CBSE Class 12 English Question Paper 2026 Solved Code 1-1-3

SECTION A

READING SKILLS

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

(1) Jonathan Seagull discovered that boredom, fear and anger are the reasons a gull's life is so short and with those gone from his thought, he lived a long, fine life indeed.
(2) They laughed at him. The other gulls scorned him. 'Such nonsense', they would squawk, as he practised flying, not for food but for the joy of flight itself. But Jonathan, undeterred, flew higher and faster than any gull before him. He learned that the secret to flight was not merely flapping wings, but in knowing the purpose of flying.
(3) 'Break the chain of your thought', he told himself, 'And you break the chains of your body.'
In solitude, he mastered loops, dives and rolls. He flew at speeds that blurred the ocean below. The flock cast him out for defying tradition, he discovered that exile was not the end but a beginning. Alone, he found peace. Alone, he found the sky.
(4) One morning, soaring silently above the clouds, Jonathan was joined by two radiant gulls. Their wings shone with light and their presence was calm and sure. 'We've been watching you', they said. 'You're ready to come with us.'
'Where ?' Jonathan asked blinking in the sunlight.
'To a higher level of being,' they answered.
'You have learned much but there is more - more to flying, more to being a gull.'
(5) He followed them into a realm where flight was pure thought and time had no meaning. There, gulls didn't fight over scraps of bread or squawk at one another in fear. They flew to understand themselves to explore the limitless. There Jonathan met Chiang, the wisest gull, who told him : 'The only true law is that which leads to freedom - there is no other.'
(6) Jonathan began to teach others what he had learned, sharing not just flight techniques but freedom of thought. 'You can go as far as you wish,' he would say. 'Because you have the right to learn. You have the right to be free.'
No longer bound by rules, written in sand, Jonathan soared not just through the skies but through understanding. And as he flew, he knew that greatness is not measured in a wingspan but in the courage to break free. (365 words)
Source : Jonathan Livingstone Seagull by Richard Bach.

Answer the following questions, based on the above passage:

(i) According to Jonathan, what was the secret of living a long life ? (para-1) [1 Mark]

Answer: According to Jonathan, the secret of a long life was getting rid of (freedom from) boredom, fear and anger.

Teacher's Note:
a) All three - boredom, fear and anger - should be named.
b) The answer is stated directly in the first sentence of paragraph 1.

(ii) How did Jonathan's unconventional passion for flying lead to his exclusion from the flock ? (para-2) [2 Marks]

Answer:
1. Jonathan defied tradition and norms by flying not for food but for the joy of flight itself.
2. So the other gulls laughed at him, scorned him and squawked at him, and he was finally cast out of the flock.

Teacher's Note:
a) Give any two points: defying tradition, being scorned, or flying higher and faster than others.
b) Link his passion (cause) to his exclusion (effect).

(iii) Read and complete the following sentence suitably:
'Break the chains of your thought and you break the chains of your body', suggests : (para-3)
Choose the correct response from the two options to complete the sentence: [1 Mark]
(A) freedom is achieved through physical strength.
(B) mental liberation is the key to true freedom.

Answer: (B) mental liberation is the key to true freedom.

Teacher's Note:
a) "Chains of thought" means mental limits, so freeing the mind comes first.
b) Option (A) is wrong because the line is about the mind, not physical strength.

(iv) Complete the following suitably with ONE advantage with reference to paragraph 3.
It was ironical that Jonathan Seagull's exile did not mean isolation but ___. [1 Mark]

Answer: peace and a new beginning (freedom to master loops, dives and rolls).

Teacher's Note:
a) Other accepted answers: liberation, freedom, self-realisation, a chance to achieve his full potential.
b) Give only ONE advantage, as the question asks.

(v) What do the two radiant gulls who approached Jonathan, most likely represent ? (para-4) [1 Mark]
(A) rivals sent to watch his skills.
(B) a hallucination formed out of his loneliness.
(C) fellow gulls returning from his original flock.
(D) spiritual guides leading him to a higher plane.

Answer: (D) spiritual guides leading him to a higher plane.

Teacher's Note:
a) Clues: their wings "shone with light" and they take him "to a higher level of being".
b) Nothing in the passage suggests rivalry or hallucination.

(vi) Provide one textual evidence with reference to paragraph 4 to prove the following:
You are ready to come with us. [1 Mark]

Answer: "You have learned much but there is more - more to flying, more to being a gull." (He was already soaring silently above the clouds.)

Teacher's Note:
a) Quote a line from paragraph 4 only.
b) Put the textual evidence in quotation marks.

(vii) In Chiang's statement, "the only true law is that which leads to freedom - there is no other", what does the phrase 'the only true law refer to ? (para-5) [1 Mark]

Answer: It refers to the idea that freedom is the ultimate goal of existence - to understand oneself, explore the limitless and attain self-realisation.

Teacher's Note:
a) Keywords: freedom, self-realisation, exploring the limitless.
b) Do not just repeat the quotation; explain it.

(viii) Select the option that best explains Jonathan's transformation after meeting Chiang. [1 Mark]
(A) becomes more aggressive and fearless
(B) forgets that past and returns to his flock.
(C) learns to use his skills to dominate the other gulls.
(D) internalises freedom and shares his wisdom with others.

Answer: (D) internalises freedom and shares his wisdom with others.

Teacher's Note:
a) Paragraph 6 says he began to teach others "freedom of thought".
b) Aggression and domination are never mentioned in the passage.

(ix) Complete the analogy with ONE word from paragraph 6:
free : bound
dropped : ___ [1 Mark]
(A) soared
(B) learned
(C) measured
(D) break

Answer: (A) soared

Teacher's Note:
a) "Free" and "bound" are opposites, so we need the opposite of "dropped".
b) "Soared" (rose high) is the antonym of "dropped".

(x) In what way did Jonathan's journey challenge traditional beliefs ? Give an example. [2 Marks]

Answer:
1. Traditionally, gulls flew only to find food, but Jonathan mastered flying for joy and learned that the secret of flight lay in knowing its purpose, not in merely flapping wings.
2. His journey showed that success is not about meeting society's expectations but about breaking the chains of thought, achieving freedom and self-realisation.

Teacher's Note:
a) One mark for how he challenged tradition and one for an example from the passage.
b) Use examples such as flying for joy or breaking the chains of thought.

2. Read the following passage carefully: [10 Marks]

(1) Introduction : India faces a serious road safety challenge. According to the Ministry of Road Transport and Highways, over 4.8 lakh road accidents were reported in 2023, leading to 1.72 lakh deaths. Many of these could have been avoided by simple precautions - wearing helmets, fastening seatbelts and following speed limits. These statistics aren't just numbers; they represent lives lost and family dynamics changed forever.
Causes of Road Accidents in India (2023)
S. No. | Causes | %
1. | Overspeeding | 56
2. | Drunk driving | 8
3. | No seatbelt/helmet | 15
4. | Distraction (mobiles) | 6
5. | Mechanical failure | 4
6. | Weather/road condition | 6
7. | Others | 5
(2) Methodology : Recognising this, several cities are becoming proactive, especially near school zones. The municipal corporations and traffic police have introduced stricter school-zone safety measures - speed bumps, zebra crossings and digital signboards. This led to a 30% drop in minor accidents near schools, within a year. The success lay in combining infrastructure with awareness. Parents, teachers and traffic marshals helped monitor traffic during school hours.
(3) Survey : It's not just governments stepping up. In many cities, class XI and XII students launched a campaign called 'Ride Right', promoting helmet use among two-wheeler riders. They handed out stickers, ran roadshows and launched a 'No Helmet, No Selfie' challenge that went viral. Over 2000 riders pledged to wear helmets daily. Their success even led to invitations from the municipal body to speak in other schools - proof of how youth-led efforts can spark policy engagement.
(4) Results : Technology is also playing a significant role. Automation through AI-powered traffic cameras, digital signs and automated lights is being implemented in metros to reduce human error and improve monitoring including Pilot projects such as iRASTE and AI based road safety pilot to predict and prevent accidents using real time data and alerts for drivers. These systems have led to a 40% rise in fine collection, showing improved rule enforcement. GPS based alert systems in school buses now notify parents of speeding or unscheduled stops - another step towards safer school commutes.
(5) Implication for interventions : Still, personal responsibility is the most powerful safety tool. Whether it's a student cyclist using the left lane or a pedestrian waiting for the signal, every right choice sets an example. A popular slogan in school says it best : 'I follow, I influence.' Road safety is about respecting life, valuing time, and leading by example.

Answer the following questions, based on the given passage:

(i) What strategy does the author use in paragraph (1) to highlight the seriousness of road accidents ? [1 Mark]
(A) use of statistics and emotional appeal.
(B) humour and satire
(C) technical jargon and neutrality
(D) personal anecdotes and optimism

Answer: (A) use of statistics and emotional appeal.

Teacher's Note:
a) Statistics: 4.8 lakh accidents and 1.72 lakh deaths.
b) Emotional appeal: "lives lost and family dynamics changed forever".

(ii) What evidence from the passage suggests that stricter school-zone measures were effective ? [1 Mark]
(A) the number of schools increased rapidly.
(B) there was a 30% drop in minor accidents near schools.
(C) teachers and parents opposed the new rules.
(D) students stopped commuting by bicycle.

Answer: (B) there was a 30% drop in minor accidents near schools.

Teacher's Note:
a) This result is given directly in paragraph 2.
b) Evidence of effectiveness must be a measurable result.

(iii) What would the following be classified as ?
Students launched a campaign called "Ride Right" promoting helmet use among two wheeler riders.
Select the appropriate response: [1 Mark]
(A) primary purpose
(B) secondary objective
(C) method of analysis
(D) research outcome

Answer: (A) primary purpose

Teacher's Note:
a) Promoting helmet use was the main aim of the "Ride Right" campaign.
b) The marking scheme accepts only option (A).

(iv) Give two points to support the success of the No Helmet - No Selfie Challenge. [2 Marks]

Answer:
1. Over 2000 riders pledged to wear helmets daily.
2. The students received invitations from the municipal body to speak in other schools.

Teacher's Note:
a) Each point carries 1 mark; both come from paragraph 3.
b) Mention the figure "2000 riders" for accuracy.

(v) Which word from paragraph 4 best conveys the idea of 'ensuring compliance through authoritative measures' especially in the context of traffic systems ? [1 Mark]
(A) collection
(B) enforcement
(C) monitoring
(D) automation

Answer: (B) enforcement

Teacher's Note:
a) "Enforcement" means making people obey rules using authority.
b) "Monitoring" only means watching, not ensuring compliance.

(vi) Analyze why does the author emphasise that both technology and personal responsibility are important in promoting road safety. [2 Marks]

Answer:
1. Technology such as AI cameras and automated systems detects violations, reduces human error, improves monitoring and strengthens rule enforcement.
2. But real change depends on people's mindsets and conscious choices, as every right choice sets an example; external enforcement and inner discipline together make roads safe.

Teacher's Note:
a) Give one point for technology and one for personal responsibility.
b) Show that the two work together, not separately.

(vii) Complete the following with a suitable reason:
Road safety is about personal responsibility because ___. [1 Mark]

Answer: it is the most powerful safety tool, and every right choice sets an example for others.

Teacher's Note:
a) Other accepted answers: if each one is responsible, all will be safe; it is about respecting life, valuing time and leading by example.
b) The blank must be completed with a reason, not a fact from the table.

(viii) Which of the following inferences is best supported by the data in the table ? [1 Mark]
(A) enforcement of helmet and seat belt rules would address the cause of road deaths.
(B) speeding is the key issue, which requires technological and behavioural interventions.
(C) mobile phone use while driving is the fastest growing cause of accidents.
(D) drunk driving accounts for more deaths than 'no helmet/seat belt' and distractions combined.

Answer: (B) speeding is the key issue, which requires technological and behavioural interventions.

Teacher's Note:
a) Overspeeding causes 56% of accidents, the highest share in the table.
b) Option (D) is false: drunk driving is 8%, while no helmet/seatbelt and distraction total 21%.

SECTION B

CREATIVE WRITING SKILLS

(Note : All details presented in the questions are imaginary and created for assessment purpose)

3. Attempt ANY ONE of the two (A) or (B) in about 50 words: [1x4=4]

(A) You are Simran Kaur / Daljeet Singh counsellor, Rahi International School. Draft a notice informing students and parents about a university fair to be held in your school. Representatives from over 45 universities both national and international will be there to address questions. Include other necessary details. Put your notice in a box. [4 Marks]

Answer:
RAHI INTERNATIONAL SCHOOL
NOTICE
24 September 2026

UNIVERSITY FAIR 2026

Students of Classes XI and XII and their parents are informed that a University Fair will be held in the school auditorium on 10 October 2026, from 10 a.m. to 3 p.m. Representatives from over 45 national and international universities will answer questions on courses, admissions and scholarships. Expert-led sessions will also be held. Interested students may register with the undersigned by 5 October 2026.

Simran Kaur
Counsellor

Teacher's Note:
a) Format (1 mark): school name, NOTICE, date, heading, name and designation, all enclosed in a box.
b) Content (2 marks): event, date, time, venue, purpose, target group, registration and deadline.
c) Keep it to about 50 words; the given input (45 universities) must be included.

OR

(B) Your school is organising a Night Sky Observation Camp in collaboration with 'Space India'. Students of Classes IX to XII can register to attend the stargazing event which includes telescope and guided sky tour. As Head Girl / Head Boy of Nathan High School, draft a notice informing students about the event details, registration process, cost involved and safety guidelines. You are Riya / Rohan John. Put the notice in a box. [4 Marks]

Answer:
NATHAN HIGH SCHOOL
NOTICE
24 September 2026

NIGHT SKY OBSERVATION CAMP

The school, in collaboration with 'Space India', is organising a Night Sky Observation Camp on the school terrace on 15 October 2026, from 7 p.m. to 11 p.m. It includes telescope viewing and a guided sky tour. Students of Classes IX to XII may register with the undersigned by 8 October. Fee: Rs. 300. Carry a signed parental consent form, wear warm clothes and follow teachers' instructions.

Riya
Head Girl

Teacher's Note:
a) Cover all four points asked: event details, registration process, cost and safety guidelines.
b) Write the name and designation at the bottom left and enclose the notice in a box.
c) Use short, clear sentences in the passive or third person.

4. Attempt ANY ONE of the two (A) or (B) in about 50 words: [1x4=4]

(A) Draft a formal invitation letter from Reeva Shah / Riyaan Sharma, Head, National Youth Advisory Panel, inviting young changemakers from Nathan College, to attend a global virtual event, 'Voices of Tomorrow : Youth for Change' organised by the UN Youth Forum. Mention a compelling highlight of the programme along with other necessary details. [4 Marks]

Answer:
National Youth Advisory Panel
New Delhi

24 September 2026

The Principal
Nathan College
New Delhi

Subject: Invitation to 'Voices of Tomorrow : Youth for Change'

Dear Sir/Madam,

The National Youth Advisory Panel cordially invites the young changemakers of your college to attend 'Voices of Tomorrow : Youth for Change', a global virtual event organised by the UN Youth Forum, on 20 October 2026, from 4 p.m. to 7 p.m. (IST) on Zoom. The highlight will be a live interaction with UN Youth Envoys. Kindly confirm participation by 10 October 2026.

Yours sincerely,
Reeva Shah
Head, National Youth Advisory Panel

Teacher's Note:
a) Format: sender's address, date, receiver's address, subject, salutation, complimentary close, name and designation.
b) Content: host, purpose, date, time, virtual platform, one compelling highlight and a request to confirm.
c) Keep the tone formal and cordial.

OR

(B) You are Bina Kakhar / Bhanu Bhatia Chief Scientist CRRI. You have received an invite from the Principal of Pratima Public School to conduct a workshop on Science and Innovation for Grade-XI students. Draft a reply consenting to attend. [4 Marks]

Answer:
CRRI
New Delhi

24 September 2026

The Principal
Pratima Public School
New Delhi

Subject: Acceptance of Invitation to Conduct a Workshop

Dear Sir/Madam,

Thank you for inviting me to conduct a workshop on Science and Innovation for Grade XI students on 5 October 2026, at 10 a.m., in your school auditorium. I am pleased to accept the invitation and look forward to interacting with the young learners. Kindly arrange a projector for the session.

Yours sincerely,
Bina Kakhar
Chief Scientist, CRRI

Teacher's Note:
a) Begin by thanking the sender and restate the event, date, time and venue.
b) Clearly state acceptance of the invitation.
c) Follow the formal letter format and keep to about 50 words.

5. Attempt ANY ONE of the two (A) or (B) in 120-150 words: [1x5=5]

(A) With a significant increase in the number of cars and less parking space, there is a concern about the daily parking problems in residential colonies. Write a letter to the editor of local daily highlighting difficulties faced by residents because of this issue. Emphasize on the resulting problems and suggest solutions. Draft a letter using your own ideas along with the cues given. [5 Marks]
- leading to traffic congestion due to narrowing of colony roads - access to home blocked.
- incidents of road rage over parking space
- create regular parking zones
- impose penalty on rule breakers

Answer:
45, Green Park Colony
New Delhi

24 September 2026

The Editor
The City Times
New Delhi

Subject: Growing Parking Problems in Residential Colonies

Sir,

Through the columns of your esteemed daily, I wish to draw attention to the serious parking problem in our residential colonies.

With the rising number of cars and very little parking space, vehicles are parked on both sides of the roads. This narrows colony roads, causes traffic congestion and often blocks access to homes. Ambulances and fire tenders cannot reach on time in emergencies. Incidents of road rage over parking space are increasing, creating tension among neighbours.

The authorities should create regular, designated parking zones and introduce a sticker system for residents. Time limits for non-residents' parking and a penalty on rule breakers must be imposed. Residents, too, should promote car-pooling and discuss the issue in community meetings.

I hope the concerned authorities will take prompt action.

Yours faithfully,
Ankit
Secretary, RWA

Teacher's Note:
a) Content: give at least one difficulty and one solution; four points in all.
b) Format: sender's address, date, receiver's address, subject, salutation, complimentary close, name.
c) Use all the cues given and stay within 120-150 words.

OR

(B) You are Rashika / Paul from Kerala. You came across the following advertisement and wish to apply for the given post. Write this job application along with your bio-data. [5 Marks]
MIND HOUSE ASSOCIATES
Invites applications for Senior German Translator
Qualifications : Bachelor's degree in German translation linguistics
Skills : Familiarity with translation software
Ability to manage multiple projects and meet deadlines.
Experience : 5 - 7 years in translation
Fluency in both English and German is must
Apply to : H.R. Department
Mind House Associates
Black Thorn House,
Jaipur

Answer:
12, MG Road
Kochi, Kerala

24 September 2026

The H.R. Department
Mind House Associates
Black Thorn House
Jaipur

Subject: Application for the Post of Senior German Translator

Sir/Madam,

In response to your advertisement for the post of Senior German Translator, I wish to offer my candidature. I hold a Bachelor's degree in German translation linguistics and have six years of translation experience. I am fluent in English and German, familiar with translation software and able to meet deadlines. My bio-data is enclosed for your consideration.

Yours faithfully,
Rashika

BIO-DATA
Name: Rashika Menon
Date of Birth: 12 March 1995
Address: 12, MG Road, Kochi, Kerala
Contact: 98XXXXXX10
Qualification: B.A. in German Translation Linguistics, University of Kerala
Experience: 6 years as German Translator, Lingua Solutions, Kochi
Skills: Translation software (SDL Trados, MemoQ); managing multiple projects; meeting deadlines
Languages: English, German, Malayalam, Hindi
Achievement: Translated 40 technical manuals for German clients
References: 1. Dr. K. Nair, Head, Dept. of Foreign Languages, University of Kerala
2. Ms. A. Thomas, Manager, Lingua Solutions, Kochi
Enclosures: Copies of certificates

Teacher's Note:
a) The covering letter must refer to the advertisement, state qualifications and offer candidature.
b) The bio-data needs personal details, qualification, experience, skills and references.
c) Match your qualifications and experience exactly to the requirements in the advertisement.

6. Attempt ANY ONE of the two, (A) or (B) in 120-150 words: [1x5=5]

(A) You are Aanya/Ankit. You are deeply disturbed by how moments of silence and relaxed living are vanishing from today's fast-paced, lives. You decide to write an article for the newspaper on 'The Vanishing Art of Slowing Down'. [5 Marks]
You may use the following cues alongwith your own ideas:
- impact of hustle culture and technology on mental well-being.
- losing connection with nature, people and self.
- importance of mindful celebrations and slow/relaxed living.
- role of schools, communities, and media.
- need for digital boundaries, reflection, and simple joys.

Answer:
THE VANISHING ART OF SLOWING DOWN
By Aanya

Today, life moves at a breathless pace. Hustle culture and constant connectivity keep us over-scheduled, with no time for breaks. Endless notifications cause anxiety, stress and digital fatigue. We are slowly losing our connection with nature, with the people around us and even with ourselves. Conversations have become shallow, and festivals are rushed, performed more for social media than for joy.

We must relearn the art of slowing down. Mindful celebrations, real conversations and walks in nature can calm the mind. Screen-free hours and clear digital boundaries allow time for reflection and for family and friends. Simple joys like reading, gardening or pursuing a hobby refresh us.

Schools can include mindfulness sessions, communities can organise nature walks and reading circles, and the media can run campaigns promoting balance and silence. Slowing down is not laziness; it is the key to a healthy and meaningful life.

Teacher's Note:
a) Format: a suitable title and the by-line (writer's name).
b) Content: include problems as well as solutions; at least four points with one from each part.
c) Organise into introduction, body and conclusion within 120-150 words.

OR

(B) Your school organised a 'Tastes of India' Week to educate students on the diversity of Indian cuisine. Write a comprehensive report detailing the activities conducted during the week. Describe the events, participation details, chief guest and the overall impact of the programme on the school. You are Arti/Aryan a student of Std. XII and the Secretary of the School Magazine Editorial Board. You may organise your report on the basis of
What - When - Where - Who - Why - How [5 Marks]

Answer:
'TASTES OF INDIA' WEEK CELEBRATED WITH ZEST
By Arti, Secretary, School Magazine Editorial Board

New Delhi, 24 September 2026: Our school organised a 'Tastes of India' Week from 15 to 20 September 2026 in the school campus to educate students about the diversity of Indian cuisine.

The week began with an inaugural function in the auditorium. The chief guest, renowned chef Mr. Vikas Kapoor, spoke about how food reflects India's culture and traditions. Over 500 students from Classes VI to XII took part. The activities included a regional food stall exhibition, a cooking competition without fire, a quiz on Indian spices and a poster-making contest on traditional dishes. Parents and teachers also visited the food stalls.

The week ended with a prize distribution ceremony. The programme made students aware of healthy traditional food and the unity in our diverse food habits. It was a memorable and enriching experience for the whole school.

Teacher's Note:
a) Format: heading, by-line with name and designation, and place and date in the opening line.
b) Content: cover what, when, where, who, why and how, including the chief guest and impact.
c) Write in the past tense and in reported (third-person) style.

SECTION C

LITERATURE

7. Read the following extracts and answer the questions for ANY ONE of the given two (A) or (B): [1x6=6]

(A)

It would be an exotic moment
without rush, without engines.
we would all be together
in sudden strangeness
Fishermen in the cold sea
would not harm whales
and the man gathering salt
would look at his hurt hands.
(Keeping Quiet)

(i) What does the phrase 'an exotic moment' in the extract signify ? [1 Mark]
(A) surreal pause from mechanized human activity enabling reflection and unity.
(B) ceremonial halt wherein humans acknowledge traditional and ecological wisdom.
(C) spontaneous event where all human labour becomes obsolete.
(D) rare disruption of routine that highlights cultural diversity and isolation.

Answer: (A) surreal pause from mechanized human activity enabling reflection and unity.

Teacher's Note:
a) "Without rush, without engines" shows a pause from machine-driven activity.
b) "We would all be together" points to unity and reflection.

(ii) Complete the following sentence suitably:
The words 'we' and 'together' signify ___. [1 Mark]

Answer: unity and harmony - a shared awareness and collective responsibility of all humanity.

Teacher's Note:
a) Keywords: unity, harmony, collective or shared human responsibility.
b) Complete the sentence grammatically.

(iii) Select the option from those given in brackets to fill in the blank:
The excerpt tells us that the poet ___ (condemns/glorifies) the moment 'without rush, without engines'. [1 Mark]

Answer: glorifies

Teacher's Note:
a) The poet calls it "an exotic moment", which shows approval.
b) Write only the chosen word from the bracket.

(iv) Choose the correct option that BEST reflects the tone of the poet in the given extract: [1 Mark]
(A) despairing and cynical
(B) aggressive and accusatory
(C) meditative and hopeful
(D) humorous and sarcastic

Answer: (C) meditative and hopeful

Teacher's Note:
a) The poet imagines a peaceful, reflective moment that could make the world better.
b) There is no anger, despair or sarcasm in the lines.

(v) Complete the sentence:
The phrase 'hurt hands' is a symbol of ___. [1 Mark]

Answer: hard physical labour - a life of relentless work without a pause.

Teacher's Note:
a) Other accepted answers: constant activity and striving, mindless self-harming activity.
b) Link the image to the salt gatherer's painful work.

(vi) What message is the poet conveying through the given extract ? [1 Mark]

Answer: The poet conveys the importance of silence, stillness and introspection, which can bring unity and a better world where man does not mindlessly exploit nature.

Teacher's Note:
a) Keywords: introspection, silence, mindful living, peace, unity.
b) Mention the fishermen sparing whales as the example of not harming nature.

OR

(B)

You have the money, but if you want to be mean
Why keep your money (this crossly) and go along
The hurt to the scenery, wouldn't be my complaint
So much as the trusting sorrow of what is unsaid :
Here far from the city we make our roadside stand
And ask for some city money to feel in hand
To try if it will not make our being expand,
And give us the life of the moving - pictures' promise
That the party in power is said to be keeping from us.
(A Roadside Stand)

(i) What emotion does the speaker reveal when he says, 'if you want to be mean, why keep your money (this crossly) and go along' ? [1 Mark]
(A) curiosity
(B) bitterness
(C) indifference
(D) detachment

Answer: (B) bitterness

Teacher's Note:
a) The word "crossly" signals annoyance and bitterness.
b) The speaker is hurt by city people who drive past without buying.

(ii) What does the speaker imply in the statement 'The hurt to the scenery wouldn't be my complaint' ? [1 Mark]

Answer: The speaker implies that the suffering and unsaid sorrow of the rural roadside people concern him far more than the spoiling of natural beauty by the stand.

Teacher's Note:
a) Contrast "scenery" (aesthetic beauty) with human hardship.
b) Mention the "trusting sorrow" of the roadside dwellers.

(iii) Complete the following suitably:
The word 'expand' in the line 'to see if it will not make our being expand' implies an aspiration to ___. [1 Mark]

Answer: gain better economic opportunities and lead a more fulfilling life (improve their standard of living).

Teacher's Note:
a) "Expand" here means growth in life and prosperity, not physical size.
b) Keep the completion short and grammatically correct.

(iv) Read the two statements and choose the correct option: [1 Mark]
Assertion (A) : The speaker critiques the governing party for withholding opportunities from the rural poor.
Reason (R) : The extract praises the government for their promises of a life of the moving pictures'.
(A) Both the Assertion (A) and Reason (R) are true, and Reason (R) is the correct explanation of the Assertion (A).
(B) Both the Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of Assertion (A).
(C) Assertion (A) is true, but the Reason (R) is false.
(D) Assertion (A) is false, but the Reason (R) is true.

Answer: (C) Assertion (A) is true, but the Reason (R) is false.

Teacher's Note:
a) The party in power is "keeping from us" the promised life, so it is criticised, not praised.
b) Check each statement separately before judging the link.

(v) Which of the following concerns is NOT explored in the extract ? [1 Mark]
(A) political manipulation of rural dreams
(B) discrimination faced due to different religious policies.
(C) transactional disconnection between the city and the village.
(D) impact of unfulfilled expectations.

Answer: (B) discrimination faced due to different religious policies.

Teacher's Note:
a) Religion is not mentioned anywhere in the extract.
b) Note the word NOT; the other three concerns are present.

(vi) State in one sentence:
What advice your address to the politicians from this extract is most likely to include ? [1 Mark]

Answer: I would advise politicians to stop making false promises and to be empathetic towards rural people by spending money to provide them real opportunities.

Teacher's Note:
a) Answer in ONE sentence only.
b) Base the advice on the "moving pictures' promise" that is being kept from the poor.

8. Read the following extracts and answer the questions for ANY ONE of the given two (A) or (B): [1x4=4]

(A)

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

(i) Complete the following suitably "Then I lost my spirit", indicates that the speaker ___. [1 Mark]

Answer: gave up her resistance and helplessly accepted her fate.

Teacher's Note:
a) Accepted words: resigned, surrendered, gave up, accepted her fate.
b) Her struggle ended once her braid was cut.

(ii) What does Zit Kala-Sa imply about the prejudice prevailing in society when she talks of having 'suffered extreme indignities' ? [1 Mark]

Answer: She implies that the mainstream society discriminated against and oppressed Native Americans, showing no respect for their culture and beliefs.

Teacher's Note:
a) Keywords: discrimination, oppression, disrespect for her culture.
b) Remember that shingled hair was worn only by cowards in her culture.

(iii) Why did Zit Kala-Sa yearn to be with her mother in her moment of anguish ? [1 Mark]

Answer: Her mother was her source of comfort and reassurance, and she naturally longed for her protection and safety.

Teacher's Note:
a) Refer to "as my own mother used to do" - her mother reasoned quietly with her.
b) Mention comfort or protection as the key idea.

(iv) The tone of the narrator in the extract can be best described as [1 Mark]
(A) bitter and strong willed
(B) detached and impersonal
(C) pained and despairing
(D) grateful and reflective

Answer: (C) pained and despairing

Teacher's Note:
a) Words like "anguish", "moaned" and "lost my spirit" show pain and despair.
b) The personal account rules out a detached or grateful tone.

OR

(B)

Derry : But I'm not.... I'm not afraid [pause] people are afraid of me.
Mr. Lamb : Why should that be ?
Derry : Everyone is. It doesn't matter who they are, or what they say, or how they look. How they pretend. I know. I can see.
Mr. Lamb : See what ?
Derry : What they think ?
Mr. Lamb : What do they think, then ?
Derry : You think.... 'Here's a boy'. You look at me... and then you see my face and you think. That's bad. That's a terrible thing. 'That's the ugliest thing I ever saw.' You think, 'poor boy'. But I'm not. Not poor. Underneath, you are afraid. Anybody would be - I am. When I look in the mirror, and see it, I'm afraid of me.
Mr. Lamb : No, not the whole of you. Not of you.
Derry : Yes !
(On the Face of It)

(i) Which emotion dominates Derry's dialogue in this extract ? [1 Mark]
(A) superiority
(B) shrewdness
(C) vulnerability
(D) indifference

Answer: (C) vulnerability

Teacher's Note:
a) Derry admits, "I'm afraid of me", which shows how vulnerable he feels.
b) His sensitivity to what others think also points to vulnerability.

(ii) Complete the following suitably:
According to Derry, the people put up a pretence when they see him because ___. [1 Mark]

Answer: they do not want to reveal their fear or repulsion on seeing his burnt face.

Teacher's Note:
a) Also accepted: they do not want to hurt his feelings.
b) Derry says, "Underneath, you are afraid."

(iii) Complete the following suitably:
When Mr. Lamb says, 'No, not the whole of you. Not of you.' He means ___. [1 Mark]
(A) Your face will get healed and your ideas about your appearance will change.
(B) You are not just your face or your injury. That is not the sum total of who you are.
(C) I am afraid of your face and your appearance.
(D) You shouldn't look into the mirror so that you don't get the feeling of dejection.

Answer: (B) You are not just your face or your injury. That is not the sum total of who you are.

Teacher's Note:
a) Mr. Lamb separates Derry the person from his burnt face.
b) He never promises healing, so option (A) is wrong.

(iv) State in one sentence:
What advice will you give to the people who pretend to look away when they see Derry's face ? [1 Mark]

Answer: I would advise them to be kind and empathetic, remembering that a person is not just their face or injury but the sum total of who they are.

Teacher's Note:
a) Keywords: empathy, kindness, compassion, inclusivity.
b) Write only one sentence.

9. Read the following extracts and answer the questions for ANY ONE of the given two (A) or (B): [1x6=6]

(A)

The make-up room had the look of a hair-cutting salon with lights at all angles around half a dozen large mirrors. They were all incandescent lights, so you can imagine the fiery misery of those subjected to make-up. The make-up department was first headed by a Bengali who became too big for the studio and left. He was succeeded by a Maharashtrian who was assisted by a Dharwar Kannadiga, an Andhra, a Madras Indian Christian, an Anglo-Burmese and the usual local Tamils. All this shows that there was a great deal of National Integration long before A.I.R. and Doordarshan began broadcasting programmes on national integration. This gang of nationally integrated make-up men could turn any decent-looking person into a hideous crimson hued monster with the help of truckloads of pancake and a number of other locally made potions and lotions. Those were the days of mainly indoor shooting, and only five percent of the film was shot outdoors. I suppose the sets and studio lights needed girls and boys to be made to look ugly in order to look presentable in the movie. A strict hierarchy was maintained in the make-up department.
(Poets and Pancakes)

(i) Why did the make-up room have a look of a hair-cutting salon ? [1 Mark]

Answer: It had lights at all angles around half a dozen large mirrors, just like a hair-cutting salon.

Teacher's Note:
a) Mention both features: lights at all angles and large mirrors.
b) The answer is in the first line of the extract.

(ii) What does 'fiery misery of those subjected to make-up' suggest ? [1 Mark]
(A) emotional stress faced by the actors.
(B) physical discomfort due to heat and lighting.
(C) anger of the make-up artists due to irritation.
(D) the discomfort caused by the cramped room.

Answer: (B) physical discomfort due to heat and lighting.

Teacher's Note:
a) Incandescent lights give off a lot of heat, hence "fiery".
b) The room is not described as cramped.

(iii) Complete the following suitably:
The tone of the author in the phrase 'hideous crimson hued monster' is ___ [1 Mark]

Answer: humorous and sarcastic (exaggerating).

Teacher's Note:
a) Asokamitran uses gentle, exaggerated humour throughout the lesson.
b) Any one of humorous, sarcastic or exaggerating earns the mark.

(iv) Why was excessive make-up considered a cinematic necessity at Gemini Studios during that era ? [1 Mark]
(A) minimised the cost of set design and costumes.
(B) was a mandated practice by the studio's creative heads and lead actors.
(C) aligned with the theatrical traditions the studio admired.
(D) compensated for the lack of advanced lighting and camera technology.

Answer: (D) compensated for the lack of advanced lighting and camera technology.

Teacher's Note:
a) The extract says the sets and studio lights needed actors to look "ugly" to look presentable.
b) Mostly indoor shooting made this heavy make-up necessary.

(v) What does 'became too big for a studio and left' imply about the Bengali make-up artist ? [1 Mark]

Answer: It implies that he advanced in his career beyond the studio, or that he became arrogant and over-ambitious.

Teacher's Note:
a) "Too big" is an idiom for outgrowing a place or becoming proud.
b) Either meaning is accepted by the scheme.

(vi) Complete the sentence with a suitable reason:
The author refers to the presence of people from different regions in the make-up department to ___. [1 Mark]

Answer: show that national integration existed in Gemini Studios long before the media (A.I.R. and Doordarshan) publicised it.

Teacher's Note:
a) Mention "national integration" as the keyword.
b) Note the author's gentle irony about A.I.R. and Doordarshan.

OR

(B)

'Now I am going to tell you, Mr. Ironmaster, how things are', he said. 'The whole world is nothing but a big rattrap. All the good things that are offered to you are nothing but cheese rinds and bits of pork, set out to drag a poor fellow into trouble. And if the sheriff comes now and locks me up for this, then you, Mr. Ironmaster, must remember that a day will come when you yourself may want to get a big piece of pork, and then you will get caught in the trap.
The ironmaster began to laugh.
'That was not so badly said, my good fellow. Perhaps we should let the sheriff alone on Christmas Eve.'
(The Rattrap)

(i) What does the speaker mean when he says 'The whole world is nothing but a big rattrap' ? [1 Mark]
(A) The world offers many chances for success and prosperity.
(B) Temptations in life are traps that lead people into trouble.
(C) Good deeds are always rewarded with cheese rinds.
(D) Justice and fairness are not guaranteed for everyone.

Answer: (B) Temptations in life are traps that lead people into trouble.

Teacher's Note:
a) The worldly "good things" are the bait in the rattrap.
b) This is the central metaphor of the story.

(ii) What does the following phrase from the extract showcase:
'Cheese rinds'. [1 Mark]
(A) temptation
(B) affirmation
(C) gluttony
(D) deprivation

Answer: (A) temptation

Teacher's Note:
a) Cheese rinds are the bait used to lure a rat into the trap.
b) They stand for worldly temptations like wealth and comfort.

(iii) Select the correct option from those given in brackets to fill in the blank:
By calling himself a 'poor fellow', the speaker emphasises his ___. (vulnerability/credibility) [1 Mark]

Answer: vulnerability

Teacher's Note:
a) The peddler is poor, homeless and easily trapped by temptation.
b) Write only the chosen word.

(iv) What does the speaker imply through his warning to the ironmaster ? [1 Mark]

Answer: He implies that everyone gives in to temptation at some point, so if the ironmaster judges him today, he himself may be tempted and trapped later.

Teacher's Note:
a) Refer to the "big piece of pork" as the bait for the rich.
b) The warning shows that no one is safe from the rattrap.

(v) What does the following line from the extract showcase about the ironmaster's nature ?
'Perhaps we should let the sheriff alone on Christmas Eve.' [1 Mark]
(A) materialistic
(B) understanding
(C) conniving
(D) enterprising

Answer: (B) understanding

Teacher's Note:
a) He laughs and decides not to call the sheriff, showing leniency.
b) The Christmas spirit adds to his forgiving mood.

(vi) Complete the following with a suitable reason:
In the extract, it is implied that the speaker would be locked up because ___. [1 Mark]

Answer: he was not honest - he did not reveal his true identity and let the ironmaster believe he was his old comrade.

Teacher's Note:
a) Keywords: deceived, did not correct the ironmaster, hid his identity.
b) Keep the reason brief and linked to the story.

10. Answer ANY FIVE of the following six questions in 40-50 words each: [5x2=10]

(i) "Journalists are puzzled. And sometimes publishers", says Umberto Eco. What argument does Eco offer to support his contention ? (The Interview) [2 Marks]

Answer: Journalists and publishers believe that people like only trash and easy reading. Eco argues that people do not always want easy experiences. His serious novel, 'The Name of the Rose', sold millions, proving that readers also enjoy difficult books. Eco himself enjoys light entertainment, but not all day.

Teacher's Note:
a) Content (1 mark): the belief that people want trash versus Eco's view.
b) Expression (1 mark): keep to 40-50 words with correct grammar.

(ii) What led Gandhi to exclaim, 'The battle of Champaran is won' ? (Indigo) [2 Marks]

Answer: The prominent lawyers who had come to advise and help Gandhi first thought of going home if he was jailed. After discussion, they agreed to follow him to jail. This unity and support for the peasants' cause made Gandhi exclaim, "The battle of Champaran is won."

Teacher's Note:
a) Keyword: the lawyers' readiness to court arrest.
b) Show how their change of heart meant victory for the cause.

(iii) "I was frightened, but not yet frightened out of my wits", says Douglas. Which qualities of Douglas are highlighted here ? (Deep Water) [2 Marks]

Answer: The line highlights Douglas's presence of mind, strong will and perseverance. Even while sinking in the pool, he did not panic. He calmly planned to spring up from the bottom and fought hard to save his life, showing courage in the face of terror.

Teacher's Note:
a) Name at least two qualities: presence of mind, strong will, perseverance.
b) Support them with his plan to push up from the bottom of the pool.

(iv) Why did M. Hamel talk about the importance of the French language in his last lesson ? (The Last Lesson) [2 Marks]

Answer: M. Hamel wanted to invoke patriotic feelings in his students. He said French was the most beautiful, clearest and most logical language. It was a symbol of their identity, and they must guard it, because as long as they held on to their language, they held the key to their prison.

Teacher's Note:
a) Keywords: patriotism, identity, "key to their prison".
b) Link it to the order that only German would be taught in Alsace and Lorraine.

(v) What do the tigers on the embroidered panel symbolise ? (Aunt Jennifer's Tigers) [2 Marks]

Answer: The tigers symbolise fearlessness, confidence and freedom. They stand for Aunt Jennifer's unfulfilled aspirations. Unlike her, a woman trapped in an oppressive marriage, the tigers pace proudly and fearlessly, unafraid of the men beneath the tree.

Teacher's Note:
a) Keywords: freedom, fearlessness, confidence, aspirations.
b) Contrast the tigers with Aunt Jennifer's own timid life.

(vi) What does the author imply when he says the poet "couldn't have addressed a more dazed and silent audience" ? (Poets and Pancakes) [2 Marks]

Answer: The author implies that the audience at Gemini Studios was confused and could not understand the English poet at all. His accent, language and the context of his talk were far beyond the understanding of the Tamil-speaking staff, so they sat silent and puzzled.

Teacher's Note:
a) Keywords: confusion, accent, language barrier.
b) Note the humour in the author's description.

11. Answer ANY TWO of the following three questions, in 40-50 words each: [2x2=4]

(i) What does Bama's decision to excel in academics reveal about her character ? (Memories of Childhood - We Too are Human Beings) [2 Marks]

Answer: It shows that Bama was hardworking, determined and resilient. She respected and followed her brother's advice. She understood that education was a weapon to overcome caste barriers and fight social discrimination, and so she studied hard and stood first in her class.

Teacher's Note:
a) Name qualities and link them to education as a tool against caste prejudice.
b) Mention her brother Annan's advice.

(ii) How did the newspaper 'The World' contribute to Charley's belief in the existence of the third level ? (The Third Level) [2 Marks]

Answer: At the third level, Charley saw a man reading 'The World', a newspaper that had not been published for years. Its front page carried a story about President Cleveland. This convinced Charley that he had truly reached the past, in 1894.

Teacher's Note:
a) Either point is enough: the paper had stopped publishing, or it carried the Cleveland story.
b) Connect the newspaper to his belief in time travel.

(iii) Evaluate the role of the court astrologer in shaping the trajectory of the Tiger King's life. (The Tiger King) [2 Marks]

Answer: The court astrologer's prophecy that the king would be killed by a tiger acted as the trigger for his obsession. It started his tiger-hunting spree to kill a hundred tigers. Every major decision of his life was guided by this obsession, which ironically led to his death.

Teacher's Note:
a) Keywords: prophecy, obsession, hunting spree.
b) Mention the irony of his death caused by a wooden tiger.

12. Answer ANY ONE of the following two questions in 120-150 words: [1x5=5]

(A) Sophie in 'Going Places' and Mukesh in 'Lost Spring' aspire for a better life yet external forces shape their realities and opportunities. Discuss. [5 Marks]

Answer:
1. Sophie dreams of owning a boutique, becoming a manager, a fashion designer or an actress, and even imagines a romance with the football star Danny Casey.
2. But she comes from a poor, lower middle-class family and is earmarked for the biscuit factory after school. Her father and brother mock her dreams, so she escapes into fantasy and day-dreaming.
3. Mukesh, a bangle maker's son in Firozabad, dreams of becoming a motor mechanic and driving a car.
4. His family is trapped in poverty and the vicious circle of the sahukars, middlemen, police and politicians, and in the tradition of bangle making.
5. Both lack opportunities because of their humble backgrounds. However, Sophie's dreams remain unrealistic, while Mukesh is determined to work hard and break away from his family lineage. Thus external forces shape their lives, but their responses differ.

Teacher's Note:
a) Refer to both texts; at least three points in all for content.
b) Show the contrast: Sophie escapes into fantasy, Mukesh takes a practical, determined stand.
c) Expression carries 2 marks, so organise the answer clearly within 120-150 words.

OR

(B) How is the transient nature of beauty and life portrayed in the poems 'My Mother at Sixty Six' and 'A Thing of Beauty' ? [5 Marks]

Answer:
1. In 'My Mother at Sixty Six', the transience of life is seen in the mother's ageing - her face is "ashen like that of a corpse", showing weakness and approaching death.
2. Beauty and energy appear only outside the car - young trees sprinting and merry children spilling out of their homes - in sharp contrast to the ageing mother.
3. The poem shows that life moves from youth to old age and finally ends, so physical beauty does not last.
4. 'A Thing of Beauty' accepts that life is full of sadness and suffering, but says that beauty is an eternal source of joy that shields us from life's harsh realities.
5. Even when a beautiful object fades, its memory and impact last, as beauty is not merely physical. Thus both poems show that life and physical beauty are transient, but the joy a thing of beauty gives is everlasting.

Teacher's Note:
a) Refer to both poems with at least three points in all.
b) Quote images like "ashen like that of a corpse" and "a joy for ever".
c) End with a comparison that links the two poems.

13. Answer ANY ONE of the following two questions, in 120-150 words: [1x5=5]

(A) Examine how the presence of school students on the expedition contribute to the message of environmental responsibility and hope. (Journey to the End of the Earth) [5 Marks]

Answer:
1. The 'Students on Ice' programme takes high school students to Antarctica, exposing them to the real effects of climate change.
2. Students are the future decision-makers, policy-makers and caretakers of the planet. At an age when they are ready to absorb, learn and act, the expedition creates informed future leaders.
3. They get a first-hand experience of the fragile Antarctic ecosystem. Watching glaciers retreat and ice shelves collapse drives home the danger of global warming in a way no textbook could.
4. This immersive learning gives them a faster, deeper understanding of and concern for the environment, and teaches them responsibility.
5. They also learn how everything is connected - for example, tiny phytoplankton sustain the whole food chain - so they learn the importance of taking care of small things. This gives hope for a sustainable future.

Teacher's Note:
a) Give any three strong points with details from the text.
b) Mention the 'Students on Ice' programme and the phytoplankton example.
c) End by linking the students to hope for the future.

OR

(B) How does Pearl S. Buck explore the theme of humanitarianism versus patriotism in the lesson 'The Enemy' ? Support your answer with evidence from the text. [5 Marks]

Answer:
1. Pearl S. Buck portrays the conflict between humanitarian values and national loyalty through the internal struggle of Dr. Sadao and his wife Hana.
2. Sadao is torn between his duty to Japan and his ethical duty as a doctor to save a dying American soldier who is washed up on the shore.
3. Sadao and Hana cannot throw the wounded man back into the sea. They bring him home, Sadao operates on him and Hana washes and nurses him, though harbouring an enemy could bring severe punishment.
4. Their servants leave the house, reflecting society's disapproval of helping the enemy.
5. Finally, Sadao helps the soldier escape in his boat with food and clothes. By highlighting this dilemma, the author shows that true humanity rises above borders, politics and war.

Teacher's Note:
a) Support each point with evidence such as the operation, the servants leaving and the boat escape.
b) Present both sides: Sadao's patriotism and his humanity.
c) Conclude that humanity triumphs over hatred.

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