ICSE Class 10 English Language Board Exam Question Paper 2023 with Solutions

ICSE Class 10 English Language Board Exam Question Paper with Solutions

Question 1
(Do not spend more than 30 minutes on this question.)
Write a composition (300 - 350 words) on any one of the following: [20]

(i) Write an original short story in which two children and their school teacher are the main characters. [20 Marks]

Answer:
The afternoon sun beat down mercilessly on the dusty grounds of St. Jude's High School. Inside the dimly lit biology laboratory, ten-year-olds Rahul and Sneha sat hunched over a microscope, whispering excitedly. Their stern yet kind biology teacher, Mr. Fernandes, was at his desk grading papers, his brow furrowed in concentration.
Rahul nudged Sneha, pointing at the slide with trembling fingers. "Look! It is actually moving, just like he said it would!"
Mr. Fernandes looked up, a warm smile breaking through his usual strict exterior. He walked over, adjusting his spectacles. "Ah, the wonders of the microscopic world," he murmured, leaning in. "Science rewards patience, children."
Suddenly, a sharp squeak echoed from the corner cupboard. Sneha gasped, dropping her pencil. Mr. Fernandes chuckled, walking toward the wooden cabinet. With a swift flick, he opened the door to reveal a tiny, shivering stray kitten that had somehow sneaked into the lab.
Rahul and Sneha's eyes lit up with instant compassion. "Can we keep it, Sir? Just for today?" Rahul pleaded.
Mr. Fernandes looked at the kitten, then at the two earnest faces looking up at him. "Well," he said softly, picking up the small creature gently, "I suppose biology isn't just about dead specimens. It is about understanding life in all its forms. But first, finish your slide drawings."
For the rest of the evening, the lab was filled with the quiet scratching of pencils and the soft, contented purr of a rescued kitten, under the watchful, caring eye of a teacher who taught them empathy alongside textbooks.

Teacher's Note:
a) Ensure the story has a clear beginning, middle, and end, maintaining the word limit between 300 to 350 words.
b) Keep the characters consistent and build a cohesive narrative around the prompt.

(ii) Imagine a situation where you get an opportunity to change one thing in your school. What would it be? Why do you want to change it? How would you bring about the change? [20 Marks]

Answer:
If given an opportunity to change one thing in my school, I would replace the traditional, purely academic stress with a mandatory, daily mental health and wellness period for all grades. In today's hyper-competitive educational environment, students are constantly pressurized to secure top grades, often at the cost of their emotional and psychological well-being. Burnout, anxiety, and sleep deprivation have become alarmingly common among teenagers, turning schools into pressure cookers rather than sanctuaries of learning.
I want to bring about this change because true education encompasses emotional intelligence and resilience, not just rote memorization and exam scores. A healthy mind absorbs knowledge better and fosters a more supportive, empathetic school community.
To implement this change, I would first form a student-faculty wellness committee to draft a structured proposal. We would introduce a dedicated forty-minute slot right after the morning assembly, designated as the 'Mind and Motion' period. This time would not involve traditional teaching; instead, it would incorporate guided meditation, yoga, open peer discussions led by trained counselors, and creative expression through art and music. To ensure feasibility without cutting into core academic hours, we could slightly reallocate the lengthy assembly and transition times. By presenting this practical blueprint to the Principal and backing it with student surveys highlighting the need for mental health support, I am confident we can transform our school into a happier, healthier place to learn.

Teacher's Note:
a) The essay must clearly address all three parts of the prompt: what to change, why, and how to bring about the change.
b) Maintain a persuasive yet formal tone throughout the composition.

(iii) 'School examinations do not test intelligence.' Express your views either for or against this statement. [20 Marks]

Answer:
I strongly agree with the statement that school examinations do not test intelligence; rather, they test a student's memory, endurance, and ability to reproduce information under pressure. Intelligence is a multifaceted trait that encompasses creativity, emotional quotient, practical problem-solving, critical thinking, and adaptability, none of which can be accurately measured by a three-hour written test.
Traditional examinations reward rote learning. A student who memorizes textbooks word-for-word can often secure top ranks, while a deeply creative and analytically gifted student who thinks outside the box may struggle to fit rigid marking schemes. Examinations measure how well a student can retain data for a specific duration and regurgitate it on an answer sheet. Once the exam is over, much of that memorized information is quickly forgotten, proving that exam success is often a transient skill rather than a true indicator of cognitive capability.
Furthermore, high-stakes testing creates immense anxiety, which often impairs cognitive functioning. Brilliant students frequently falter under exam pressure, while calmer students with average aptitude excel simply due to better composure. Real-world success relies on innovation, teamwork, emotional resilience, and adaptability qualities that no examination board has ever been able to grade. Therefore, school exams are merely tools for academic assessment, not yardsticks of human intelligence.

Teacher's Note:
a) Ensure a clear stand is taken either for or against the statement and maintained consistently.
b) Support arguments with logical reasoning and relevant examples.

(iv) You are a regular visitor to your school library. Describe your library. Give details of the familiar sights. What do you see and feel as different students come in and check out the books? Why is this place so important? [20 Marks]

Answer:
Nestled in the quietest corner of the school campus, the school library is my personal sanctuary. Stepping inside is like entering a parallel universe where the chaos of the school corridors dissolves into a respectful hush, accompanied by the comforting, earthy scent of old paper and polished wood. Tall mahogany bookshelves line the walls, packed with colorful spines ranging from encyclopedias to timeless classics.
As I sit at my usual oak table near the tall arched windows, I observe the familiar sights and sounds. The elderly librarian, Mrs. Gable, sits behind her high desk, her glasses perched on the edge of her nose as she stamps return dates. Students drift in like shadows; some march purposefully toward the science fiction section, while others browse aimlessly, letting a cover catch their eye. I watch a group of eighth-graders whisper excitedly over an illustrated atlas, their faces glowing with discovery, while a senior student sits absorbed in heavy reference tomes in the corner. Hearing the soft beep of the barcode scanner and the gentle rustle of turning pages fills me with a deep sense of calm and belonging.
This place is immensely important because it offers a refuge for imagination and independent thought. In a world driven by digital screens and fast-paced schedules, the library teaches patience, focus, and the joy of solitary exploration. It is not just a room filled with books, but a heartbeat of intellectual curiosity in our school.

Teacher's Note:
a) Use descriptive imagery and sensory details to bring the setting to life.
b) Ensure all parts of the prompt regarding sights, student interactions, and the importance of the place are fully addressed.

(v) Study the picture given below. Write a story or a description or an account of what it suggests to you. Your composition may be about the subject of the picture, or you may take suggestions from it; however, there must be a clear connection between the picture and your composition. [20 Marks]
[Figure: A person holding a large open black umbrella while crouching down on a wet pavement with a loyal dog sitting faithfully beside them in the rain.]

Answer:
The torrential rain poured down over the deserted street, turning the asphalt into a glistening mirror reflecting the pale streetlights. Amidst the downpour, old Arthur sat hunched on the stone steps of the abandoned storefront, his joints aching from the damp cold. Protecting him from the relentless sheets of water was a large, tattered black umbrella, held with a trembling hand.
But Arthur was not alone. Right beside him, unfazed by the biting wind and driving rain, sat Barnaby, a scruffy stray dog he had rescued five years ago. Barnaby pressed his warm, wet fur tightly against Arthur's leg, acting as a living shield against the chill. Whenever Arthur shivered, Barnaby would let out a low, comforting whine and nudge his hand.
"We'll weather this storm too, old friend," Arthur whispered, stroking the dog's soggy ears.
They had shared empty pockets, meager meals, and countless lonely nights on the pavement, but their bond remained unbroken. In a world that often looked away from the marginalized, this silent partnership under a single umbrella proved that true loyalty knows no condition. As the storm raged on, the shelter of the umbrella and the steadfast warmth of the dog reminded Arthur that as long as they had each other, they were never truly homeless.

Teacher's Note:
a) Establish a clear and unmistakable connection to the visual prompt provided.
b) Maintain a consistent narrative tone and emotional depth throughout the story.

Question 2
(Do not spend more than 20 minutes on this question.)
Select any one of the following: [10]

(i) You have had to shift to a new house recently. Write a letter to your grandmother telling her what you miss about your old house. Tell her also what you like about your new house and what you plan to do to make it comfortable for yourself. [10 Marks]

Answer:
Examination Hall
ABC City
15th March 2023

My dearest Grandmother,

I hope this letter finds you in the best of health and spirits. I am writing to you from our new home, and while everything is settling down, I miss you and our old house immensely.

I still catch myself walking toward my old bedroom in the evenings, half-expecting to see the familiar peach-colored walls and the huge banyan tree outside the window where the sparrows used to gather. I miss the creaky wooden floorboards, the cozy porch where we used to sit and chat during rainy afternoons, and the neighborhood bakeries that smelled of fresh cinnamon rolls.

However, this new house has its own charm. It is much brighter and located on the third floor, giving us a wonderful view of the city skyline and a stunning sunset every evening. My new room has large windows that let in plenty of sunshine and a spacious study alcove.

To make it feel truly like home, I have planned a few changes. I am going to hang up all our old framed photographs on the feature wall, set up my bookshelf with my favorite novels, and place a cozy reading chair by the window. I have also bought a few indoor plants to bring some green life indoors.

Do plan a visit soon. I am eagerly waiting to show you around and brew a cup of tea for you in the new kitchen.

With warmest love and regards,

Yours lovingly,
XYZ

Teacher's Note:
a) Follow the standard informal letter format with appropriate sender address, date, and affectionate salutation and sign-off.
b) Ensure all three required elements are covered: what is missed about the old house, features of the new house, and plans to make it comfortable.

(OR)

(ii) A certain book / chapter has been included in your syllabus. You have heard that a film version is now available. Write a letter to the Manager of a film theatre near your school, requesting the film be shown. Tell him / her why it will be beneficial to the students. [10 Marks]

Answer:
Examination Hall
ABC City
15th March 2023

The Manager,
CineMax Theatre,
MG Road, ABC City.

Subject: Request to screen the film adaptation of 'To Kill a Mockingbird' for school students.

Respected Sir / Madam,

I am writing to you on behalf of the senior student body of St. Xavier's High School. As part of our ICSE English Literature syllabus this year, we are studying Harper Lee's classic novel, 'To Kill a Mockingbird'.

We have recently learned that a critically acclaimed cinematic adaptation of this novel is available. We would like to request you to arrange a special morning screening of this film exclusively for school students at your theatre.

Screening this film would be immensely beneficial to hundreds of students in our area. Reading the text provides a literary understanding, but watching a visual adaptation brings the characters, historical context, and courtroom drama vividly to life. It would help students comprehend complex themes of racial injustice, empathy, and moral growth much more deeply, thereby improving their analytical skills and performance in board examinations.

We anticipate a turnout of approximately 200 students from our school alone, and several neighboring schools would likely be interested as well. We hope you will consider this educational request favorably.

Thanking you.

Yours faithfully,
XYZ
(Head Boy / Girl)

Teacher's Note:
a) Ensure the formal letter format is maintained, including sender's address, date, recipient designation and address, subject line, and formal sign-off.
b) Clearly state the educational benefits of the film screening to justify the request to a commercial theatre manager.

Question 3

(i) Write a notice to be put up in your school informing the pupils of Classes IX and X about the Remedial Classes to be held after the school hours and asking them to register their names for it. [5 Marks]

Answer:

Teacher's Note:
a) Keep the notice within a box and include all key details: institution name, title 'NOTICE', date, clear heading, body text, and issuing authority with designation.
b) Ensure concise language covering target audience, timings, subjects, and registration deadline.

(ii) Write an email to the Principal of a neighbouring school inviting their pupils to attend the classes if they so wish. Give all details of the classes to be held. [5 Marks]

Answer:
To: principal.stjoseph@gmail.com
Subject: Invitation for Remedial Classes at St. Mary's High School

Respected Principal,

Greetings from St. Mary's High School!

We are organizing remedial classes in Mathematics, Science, and English for students of Classes IX and X starting from 20th March 2023 at our school campus. Recognizing the academic challenges faced by students across institutions during board preparation years, we would like to extend this opportunity to the pupils of your esteemed institution if they wish to attend.

Class Details:
- Subjects: Mathematics, Science, and English
- Timings: Monday to Friday, 2:30 PM to 3:30 PM
- Venue: St. Mary's High School Campus
- Fee: Free of cost

Kindly confirm the number of interested students from your school by 18th March 2023 so that we can make necessary seating arrangements.

Warm regards,

XYZ
Principal
St. Mary's High School

Teacher's Note:
a) Follow the standard professional email format with a clear 'To' field, precise subject line, and formal greeting and sign-off.
b) Ensure all relevant logistical details (dates, timings, subjects, venue) are clearly bulleted for easy reference.

Question 4
Read the following passage carefully and answer the questions that follow:
That huge bell never stopped ringing. It got us out of bed, it summoned us for meals, it rang between class periods, it sent us unwillingly to bed.
One morning it failed to ring, or rather, there was no bell to ring. Someone had removed it, and it wasn't found till late in the afternoon.
What a glorious day! As there was no bell to rouse us, everyone got up late, and there was no morning PT. Some of us missed breakfast too. The teachers got confused and mixed up their classes. How could the school manage without it? Confusion reigned.
Of course, no one owned up. It could have meant expulsion. Some suspicion fell on the Sports Captain because of our aversion to morning PT, but nothing could be proved.
No one was very anxious to find the bell - we were quite happy without it - but it was finally discovered hanging from a branch of one of the trees.
'It may have been Mr. Sharma,' surmised Brian. Mr. Sharma, our Maths teacher, was known to walk in his sleep. And sleepwalkers did funny things sometimes.
'It could be Mool Chand himself,' suggested Cyrus Satralkar.
Mool Chand was the school chowkidar, who also had the job of banging the brass bell at appointed times.
'Why would he throw it away?'
'He must be as fed up with ringing it as we are of hearing it.' This was my theory. 'Perhaps he wants a raise in salary.'
The identity of the culprit remained a mystery. Happily, the senior Hockey team went on a winning spree against all corners, and our month-end exits were restored.
But soon there was another sensation.
A girl was admitted to our class!
The boys were scandalized. No girl had ever studied in our school before. We protested.
'What's the problem?' asked Mr. Knight, our class master. 'Haven't you seen a girl before?'
'But - but Sir...' Tata was our spokesman. 'How will we concentrate on our studies?'
'When did you ever concentrate on your studies, Tata?'
'Are we going co-ed, sir?' Adams wanted to know.
'Not at all,' said Mr. Knight. 'This is a special case. She is the school accounts manager's daughter, and she can't afford the Girls school fees. So, I'm sure you'll make her feel very welcome.'
The accountant was a popular man who also ran the school's tuck shop and allowed most of us a certain amount of credit. All our objections faded away.
At first, Sunita, our new entrant, was a bit of a distraction because, although she was very shy and demure, she had lovely curly hair, bright eyes, pink cheeks and a smile for everyone. All the boys were polite and attentive to her and Brian in particular was always ready to help her.
- Collection of Stories, Ruskin Bond

(i) For each word given below choose the correct meaning (as used in the passage) from the options provided: [3 Marks]

1. summoned (line 1) [1 Mark]
(A) totalled
(B) ordered
(C) requested
(d) shout

Answer: (B) ordered

Teacher's Note:
a) 'Summoned' in this context means officially called or ordered to appear.
b) Verify word meanings based on contextual usage within the literary extract.

2. aversion (line 10) [1 Mark]
(A) hatred
(B) fear
(C) politeness
(D) creation

Answer: (A) hatred

Teacher's Note:
a) 'Aversion' denotes a strong dislike or disinclination towards something, closely matching hatred.
b) Pay close attention to surrounding clues in the paragraph regarding morning PT.

3. restored (line 25) [1 Mark]
(A) helped
(B) returned
(C) permit
(D) victory

Answer: (B) returned

Teacher's Note:
a) Restored here means brought back or returned to a former condition or privilege.
b) Ensure contextual synonym selection is applied.

(ii) Answer the following questions briefly in your own words:

(a) Why did no one confess to having removed the missing bell? [1 Mark]

Answer: No one confessed because removing the bell could have meant expulsion from the school.

Teacher's Note:
a) Extract the answer directly from the fourth paragraph of the passage.
b) Keep the response concise as per the one-mark allocation.

(b) Why did suspicion fall on the Sports Captain? [2 Marks]

Answer: Suspicion fell on the Sports Captain because the students had a strong aversion to morning PT, and removing the bell meant morning PT could be avoided.

Teacher's Note:
a) Identify the link between the students' dislike of morning PT and the Sports Captain's position.
b) Ensure both points are stated clearly to secure full marks.

(c) What made Brian think that it was Mr. Sharma? [2 Marks]

Answer: Brian thought it was Mr. Sharma because their Maths teacher was known to walk in his sleep, and sleepwalkers were known to do funny things sometimes.

Teacher's Note:
a) Reference Mr. Sharma's sleepwalking habit mentioned in the text.
b) Keep explanations clear and faithful to the narrative.

(d) Which sentence in the passage tells you that Mr. Knight thought poorly of Tata's academic performance? [2 Marks]

Answer: The sentence is: "When did you ever concentrate on your studies, Tata?"

Teacher's Note:
a) Quote the exact dialogue spoken by Mr. Knight in response to Tata's complaint.
b) Quotation marks should be included when quoting text verbatim.

(e) Why was the accountant a popular man? [2 Marks]

Answer: The accountant was a popular man because he also ran the school's tuck shop and allowed most of the students a certain amount of credit.

Teacher's Note:
a) Locate the specific reason given toward the end of the passage regarding the tuck shop and credit.
b) State both reasons clearly for complete credit.

(iii) In not more than 50 words describe the effects of the lost bell. [8 Marks]

Answer: When the bell went missing, students woke up late and missed morning PT and breakfast. Teachers became confused, mixing up their classes, and total confusion reigned across the school. However, students enjoyed a glorious, relaxed day without any strict schedules until the bell was finally found hanging in a tree.

Teacher's Note:
a) Summarize the consequences of the missing bell concisely within the 50-word limit.
b) Focus on key effects: sleeping late, skipping PT, teacher confusion, and overall chaos.

Question 5

(i) Fill in each of the numbered blanks with the correct form of the word given in brackets. Do not copy the passage but write in correct serial order the word or phrase appropriate to the blank space. [4 Marks]
Example:
(0) One night four college students ________ (be) out partying late and did not study for the test scheduled for the next day.
Answer: were

In the morning, they (1) ________ (think) of a plan. They (2) ________ (make) themselves look dirty with grease and dirt. Then they (3) ________ (go) to the Dean and (4) ________ (say) they (5) ________ (go) out to a wedding last night and on their way back the tyre of their car burst and they had to push the car all the way back.

The Dean thought for a minute and said that they could have the re-test after three days. They (6) ________ (thank) him and said they would be ready.

On the day of the test, they were made to sit in separate rooms. They agreed as they (7) ________ (prepare) well. But they (8) ________ (get)'a rude shock!

Answer:
(1) thought
(2) made
(3) went
(4) said
(5) had gone
(6) thanked
(7) had prepared
(8) got

Teacher's Note:
a) Ensure correct sequence of tenses in narrative writing, mostly adhering to the simple past and past perfect tense.
b) Verify serial numbering carefully before final submission.

(ii) Fill in the blanks with appropriate words. [4 Marks]

(a) A bird ________ hand is worth two in the bush. [0.5 Marks]

Answer: in

Teacher's Note:
a) Complete the well-known idiom 'A bird in the hand is worth two in the bush'.
b) Prepositions must match standard idiomatic phrasing.

(b) The boy is crazy ________ football. [0.5 Marks]

Answer: about

Teacher's Note:
a) The adjective 'crazy' takes the preposition 'about' when expressing immense enthusiasm.
b) Memorize standard adjective-preposition pairings.

(c) She was tired ________ fighting and struggling all the time. [0.5 Marks]

Answer: of

Teacher's Note:
a) 'Tired of' indicates exhaustion or exasperation caused by a repeated action.
b) Distinguish between 'tired of' (exasperated) and 'tired from' (physically fatigued).

(d) He opted ________ of the race. [0.5 Marks]

Answer: out

Teacher's Note:
a) The phrasal verb 'opt out' means to choose not to participate in something.
b) Check contextual prepositions accompanying verbs like opt.

(e) We borrowed the bikes ________ our uncle. [0.5 Marks]

Answer: from

Teacher's Note:
a) We borrow an item 'from' a person.
b) Basic prepositional usage indicating source or origin.

(f) The police station is ________ the right. [0.5 Marks]

Answer: on

Teacher's Note:
a) Directions and sides of a street take the preposition 'on' (e.g., on the right, on the left).
b) Standard locational preposition rule.

(g) I looked at the stars ________ the telescope. [0.5 Marks]

Answer: through

Teacher's Note:
a) Optical instruments like telescopes or microscopes take the preposition 'through'.
b) Differentiate between 'through' (via an aperture or lens) and 'with' (an instrument as a tool).

(h) There was an accident ________ the crossroads. [0.5 Marks]

Answer: at

Teacher's Note:
a) Specific points like junctions or crossroads take the preposition 'at'.
b) Memorize locational prepositions for specific spatial points.

(iii) Join the following sentences to make one complete sentence without using and, but or so. Choose the correct option. [4 Marks]

1. He jumped up. He ran away. [1 Mark]
(A) He jumped up before he ran away.
(B) Jumping up, he ran away.
(C) He ran away after jumping.
(D) He ran away because he jumped up.

Answer: (B) Jumping up, he ran away.

Teacher's Note:
a) Use a participial phrase to combine sentences without conjunctions.
b) Ensure the combined sentence retains the exact original chronological meaning.

2. He has failed many times. Still, he hopes to succeed. [1 Mark]
(A) He succeeds after he failed many times.
(B) Despite of failing, he hopes to succeed.
(C) In spite of many failures, he hopes to succeed.
(D) He failed many times even though he hopes to succeed.

Answer: (C) In spite of many failures, he hopes to succeed.

Teacher's Note:
a) 'In spite of' is grammatically correct, unlike 'Despite of' which is a common error.
b) Verify prepositional correctness in concessive clauses.

3. Do not be a jeweller. Do not be a goldsmith. [1 Mark]
(A) Be neither a jeweller nor a goldsmith.
(B) Be both a jeweller and a goldsmith.
(C) Either be a jeweller and a goldsmith.
(D) Be a jeweller as well as a goldsmith.

Answer: (A) Be neither a jeweller nor a goldsmith.

Teacher's Note:
a) Negative alternatives are correctly joined using the correlative conjunction pair 'neither...nor'.
b) Check parallel structure when combining negative options.

4. A cottager and his wife had a hen. The hen laid an egg every day. [1 Mark]
(A) Everyday, a hen laid an egg for a cottager and his wife.
(B) A cottager and his wife who had an egg laid an everyday.
(C) The cottager and his wife had an egg every day because they had a hen.
(D) A cottager and his wife had a hen which laid an egg every day.

Answer: (D) A cottager and his wife had a hen which laid an egg every day.

Teacher's Note:
a) Use the relative pronoun 'which' to combine clauses smoothly.
b) Avoid redundancy while preserving all key information from both sentences.

(iv) Re-write the following sentences according to the instructions given after each. Make other changes that may be necessary, but do not change the meaning of each sentence. Choose the correct options. [8 Marks]

1. He said to me, "I don't believe you."
(Begin: He said........) [1 Mark]
(A) He said he doesn't want to believe in me.
(B) He said that he didn't believe me.
(C) He said that he didn't believe in me.
(D) He said I don't believe you.

Answer: (B) He said that he didn't believe me.

Teacher's Note:
a) Convert direct speech into indirect speech by changing the tense from present to past.
b) Pronouns must be adjusted appropriately to reflect the speaker and listener.

2. Some boys were helping the wounded man.
(Begin: The wounded..........) [1 Mark]
(A) The wounded man was helping some boys.
(B) The wounded man were helping some boys.
(C) The wounded man was being helped by some boys.
(D) The wounded boys were helping the man.

Answer: (C) The wounded man was being helped by some boys.

Teacher's Note:
a) Change active voice to passive voice while maintaining the past continuous tense.
b) Ensure subject-verb agreement with 'The wounded man' (singular).

3. He is as wise as Solomon.
(Use: 'wiser') [1 Mark]
(A) Solomon was wiser than he is.
(B) He and Solomon are wiser.
(C) Solomon was the wisest.
(D) Solomon was not wiser than he is.

Answer: (A) Solomon was wiser than he is.

Teacher's Note:
a) Transform positive degree to comparative degree by altering the order of subjects.
b) The official key lists option (A); note that the comparison shifts the subject position to maintain equivalence.

4. If the boys do not reach the school on time, they will be punished.
(Begin: Unless......) [1 Mark]
(A) Unless the boys reach the school on time, they will not be punished.
(B) Unless the boys are punished, they will not reach the school on time.
(C) Unless the school punished the boys, they will not reach on time.
(D) Unless the boys reach the school on time, they will be punished.

Answer: (D) Unless the boys reach the school on time, they will be punished.

Teacher's Note:
a) 'Unless' replaces 'If... not' and carries a negative conditional meaning within its own clause.
b) Ensure the main clause retains its original form when 'Unless' is applied to the subordinate clause.

5. As soon as he reaches home, his friends call him.
(Begin: Hardly..........) [1 Mark]
(A) Hardly does he reach home when his friends call him.
(B) Hardly had he reached home than his friends called him.
(C) Hardly, he reaches home, his friends call him.
(D) Hardly when he reaches home than his friends call him.

Answer: (A) Hardly does he reach home when his friends call him.

Teacher's Note:
a) Use the correlative structure 'Hardly... when' combined with auxiliary inversion ('does he reach').
b) Match the present tense of the original sentence ('reaches', 'call').

6. She is weak, but she is courageous.
(Begin: Despite........) [1 Mark]
(A) Despite of being weak she is courageous.
(B) Despite being weak, she is courageous.
(C) Despite being courageous, she is not weak.
(D) Despite weak, she is courageous.

Answer: (B) Despite being weak, she is courageous.

Teacher's Note:
a) 'Despite' is followed directly by a gerund ('being') without the preposition 'of'.
b) Maintain proper punctuation with a comma separating the participle phrase from the main clause.

7. We will never forget what we saw.
(Begin: Never........) [1 Mark]
(A) Never forget what we see.
(B) Never will we forget what we had seen.
(C) Never will we see what we forget.
(D) Never will we forget what we saw.

Answer: (D) Never will we forget what we saw.

Teacher's Note:
a) Starting a sentence with a negative adverb ('Never') requires subject-verb inversion ('will we').
b) Keep the tense consistent with the original sentence ('will', 'saw').

8. Jaswant's grandfather is too old to take up this job.
(Use: ........so.....that...) [1 Mark]
(A) Jaswant's grandfather is so old that he could not take up this job.
(B) Jaswant's grandfather is so old that he cannot take up this job.
(C) Jaswant's grandfather is so old that he could take up this job.
(D) Jaswant's grandfather is so old that he can take up this job.

Answer: (B) Jaswant's grandfather is so old that he cannot take up this job.

Teacher's Note:
a) Replace 'too... to' with 'so... that... cannot' to express negative result in the present tense.
b) Check tense consistency ('is' in the main clause requires 'cannot' in the subordinate clause).