CBSE Class 10 English Communicative Sample Paper 2026 27 with Solutions PDF Download

SECTION A

READING SKILLS (22 marks)

1. Read the following passage carefully: [12 Marks]

1. What does travel do to you? Do you come back home a different person? Travel could be far more than a change of scenery - it can become a spiritual experience that shakes off our usual certainties and connects us to a richer, vaster world.
2. As celebrated travel writer Pico Iyer reflects, "When you are in a foreign place, you can't define yourself as you used to." In unfamiliar surroundings, stripped of familiar routines and expectations, we are no longer the versions of ourselves that we know best. The landmarks that once anchored our identity fall away, and in their absence, a wider self begins to emerge.
3. This transformation is not just poetic - it's practical. When we travel, we encounter different cultures, traditions, landscapes and belief systems. These interactions gently push us to question our assumptions and recalibrate our worldview. Such places possess a beauty and depth that move almost everyone who visits, regardless of their background or belief.
4. Indeed, many travellers discover that their journey becomes a mirror. The unfamiliar acts as a magnifying glass on the self: our prejudices, fears, joys and curiosities all come into sharper focus. Iyer suggests that in such moments, we return "a different person than the one who left home." We become more curious, humble and open to the world's complexity, rather than reinforcing old certainties.
5. Travel's greatest gift may be humility. When we step out of our comfort zones, we face situations that challenge our assumptions - from language barriers to unfamiliar foods, social norms and customs. This daily negotiation with difference teaches us resilience and empathy. As travellers engage with peoples whose lives have unfolded on very different cultural trajectories, they begin to weave a broader understanding of humanity.
6. But not all travel has to be far-flung to be transformative. Even within one's own country, journeys through varied landscapes - deserts, mountains, coastlines, forests - can stir a deeper appreciation for life's diversity and the interconnectedness of all people. In a world where so many people live in digital proximity yet real-world distance, travel reminds us that human experience is far broader than our immediate neighbourhood.
7. Ultimately, travel is not merely about ticking destinations off a list; it's about letting experiences shape a more expansive sense of self. Whether you walk ancient streets, witness natural wonders, share a meal with strangers, or simply watch a sunset in a place unknown, the journey invites reflection, challenges complacency, and inspires growth.
Source: Published in The Times of India - Speaking Tree (Travel & Personal Insight)

Answer the following questions, based on the passage above.

I. Why does the writer describe travel as more than "a change of scenery"? [1 Mark]
a) it provides temporary enjoyment without lasting personal impact
b) it provides a brief escape from everyday duties and routines
c) it leads to transformation of one's outlook and self
d) it increases awareness of one's regular habits and surroundings

Answer: c) it leads to transformation of one's outlook and self

Teacher's Note:
a) Look for the option that reflects a deeper, lasting change, not a temporary feeling.
b) The keyword "transformation" links directly to the passage's central idea.

II. Complete the following with the correct option from those given in the brackets.
In the line 'a wider self begins to emerge', the word 'wider' indicates ____
(a broader and more inclusive sense of identity / a physically expanded self / an unclear or confused identity). [1 Mark]

Answer: a broader and more inclusive sense of identity

Teacher's Note:
a) The word "wider" here refers to identity, not physical size.
b) Reject options that contradict the positive tone of the passage.

III. What does Pico Iyer mean by the phrase 'you can't define yourself as you used to'?
It means that travel ____
Select the correct option to complete the answer.
a) removes all memories of a person's past life.
b) compels individuals to abandon their cultural origins.
c) questions fixed identities formed by habit and familiarity.
d) eliminates the need for personal identity altogether. [1 Mark]

Answer: c) questions fixed identities formed by habit and familiarity

Teacher's Note:
a) Avoid extreme options like "removes all memories" or "eliminates identity".
b) Link the answer to the idea of "no longer the versions of ourselves we know best".

IV. Give two reasons why encountering unfamiliar cultures can transform a traveller's worldview. (Answer in 30-40 words.) [2 Marks]

Answer: Encountering unfamiliar cultures exposes travellers to different traditions, beliefs and lifestyles. These experiences challenge their existing assumptions and encourage reflection, helping them develop a broader, more open-minded and empathetic understanding of the world.

Teacher's Note:
a) Give two distinct reasons, exposure to difference and challenge to assumptions.
b) Use words like "broader" and "open-minded" to match the passage's tone.

V. Complete the following with the appropriate option.
The phrase 'the journey becomes a mirror' creates the imagery of a _____.
a) reflection revealing one's inner self
b) window opening to the outer world
c) shield protecting personal beliefs
d) map guiding physical travel [1 Mark]

Answer: a) reflection revealing one's inner self

Teacher's Note:
a) A "mirror" always suggests self-reflection, not outward direction.
b) Connect this to the following line about prejudices and fears coming into focus.

VI. What would be the most suitable title for Paragraph 4?
a) Pleasure, Escape and Recreation in Travel
b) Discomfort, Adjustment and Challenge in Travel
c) Humility, Empathy, and Growth Through Travel
d) Difference, Distance and Division in a Globalised Travel [1 Mark]

Answer: c) Humility, Empathy, and Growth Through Travel

Teacher's Note:
a) A title should sum up the whole paragraph's message, not one word from it.
b) The question says Paragraph 4, but the ideas of humility, empathy and resilience are in the paragraph numbered 5 in the passage; read the paragraph about "travel's greatest gift".

VII. Fill in the blank by choosing the appropriate option from those given in the brackets.
Paragraph 4 includes a _______ (observation / warning / reflection) about how travel challenges assumptions and builds empathy. [1 Mark]

Answer: observation

Teacher's Note:
a) "Warning" suggests danger, which is not present in the tone here.
b) The passage simply observes and explains, so "observation" fits best.

VIII. Which phrase from Paragraph 5 shows that travel does not need to be international to be transformative? [1 Mark]

Answer: 'Even within one's own country'

Teacher's Note:
a) Quote the exact phrase from the passage for full marks.
b) This phrase directly answers "does not need to be international".

IX. Why does the writer describe travel as an experience that inspires growth? (Answer in 30-40 words.) [2 Marks]

Answer: The writer describes travel as inspiring growth because it pushes individuals beyond their comfort zones. Facing unfamiliar situations builds adaptability, broadens thinking, and deepens understanding of oneself and others, leading to emotional and intellectual development.

Teacher's Note:
a) Mention "comfort zone" and "adaptability" as key value points.
b) Link growth to both emotional and intellectual development for full marks.

X. Why does the author suggest that travel helps individuals develop empathy and resilience? [1 Mark]

Answer: Travel places individuals in unfamiliar situations where they must adapt, negotiate differences, and understand diverse ways of life, which builds emotional strength and compassion.

Teacher's Note:
a) Keep the answer to one clear sentence, since this carries only one mark.
b) Use the keyword "negotiation with difference" from the paragraph about humility (numbered 5 in the passage).

2. Read the following. [10 Marks]

EACH ONE TEACH ONE
When Learning is Shared, it Multiplies

Learning Is Not a Competition. It Is a Responsibility.
In every classroom, there are students who quietly struggle. Some hesitate to ask questions. Some need a little more time. Some simply need someone who will sit beside them and say, "Let's try again."
The 'Each One Teach One' project begins with a simple but powerful belief - that learning grows when it is shared. Instead of competing with one another, students become partners in progress. Each volunteer chooses one learner who needs support and commits to teaching them for a few weeks. The focus may be reading, writing, mathematics, grammar, or even exam preparation.
When students teach, something remarkable happens. They revise concepts more deeply, understand ideas more clearly, and discover gaps in their own knowledge. Teaching does not reduce what they know; it strengthens it. Education becomes not just a personal achievement, but a shared journey.

Two Learners. One Journey.
The impact of this initiative is twofold. The learner gains confidence, clarity, and the courage to ask questions. The student-teacher develops patience, leadership, and empathy. In helping someone else understand, they begin to understand themselves better.
More importantly, the culture of the school begins to change. Classrooms become spaces of cooperation rather than comparison. Success is no longer measured only by marks, but by the ability to uplift others.
'Each One Teach One' reminds us that education is not merely about scoring well in examinations. It is about building a community where knowledge flows freely and no student feels left behind.
One student.
One learner.
One meaningful difference.

To volunteer or register for the project, contact the School Social Responsibility Cell or speak to your Class Teacher.
Email: eachoneteachone@sspschool.edu
Website: www.ssspschool.edu/eachoneteachone
Helpline: 98765 43XXX
Registrations open till 15 August.

Answer the following questions, based on your reading of the above information.

I. Complete the following with a suitable option.
The 'Each One Teach One' initiative challenges the idea that learning is primarily a __________.
(a) structured institutional obligation
(b) competitive individual pursuit
(c) government-regulated system
(d) performance-based evaluation model [1 Mark]

Answer: (b) competitive individual pursuit

Teacher's Note:
a) The passage opens by saying "Learning Is Not a Competition", which supports this option.
b) Avoid options unrelated to the theme of cooperation versus competition.

II. Complete the following with a suitable option.
When the passage states that 'teaching strengthens what they know,' it implies that peer instruction leads to __________ understanding.
(a) superficial and temporary
(b) memorised and mechanical
(c) reinforced and conceptually deeper
(d) examination-oriented and strategic [1 Mark]

Answer: (c) reinforced and conceptually deeper

Teacher's Note:
a) The word "strengthens" is a direct clue that understanding deepens, not weakens.
b) Reject options with negative words like "superficial" or "mechanical".

III. State whether True or False
The 'Each One Teach One' initiative suggests that academic excellence is best achieved through individual competition rather than collaborative responsibility. [1 Mark]

Answer: False

Teacher's Note:
a) The passage clearly promotes collaboration, not competition.
b) Write only "False", as the question asks for a direct statement.

IV. Select the option that best explains the phrase, 'partners in progress'.
(a) students working separately to achieve their own academic improvement
(b) classmates supporting each other to achieve shared academic growth
(c) learners competing actively to secure higher academic positions
(d) teachers monitoring students to ensure steady academic progress [1 Mark]

Answer: (b) classmates supporting each other to achieve shared academic growth

Teacher's Note:
a) "Partners" implies working together, not separately or competitively.
b) Match the phrase to the passage's core idea of shared progress.

V. Explain how the initiative benefits the student-teacher beyond academic revision. [2 Marks]

Answer: The initiative helps the student-teacher develop patience, leadership, and empathy. By teaching others, they also discover gaps in their own understanding and gain deeper self-awareness, which strengthens both their character and confidence.

Teacher's Note:
a) Mention personal qualities like patience and leadership, not just academic revision.
b) Include the idea of "self-awareness" for the second mark.

VI. Complete the following with a suitable option.
The phrase 'no student feels left behind' suggests ________.
(a) automatic promotion of all students regardless of performance levels
(b) comprehensive emotional and academic inclusion within the classroom
(c) complete abolition of examinations across all grade levels
(d) total elimination of differences in student ability and performance [1 Mark]

Answer: (b) comprehensive emotional and academic inclusion within the classroom

Teacher's Note:
a) The phrase is about inclusion and support, not about promotion rules or exams.
b) Avoid extreme options that mention "abolition" or "elimination".

VII. Complete the following suitably.
By encouraging students to support peers who hesitate to ask questions, the 'Each One Teach One' project transforms learning from a competition into a __________. [1 Mark]

Answer: shared responsibility

Teacher's Note:
a) The title of the passage itself, "Each One Teach One", supports this answer.
b) Keep the answer short and precise, as it is worth only one mark.

VIII. How does the 'Each One Teach One' initiative challenge traditional ideas of academic success? Explain with reference to the text. [2 Marks]

Answer: The initiative challenges traditional ideas of academic success by shifting the focus from marks and competition to cooperation and collective growth. Success is measured not only by personal achievement but by the ability to help others learn and grow, creating a supportive learning community.

Teacher's Note:
a) Contrast "marks and competition" with "cooperation and collective growth".
b) Refer to the line "Success is no longer measured only by marks" for support.

SECTION B

WRITING SKILLS (22 marks)

All the names and addresses used in the questions are fictitious. Resemblance, if any, is purely coincidental.

3. You are Riya, Class X-B, Vidyabhavan Public School. Write an application to the Principal requesting permission to set up a Reading Corner in your classroom. State the reason how it will benefit students and suggest one way to manage it effectively. [3 Marks]

Answer:
To,
The Principal,
Vidyabhavan Public School

Date: 10 July 2026

Subject: Request for permission to set up a Reading Corner

Respected Sir/Madam,
I am Riya, a student of Class X-B. I would like to request your kind permission to set up a Reading Corner in our classroom. Such a space will encourage students to read regularly, improve their vocabulary and strengthen their concentration and comprehension skills.
To manage the Reading Corner effectively, we could appoint a student in-charge who will maintain a book register to keep a record of books donated, issued and returned.
I hope you will kindly consider this request favourably.

Yours obediently,
Riya
Class X-B

Teacher's Note:
a) Follow the format: receiver, subject, salutation, body and closing, for the format mark.
b) State the benefit and the management method clearly, as both carry content marks.

4. Write a factual description of the School Library in your school in not more than 100 words. Describe its physical layout, seating arrangement and the resources and facilities available for students and teachers. [4 Marks]

Answer: Our school library is a spacious, well-lit hall located on the ground floor near the main block. It has neat rows of wooden shelves arranged according to subjects, with a separate reference section. Comfortable tables and chairs are arranged in the centre for reading, along with a few individual study carrels near the windows. The library holds a rich collection of fiction, non-fiction, encyclopaedias, newspapers and magazines. It also has computers with internet access for research work. A trained librarian assists students and teachers in locating books and maintaining records. Its peaceful atmosphere makes it ideal for study.

Teacher's Note:
a) Cover layout, seating and resources separately for full content marks.
b) Keep the description factual and organised, without exceeding 100 words.

5. Attempt any one of the two, (A) or (B), in 120 words [7 Marks]

A. You are Anish Khanna, a concerned citizen, residing at 45, Green Park, New Delhi. You are deeply worried about the increasing tendency of people to consume antibiotics for minor health issues such as common cold, mild fever, or throat irritation, often without proper medical advice. This indiscriminate intake is leading to serious health problems, including weakened immunity and antibiotic resistance.
Write a letter to the Editor of a national daily highlighting the harmful effects of misuse of medication on human health in 120-150 words. Use your own ideas along with those from MCB Unit 1: Health and Medicine, to write this letter. [7 Marks]

Answer:
45, Green Park,
New Delhi

10 July 2026

The Editor,
The National Herald,
New Delhi

Subject: Harmful Effects of Misuse of Medication

Sir/Madam,
Through the columns of your esteemed newspaper, I wish to draw attention to the growing misuse of antibiotics among people. Many consume these medicines for minor issues like common cold, mild fever or throat irritation without consulting a doctor.
Such self-medication, caused mainly by the lack of proper medical advice, is leading to serious problems like weakened immunity and antibiotic resistance. Over time, this makes infections harder to treat and poses a long-term risk to public health.
I urge the public to avoid indiscriminate use of medicines and appeal to doctors and health authorities to spread awareness about responsible usage of antibiotics.

Yours truly,
Anish Khanna

Teacher's Note:
a) Use proper letter format with sender's address, subject line and closing for the format mark.
b) Mention causes, effects and an appeal, as these are the key content points.

OR

B. You recently came across the article that private coaching centres, online tutors and AI-based learning platforms are multiplying. Despite all this schools continue to play the most crucial role in shaping students' values, discipline, empathy and social responsibility.
Write a letter to the Editor of a national daily as Meera Singh, 102, Rosewood Colony, Jaipur, expressing your views on how schools contribute to value education to create better humans. Use your own ideas along with those from MCB Unit 2: Education, to write this letter. [7 Marks]

Answer:
102, Rosewood Colony,
Jaipur

10 July 2026

The Editor,
The Times of India,
Jaipur

Subject: Role of Schools in Value Education

Sir/Madam,
I wish to share my views on the growing popularity of private coaching centres, online tutors and AI-based learning platforms, and the unique role that schools continue to play despite this trend.
While these platforms provide academic support, schools remain irreplaceable in shaping students' discipline, empathy and social responsibility. Teachers act as role models, and daily interaction with peers builds cooperation, tolerance and leadership skills that cannot be learnt online.
Through assemblies, group projects, sports and community service, schools teach students to respect rules, work in teams and care for others. Such lessons in values stay with students for life.
Schools focus on holistic development, going beyond academics to nurture good human beings who can contribute positively to society. Parents and policymakers must therefore continue to value schools as the foundation of character building.

Yours truly,
Meera Singh

Teacher's Note:
a) Compare coaching/online platforms with schools to bring out contrast, a key content point.
b) End with a clear message on holistic, value-based development for the concluding mark.

6. Attempt any one of the two, (A) or (B), in 150 words [8 Marks]

A. Imagine you are Soham Sharma of Class X. Write an article for your school magazine on the topic 'Promoting Social Harmony in a Diverse Society'. Emphasise the importance of respect, tolerance and cooperation. Explain how social harmony strengthens national integration and suggest practical steps students can take to promote peaceful coexistence in their daily lives.
You may use your own ideas along with the given cues and your reading of MCB Unit 6: National Integration.
Social harmony - key elements - small acts build unity - practical ways to practice harmony in daily life. [8 Marks]

Answer:
PROMOTING SOCIAL HARMONY IN A DIVERSE SOCIETY
By Soham Sharma, Class X

India is a land of diverse religions, languages and cultures, and social harmony is essential to keep this diversity united. Social harmony means living together peacefully, respecting each other's beliefs and customs despite differences.
Its key elements are respect, tolerance and cooperation. When people respect one another's traditions and cooperate in daily life, misunderstandings reduce and unity grows. Such harmony directly strengthens national integration, since a nation divided by hatred cannot progress, while one united by mutual respect becomes stronger and more resilient.
Even small acts, like greeting neighbours of different faiths during their festivals or helping a classmate from another culture, build lasting unity. Students can promote peaceful coexistence by avoiding stereotypes, participating in cultural exchange programmes, and standing against discrimination.
Thus, unity in diversity is India's greatest strength, and every citizen must contribute to preserving social harmony for a peaceful future.

Teacher's Note:
a) Include a definition, key elements and practical steps to cover all content points.
b) Use the given cues in order and conclude with the benefit of harmony for full marks.

OR

B. You are Kritika Kapoor, class X. Write an article for your school magazine on 'The Role of Renewable Energy in Building a Sustainable Future'. In your article, discuss the different types of renewable energy, their benefits to society and the environment and the challenges faced in adopting them.
You may include use your own ideas along with the given cues and your reading of the MCB Unit 3: Science
Major sources- key advantages- challenges and critical issues-actionable steps to promote clean energy use. [8 Marks]

Answer:
THE ROLE OF RENEWABLE ENERGY IN BUILDING A SUSTAINABLE FUTURE
By Kritika Kapoor, Class X

Renewable energy is energy obtained from natural sources that replenish themselves, such as sunlight, wind, water and biomass. As the world faces the threat of climate change, renewable energy has become essential for a sustainable future.
The major sources include solar, wind, hydro and biomass energy. These sources offer key advantages such as reduced pollution, lower dependence on fossil fuels, and long-term cost savings. Recent technological innovations have also made solar panels and wind turbines more efficient and affordable.
However, several challenges remain, including high initial installation costs, lack of adequate infrastructure and low public awareness in many regions.
To promote clean energy use, governments should offer subsidies, schools should spread awareness, and individuals should adopt solar heaters and energy-efficient appliances at home.
A sustainable future depends on our collective commitment to renewable energy today.

Teacher's Note:
a) Mention all four cue points, sources, advantages, challenges and steps, in order.
b) Use a proper heading and by-line, since format carries a separate mark.

SECTION C

GRAMMAR (10 marks)

7. Fill in the blanks (i) - (iii) with the appropriate option from those in the brackets. [3 Marks]
Urban green spaces play an important role in improving mental health and are central to cities' plans of (i)_________ (promote / promoting / promoted) sustainable living. For many people, nature-based solutions (ii)_________ (was seen / are seen / seeing) as optional luxuries, but modern research proves their necessity. Today, governments (iii)________ (recognise / recognised / recognising) green spaces as an essential part of urban development.

Answer:
(i) promoting
(ii) are seen
(iii) recognise

Teacher's Note:
a) After a preposition like "of", use the gerund form (promoting).
b) Match subject-verb agreement for plural "solutions" (are seen) and present tense for "governments" (recognise).

8. In the following paragraph, one word has been omitted in each line. In your answer sheets, remember to write the missing word along with the word that comes before and after it, as shown below. The first one has been done as an example [4 Marks]
S No. | Text | Word Before | Omission | Word After
e.g. | When travelling most regions of India, | travelling | in | most
i | you find local restaurants serving | | |
ii | a platter offering choicest dishes specific | | |
iii | to that region. However it is more than | | |
iv | just a part the country's dining-out culture. | | |

Answer:
i - you (will) find: Word Before = you, Omission = will, Word After = find
ii - offering (the) choicest: Word Before = offering, Omission = the, Word After = choicest
iii - is (much) more: Word Before = is, Omission = much, Word After = more
iv - part (of) the: Word Before = part, Omission = of, Word After = the

Teacher's Note:
a) Write all three columns, word before, the missing word and word after, exactly as shown in the example.
b) Read the sentence aloud to spot the missing word naturally, especially articles and auxiliaries.

9. Do as directed. [3 Marks]

I. Rearrange the following jumbled words/phrases in the given dialogue to create a meaningful sentence.
Shubhani: Social media has changed the way we interact with people, but it has both advantages and disadvantages. What do you think?
Rohan: (i) I agree/ share ideas easily/ people connect and/that/but at the/ causes stress / same time it [1 Mark]

Answer: I agree that people connect and share ideas easily but at the same time it causes stress.

Teacher's Note:
a) Start with "I agree that" to form a grammatically correct opening.
b) Use "but at the same time" as the correct linking phrase to join the two ideas.

II. Report the conversation given below by filling in the blanks to complete the following paragraph.
Anika: Hi, Kabir! Did you see the art exhibition at the city museum yesterday?
Kabir: Yes, Anika! The paintings and sculptures were amazing and the digital installations made it even more interesting.
Anika asked Kabir (i) ____________________ Kabir replied in the affirmative and said (ii) _____________. He added the digital installations had made it even more interesting. [2 Marks]

Answer:
(i) if he had seen the art exhibition at the city museum the previous day.
(ii) that the paintings and sculptures had been amazing.

Teacher's Note:
a) Change "yesterday" to "the previous day" and the question into "if/whether" form.
b) Shift the tense from simple past to past perfect while reporting Kabir's statement.

SECTION D: LITERATURE TEXTBOOK (26 MARKS)

10. Read the given extract and answer the questions briefly, for any two extracts, of the three, given. [2X4=8]

A. "But that has nothing to do with my present form. It might have, but I gave it up at last for that very reason, and went to work as a reader on a magazine." She sighed, and rubbed the end of her long eagle nose with a reminiscent finger. "Those were terrible days; the memory of them made me mistake purgatory for paradise, and at last when I attained my present state of being, I made up my mind that something should be done. (A Shady Plot)

I. What attitude does the speaker express towards her past experiences in the given statement?
"Those were terrible days; the memory of them made me mistake purgatory for paradise"? [1 Mark]

Answer: The speaker expresses strong regret and bitterness towards her past, suggesting that her suffering was so intense that even painful situations later seemed preferable in comparison.

Teacher's Note:
a) Focus on the words "terrible" and "purgatory" to identify her bitterness.
b) Note the exaggeration used to stress how unbearable her past work was.

II. Why does the speaker say, she "gave it up at last for that very reason"? [1 Mark]

Answer: She gave it up because her earlier work caused emotional exhaustion and dissatisfaction, showing that she was mentally drained and seeking stability and self-preservation.

Teacher's Note:
a) Link her decision to emotional exhaustion, not a physical reason.
b) Mention that she sought a more stable and fulfilling path afterwards.

III. What does the speaker's action of sighing and rubbing her nose suggest about her feelings towards her past experiences? [1 Mark]

Answer: The sighing and rubbing of her nose suggest nostalgia mixed with pain, indicating that recalling the past stirs lingering emotional discomfort and weary reflection.

Teacher's Note:
a) Body language like sighing shows emotion beyond spoken words.
b) Connect the gesture to weariness rather than anger.

IV. How does the speaker's resolve that "something should be done" reflect a change in her outlook towards life and her present identity? [1 Mark]

Answer: The resolve shows a shift from passive endurance to active self-determination, reflecting her desire to redefine herself and take control of her present identity and future direction.

Teacher's Note:
a) Highlight the shift from "enduring" to "acting" as the key change.
b) Link this resolve to her new identity as a ghost taking charge of her situation.

B. When wasteful war shall statues overturn,
And broils root out the work of masonry,
Nor Mars his sword nor war's quick fire shall burn
The living record of your memory.
'Gainst death and all oblivious enmity (Not Marble, nor the Gilded Monuments)

I. How does the phrase wasteful war emphasise the destructive power of human conflict over time? [1 Mark]

Answer: The phrase "wasteful war" highlights how human conflicts are destructive and indiscriminate, erasing physical achievements and cultural creations over time.

Teacher's Note:
a) The word "wasteful" stresses needless destruction rather than justified action.
b) Connect this to the overturning of statues and masonry mentioned in the lines.

II. What does the phrase 'the living record of your memory' suggest about the poet's belief in the permanence of poetry? [1 Mark]

Answer: It suggests that poetry preserves memory more permanently than physical monuments, making it timeless and immune to decay.

Teacher's Note:
a) The word "living" implies something that stays active and does not fade.
b) Contrast this permanence with the destructible nature of marble monuments.

III. How does the reference to 'Mars his sword' and 'war's quick fire' enhance the contrast between physical destruction and poetic immortality? [1 Mark]

Answer: These references emphasise the power of war to destroy material things, while contrasting it with poetry's ability to grant immortality beyond physical violence.

Teacher's Note:
a) Mars, the god of war, symbolises violent, physical destruction.
b) Poetry stands apart as something war's weapons cannot touch.

IV. What message about time and human achievements is conveyed through the idea that wars cannot erase the subject's memory preserved in verse? [1 Mark]

Answer: The poet conveys that human achievements like poetry outlast time and destruction, while wars and monuments eventually fade into oblivion.

Teacher's Note:
a) Focus on the theme of art's victory over time and destruction.
b) Mention that this is a central idea of the sonnet as a whole.

C. ANTONY: O, pardon me, thou bleeding piece of earth,
That I am meek and gentle with these butchers!
Thou art the ruins of the noblest man
That ever lived in the tide of times.
Woe to the hand that shed this costly blood!
Over thy wounds now do I prophesy, --
Which, like dumb mouths, do ope their ruby lips,
To beg the voice and utterance of my tongue -
A curse shall light upon the limbs of men;
Domestic fury and fierce civil strife
Shall cumber all the parts of Italy;
Blood and destruction shall be so in use
And dreadful objects so familiar
That mothers shall but smile when they behold
Their infants quarter'd with the hands of war; (Julius Caesar)

I. What does Antony mean when he calls Caesar "the ruins of the noblest man, That ever lived in the tide of times"? [1 Mark]

Answer: Antony means that Caesar, though physically destroyed, was once the greatest and most honourable man, now reduced to a tragic remnant of former glory.

Teacher's Note:
a) "Ruins" suggests something once great now fallen apart.
b) Link "noblest man" to Antony's deep admiration for Caesar.

II. How does the line "dumb mouths… ruby lips" for Caesar's wounds intensify the emotional appeal of Antony's speech? [1 Mark]

Answer: The line gives Caesar's wounds a human voice, intensifying grief and evoking pity, thereby strengthening Antony's emotional appeal to the crowd.

Teacher's Note:
a) This is personification, wounds are given the ability to "speak".
b) Note how this technique is used to sway the Roman citizens emotionally.

III. What does Antony's prophecy about "domestic fury and fierce civil strife" reveal about his understanding of Rome's future? [1 Mark]

Answer: It reveals Antony's awareness that Caesar's murder will lead to chaos, revenge, and widespread civil war in Rome.

Teacher's Note:
a) The word "prophesy" shows Antony predicting future events accurately.
b) Link this to the historical civil wars that follow Caesar's death in the play.

IV. How does the image of mothers smiling at the death of their infants highlight the extreme consequences of war predicted by Antony? [1 Mark]

Answer: The image shows a complete moral collapse, where violence becomes so normalised that even maternal instincts are destroyed by war.

Teacher's Note:
a) This is a shocking, exaggerated image meant to stress the horror of civil war.
b) Note how it shows that cruelty will become an accepted part of daily life.

11. Answer any five of the following six questions in about 30-40 words each. [5x2=10]

I. Why does the traveller describe the heart of the statue as 'cold? (Ozymandias) [2 Marks]

Answer: The 'cold' heart symbolises the king's arrogance and lack of compassion. It reflects Ozymandias's cruel pride and emotional emptiness, suggesting that his power was rooted in tyranny rather than humanity.

Teacher's Note:
a) Connect "cold" to lack of empathy, not physical temperature.
b) Mention that this pride ultimately led to his downfall and ruin.

II. How does humour soften the serious conflict between logic and imagination in the story, 'A Shady Plot'? [2 Marks]

Answer: In A Shady Plot, humour arises through the ghost Helen's casual behaviour and the narrator's confusion. This light treatment of supernatural elements reduces fear and presents the clash between logic and imagination in a playful, entertaining manner.

Teacher's Note:
a) Mention the ghost's casual, chatty tone as the main source of humour.
b) Note how humour makes the supernatural theme feel light rather than scary.

III. How does the villagers' participation reflect collective moral compromise driven by power and money? (Mrs. Packeltide's Tiger) [2 Marks]

Answer: In Mrs Packletide's Tiger, the villagers compromise their morals for money. They know the tiger is old and harmless, yet they help arrange an easy hunt and stay silent about the truth, showing how money overpowers moral values.

Teacher's Note:
a) Mention the villagers' silence despite knowing the truth about the tiger.
b) Link their behaviour directly to the reward promised by Mrs Packletide.

IV. How does the contrast between the boys' age and their responsibilities deepen the theme of sacrifice in the story? (Two Gentlemen of Verona) [2 Marks]

Answer: In Two Gentlemen of Verona, Nicola and Jacopo are young boys but shoulder adult responsibilities to fund their sister's treatment. This contrast highlights their maturity, selflessness, and the depth of their sacrifice at such a tender age.

Teacher's Note:
a) Emphasise that they take up jobs meant for adults, showing early maturity.
b) Link this sacrifice to their deep love for their sister Lucia.

V. How do the Antarctic and oceanic settings emphasise the isolation and helplessness of the crew in the poem, 'The Rime of Ancient Mariner'? [2 Marks]

Answer: In The Rime of the Ancient Mariner, the vast, icy Antarctic landscape and endless sea create a sense of desolation. The crew feels trapped in a hostile environment, reinforcing their physical isolation and spiritual helplessness.

Teacher's Note:
a) Use words like "vast", "endless" and "hostile" to describe the setting.
b) Link the physical isolation to the crew's later spiritual suffering.

VI. How does the Frog use his social status in the bog to establish control over the Nightingale? (The Frog and the Nightingale) [2 Marks]

Answer: The Frog uses his status and experience as the self-declared authority of the bog to dominate the Nightingale, exploiting her insecurity and talent to control her and maintain his own power.

Teacher's Note:
a) Mention that the Frog claims the sumac tree as his own and says he writes for the Bog Trumpet, to sound like an authority.
b) Link his manipulation to the Nightingale's lack of confidence in her own talent.

12. Answer any one of the following two questions in about 150 words. [1x8=8]

I. Both Two Gentlemen of Verona and The Letter highlight love and devotion. Compare how the boys' silent sacrifice in 'Two Gentlemen of Verona' and Coachman Ali's patience in 'The Letter' reflect true love and loyalty. Evaluate what the stories suggest about the nature of selfless devotion in human relationships. [8 Marks]

Answer:
1. In Two Gentlemen of Verona, Nicola and Jacopo silently sacrifice their childhood, working hard jobs and lying to their sister Lucia, so they can pay for her medical treatment without expecting recognition.
2. Their devotion is expressed through action and sacrifice rather than words, showing a mature, selfless kind of love uncommon for their age.
3. In The Letter, Coachman Ali waits patiently for years at the post office, hoping for a letter from his married daughter, showing unconditional and enduring parental love.
4. His patience and faith, even without any response, reveal a love that asks for nothing in return.
5. Both stories suggest that true love and loyalty are expressed through quiet endurance and sacrifice rather than grand gestures, and that selfless devotion strengthens human relationships more deeply than words ever could.

Teacher's Note:
a) Compare both characters point by point, sacrifice versus patience, for a balanced answer.
b) End with a clear evaluative statement on the nature of selfless devotion.

OR

II. Both 'The Dear Departed' and 'Mrs. Packletide's Tiger' explore human behaviour driven by selfishness and personal gain. Compare how the characters in the two stories display greed, jealousy and self-interest. Evaluate the overall message the authors convey about human values and moral responsibility. [8 Marks]

Answer:
1. In The Dear Departed, Mrs Slater and Mrs Jordan display shocking greed, arguing over their dead father's furniture even before his funeral, revealing their self-interest over family bonds.
2. Their rivalry and hypocrisy expose how material gain can override basic human decency and respect for the dead.
3. In Mrs Packletide's Tiger, Mrs Packletide is driven by jealousy of Loona Bimberton and a desire for social prestige, so she stages a fake tiger hunt rather than genuinely seeking adventure.
4. Her actions expose moral weakness and the lengths people go to for reputation and applause.
5. Both stories convey that selfishness and the pursuit of personal gain lead to a moral downfall, and the authors use satire to criticise greed, jealousy and hypocrisy in society, urging readers to value honesty and genuine human relationships instead.

Teacher's Note:
a) Discuss both stories separately before drawing a common conclusion.
b) Use the word "satire" to show awareness of the authors' technique in exposing human flaws.