, followed up with an immediate and profound wonder…at its immensity, its isolation , but mostly at how India and Antarctica were together before the Gondwana landmass split.
  • The author feelings about Antarctica later on … she remained there for two weeks  and felt it to be a chilling prospect … she was a sun worshipping South Indian and remained at a place where 90% of Earth’s total ice he felt that it was like walking in a giant ping pong ball which is devoid of human markers.

 

Antartica makes a person lose all earthly sense of time and perspective

 

  • Visual scale ranges from the microscopic to the mighty : midges and mites to blue whales and huge icebergs.
  • Surreal (strange)  24 hr austral summer light
  • Ubiquitous ( Omnipresent) silence, interrupted only by an avalanche or calving ice sheet

 

Why is the prognosis not good for the humans??

 

  • Humans have been on the Earth for merely 12,000 yrs…barely a few seconds on the geological clock.
  • In such a short time span they have harmed nature extremely…by carving their dominance over Nature with their villages, cities and megacities.
  • Increasing  population is battling with other species for the limited and fast depleting resources. The unmitigated burning of fossil fuels has created a blanket of Co2 around the world which is increasing the global temperature gradually.
  • Climate change is one of the most discussed environmental issues of the contemporary world.
  • Antarctica is the only place that seems to have answers to all these questions as … it has remained pristine because it has never sustained human populations … also because it holds half a million yr old carbon records trapped its ice cores.

 

 

Students on Ice

 

  • Headed by a Canadian Geoff Green…started with rich and retired celebrities but got tired of them as they did not pursue the cause properly.
  • Now he takes High School students to the ends of the world , provides them with inspiring educational opportunities which will help them to develop a new understanding and respect for the planet Earth.
  • He feels that these youngsters are the future generation of policy makers. So he wants to give them a life changing experience at an age when they can understand the problem and think of working for the cause.

 

 

Why has Students on Ice been so successful??

 

  • It is possible to be blasé about polar ice caps melting while sitting in our native places
  • But it is impossible to go anywhere near the South Pole and not be affected by it because when you can visibly see polar ice caps melting, glaciers retreating and ice shelves collapsing … you begin to realize that the threat of global warming is very real.

 

 

Antarctica is the perfect place to study how little changes in the environment can have big repercussions…

 

  • Ex. Microscopic phytoplanktons… they are the single celled grasses of the sea that nourish and sustain the entire Southern Ocean’s food chain.
  • Pytoplanktons use  the sun’s energy to assimilate carbon and synthesise organic compounds in photosynthesis.
  • Scientists warn that further depletion in the ozone layer will affect the activities of the phytoplanktons…this will further affect the lives of all the marine animals and birds of the polar region and the global carbon cycle.

 

 

Walk on the Ocean

 

  • The most memorable experience of the author …occurred at 65.55 degrees south.
  • The ship got caught in a thick stretch of ice between the Tadpole Island and the peninsula…the captain decided to turn the ship around.. so he instructed everyone to climb down the gangplank and walk on the ocean.
  • 52 of them wearing their Gore tex and glares walked on stark whiteness and underneath them was a metre thick ice pack and underneath that 180 metres of living, breathing, salt water.
  • Also she could see the Crabeater seals stretching and sunning themselves just like stray dogs under the shade of a banyan tree.
  • This was a revelation : Everything Does Indeed Connect.

 

 

Author wonders about the beauty of balance in play on our planet.

 

  • Would Antarctica become the warm place that it used to be?
  • Will the humans be around to see these changes or would they also have become extinct?

 

 

After spending 2 weeks with a group of teenagers she feels that they still have the idealism to save the world.She says that a lot can happen in a million years, but what a difference a day makes….because in the parable of the phytoplanktons there is a great metaphor for existence:  Take care of the small things and the big things will fall into place.

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