Maximum Marks: 80
Time allowed: Two hours
Answers to this Paper must be written on the paper provided separately.
You will not be allowed to write during the first 15 minutes.
This time is to be spent in reading the question paper.
The time given at the head of this Paper is the time allowed for writing the answers.
Attempt all five questions.
The intended marks for questions or parts of questions are given in brackets [ ].
You are advised to spend not more than 30 minutes in answering Question 1 and 20 minutes in answering Question 2
Question 1
(Do not spend more than 30 minutes on this question.)
Write a composition (300 – 350 words) on any one of the following: [20]
- Write an original short story in which two children and their school teacher are the main characters.
- Imagine a situation where you get an opportunity to change one thing in your school. What would it be? Why do you want to change it? How would you bring about the change?
- ‘School examinations do not test intelligence.’ Express your views either for or against this statement.
- You are a regular visitor to your school library. Describe your library. Give details of the familiar sights. What do you see and feel as different students come in and check out the books? Why is this place so important?
- Study the picture given below. Write a story or a description or an account of what it suggests to you. Your composition may be about the subject of the picture, or you may take suggestions from it; however, there must be a clear connection between the picture and your composition.
Solution 1 (a)
In a small village in India, there was a quaint school with a red brick building and a playground full of chatter. The school had a kind-hearted teacher named Mrs. Sharma, who loved her students dearly. Two of her brightest pupils were Maya and Arjun. Both were curious and full of energy, always eager to learn new things.
One sunny afternoon, Mrs. Sharma decided to teach her students about the local history. She planned a field trip to a nearby ancient temple that had fascinated her since her childhood. Maya and Arjun were thrilled. They loved the idea of exploring the temple and uncovering its secrets.
The next day, the students gathered excitedly at the school gate, with Mrs. Sharma leading the way. They walked through the village, admiring the lush green fields and the lively market. When they reached the temple, its old stone walls and intricate carvings left them in awe.
Mrs. Sharma began explaining the temple’s history and the stories behind its carvings. Maya, always inquisitive, raised her hand and asked about a particular carving of a mythical creature. Mrs. Sharma smiled and told her that it was believed to be a guardian spirit, protecting the temple from evil.
Arjun, who loved solving puzzles, noticed something odd about one of the carvings. It seemed to be a map leading to a hidden chamber. Excitedly, he shared his discovery with Maya and Mrs. Sharma. Intrigued, Mrs. Sharma encouraged them to follow the map, while making sure they stayed safe.
The three of them carefully followed the path indicated by the carvings. They climbed over rocks, navigated through dense foliage, and finally found a concealed entrance behind a large banyan tree. With bated breath, they pushed open the old wooden door and discovered an ancient chest.
Inside the chest were old manuscripts and coins, revealing stories of the temple’s past and its significance to the village. Maya and Arjun’s eyes sparkled with joy as they realized the importance of their find.
Mrs. Sharma was proud of their curiosity and teamwork. She encouraged them to share their findings with the entire school, making the field trip a memorable lesson in history and discovery. Maya and Arjun were delighted, knowing they had contributed to preserving their village’s heritage.
That day, not only did they learn about history, but they also learned the value of teamwork and the joy of discovering the unknown.
Solution 1 (b)
If given the opportunity to change one thing in my school, I would focus on transforming the school library into a more vibrant and interactive learning space. Our library, though well-stocked with books, feels outdated and underused. Improving it would benefit all students and encourage a greater love for reading and learning.
Currently, the library is a quiet place with rows of bookshelves and a few tables. While this setup is functional, it lacks the energy and creativity that could make it more appealing. I would like to introduce several changes to make the library more engaging.
First, I would add comfortable seating areas with bean bags and cushioned chairs. Creating cozy nooks where students can relax and read will make the library a more inviting place. I would also set up a few computers and tablets for research and accessing e-books. This would help students with their studies and keep them updated with the latest resources.
Second, I would organize regular activities such as book clubs, reading challenges, and author visits. These events would not only make reading fun but also provide students with opportunities to discuss books and interact with writers. To promote these activities, I would create colorful posters and announcements around the school.
Third, I would set up a suggestion box where students can recommend books they would like to see in the library. This will ensure that the collection stays current and relevant to their interests. I would also involve teachers and students in organizing the library’s layout, making sure it’s user-friendly and easy to navigate.
To bring about these changes, I would start by presenting my ideas to the school principal and librarian. I would gather support from fellow students and teachers, and organize a fundraising drive to cover the costs of new furniture and equipment. With everyone’s cooperation, I believe we could transform the library into a lively and cherished space for all students.
By revitalizing the library, we would create a more stimulating environment that fosters a love for reading and enhances our educational experience.
Solution 1 (c)
School examinations are often considered a measure of a student’s intelligence. However, I believe that they do not truly test intelligence. Instead, they mainly assess a student’s ability to memorize information and perform under pressure.
Exams typically focus on rote learning, where students are required to remember facts and figures. For instance, students might memorize dates in history or formulas in mathematics. While this kind of knowledge is important, it does not necessarily reflect a student’s understanding or their ability to think critically. Intelligence involves creativity, problem-solving, and the ability to apply knowledge in new situations—qualities that are not always tested in traditional exams.
Moreover, exams often create high stress levels, which can affect a student’s performance. A student who is nervous or anxious may not perform well, even if they have a good grasp of the subject. This does not mean they lack intelligence; it simply means that the examination setting does not always allow them to show their true capabilities.
Another issue is that exams are usually a snapshot of a student’s knowledge at a particular moment. They do not account for the process of learning or the effort put into understanding the material. A student who struggles with exams might still be very intelligent and capable of innovative thinking in real-world situations.
To truly measure intelligence, we need assessments that look beyond memorization. For example, project-based assignments, presentations, and creative tasks can better evaluate a student’s understanding and ability to apply knowledge. These methods can showcase problem-solving skills and creative thinking, offering a more comprehensive view of a student’s intelligence.
Solution 1 (d)
The school library is one of my favorite places on campus. Located in a quiet corner of the school, it’s a welcoming space filled with rows of books and a sense of calm. As I walk into the library, the first thing I notice is the warm, inviting atmosphere created by soft lighting and comfortable seating.
The library is divided into sections for different types of books—fiction, non-fiction, reference, and magazines. The shelves are neatly arranged, and each section is labeled clearly. The smell of old books and the occasional whisper of turning pages add to the library’s charm. At the center, there are several tables where students can sit and read or work on their assignments. There are also cozy reading corners with plush cushions where you can curl up with a good book.
Different students come into the library throughout the day. Some come in for a quiet place to study, while others visit to browse through the latest novels or reference materials for their projects. I often see a group of friends huddled over a book, discussing its plot, or a student flipping through a textbook for their next class. Each visit brings its own unique energy—sometimes the library is bustling with chatter, and at other times, it’s serene with only the sound of pages turning.
The library is important for several reasons. It is a place where students can expand their knowledge beyond the classroom. It offers a wide range of resources that cater to various interests and academic needs. Additionally, it provides a peaceful environment away from the noise of other school areas, making it easier to concentrate on studies or dive into a good book.
Question 2
(Do not spend more than 20 minutes on this question.)
Select any one of the following: [10]
- You have had to shift to a new house recently. Write a letter to your grandmother telling her what you miss about your old house. Tell her also what you like about your new house and what you plan to do to make it comfortable for yourself.
- A certain book/chapter has been included in your syllabus. You have heard that a film version is now available. Write a letter to the Manager of a film theatre near your school, requesting that the film be shown. Tell him/her why it will be beneficial to the students.
Solution 2 (a)
Letter to Grandmother About Shifting to a New House
(Your Name)
(Your Address)
(City, State, Pin Code]
(Date)
Dear Grandma,
I hope you’re well. We’ve recently moved to a new house, and I wanted to tell you about it.
I miss our old house a lot. I miss the garden where we played and the cosy living room. The neighbours were so friendly too.
Our new house is nice. It has a big garden with a pond, and my room is spacious with a great view. I plan to decorate my room and make the garden look pretty with some flowers.
I can’t wait for you to visit and see the new house.
Love,
(Your Name)
Solution 2 (b)
(Your Name)
(Your Address)
(City, State, Pin Code)
(Date)
To,
The Manager,
(Name of Film Theatre),
(Address of Film Theatre),
(City, State, Pin Code)
Dear Sir/Madam,
I am writing to request that you show the film adaptation of [Book/Chapter Title] at your theatre. This book has recently been included in our school syllabus, and many students are eager to see the film version.
Showing this film would help us understand the book better and make our studies more interesting. It would also be a great educational experience for us.
I hope you will consider this request.
Thank you.
Sincerely,
(Your Name)
(Your School Name)
Question 3
- Write a notice to be put up in your school informing the pupils of Classes IX and X about the Remedial Classes to be held after the school hours and asking them to register their names for it. [5]
- Write an email to the Principal of a neighboring school inviting their pupils to attend the classes if they so wish. Give all details of the classes to be held.
Solution 3 (a)
NOTICE
Remedial Classes for Classes IX and X
Date: [Date]
Attention Students of Classes IX and X,
Remedial Classes will be conducted after school hours to help you improve in subjects where extra support is needed. The classes will be held on the following days:
Days: Monday to Thursday
Time: 3:30 PM to 5:00 PM
Venue: [Classroom or Hall Name]
Subjects: [List of Subjects]
If you wish to attend these classes, please register your name at the school office by [Registration Deadline].
This is a great opportunity to get additional help and boost your understanding of key topics.
[Your Name]
[Your Position]
[Date]
Solution 3 (b)
Email to the Principal of a Neighboring School
Subject: Invitation to Join Remedial Classes for Classes IX and X
Dear [Principal’s Name],
I hope this message finds you well.
We are pleased to inform you that our school will be offering Remedial Classes for students of Classes IX and X starting from [Start Date]. These classes will be held after school hours to assist students who need extra support in their subjects.
Details of the Remedial Classes:
- Days: Monday to Thursday
- Time: 3:30 PM to 5:00 PM
- Venue: [Classroom or Hall Name]
- Subjects: [List of Subjects]
We invite the students from your school to join these classes if they find them beneficial. Please let us know if any of your students are interested in attending, and they can register their names at our school office by [Registration Deadline].
We believe this initiative will be valuable for students who need additional help and look forward to their participation.
Thank you for your cooperation.
Best regards,
(Your Name)
(Your Position)
(Your School Name)
(Contact Information)
Question 4
Read the following passage carefully and answer the questions that follow:
That huge bell never stopped ringing. It got us out of bed, it summoned us for meals, it rang between class periods, it sent us unwillingly to bed.
One morning it failed to ring, or rather, there was no bell to ring. Someone had removed it, and it wasn’t found till late in the afternoon.
What a glorious day! As there was no bell to rouse us, everyone got up late, and there was no morning PT. Some of us missed breakfast too. The teachers got confused and mixed up their classes. How could the school manage without it? Confusion reigned.
Of course, no one owned up. It could have meant expulsion. Some suspicion fell on the Sports Captain because of our aversion to morning PT, but nothing could be proved.
No one was very anxious to find the bell – we were quite happy without it – but it was finally discovered hanging from a branch of one of the trees.
‘It may have been Mr. Sharma,’ surmised Brian. Mr. Sharma, our Maths teacher, was known to walk in his sleep. And sleepwalkers did funny things sometimes.
‘It could be Mool Chand himself,’ suggested Cyrus Satralkar.
Mool Chand was the school chowkidar, who also had the job of banging the brass bell at appointed times.
‘Why would he throw it away?’
‘He must be as fed up with ringing it as we are of hearing it.’ This was my theory. ‘Perhaps he wants a rise in salary.’
The identity of the culprit remained a mystery. Happily, the senior Hockey team went on a winning spree against all corners, and our month-end exits were restored.
But soon there was another sensation.
A girl was admitted to our class!
The boys were scandalized. No girl had ever studied in our school before. We protested.
‘What’s the problem?’ asked Mr. Knight, our class master. ‘Haven’t you seen a girl before?’
‘But – but. Sir…’ Tata was our spokesman. ‘How will we concentrate on our studies?’
‘When did you ever concentrate on your studies, Tata?’
‘Are we going co-ed, sir?’ Adams wanted to know.
‘Not at all,’ said Mr. Knight. ‘This is a special case. She is the school accounts manager’s daughter, and he can’t afford the Girls school fees. So, I’m sure you’ll make her feel very welcome.’
The accountant was a popular man who also ran the school’s tuck shop and allowed most of us a certain amount of credit. All our objections faded away.
At first, Sunita, our new entrant, was a bit of a distraction because, although she was very shy and demure, she had lovely curly hair, bright eyes, pink cheeks, and a smile for everyone. All the boys were very polite and attentive to her and Brian in particular was always ready to help her.
Collection of Stories, Ruskin Bond
(i) For each word given below, choose the correct meaning (as used in the passage) from the options provided:
- summoned (line 1)
(a) totalled
(b) ordered
(c) requested
(d) shout - aversion (line 10)
(a) hatred
(b) fear
(c) politeness
(d) creation - restored (line 25)
(a) helped
(b) returned
(c) permit
(d) victory
(ii) Answer the following questions briefly in your own words:
- Why did no one confess to having removed the missing bell? [1]
- Why did suspicion fall on the Sports Captain? [2]
- What made Brian think that it was Mr. Sharma? [2]
- Which sentence in the passage tells you that Mr. Knight thought poorly of Tata’s academic performance? [2]
- Why was the accountant a popular man? [2]
(iii) In not more than 50 words describe the effects of the lost bell. [8]
Solution 4 (i)
- (b) ordered
- (a) hatred
- (b) returned
Solution 4 (ii)
- No one confessed because admitting to removing the bell could have led to expulsion.
- Suspicion fell on the Sports Captain due to the general dislike for morning PT, which the captain was in charge of.
- Brian thought it might be Mr. Sharma because Mr. Sharma was known to walk in his sleep and sleepwalkers sometimes did unusual things.
- The sentence “When did you ever concentrate on your studies, Tata?” suggests that Mr. Knight thought poorly of Tata’s academic performance.
- The accountant was popular because he ran the school’s tuck shop and allowed students a certain amount of credit.
Solution 4 (iii)
The loss of the bell caused significant disruption at school. Students got up late and missed breakfast, classes were mixed up, and confusion prevailed. Without the bell, the usual routine was thrown off, making everyone appreciate how important the bell was for maintaining order.
Question 5
(i) Fill in each of the numbered blanks with the correct form of the word given in brackets. Do not copy the passage but write in correct serial order the word or phrase appropriate to the blank space.
Example:
(0) One night four college students ____ (be) out partying late and did not study for the test scheduled for the next day.
Answer: were
In the morning, they (1) ____ (think) of a plan. They (2) ____ (make) themselves look dirty with grease and dirt. Then they (3) ____ (go) to the Dean and (4) ____ (say) they (5) ____ (go) out to a wedding last night and on their way back the tyre of their car burst and they had to push the car all the way back. The Dean thought for a minute and said that they could have the re-test after three days. They (6) ____ (thank) him and said they would be ready. On the day of the test, they were made to sit in separate rooms. They agreed as they (7) ____ (prepare) well. But they (8) ____ (get) a rude shock!
(ii) Fill in the blanks with appropriate words.
- A bird ____ hand is worth two in the bush.
- The boy is crazy ____ football.
- She was tired ____ fighting and struggling all the time.
- He opted ____ of the race.
- We borrowed the bikes ____ our uncle.
- The police station is ____ the right.
- I looked at the stars ____ the telescope.
- There was an accident ____ the crossroads.
(iii) Join the following sentences to make one complete sentence without using and, but or so. Choose the correct option.
- He jumped up. He ran away.
(a) He jumped up before he ran away.
(b) Jumping up, he ran away.
(c) He ran away after jumping.
(d) He ran away because he jumped up. - He has failed many times. Still, he hopes to succeed.
(a) He succeeds after he failed many times.
(b) Despite of failing, he hopes to succeed.
(c) In spite of many failures, he hopes to succeed.
(d) He failed many times even though he hopes to succeed. - Do not be a jeweller. Do not be a goldsmith.
(a) Be neither a jeweller nor a goldsmith.
(b) Be both a jeweller and a goldsmith.
(c) Either be a jeweller or a goldsmith.
(d) Be a jeweller as well as a goldsmith. - A cottager and his wife had a hen. The hen laid an egg every day.
(a) Everyday, a hen laid an egg for a cottager and his wife.
(b) A cottager and his wife had a hen who laid an egg every day.
(c) The cottager and his wife had an egg every day because they had a hen.
(d) A cottager and his wife had a hen which laid an egg every day.
(iv) Re-write the following sentences according to the instructions given after each. Make other changes that may be necessary, but do not change the meaning of each sentence. Choose the correct options.
- He said to me, “I don’t believe you.”
(Begin: He said………) (a) He said he doesn’t want to believe in me.
(b) He said that he didn’t believe me.
(c) He said that he didn’t believe in me.
(d) He said I don’t believe you. - Some boys were helping the wounded man.
(Begin: The wounded…………) (a) The wounded man was helping some boys.
(b) The wounded man were helping some boys.
(c) The wounded man was being helped by some boys.
(d) The wounded boys were helping the man. - He is as wise as Solomon.
(Use: ‘wiser’)
(a) Solomon was wiser than he is.
(b) He and Solomon are wiser.
(c) Solomon was the wisest.
(d) Solomon was not wiser than he is. - If the boys do not reach the school on time, they will be punished.
(Begin: Unless ……) (a) Unless the boys reach the school on time, they will not be punished.
(b) Unless the boys are punished, they will not reach the school on time.
(c) Unless the school punished the boys, they will not reach on time.
(d) Unless the boys reach the school on time, they will be punished. - As soon as he reaches home, his friends call him.
(Begin: Hardly………..)
(a) Hardly does he reach home when his friends call him.
(b) Hardly had he reached home than his friends called him.
(c) Hardly, he reaches home, his friends call him.
(d) Hardly when he reaches home than his friends call him. - She is weak, but she is courageous.
(Begin: Despite………) (a) Despite of being weak she is courageous.
(b) Despite being weak, she is courageous.
(c) Despite being courageous, she is not weak.
(d) Despite weak, she is courageous. - We will never forget what we saw.
(Begin: Never…………….)
(a) Never forget what we see.
(b) Never will we forget what we had seen.
(c) Never will we see what we forget.
(d) Never will we forget what we saw. - Jaswant’s grandfather is too old to take up this job.
(Use: …….so….…..that…)
(a) Jaswant’s grandfather is so old that he could not take up this job.
(b) Jaswant’s grandfather is so old that he cannot take up this job.
(c) Jaswant’s grandfather is so old that he could take up this job.
(d) Jaswant’s grandfather is so old that he can take up this job.
Solution 5 (i)
- thought
- made
- went
- said
- had gone
- thanked
- had prepared
- got
Solution 5 (ii)
- A bird in hand is worth two in the bush.
- The boy is crazy about football.
- She was tired of fighting and struggling all the time.
- He opted out of the race.
- We borrowed the bikes from our uncle.
- The police station is on the right.
- I looked at the stars through the telescope.
- There was an accident at the crossroads
Solution 5 (iii)
- (b) Jumping up, he ran away.
- (c) In spite of many failures, he hopes to succeed.
- (a) Be neither a jeweller nor a goldsmith.
- (b) A cottager and his wife had a hen who laid an egg every day.
Solution 5 (iv)
- (c) He said that he didn’t believe in me.
- (c) The wounded man was being helped by some boys.
- (a) Solomon was wiser than he is.
- (d) Unless the boys reach the school on time, they will be punished.
- (a) Hardly does he reach home when his friends call him.
- (b) Despite being weak, she is courageous.
- (b) Never will we forget what we saw.
- (b) Jaswant’s grandfather is so old that he cannot take up this job.
