ICSE Class 10 English Language Sample Paper 2025 with Solutions

ICSE 2025 EXAMINATION
SPECIMEN QUESTION PAPER
ENGLISH LANGUAGE
(ENGLISH PAPER - 1)

Question 1

Write a composition (300 - 350 words) on any one of the following: [20 Marks]

(i) Write an original short story in which a woman, her strange neighbour and a police officer form the main characters. [20 Marks]

Answer:
The rain drummed incessantly against the glass pane of Mrs. Higgins's living room. She peered through the sheer curtains at the house opposite hers, number 42, where her eccentric neighbour, Mr. Abernathy, was once again burying something in his overgrown garden at midnight. This had been going on for three nights. Driven by a mixture of anxiety and suspicion, Mrs. Higgins dialed the police emergency number. Within ten minutes, a police cruiser pulled up with its lights flashing, and Officer Vance stepped out into the downpour.

Mrs. Higgins met him at her gate, practically pulling him by his yellow raincoat towards the fence. Look there, officer, she whispered urgently, pointing across the dark lawn. He has been digging holes every night. I am certain he has hidden something illegal or worse, buried evidence.

Officer Vance sighed good-naturedly, flashing his torch beam toward Mr. Abernathy's porch. Let us go and ask him ourselves, ma'am, rather than jumping to conclusions.

They walked up the creaking wooden steps of number 42 and knocked firmly. The door swung open to reveal Mr. Abernathy wearing mud-stained gardening boots and holding a large sack. He looked startled, blinking under the harsh porch light. Before Mrs. Higgins could launch into her accusations, Mr. Abernathy smiled warmly and stepped aside.

Ah, Officer, Mrs. Higgins, perfect timing, he said cheerfully. Come in, come in out of the wet.

He led them into the kitchen, where the room smelled intensely of rich earth and damp peat. On the large oak table sat dozens of rare, exotic night-blooming orchid bulbs. Mr. Abernathy explained that these delicate plants required absolute secrecy and precise midnight planting under specific lunar conditions to survive in this climate. He had been digging trenches to create a specialized underground greenhouse bed.

Mrs. Higgins felt the flush of embarrassment creep up her neck. Officer Vance chuckled, tipping his hat to the relieved botanist. Well, Mrs. Higgins, it seems your neighbour is cultivating rare flowers rather than committing crimes, he said with a wink. Apologizing profusely, Mrs. Higgins promised to bring over a welcoming pie the next day, realizing that strangeness is often just a misunderstanding in disguise.

Teacher's Note:
a) Ensure the story has a clear beginning, development, climax, and resolution within the specified word limit.
b) Maintain consistency in character traits and build suspense effectively before the twist is revealed.

(ii) Your teacher has asked you to form a group and work on a particular project. Write an account of how you worked together and what each of you learned from the experience. [20 Marks]

Answer:
Collaboration is often tested when diverse personalities are thrown together, and our Class X history project on local heritage architecture was no exception. Our group consisted of four members: Rohan, who was brilliant at research; Priya, an exceptional artist and designer; Sameer, the tech-savvy compiler; and myself, acting as the coordinator. Initially, our meetings were chaotic, with everyone talking over one another and conflicting ideas pulling us in different directions.

The turning point came during our second week when we decided to divide our responsibilities based on individual strengths rather than forcing everyone to do a bit of everything. Rohan took charge of archival visits and historical facts, Priya designed the layout and hand-drawn sketches of colonial buildings, Sameer built a digital presentation and formatted the bibliography, and I ensured our timelines were met by scheduling daily twenty-minute check-ins.

Working together taught us the true value of empathy, active listening, and compromise. I learned that leadership is not about dominating decisions, but about facilitating harmony and keeping morale high when deadlines loom large. Rohan discovered how to present complex historical data concisely, while Priya learned to balance her artistic vision with academic rigor. When we finally presented our project and received the highest grade in the class, we realized that our combined synergy was far greater than the sum of our individual efforts.

Teacher's Note:
a) The narrative must be written in the first person, clearly detailing the division of work and specific learnings.
b) Avoid generic statements; provide specific examples of teamwork challenges and how they were resolved.

(iii) 'Peer pressure is a force for good.' Express your views either for or against this statement. [20 Marks]

Answer:
Peer pressure is universally condemned as a toxic influence that pushes teenagers toward rebellion, substance abuse, and academic neglect. However, to view peer pressure solely through a negative lens is to overlook its immense potential as a force for positive transformation. When harnessed correctly, the innate human desire to fit in and gain the approval of one's peers can act as a powerful catalyst for excellence.

Consider the environment of a competitive, driven school or sports team. When students surround themselves with peers who are disciplined, ambitious, and passionate about learning, a healthy form of emulation is triggered. If my friend spends an extra hour mastering calculus or training for a marathon, it subtly challenges me to elevate my own standards. This positive peer pressure combats complacency, encouraging individuals to step out of their comfort zones and unlock latent potential that they might not have discovered on their own.

Furthermore, collaborative peer groups foster emotional resilience. During times of stress, supportive friends create an uplifting culture of mental well-being, pushing one another to seek help, practice mindfulness, and maintain healthy habits. While blind conformity is certainly dangerous, conscious association with driven peers inspires personal growth. Peer pressure is not an inherently destructive force; rather, it is a mirror reflecting the quality of the company we choose to keep.

Teacher's Note:
a) Candidates can write either for or against the statement, provided the stand is clear and sustained throughout.
b) Ensure the argument is supported by logical reasoning and relevant personal or social observations.

(iv) Describe the locality in which you live. Give details of the things you see and hear as you walk around your locality. What do you especially like about the place? [20 Marks]

Answer:
Nestled at the foothills of a verdant ridge, Greenview Enclave is a bustling yet charming neighbourhood where urban life meets nature. Every morning as the sun crests the horizon, my locality awakens with a familiar symphony of sounds and sights. I step out onto the paved pathway, greeted immediately by the rhythmic swish of the municipal sweeper's broom against the tarmac and the sharp, cheerful whistles of morning walkers. The air is thick with the earthy scent of damp soil and the rich, roasted aroma of freshly brewed South Indian filter coffee wafting from the corner cafe.

Walking further down the lane, I pass the bustling community park where elderly residents practice yoga in quiet concentration under the sprawling branches of a giant banyan tree. Near the park gate, children dart around in school uniforms, their high-pitched laughter mingling with the melodic chirping of bulbuls and mynas perched on electric wires. Delivery bikes putter past, and shopkeepers pull up their rolling metal shutters, exchanging cordial morning greetings.

What I especially love about Greenview Enclave is its rare sense of community and tranquility amidst city chaos. Despite being minutes away from commercial hubs, our neighbourhood retains a tight-knit village charm where everyone knows your name. The majestic gulmohar trees that canopy our streets burst into vibrant crimson blooms every summer, turning our daily walk into a picturesque stroll through nature's art gallery.

Teacher's Note:
a) Focus heavily on sensory details, incorporating vivid imagery of sight and sound as instructed.
b) Ensure the concluding paragraph clearly articulates personal affection and specific highlights of the locality.

(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: Three cheerful young children - two boys and a girl in the middle - smiling brightly while holding hands and pointing forward together outdoors in a sunny park.]

Answer:
The afternoon sun washed over the sprawling green meadows of Maple Leaf Park, casting golden highlights on the laughter of three inseparable friends: Aarav, Meera, and Kabir. They stood arm-in-arm, their faces glowing with uncontainable excitement, pointing directly toward the horizon where the annual community science fair was underway. To them, that horizon represented a world of boundless possibilities and adventures waiting to be conquered.

For months, the trio had spent every Saturday afternoon in Aarav's cluttered garage tinkering with discarded bicycle parts, old wires, and solar panels. There were moments of intense frustration when their model water-rocket refused to launch or when their circuit board sparked and failed. Arguments flared up, and tears were occasionally shed, but their unbreakable bond always brought them back together. Kabir was the visionary planner, Meera the meticulous builder, and Aarav the enthusiastic optimist.

As they stood poised on the edge of the park path, ready to charge forward with their award-winning eco-friendly rover in tow, they embodied the purest essence of childhood friendship and teamwork. They had learned that no obstacle is insurmountable when shared with companions who believe in your dreams. With one synchronized step forward, they rushed toward their future, hand in hand, ready to show the world what friendship could achieve.

Teacher's Note:
a) Accept any creative interpretation that maintains a clear and logical connection to the provided image.
b) Discourage mere itemization or plain description of the picture; weave a narrative or thematic account around it.

Question 2

Select any one of the following: [10 Marks]

(i) Your uncle was unable to attend your birthday celebrations but has sent you one thousand rupees as a gift. Write a letter thanking him, tell him how you will spend the money, and why you have made that particular choice. [10 Marks]

Answer:
10, Greenwood Apartments
MG Road
Bengaluru - 560001
15th October 2025

My dear Uncle,

Hope this letter finds you in the best of health and spirits. I missed you terribly at my sixteenth birthday celebrations last Sunday, but your lovely card and the generous gift of one thousand rupees arrived safely and brought a huge smile to my face.

Thank you so much for remembering my special day and for your constant love and encouragement. I have been giving careful thought to how I should spend this money so that it remains meaningful. I have decided to use the amount to buy a comprehensive, illustrated atlas on world geography and a set of professional sketching pencils that I have had my eye on for months.

I chose these items because my geography project is coming up next month, and the detailed maps will be immensely helpful for my research. Moreover, drawing helps me unwind after my board exam preparations. Thank you once again for your thoughtfulness. Please convey my regards to Aunt.

Yours affectionately,
Rahul

Teacher's Note:
a) Check for correct informal letter format including sender's address, date, salutation, and affectionate closing.
b) Ensure the body clearly mentions receipt of the gift, the specific intended use, and valid reasoning for the choice.

OR

(ii) The garbage bins in your locality have not been cleared regularly resulting in the overflow of garbage in the area. Write a letter to the Municipal Commissioner of your city / town, complaining about the problem. Offer suggestions for the removal of the garbage and cleaning up of the place. [10 Marks]

Answer:
To,
The Municipal Commissioner,
Municipal Corporation Office,
Civil Lines, Kanpur - 208001

15th October 2025

Subject: Complaint regarding irregular garbage clearance and overflow in Nehru Nagar

Respected Sir / Madam,

I am writing this letter on behalf of the residents of Nehru Nagar to draw your immediate attention to the alarming accumulation of uncollected garbage in our locality.

For the past three weeks, municipal garbage collection vans have been extremely irregular. As a result, community bins are overflowing onto the streets, scattering waste across walkways. This has created a breeding ground for mosquitoes, flies, and stray animals, emitting a foul stench that makes daily life unbearable and poses a severe health hazard to children and elderly residents alike.

I earnestly request you to direct the sanitation department to clear the accumulated garbage immediately and disinfect the area. Furthermore, I suggest implementing biometric attendance for sanitation workers and deploying closed waste compactor vehicles to ensure regular daily clearance.

Thanking you in anticipation.

Yours faithfully,
Aarav Sharma
President, Residents Welfare Association, Nehru Nagar

Teacher's Note:
a) Verify formal letter format including receiver's designation and address, subject line, formal salutation, and subscription.
b) Ensure specific problems (stench, germs) and practical suggestions (regular inspections, closed vats) are clearly articulated.

Question 3

(i) Your school is hosting an Art and Craft exhibition. Write a notice informing the pupils at your school about the event. [5 Marks]

Answer:
ST. HELEN'S SCHOOL, KOLKATA
NOTICE
15th October 2025
COLOUR PALETTE - ART AND CRAFT EXHIBITION

This is to inform all students that our school is hosting an Inter-School Art and Craft Exhibition titled 'Colour Palette' to showcase student creativity. The details of the event are as follows:

Date: 28th October 2025
Time: 10:00 a.m. to 3:00 p.m.
Venue: Carnation Hall, St. Helen's School

All pupils who wish to exhibit their artworks or register as volunteers should submit their names to the Vice Principal by 20th October 2025.

Aarav Sharma
Secretary, Fine Arts Club

Teacher's Note:
a) Check for proper notice format including institution heading, title 'NOTICE', date, creative heading, and signature with designation.
b) Ensure all key details (date, time, venue, deadline for registration) are explicitly included within the word limit.

(ii) Write an e-mail to a local artist inviting him / her to inaugurate the exhibition and be the Chief Guest on the occasion. [5 Marks]

Answer:
To: ananya.roy.art@gmail.com
Subject: Invitation to inaugurate the Inter-School Art Exhibition 'Colour Palette'

Dear Ms. Roy,

Greetings from St. Helen's School!

We are organizing an Inter-School Art and Craft Exhibition titled 'Colour Palette' on 28th October 2025 at Carnation Hall from 10:00 a.m. to 3:00 p.m.

Given your immense contribution to contemporary art and your inspiring workshops with young learners, our students and faculty would be deeply honoured if you would kindly consent to inaugurate the exhibition as our Chief Guest.

We eagerly await your positive response and would be glad to share further details upon your confirmation.

Warm regards,

Aarav Sharma
Secretary, Fine Arts Club
St. Helen's School, Kolkata

Teacher's Note:
a) Ensure correct e-mail format including recipient address, clear subject line, polite opening, and formal sign-off.
b) Check that all details of the event (date, time, venue, role of Chief Guest) are seamlessly integrated into the body.

Question 4

Read the following passage carefully and answer the questions that follow:

One day I found the pond occupied by several buffaloes. Their keeper, a boy a little older than me, was swimming about in the middle. Instead of climbing out on the bank, he would pull himself up on the back of one of his buffaloes, stretch his naked brown body out on the animal's glistening hide, and start singing to himself.

When he saw me staring at him from across the pond, he smiled, showing gleaming white teeth in a dark face. He invited me to join him in a swim. I told him I couldn't swim, and he offered to teach me.

His name was Ramu, and he promised to give me swimming lessons every afternoon, and so it was during the afternoons - especially summer afternoons when everyone was asleep - that we usually met. Before long I was able to swim across the pond to sit with Ramu astride a contented buffalo.

Sometimes I would slip into the water. Emerging in shades of green and khaki, I would sneak into the house through the bathroom and bathe under the tap before getting into my clothes.

One afternoon Ramu and I found a small tortoise in the mud, sitting over a hole in which it had laid several eggs. I presented the tortoise to Grandfather. He had a weakness for tortoises, and was pleased with this addition to his menagerie, giving it a large tub of water all to itself, with an island of rocks in the middle. If one of the dogs bothered it too much, it would draw its head and legs into its shell and defy all its attempts at rough play.

Ramu came from a family of bonded labourers and had received no schooling. But he was well-versed in folklore and knew a great deal about birds and animals.

'Many birds are sacred,' said Ramu, as we watched a blue jay swoop down from a peepul tree and carry off a grasshopper.

Both Ramu and Grandfather were of the opinion that we should be more gentle with birds and animals and should not kill so many of them.

'It is also important that respect them,' said Grandfather. 'We must acknowledge their rights. Birds and animals are finding it more difficult to survive, because we are trying to destroy both them and their forests.'

Ramu and I spent long summer afternoons at the pond. I still remember him with affection, though we never saw each other again after I left Dehra.

- Rusty, the Boy from the Hills, Ruskin Bond

(i) For each word given below choose the correct meaning (as used in the passage) from the options provided: [2 Marks]

1. hide (line 4)
(A) blanket
(B) fur
(C) undisclosed
(D) skin

Answer: (D) skin

Hide in this context refers to the outer covering or skin of an animal.

Teacher's Note:
a) Always check contextual usage in the passage rather than literal dictionary definitions.
b) Option (D) correctly matches the animal hide described in line 4.

2. contented (line 12)
(A) cheerful
(B) lazy
(C) satisfied
(D) container

Answer: (C) satisfied

Contented means feeling or showing satisfaction.

Teacher's Note:
a) 'Contented' describes the peaceful, satisfied state of the buffalo resting in the water.
b) Option (C) is the precise synonym among the given choices.

(ii) Which word in the passage is the opposite of 'easy'? [1 Mark]
(A) sneak
(B) difficult
(C) labourer
(D) survive

Answer: (B) difficult

The word 'difficult' appears in the passage (paragraph 9) as the antonym of easy.

Teacher's Note:
a) Scan the text for antonyms matching standard vocabulary levels.
b) Option (B) correctly identifies difficult as the opposite of easy.

(iii) Answer the following questions briefly in your own words.

(a) What did Ramu like to do once he had climbed on the back of a buffalo? [2 Marks]

Answer:
Once Ramu climbed onto the back of a buffalo, he would stretch his naked brown body out on the animal's glistening hide and start singing to himself.

Teacher's Note:
a) Extract precise details directly from the first paragraph of the passage.
b) Ensure complete sentences are written without unnecessary copying.

(b) What offer did Ramu make to the narrator? [2 Marks]

Answer:
When Ramu saw the narrator staring at him from across the pond and learned that the narrator could not swim, he offered to teach him how to swim.

Teacher's Note:
a) Locate the second paragraph where Ramu invites the narrator to join him.
b) State the offer clearly and concisely.

(c) Why do you think the narrator would bathe before entering the house? [2 Marks]

Answer:
The narrator would bathe under the tap before entering the house to wash off the pond water and mud, thereby hiding his secret swimming escapades from the adults during afternoon nap time.

Teacher's Note:
a) Infer the underlying reason from the fourth paragraph where the narrator sneaks in after swimming.
b) Ensure both cleanliness and secrecy aspects are captured.

(d) Who was the large tub of water for? [1 Mark]

Answer:
The large tub of water was for the small tortoise that the narrator and Ramu had found in the mud.

Teacher's Note:
a) Identify the animal given to Grandfather in paragraph 5.
b) Keep the answer direct and factual.

(e) How would the tortoise protect itself from the dogs? [2 Marks]

Answer:
When the dogs bothered the tortoise too much, it would draw its head and legs into its shell to defy all their attempts at rough play.

Teacher's Note:
a) Reference paragraph 5 for the exact defensive mechanism of the tortoise.
b) Mention both head and legs retraction into the shell.

(iv) Despite the lack of schooling what did Ramu know? How, according to Ramu and Grandfather, should we treat birds and animals? Answer in not more than fifty words. [8 Marks]

Answer:
Although uneducated, Ramu was well-versed in folklore and possessed extensive knowledge about birds and animals. According to Ramu and Grandfather, we should be gentle with wildlife, avoid killing them, respect their rights, and protect them and their natural forest habitats from destruction.

Teacher's Note:
a) Summarize Ramu's knowledge and the shared philosophy of Ramu and Grandfather within the 50-word limit.
b) Check that all key points (folklore knowledge, gentleness, respecting rights, preserving habitats) are covered.

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) The sun ____________ (shine) bright outside.
Answer: shone

It was hot in the railway compartment and the fan ____________ (1) (not work). The elderly lady ____________ (2) (use) up all her water because she had cheerfully shared it with her fellow passengers. She knew that the train ____________ (3) (halt) at the station for only three minutes. Calling a shoeshine boy she said, 'Will you help me? I ____________ (4) (need) a bottle of cold water and here is the money,' and she put a twenty rupee note in his hand. The boy snatched the money and ____________ (5) (disappear) into the crowd on the platform. A fellow passenger ____________ (6) (cannot believe) what he had witnessed. 'What ____________ (7) (you do)?' He said, 'You ____________ (8) (never see) your money again.' Just then the whistle was heard and the train began to move. At that moment the child appeared at the window with the water. 'Your water,' he gasped, out of breath. 'And the change.'

Answer:
(1) was not working
(2) had used
(3) halted / would halt
(4) need
(5) disappeared
(6) could not believe
(7) are you doing
(8) will never see

Teacher's Note:
a) Pay close attention to narrative tense consistency across past and present contexts.
b) Verify auxiliary verb agreements for each numbered blank.

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

(a) We can cut ____________ this field instead of taking the main road.
Answer: across

Preposition 'across' indicates moving from one side to the other.

Teacher's Note:
a) Test common prepositional phrases of movement.
b) 'Across' is the standard usage for cutting through an open space.

(b) Passengers are advised ____________ standing on the footboard of a moving bus.
Answer: against

Verb 'advised' takes preposition 'against' when warning someone.

Teacher's Note:
a) 'Advise against' is a fixed collocation for warnings.
b) Ensure students do not confuse it with 'from'.

(c) They have been working on the project ____________ years now.
Answer: for

'For' is used with a period of time (years).

Teacher's Note:
a) Distinguish between 'for' (duration) and 'since' (point in time).
b) 'Years' represents a duration, hence 'for' is correct.

(d) Ever ____________ the accident, he has been afraid of boarding buses.
Answer: since

'Ever since' indicates a starting point in the past continuing to the present.

Teacher's Note:
a) Present perfect tense in the main clause requires 'since' for the starting point.
b) Check spelling and contextual appropriateness.

(e) It is a hard climb ____________ the hill.
Answer: up

'Up' denotes upward motion against gravity.

Teacher's Note:
a) Climbing involves ascending movement.
b) 'Up' is the apt directional preposition.

(f) She turned ____________ the offer because she did not like the terms and conditions.
Answer: down

Phrasal verb 'turn down' means to reject an offer.

Teacher's Note:
a) Test knowledge of standard phrasal verbs.
b) 'Turn down' specifically signifies refusal.

(g) I will need to speak ____________ my parents before I sign up for the school trip.
Answer: to / with

'Speak to' or 'speak with' is used when having a conversation with someone.

Teacher's Note:
a) Accept both 'to' and 'with' as grammatically valid.
b) Emphasize prepositional pairing with the verb speak.

(h) The sports teacher was taken ____________ when he heard how enthusiastic the team was.
Answer: aback

Phrasal idiom 'taken aback' means surprised or shocked.

Teacher's Note:
a) 'Taken aback' is a standard idiom denoting surprise.
b) Verify spelling of 'aback'.

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

1. Stay still. We cannot take your photograph otherwise.
(A) Stay still, else we cannot take your photograph otherwise.
(B) Stay still because we can take your photograph otherwise.
(C) Unless you stay still we cannot take your photograph.
(D) If you stay still we cannot take your photograph.

Answer: (C) Unless you stay still we cannot take your photograph.

'Unless' introduces a conditional clause replacing the negative outcome.

Teacher's Note:
a) 'Unless' means if not, perfectly capturing the conditional constraint.
b) Option (C) avoids conjunctions like and, but, or so while maintaining accurate meaning.

2. Roy's mother rang up the school office. She wanted to enquire about the swimming classes at the summer camp.
(A) Roy's mother rang up the school office as she want to enquire about the swimming classes at the summer camp.
(B) Roy's mother rang up the school office to enquire about the swimming classes at the summer camp.
(C) Roy's mother has rung up the school office to enquire about the swimming classes at the summer camp.
(D) Roy's mother rang up the school office wanting enquiry about the swimming classes at the summer camp.

Answer: (B) Roy's mother rang up the school office to enquire about the swimming classes at the summer camp.

An infinitive phrase ('to enquire') effectively combines the purpose without forbidden conjunctions.

Teacher's Note:
a) Check tense consistency (past tense 'rang').
b) Option (B) is grammatically precise and concise.

3. I left my keys somewhere. Do you know where they are?
(A) Do you know where I had left my keys?
(B) Do you know where my keys were left behind?
(C) Do you know where I left my keys?
(D) Do you know where I would have left my keys?

Answer: (C) Do you know where I left my keys?

Direct past action is embedded naturally using a noun clause.

Teacher's Note:
a) Maintain simple past tense as given in the premise.
b) Option (C) flows logically without altering the original timeline.

4. The captain should not be blamed for the team's defeat. The players should not be blamed for the team's defeat.
(A) The captain should neither be blamed nor the players should be blamed for the team's defeat.
(B) Neither the captain nor the players should be blamed for the team's defeat.
(C) The captain should not be blamed for the team's defeat as the players should not be blamed for the team's defeat.
(D) The captain should not be blamed for the team's defeat but the players too should not be blamed for the team's defeat.

Answer: (B) Neither the captain nor the players should be blamed for the team's defeat.

Correlative conjunction 'neither...nor' elegantly combines negative subjects.

Teacher's Note:
a) Ensure parallel structure when using correlative conjunctions.
b) Option (B) is concise and grammatically flawless.

(iv) Choose the correct option to rewrite the following according to the instructions given after each sentence. [8 Marks]

1. The audience broke into loud applause as soon as he finished speaking.
(Begin with: No sooner...)
(A) No sooner he finished speaking that the audience broke into loud applause.
(B) No sooner had he finish speaking when the audience broke into loud applause.
(C) No sooner did he finish speaking than the audience broke into loud applause.
(D) No sooner the audience broke into loud applause than he finished speaking.

Answer: (C) No sooner did he finish speaking than the audience broke into loud applause.

'No sooner' takes inversion ('did he finish') and is followed by 'than'.

Teacher's Note:
a) Emphasize the mandatory pairing of 'No sooner... than' and auxiliary inversion.
b) Option (C) strictly adheres to grammatical transformation rules.

2. The news surprised everyone in my family.
(Begin with: The news took...)
(A) The news took everyone in my family by surprise.
(B) The news took everyone in my family with surprise.
(C) The news took with surprise everyone in my family.
(D) The news took everyone in my family for a surprise.

Answer: (A) The news took everyone in my family by surprise.

The idiomatic phrase is 'take someone by surprise'.

Teacher's Note:
a) Test fixed prepositional idioms.
b) Option (A) uses the correct preposition 'by'.

3. Yesterday was so much fun.
(End with a question tag)
(A) Yesterday was so much fun, would you say?
(B) Was yesterday much fun?
(C) Yesterday was so much fun, isn't it?
(D) Yesterday was so much fun, wasn't it?

Answer: (D) Yesterday was so much fun, wasn't it?

Positive statement in past tense takes negative past auxiliary 'wasn't it'.

Teacher's Note:
a) Question tags must match the tense and auxiliary of the main clause.
b) Option (D) correctly pairs 'was' with 'wasn't it'.

4. I wouldn't eat that food if I was not really hungry.
(Use: 'unless')
(A) Unless I eat that food I will remain really hungry.
(B) I wouldn't be really hungry unless I ate that food.
(C) I wouldn't eat that food unless I was not really hungry.
(D) I wouldn't eat that food unless I was really hungry.

Answer: (D) I wouldn't eat that food unless I was really hungry.

'Unless' absorbs the negative, changing 'if... not really hungry' to 'unless I was really hungry'.

Teacher's Note:
a) 'Unless' means 'if not', so the negative must be dropped from the conditional clause.
b) Option (D) preserves the exact original meaning.

5. It is so hot and humid that I cannot sleep.
(Use: too)
(A) It is hot and humid too sleep.
(B) It is too hot and humid to sleep.
(C) It is hot and humid too, so I cannot sleep.
(D) It is too hot and humid such that I cannot sleep.

Answer: (B) It is too hot and humid to sleep.

'Too... to' structure replaces 'so... that cannot'.

Teacher's Note:
a) Check spelling of 'too' and infinitive 'to sleep'.
b) Option (B) is the standard transformation pattern.

6. I prefer going out with friends to staying alone at home.
(Begin with: I would rather...)
(A) I would rather go out with friends than stay alone at home.
(B) I would rather prefer going out with friends than staying alone at home.
(C) I would rather prefer to go out with friends than stay alone at home.
(D) I would rather go out with friends to staying alone at home.

Answer: (A) I would rather go out with friends than stay alone at home.

'Would rather' is followed by base verb and 'than'.

Teacher's Note:
a) Avoid redundancy; do not combine 'would rather' with 'prefer'.
b) Option (A) correctly pairs 'rather' with 'than'.

7. "Why were you absent yesterday?" the teacher asked me.
(Begin with: The teacher asked me why...)
(A) The teacher asked me why was I absent yesterday.
(B) The teacher asked me why I had been absent yesterday.
(C) The teacher asked me why I had been absent the day before.
(D) The teacher asked me why was I absent the day before.

Answer: (C) The teacher asked me why I had been absent the day before.

Direct interrogative changes to assertive word order, past simple shifts to past perfect, and 'yesterday' changes to 'the day before'.

Teacher's Note:
a) Check both tense backshifting and time adverbial changes.
b) Option (C) accurately transforms direct to indirect speech.

8. Very few dancers are as graceful as she is.
(Begin with: She is...)
(A) She is one of the most graceful dancers.
(B) She is the most graceful dancer.
(C) She is more graceful than all the other dancers.
(D) She is more graceful than a few other dancers.

Answer: (A) She is one of the most graceful dancers.

Positive degree 'very few' transforms to superlative degree 'one of the most'.

Teacher's Note:
a) Test degree of comparison transformations.
b) Option (A) preserves the exact quantitative meaning of 'very few'.