ICSE Class 10 English Literature Board Exam Question Paper 2019 with Solutions

ICSE Class 10 English Literature Board Exam Question Paper with Solutions

SECTION - A (Drama)

The Merchant of Venice : Shakespeare

Question 1.
Read the extract given below and answer the questions that follow :
Bassanio : To you, Antonio,
I owe the most, in money and in love;
And from your love I have a warranty
To unburden all my plots and purposes
How to get clear of all the debts I owe.
Antonio : I pray you, good Bassanio, let me know it;

(i) Describe Antonio’s mood at the beginning of this scene. State any two reasons that Antonio’s friends, who were present, gave to explain his mood. [3 Marks]

Answer:
Antonio is in a melancholy and sad mood at the beginning of the scene, though he himself does not know why. Salarino suggests that Antonio is worried about his merchant ships laden with rich merchandise tossing about on the vast ocean. Salerio attributes his sadness to his being in love.

Teacher's Note:
a) Ensure you mention both friends (Salarino and Salerio) and their distinct guesses regarding the cause of Antonio's sadness.
b) Students often confuse Salarino and Salerio; keep their specific observations clear and distinct.

(ii) What promise did Antonio make to Bassanio immediately after this conversation ? [3 Marks]

Answer:
Antonio assures Bassanio of his wholehearted help in his venture. He declares that his purse, his person, and his utmost external resources are all open and available to Bassanio to help him reach Belmont and win Portia.

Teacher's Note:
a) Highlight Antonio's unconditional devotion and willingness to sacrifice his wealth and life for his friend.
b) Mention the key phrase regarding his purse, person, and extremest means.

(iii) What did Bassanio say to Antonio about ‘a lady richly left’ in Belmont ? [3 Marks]

Answer:
Bassanio tells Antonio about Portia, a lady richly left, who lives in Belmont. He describes her as wonderfully fair and, more than that, possessed of wondrous virtues. Her sunny locks hang on her temples like a golden fleece, and suitors from all corners of the earth visit Belmont in quest of her.

Teacher's Note:
a) Note the classical allusion to the 'golden fleece' used by Bassanio to describe Portia's hair.
b) Include both her beauty and her immense wealth ('richly left') in the description.

(iv) Why was Antonio unable to lend Bassanio the money that he needed ? How did he propose to help his friend ? [3 Marks]

Answer:
Antonio was unable to lend Bassanio money immediately because all his capital and wealth were tied up in his trading ventures currently at sea, with none of his ships expected back in the near future. He proposed to help Bassanio by using his credit in Venice to borrow money on his name so that Bassanio could procure the required funds.

Teacher's Note:
a) Explain that Antonio's wealth was liquid-bound in sea ventures.
b) State clearly that Antonio offered his creditworthiness to raise a loan in Venice.

(v) What does the above extract reveal of the relationship between Antonio and Bassanio ? Mention one way in which this relationship was put to the test later in the play. [4 Marks]

Answer:
The extract reveals a deep, loyal, and sacrificial friendship between Antonio and Bassanio, where Antonio is ready to place his entire fortune and life at Bassanio's disposal. Their friendship is severely tested later in the play when Antonio signs a dangerous bond with Shylock for Bassanio's sake, risking his life for his friend's happiness.

Teacher's Note:
a) Emphasize the themes of self-sacrificing friendship and unconditional loyalty.
b) Clearly reference the Trial Scene or the bond with Shylock as the ultimate test of their bond.

Question 2.
Read the extract given below and answer the questions that follow :
Bassanio : A gentle scroll. - Fair lady, by your leave; [Kissing her]
I come by note, to give and to receive.
Like one of two contending in a prize,
That thinks he hath done well in people's eyes
Hearing applause and universal shout
Giddy in spirit, still gazing, in a doubt
Whether those peals of praise be his or no;

(i) Where did Bassanio find the ‘gentle scroll’ ? What ‘prize’ had Bassanio just won ? [3 Marks]

Answer:
Bassanio found the gentle scroll inside the lead casket, right alongside the portrait of Portia. The 'prize' Bassanio had just won was the hand of the fair lady Portia in marriage, after successfully choosing the correct casket.

Teacher's Note:
a) Specify the lead casket as the correct choice.
b) Connect winning the prize directly to winning Portia's hand.

(ii) Explain why Bassanio said he felt ‘Giddy in spirit, still gazing, in a doubt’. [3 Marks]

Answer:
Bassanio felt giddy and doubtful because he could hardly believe his extreme good fortune in successfully choosing the lead casket and winning Portia. He compares his state to a competitor in a contest who hears applause from the crowd but remains in joyful disbelief as to whether the cheers are truly meant for him.

Teacher's Note:
a) Explain the simile of the contestant in a prize event used by Shakespeare.
b) Emphasize Bassanio's sense of disbelief mingled with overwhelming joy.

(iii) Shortly after this exchange, Portia gave Bassanio a ring as a token of her affection. What did the gift symbolise ? [3 Marks]

Answer:
The ring given by Portia symbolised their mutual love, fidelity, and total commitment to each other. It represented the bond of marriage and trust, with Portia declaring that if Bassanio ever parted with it, lost it, or gave it away, it would signify the death of his love and give her the right to accuse him of a breach of trust.

Teacher's Note:
a) Highlight that the ring acts as a central motif and pledge of absolute loyalty in the romance plot.
b) Note the condition laid down by Portia regarding losing or giving away the ring.

(iv) What assurance did Bassanio give her when he accepted the ring ? [3 Marks]

Answer:
Bassanio assured Portia that when virtue and the ring part from him, then could he part from her. He promised that the ring would remain secure upon his finger as long as he lived, and it would only leave his hand after his life was no more.

Teacher's Note:
a) Quote or paraphrase Bassanio's pledge that the ring will stay on his finger until death.
b) Point out the irony since Bassanio is later forced to give away the ring to the disguised Portia.

(v) What did Portia urge Bassanio to do when she learnt that his friend Antonio was in trouble ? What aspect of her character is revealed through her words ? [4 Marks]

Answer:
When Portia learnt about Antonio's plight and the forfeited bond, she urged Bassanio to marry her immediately, pay the debt twenty times over, and leave at once for Venice to stand by his friend. Her words reveal her noble, generous, compassionate nature, deep respect for friendship, and unwavering support for her husband.

Teacher's Note:
a) Emphasize Portia's readiness to spend her fortune to save Antonio.
b) Bring out her selflessness and nobility of character.

Question 3.
Read the extract given below and answer the questions that follow :
Duke : You hear the team'd Bellario, what he writes:
And here, I take it, is the doctor come.
[Enter Portia, dressed like a Doctor of Laws]
Give me your hand. Come you from old Bellario?

(i) Where is this scene set ? Why was Portia there ? [3 Marks]

Answer:
This scene is set in a court of justice in Venice before the Duke. Portia was present there disguised as a young male doctor of laws named Balthazar, sent by the learned scholar Bellario to defend Antonio against Shylock's legal claim.

Teacher's Note:
a) Identify the setting as the Venetian court of the Duke.
b) Mention her disguise as Balthazar, a young doctor of laws.

(ii) What reason had Bellario given for his absence ? Whom had he sent in his stead ? [3 Marks]

Answer:
Bellario stated in his letter to the Duke that he was severely sick and bedridden, which prevented him from attending the court in person. In his stead, he sent a young, learned doctor of law named Balthazar (who was actually Portia in disguise) carrying his opinion on the case.

Teacher's Note:
a) Mention Bellario's illness as the reason for his absence.
b) Name Balthazar as the substitute sent to the court.

(iii) Bellario's letter stated that he had taken some measures to prepare the ‘young and learned doctor’ to deal with the case. What were they ? [3 Marks]

Answer:
Bellario's letter stated that he had thoroughly discussed the difficult case with the young doctor, turned over many books together with him, and acquainted him with all aspects of the dispute so that he could handle the trial with mature judgment despite his youth.

Teacher's Note:
a) Highlight the scholarly preparation mentioned in the letter.
b) Note how Bellario vouched for the young doctor's competence.

(iv) What was the ‘difference’ between Shylock the Jew and Antonio the merchant that the Duke was unable to resolve ? [3 Marks]

Answer:
The 'difference' or dispute between Shylock and Antonio was over the harsh and fatal penalty stipulated in their bond - Shylock's legal insistence on claiming exactly one pound of flesh from nearest Antonio's heart if the borrowed sum was not repaid on the appointed day.

Teacher's Note:
a) Define 'difference' as a legal dispute.
b) Specify the pound of flesh clause as the core unresolvable issue for the Duke.

(v) How does Portia succeed in saving Antonio ? What does this reveal of her character ? [4 Marks]

Answer:
Portia saves Antonio by turning Shylock's rigid adherence to the law against him. She points out that while the bond allows Shylock a pound of flesh, it makes no provision for even a single drop of shedding blood. Furthermore, she warns Shylock that attempting to take more or less than an exact pound, or shedding blood, makes him liable to execution under Venetian law. This reveals Portia's supreme intellect, sharp wit, resourcefulness, and exceptional legal acumen.

Teacher's Note:
a) Explain the strict literal interpretation of the bond regarding flesh versus blood.
b) Highlight Portia's brilliance, sharp intellect, and commanding presence in the courtroom.

The Mousetrap : Agatha Christie

Question 4.
Read the extract given below and answer the questions that follow :
Giles : I beg your pardon. Did you say something ?
Trotter : Yes, Mr. Ralston, I said ‘Is there an extension ?’ (He crosses to Centre.)
Giles : Yes, up in our bedroom.
Trotter : Go and try it up there for me, will you ?

[Figure: Giles exits upstairs holding a glove and a bus ticket, looking dazed, while Trotter traces the telephone wire to the window, opens it, fetches a torch, jumps out, and disappears outside into the near-darkness. Mrs. Boyle enters from the library, shivers from the cold wind, and notices the open window.]

(i) Why did Giles fail to hear what Trotter had said earlier ? Why did Giles look ‘dazed’ ? [3 Marks]

Answer:
Giles failed to hear Trotter because he was deeply distracted and preoccupied after finding a London bus ticket inside Mollie's glove. He looked dazed because he could not understand how a London bus ticket came to be in Mollie's glove when she claimed she had never been to London on that occasion, arousing his suspicion.

Teacher's Note:
a) Mention the discovery of the London bus ticket in Mollie's glove as the cause.
b) Explain Giles's mental confusion and suspicion regarding his wife's secret.

(ii) What was Trotter attempting to do ? Why ? [3 Marks]

Answer:
Trotter was attempting to trace the telephone wire to the outside window and inspect it. He wanted to confirm whether the telephone line had been deliberately cut by someone or simply gone out of order due to the heavy snowstorm, as he needed to contact Police Superintendent Hogben urgently.

Teacher's Note:
a) Highlight Trotter's investigation into the severed communications.
b) Connect it to the isolation of Monkswell Manor during the snowstorm.

(iii) Why did Mrs. Boyle close the window ? What did the voice on the radio say about the ‘mechanics of fear’ ? [3 Marks]

Answer:
Mrs. Boyle closed the window because a biting, freezing cold wind was blowing inside, making her shiver. The voice on the radio explained that to understand the 'mechanics of fear', one must study its exact effect on the human mind - for instance, how a person alone in a room in the late afternoon feels suddenly terrified if a door opens softly behind them.

Teacher's Note:
a) Note the atmospheric description of the cold winter draft.
b) Mention the radio broadcast's psychological insight into fear, which foreshadows the impending murder.

(iv) How did the murderer mask the sounds of the killing ? Who entered the room immediately after the murder ? What did this person see ? [3 Marks]

Answer:
The murderer masked the sounds of the killing by whistling the nursery tune 'Three Blind Mice' loudly on the radio or in the background. Mollie entered the room immediately after the murder, switched on the light, and saw Mrs. Boyle lying strangulated in front of the sofa.

Teacher's Note:
a) Mention the chilling use of the 'Three Blind Mice' melody to cover up the crime.
b) State Mollie's discovery of Mrs. Boyle's lifeless body.

(v) Who was the victim ? why was the victim murdered ? What was the ‘signature time’ that the murderer whistled ? What is the significance of this tune in the context of the play ? [4 Marks]

Answer:
The victim was Mrs. Boyle. She was murdered because she was one of the magistrates on the bench who had cruelly mishandled the Corrigian children case years ago at Longridge Farm, leading to the tragic death of one of the boys. The tune whistled by the murderer was 'Three Blind Mice'. The significance of this tune is that it serves as a recurring motif linking the murders directly to the vengeance for the abused children at Longridge Farm, echoing the nursery rhyme about three blind mice running after the farmer's wife.

Teacher's Note:
a) Connect Mrs. Boyle's past role as a magistrate to her murder as an act of revenge.
b) Explain the symbolism and psychological impact of the 'Three Blind Mice' melody throughout the play.

Question 5.
Read the extract given below and answer the questions that follow :
Trotter : (Leaning on the refectory table) Those simple actions took you rather a long time, didn't they, Mr Ralston ?
Giles : I don't think so. (He moves away to the stairs)
Trotter : I should say you definitely - took your time over them.
Giles : I was thinking about something.
Trotter : Very well. Now then, Mr Wren, I'll have your account of where you were.

(i) What ‘simple actions’ of Giles was Trotter referring to ? Where had Giles been ? Who had sent him there ? [3 Marks]

Answer:
Trotter was referring to Giles going upstairs to his bedroom to check whether the extension telephone was working. Giles had been in his bedroom upstairs. Trotter himself had sent him there under the pretext of testing the phone.

Teacher's Note:
a) Identify the errand assigned by Trotter to test the telephone line.
b) Note Trotter's suspicious observation of Giles taking longer than necessary.

(ii) How did Christopher Wren account for his whereabouts at the time of the murder ? [3 Marks]

Answer:
Christopher Wren stated that at the time of Mrs. Boyle's murder, he was in the kitchen because he had gone to see if he could help Mollie Ralston with the cooking. After that, he claimed he went upstairs to his own bedroom.

Teacher's Note:
a) Detail Wren's alibi involving the kitchen and cooking assistance.
b) Highlight how all characters present in the house had seemingly unverifiable alibis during the crucial window.

(iii) Where was Paravicini at that time ? What was he doing ? [3 Marks]

Answer:
At the time of the murder, Mr. Paravicini was in the drawing room playing the piano. He was amusing himself by picking out tunes with one finger.

Teacher's Note:
a) Mention the drawing room as Paravicini's location.
b) Note his eccentric habit of playing the piano during tense moments.

(iv) Whom did Giles accuse of having committed the murder ? On what did he base this accusation ? [3 Marks]

Answer:
Giles openly accused Christopher Wren of committing the murder. He based his accusation on the grounds that Christopher was of the right age to be the eldest of the Longridge Farm children grown up, and also because Christopher exhibited erratic and mentally unstable behavior similar to the suspected Culver Street murderer.

Teacher's Note:
a) Name Christopher Wren as the person accused by Giles.
b) Highlight Giles's reliance on age coincidence and erratic behavior.

(v) Mollie shared her suspicions regarding the identity of the murderer with Trotter, later in this scene. Whom did she suspect of being the murderer ? What reasons did she give for her suspicion ? [4 Marks]

Answer:
Later in the scene, Mollie shared her suspicion that Major Metcalf might be the murderer. Her reasoning was that the murderer had to be a middle-aged person, likely the father of one of the ill-treated children, and Major Metcalf fit the demographic profile and had a calm, calculating demeanor that masked his true identity.

Teacher's Note:
a) Identify Major Metcalf as Mollie's suspect.
b) Note how Agatha Christie deliberately casts suspicion across multiple characters to build mystery.

Question 6.
Read the extract given below and answer the questions that follow :
Trotter : Yes. You've been extraordinarily foolish, you know. You've run a very good chance of being killed by holding out on me. As a result, you've been in serious danger more than once.
Mollie : I don't know what you mean.
Trotter : (Moving slowly above the sofa table to the right of the sofa; still quite natural and friendly) Come now, Mrs. Ralston. We policemen aren't quite so dumb as you think. All along I've realized that you had first-hand knowledge of the Longridge Farm affair. You know Mrs. Boyle was the magistrate concerned. In fact, you knew all about it. Why didn't you speak up and say so ?
Mollie : (Very much affected) I don't understand. I wanted to forget-forget. (She sits at the Left end of the sofa.)

(i) What was the ‘Longridge Farm’ affair ? [3 Marks]

Answer:
The Longridge Farm affair involved three Corrigian children who were sent by the court to live with Mr. and Mrs. Stanning for care and protection. Due to extreme cruelty and neglect by the Stannings, the children were severely mistreated, and one of the younger boys died. Mr. and Mrs. Stanning were imprisoned, Mr. Stanning died in jail, and Mrs. Stanning was subsequently murdered upon her release.

Teacher's Note:
a) Outline the tragic background of the Corrigian children.
b) Emphasize the cruelty at Longridge Farm which forms the core motive for the murders.

(ii) Trotter revealed to Mollie some facts that he had uncovered about her past. What were they ? [3 Marks]

Answer:
Trotter revealed that before her marriage, Mollie's maiden name was Miss Waring, and she had been a school teacher at the school where Jimmy Corrigian was a pupil. He discovered that Jimmy had managed to mail a desperate letter to her begging for help, but Mollie had failed to answer or rescue him in time.

Teacher's Note:
a) Reveal Mollie's hidden past connection as Miss Waring.
b) Mention Jimmy's unanswered plea for help.

(iii) What did Mollie want to forget ? How was she linked with the ‘Longridge Farm affair’ ? [3 Marks]

Answer:
Mollie wanted to forget the overwhelming guilt and trauma surrounding Jimmy's tragic death. She was linked to the Longridge Farm affair because she was the school teacher whom the young boy Jimmy had written to for rescue, but whose letter she had failed to read and act upon due to illness.

Teacher's Note:
a) Explain Mollie's psychological burden of guilt.
b) Clarify her direct link through the unread letter from Jimmy.

(iv) How did Trotter manage to pass himself off as a policeman ? How had he reached Monkswell Manor ? [3 Marks]

Answer:
Trotter passed himself off as a policeman by wearing a police uniform (or simulating police authority), carrying a notebook, and pretending to be on official duty investigating the threat to the former magistrates and witnesses of the Longridge case. He had reached Monkswell Manor by traveling across the snow on skis.

Teacher's Note:
a) Describe his imposture and convincing police demeanor.
b) Mention his method of travel on skis during the severe blizzard.

(v) What did Trotter reveal to Mollie about his true identity ? How was Mollie saved at the end of the play ? [4 Marks]

Answer:
Trotter revealed that he was not a real policeman at all, but rather George, the elder brother of the late Jimmy Corrigian, who had come to exact vengeance. Mollie was saved at the very end by the timely intervention of Major Metcalf and Miss Casewell, who exposed the fake sergeant and arrested him before he could strangle her.

Teacher's Note:
a) Confirm the true identity of Trotter as the revenge-seeking brother George.
b) Detail the dramatic climax involving Major Metcalf and Miss Casewell saving Mollie.

SECTION - B (Poetry)

A Collection of Poems

Question 7.
Read the extract given below and answer the questions that follow:
“Now tell us what it was all about”.
Young Peterkin, he cries.
And little Wilhelmine looks up
With wonder - waiting eyes,
“Now tell us all about the war,
And what they fought each other for”.
- After Blenheim, Robert Southey

(i) Who are Peterkin and Wilhelmine ? How does the poet describe the scene at the beginning of the poem ? [3 Marks]

Answer:
Peterkin and Wilhelmine are the grandchildren of old Kaspar. The poet describes a peaceful, idyllic setting at the beginning of the poem where old Kaspar is sitting in the sun before his cottage door, while his grandchildren play around him on the green grass.

Teacher's Note:
a) Establish the relationship between the children and Kaspar.
b) Contrast the peaceful pastoral setting with the horrors of war discussed later.

(ii) What did Young Peterkin find and where ? Describe it. [3 Marks]

Answer:
Young Peterkin found a large, round, smooth object while playing near his grandfather's cottage by the stream. It turned out to be a human skull, which he rolled along with his feet while playing.

Teacher.s Note:
a) Identify the object as a skull from the historic battle.
b) Highlight the grim irony of a child playing with a relic of war.

(iii) Who is referred to as “each other” ? What did they fight for ? [3 Marks]

Answer:
“Each other” refers to the English and the French armies who fought the famous Battle of Blenheim. They fought for victory and glory, though old Kaspar can give no sensible or justifiable reason for why the nations went to war, other than repeating that it was a famous victory.

Teacher's Note:
a) Name the opposing forces as English and French.
b) Emphasize the anti-war theme that the ultimate cause of the bloodshed remains futile and unknown.

(iv) To whom are the words in the extract addressed ? How was this person’s family affected by the war ? [3 Marks]

Answer:
The words are addressed to old Kaspar. His family was severely affected by the war when he was a child; his father's house was burnt down by the invading soldiers, forcing his family to flee with nowhere to live, and many thousands of innocent bodies were left rotting in the fields.

Teacher's Note:
a) State that Kaspar is the grandfather addressed by the children.
b) Highlight the devastation of Kaspar's childhood home and family.

(v) What, according to the poet, are the consequences that are often associated with great and famous victories ? What message does the poet want to convey to the readers ? [4 Marks]

Answer:
According to the poem, despite people praising great and famous victories, the true consequences are widespread death, destruction, burnt homes, displaced families, and rotting corpses of thousands of innocent people. The poet wants to convey a strong anti-war message, exposing the futility, hypocrisy, and senseless suffering caused by wars that are celebrated as glorious.

Teacher's Note:
a) Discuss the heavy irony underlying the phrase 'famous victory'.
b) Emphasize the anti-war pacifist message of Robert Southey.

Question 8.
Read the extract given below and answer the questions that follow:
There’s nobody on the house-tops now .....
Just a palsied few at the windows set;
For the best of the sight is, all allow,
At the Shambles’ Gate ...... or, better yet,
By the very scaffold’s foot, I trow.
- The Patriot, Robert Browning

(i) Who is the speaker ? Where is he being taken ? Why ? [3 Marks]

Answer:
The speaker is the patriot. He is being taken to the scaffold (gallows) at the town's execution site because the fickle public and rulers now consider him a traitor condemned to death for his alleged misdeeds.

Teacher's Note:
a) Identify the speaker as the fallen patriot.
b) Explain his destination as the place of execution due to shifting public favor.

(ii) Describe the scene when he had walked down the same street a year ago. [3 Marks]

Answer:
A year ago, when the patriot walked down the exact same street, he was received like a conquering hero. The streets were packed with cheering crowds, church steeples were decked with victory flags, and his path was strewn with a profusion of flowers and myrtle.

Teacher's Note:
a) Contrast the present gloom with the triumphant hero's welcome of the past.
b) Note the imagery of flowers and cheering crowds symbolizing adulation.

(iii) Where does the speaker think all the people had gathered that day ? Why does he think so ? [3 Marks]

Answer:
The speaker thinks that all the townspeople have abandoned the rooftops and gathered either at the Shambles' Gate or right at the foot of the scaffold. He thinks so because everyone is eager to witness his public execution and enjoy the gruesome spectacle.

Teacher's Note:
a) Identify Shambles' Gate and the scaffold as the gathering spots.
b) Highlight the morbid curiosity and fickle nature of the crowd.

(iv) Describe the speaker’s physical condition. [3 Marks]

Answer:
The patriot's physical condition is pathetic and battered. His hands are tied tightly behind his back with a rope so harshly that it cuts into his skin and makes him bleed, and his forehead is dripping with blood from the stones hurled at him by the cruel, jeering mob.

Teacher's Note:
a) Detail the physical torture of bound hands and bleeding wounds.
b) Emphasize the cruelty inflicted by the same citizens who once worshipped him.

(v) What is the central message of the poem ? Does the poem end on a note of hope or despair ? Give one reason for your answer. [4 Marks]

Answer:
The central message of the poem is the fickle-mindedness of human crowds and the tragic fate of true leaders who are unjustly vilified by society. The poem ends on a note of spiritual hope and optimism. The patriot remains calm and comforted, believing that since earthly men have failed to reward him, God will surely recognize his righteousness and reward him in heaven.

Teacher's Note:
a) State the theme of public ingratitude and political betrayal.
b) Justify the optimistic conclusion based on the patriot's unshakeable faith in divine justice.

Question 9.
Read the extract given below and answer the questions that follow:
All round the field spectators were gathered Cheering on all the young women and men
Then the final event of the day was approaching The last race about to begin.
- Nine Gold Medals, David Roth

(i) Where had the ‘young women and men’ come from ? What had brought them together ? How had they prepared themselves for the event ? [3 Marks]

Answer:
The young women and men had come from many different countries around the world. They had gathered together to participate in the Special Olympics. They had trained, sweated, and practiced rigorously for months and years, leaving no stone unturned to win a medal.

Teacher's Note:
a) Mention their international origin and participation in the Special Olympics.
b) Highlight their extensive physical preparation and dedication.

(ii) What was the last event of the day ? How many athletes were participating in this event ? What signal were they waiting for ? [3 Marks]

Answer:
The last event of the day was the hundred-meter dash. Nine athletes were participating in this event. They were standing poised at the starting line, waiting for the pistol shot to signal the start of the race.

Teacher's Note:
a) Identify the event as the 100-meter race with nine runners.
b) Note the anticipation leading up to the starting pistol.

(iii) What happened to the youngest athlete half way through the race ? How did he respond ? [3 Marks]

Answer:
Halfway through the race, the youngest athlete stumbled, his legs gave out, and he tumbled painfully onto the asphalt track. Frustrated and distressed that all his months of hard work had ended in failure, he cried out in disappointment.

Teacher's Note:
a) Describe the sudden stumble and fall of the youngest runner.
b) Capture his emotional anguish and sense of shattered dreams.

(iv) What ‘strange’ turn did the story take at this point ? [3 Marks]

Answer:
Instead of continuing the race to win glory for themselves, all the other eight competing athletes stopped running, turned around, walked back to the fallen boy, and helped him up to his feet together.

Teacher's Note:
a) Highlight the unexpected compassion shown by the competing athletes.
b) Emphasize how this collective act subverted the competitive nature of the Olympics.

(v) Why does the poet say that the banner - ‘Special Olympics’ could not have been nearer the mark ? What human quality does the poem celebrate ? [4 Marks]

Answer:
The poet says the banner 'Special Olympics' was entirely apt because the event truly became special when all nine contestants finished the race hand in hand, embodying supreme empathy. The poem celebrates the noble human qualities of compassion, true sportsmanship, empathy, and solidarity over mere individual victory.

Teacher's Note:
a) Explain the deeper significance of the term 'Special Olympics'.
b) Highlight values of brotherhood, empathy, and human cooperation.

SECTION - C (Prose)

A Collection of Short Stories

Question 10.
Read the extract given below and answer the questions that follow:
It had no eyes, ears, nose or mouth. It was just a round smooth head - with a school cap on top of it! And that's where the story should end. But for Mr. Oliver it did not end here.
The torch fell from his trembling hand. He turned and scrambled down the path, running blindly through the trees and calling for help. He was still running towards the school buildings when he saw a lantern swinging in the middle of the path.

(i) Who was Mr. Oliver ? Where did he encounter ‘It’ ? [3 Marks]

Answer:
Mr. Oliver was an Anglo-Indian bachelor who worked as a school teacher in a school near Simla. He encountered the strange faceless boy figure sitting alone on a rock while walking through the pine forest after dark.

Teacher's Note:
a) Identify Mr. Oliver's profession and location.
b) Describe the eerie setting of the pine forest encounter.

(ii) Where did Mr. Oliver work ? Why did Life magazine describe this place as the ‘Eton of the East’ ? [3 Marks]

Answer:
Mr. Oliver worked in a prestigious British-style boys' school located near Simla. Life magazine described it as the 'Eton of the East' because it was run on English public school lines and educated boys from wealthy and prominent Indian families who wore blazers, caps, and ties.

Teacher's Note:
a) Mention the school near Simla.
b) Explain the comparison to Eton based on its elite status and British school traditions.

(iii) Why had Mr. Oliver approached ‘It’ in the first place ? What had he mistaken it for ? [3 Marks]

Answer:
Mr. Oliver had approached the figure to scold him and find out why a student was wandering alone in the pine forest so late at night. He had mistaken the figure for one of his school boarders.

Teacher's Note:
a) State Mr. Oliver's disciplinary motive.
b) Note his initial misidentification of the supernatural entity as a student.

(iv) What is lantern ? Who was holding the lantern ? Why did Mr. Oliver feel relieved at the sight of the lantern ? [3 Marks]

Answer:
A lantern is a portable lamp enclosed in transparent or translucent cases with a handle for carrying outside. Mr. Oliver himself was holding the lantern earlier, which dropped from his hand in terror, but here he spots another lantern borne by the school watchman. He felt immensely relieved because he thought human companionship and safety were near after his terrifying supernatural encounter.

Teacher's Note:
a) Define lantern as a portable light source.
b) Explain Oliver's psychological relief at seeing a sign of human presence.

(v) Briefly describe the meeting between the lantern-bearer and Mr. Oliver. State one reason why ‘A Face in the Dark’ could be considered a horror story. [4 Marks]

Answer:
When Mr. Oliver breathlessly reached the lantern-bearer, who was the school watchman, and told him about the faceless boy, the watchman turned around holding up the lantern. To Oliver's utter horror, the watchman also had no eyes, ears, nose, or mouth - not even an eyebrow. The story is considered a horror story because of its spine-chilling supernatural elements, eerie atmosphere, isolation, and terrifying ghostly apparitions in the dark forest.

Teacher's Note:
a) Describe the shocking twist where the watchman is also faceless.
b) Highlight the classic supernatural and atmospheric horror tropes used by Ruskin Bond.

Question 11.
Read the extract given below and answer the questions that follow :
An angry athlete is an athlete who will make mistakes, as any coach will tell you. I was no exception. On the first of my three qualifying jumps, I leaped from several inches beyond the take-off board for a foul.

(i) When and where is this story set ? What reason does the narrator Jesse Owens give for the heightened nationalistic feelings at this time ? [3 Marks]

Answer:
The story is set during the Berlin Olympic Games of 1936. Jesse Owens notes that nationalistic feelings were at an all-time high because Adolf Hitler childishly insisted that his German athletes were members of a superior 'master race'.

Teacher's Note:
a) Identify the setting as Berlin, 1936.
b) Explain Hitler's Aryan supremacy propaganda as the source of heightened nationalism.

(ii) In which event had Owens been confident of winning a gold medal ? Why ? [3 Marks]

Answer:
Owens was confident of winning the gold medal in the long jump event. He felt confident because he had trained rigorously for six years and had recently set the world record for the long jump.

Teacher's Note:
a) Specify the long jump event.
b) Mention his world record holder status as the basis for his confidence.

(iii) What had made Owens angry enough to make mistakes ? [3 Marks]

Answer:
Owens was angered to see Luz Long, a tall German athlete, easily clearing nearly 26 feet during the practice leaps. He was further disturbed by rumors that Hitler had kept Long under wraps specifically to defeat him and support the Nazi Aryan superiority theory.

Teacher's Note:
a) Mention Luz Long's impressive practice jumps.
b) Highlight the political pressure and anxiety that caused Owens to foul.

(iv) Name Owens’ rival who approached him at this point. What advice did this athlete give Owens ? [3 Marks]

Answer:
Luz Long, the German athlete and Owens' chief rival, approached him. He advised Owens to calm down, draw a mental line a few inches behind the take-off board during the trials, and aim to leap from there to ensure a safe, legal jump without fouling.

Teacher's Note:
a) Name Luz Long as the sportsmanly German rival.
b) Detail his practical advice on avoiding fouls.

(v) How did the two athletes perform in the finals ? What does Jesse Owens consider his ‘Greatest Olympic Prize’ ? Why ? [4 Marks]

Answer:
In the finals, both athletes performed brilliantly; Luz Long broke his own past record, which pushed Owens to peak performance and won him the gold medal. Jesse Owens considered his lifelong friendship with Luz Long as his greatest Olympic prize, surpassing any gold medal, because it exemplified true sportsmanship, nobility, and brotherhood over national rivalry.

Teacher's Note:
a) Describe the competitive yet supportive final performance.
b) Highlight the core moral theme that friendship and fighting well matter more than winning medals.

Question 12.
Answer the following questions with reference to Ray Douglas Bradbury’s short story, ‘All Summer in a Day’ :

(i) Name the planet on which this story is set. Describe everyday life on this planet. [4 Marks]

Answer:
The story is set on the planet Venus. Everyday life on Venus is dreary, gloomy, and monotonous, characterized by continuous, heavy rainstorms that fall day and night for seven years straight, with the sun appearing for just one hour once every seven years.

Teacher's Note:
a) Identify Venus as the setting.
b) Describe the perpetual rain and its depressing psychological impact on inhabitants.

(ii) Why was there so much excitement in the school room that morning ? What set Margot apart from the other children ? [4 Marks]

Answer:
There was immense excitement because scientists had predicted that the sun would finally break through the clouds and shine for a brief period after seven years. Margot was set apart from the other children because she was originally from Earth, remembered what the warm sun and blue sky looked like, and was depressed by the constant rain on Venus.

Teacher's Note:
a) Explain the anticipation of the rare solar phenomenon.
b) Highlight Margot's Earth background as the reason for her alienation and longing.

(iii) Describe how the planet was transformed when the sun came out and shone briefly over it. Why was Margot not able to witness this phenomenon ? What emotion do you suppose the other children experienced when Margot emerged at the end of the story ? [8 Marks]

Answer:
When the sun emerged, the endless rain stopped, the jungle blazed with brilliant green light, and the sky turned a dazzling blue, transforming the gloomy world into a vibrant, warm paradise. Margot missed this miraculous event because her jealous classmates cruelly locked her inside a dark closet before running out. When Margot finally emerged at the end, the other children likely experienced profound guilt, remorse, and shame for their cruel bullying.

Teacher's Note:
a) Detail the vivid imagery of the sudden sunshine on Venus.
b) Address Margot's tragic confinement and the children's resulting remorse.