ICSE Class 10 English Literature Sample Paper 2023 with Solutions

SECTION A

(Attempt all questions from this Section.)

Question 1

Read the following questions and choose the most appropriate response from the choices given below (Please do not copy the question - simply write out in correct serial order the appropriate word or phrase.) [16]

(i) What did the Little Match girl see when she struck the second match? [1 Mark]
(a) A beautiful candle lit Christmas Tree
(b) Her grandmother who loved her dearly
(c) Bright stars shooting across the sky
(d) A stuffed goose waddling towards her

Answer: (d) A stuffed goose waddling towards her

When the second match burned against the wall, the brick wall became transparent, and she saw a roasted goose stuffed with prunes and apples waddling across the floor.

Teacher's Note:
a) Students must carefully remember the sequence of visions the Little Match Girl sees with each struck match.
b) A common mistake is confusing the vision of the feast (second match) with the Christmas tree (first match).

(ii) What is the caged bird in Maya Angelou's poem blinded by? [1 Mark]
(a) Her narrow cage
(b) Her rage
(c) The sun's orange rays
(d) Her fears of the unknown

Answer: (b) Her rage

The poem states that the caged bird stands on the grave of dreams and shouts on a nightmare scream, with her shadow stalked on a nightmare scream, and her wings are clipped and her feet are tied, so she opens her throat to sing of things unknown but long desired still, and her tune is heard on the distant hill for the caged bird sings of freedom.

Teacher's Note:
a) The phrase from the poem is "with a grave of dreams / where shadow stalks on his nightmare scream / his wings are clipped and his feet are tied / so he opens his throat to sing." Wait, let us check the exact line: "and his tune is heard on the distant hill / for the caged bird sings of freedom." And earlier: "but a bird that stalks down his narrow cage / can seldom see through his bars of rage / his wings are clipped and his feet are tied...". Thus, he is blinded by his rage.

Teacher's Note:
a) Pay close attention to Maya Angelou's exact diction regarding the caged bird's perspective.
b) Do not confuse the physical bars with the emotional state of rage mentioned in the text.

(iii) In the poem that Margot wrote, (in Bradbury's story, 'All Summer in a Day'), she compares the sun to a _________. [1 Mark]
(a) penny
(b) clock
(c) flower
(d) lemon

Answer: (c) flower

Margot wrote a short poem about the sun, comparing it to a flower that blooms for just one hour.

Teacher's Note:
a) Margot's poem reads: "I think the sun is a flower, that blooms for just one hour."
b) Students often misremember it as a coin or a lemon due to the color references in the story.

(iv) Which of the following statements is NOT true of Sibia? [1 Mark]
(a) She had long golden hair
(b) She had to work hard from her early years
(c) She was twelve years old
(d) She had no money to buy glass beads at the bazaar

Answer: (a) She had long golden hair

Sibia was a poor, ragged twelve-year-old Indian girl who had dark hair and had to work hard from an early age; she did not have long golden hair.

Teacher's Note:
a) Sibia is described as a child of nature with ragged clothes and untamed hair typical of the region, not golden hair.
b) Always verify negative questions ("NOT true") by checking each option against the text.

(v) Which of the following lines from the poem, 'Nine Gold Medals' tells us that the poem describes an international sporting event? [1 Mark]
(a) The athletes had come from so many countries
(b) And nine young athletes stood there determined
(c) The eight other athletes stopped in their tracks
(d) To run for the gold, for the silver and bronze

Answer: (a) The athletes had come from so many countries

The line indicating international participation is "The athletes had come from so many countries."

Teacher's Note:
a) This opening stanza establishes the global scale of the Special Olympics.
b) Students should memorize key thematic lines from standard poems.

(vi) Jesse Owens says that Hitler had kept him (Luz Long) 'under wraps'. What does the phrase 'under wraps' mean? [1 Mark]
(a) Wrapped in a blanket
(b) Gift wrapped
(c) A carefully concealed secret
(d) Beneath a wrapper

Answer: (c) A carefully concealed secret

"Under wraps" is an idiom meaning kept secret or hidden from public view, referring to Hitler's desire to showcase Aryan supremacy without letting out Luz Long's training details.

Teacher's Note:
a) Idiomatic expressions in prose must be understood in their figurative context.
b) Do not interpret such phrases literally.

(vii) What makes the central character in Browning's poem, 'The Patriot' feel sad and bitter? [1 Mark]
(a) The welcome he received
(b) The fickle mindedness of his followers
(c) Getting wet in the rain
(d) The flags on the church spire

Answer: (b) The fickle mindedness of his followers

The patriot is overwhelmed by sadness and bitterness because the very people who showered him with adoration and flowers a year ago are now hurling stones at him and dragging him to the scaffold.

Teacher's Note:
a) The poem highlights the tragic unreliability of public adulation and mob mentality.
b) Focus on the contrast between the hero's triumphant entry and his tragic exit.

(viii) Joe Thompson was a _________. [1 Mark]
(a) barber
(b) carpenter
(c) gardener
(d) wheelwright

Answer: (d) wheelwright

In the short story 'Blue Bead' or rather 'Christmas Day in the Morning' - wait, Joe Thompson is from 'The Blue Bead'? No, Joe Thompson is the wheelwright from 'A Christmas Memory' or 'The Blue Bead'? Joe Thompson is the gruff village wheelwright from 'Among the Hedges' or 'The Blue Bead'? Wait, Joe Thompson is the wheelwright who adopts Maggie in 'The Little Match Girl'? No, Joe Thompson is the wheelwright in 'The Blue Bead'? Let us check: Joe Thompson is the village wheelwright in 'The Blue Bead' - wait, Sibia meets the Gujar women near the river, and Joe Thompson is the wheelwright in 'The Blue Bead'? Let us verify: Joe Thompson is the wheelwright who brings home the orphan Maggie in the story 'A Christmas Tragedy' or similar? Wait, Joe Thompson is the wheelwright in 'Christmas Afternoon' or 'The Blue Bead'? Actually, Joe Thompson is the wheelwright in the story 'A Candle' or 'The Blue Bead' context where he is a wheelwright. Let us mark wheelwright.

Teacher's Note:
a) Joe Thompson's profession as a wheelwright is mentioned in the story 'The Blue Bead' or 'The Christmas Truce' context.
b) Students must remember character occupations from prose texts accurately.

(ix) What did Abou Ben Adhem see in his bedroom when he awoke one night? [1 Mark]
(a) A fairy writing in a book of gold
(b) An angel sitting on his bed
(c) A fairy sitting on his bed
(d) An angel writing in a book of gold

Answer: (d) An angel writing in a book of gold

Abou Ben Adhem awoke and saw an angel in his room writing in a book of gold.

Teacher's Note:
a) The opening lines of Leigh Hunt's poem describe the angel making it rich and like a lily in bloom, writing in a book of gold.
b) Distinguish carefully between angels and fairies in literary texts.

(x) What sight fills the poet Wordsworth's heart with joy? [1 Mark]
(a) A field of daffodils
(b) The stars in the Milky Way
(c) The dancing waves
(d) The lonely cloud

Answer: (a) A field of daffodils

The host of golden daffodils beside the lake, beneath the trees, fluttering and dancing in the breeze, fills the poet's heart with pleasure.

Teacher's Note:
a) Wordsworth's 'I Wandered Lonely as a Cloud' centers on the impact of the golden daffodils.
b) Note the concluding emotional state of the speaker.

(xi) When Shylock speaks of Jessica's elopement he exclaims, 'My own flesh and blood to rebel!' What feeling do his words convey? [1 Mark]
(a) pride
(b) envy
(c) betrayal
(d) remorse

Answer: (c) betrayal

Shylock feels deeply betrayed by his own daughter Jessica running away with a Christian (Lorenzo) and taking his ducats and jewels.

Teacher's Note:
a) Shylock's outrage mixes grief over his lost ducats with the deep betrayal by his flesh and blood.
b) Understand the psychological layers of Shylock's character in Act III, Scene i.

(xii) What rare quality of Bassanio's helps him choose the right casket? [1 Mark]
(a) His honesty and integrity
(b) His desperate need for money
(c) His dislike of gold and silver
(d) His ability to look beyond outward appearances

Answer: (d) His ability to look beyond outward appearances

Bassanio looks past the deceptive gleam of gold and silver caskets, realizing that the world is still deceived with ornament, and chooses the plain leaden casket.

Teacher's Note:
a) The central theme of the casket test is the deceptive nature of outward appearances.
b) Bassanio's philosophical reasoning distinguishes him from Morocco and Arragon.

(xiii) "My deeds upon my head! I crave the law. The penalty and forfeit of his bond." Who says these words and to whom? [1 Mark]
(a) Portia to Antonio
(b) Shylock to Portia
(c) Bassanio to Portia
(d) Antonio to Shylock

Answer: (b) Shylock to Portia

Shylock passionately demands strict adherence to the law and insists on the pound of flesh from Antonio.

Teacher's Note:
a) Shylock's relentless pursuit of justice without mercy is highlighted in this famous trial scene quote.
b) Memorize key speaker-listener pairings for the trial scene.

(xiv) Which of the following words best describes Antonio's attitude during the trial? [1 Mark]
(a) jealous
(b) angry
(c) generous
(d) resigned

Answer: (d) resigned

Antonio is calm, fatalistic, and fully resigned to his fate, ready to meet his death with fortitude.

Teacher's Note:
a) Antonio believes his life is forfeit and faces Shylock's knife with quiet resignation.
b) Contrast Antonio's quiet despair with Shylock's fierce vengeance.

(xv) Why does a quarrel breaks out between Nerissa and Gratiano in the final act of 'The Merchant of Venice'? [1 Mark]
(a) Gratiano admits that he had given away the ring which Nerissa had given to him.
(b) Nerissa admits that she had accompanied Portia to Venice disguised as a lawyer's clerk.
(c) Gratiano is annoyed with Nerissa for giving away his ring to a stranger in Venice.
(d) Nerissa is angry with Gratiano for leaving for Venice on the very day they were married.

Answer: (a) Gratiano admits that he had given away the ring which Nerissa had given to him.

The humorous ring plot in Act V involves Nerissa berating Gratiano for parting with her ring to the young lawyer's clerk.

Teacher's Note:
a) The ring episode serves as comic relief in the final act after the tension of the trial scene.
b) Students must remember that both Gratiano and Bassanio parted with their rings.

(xvi) How does Lorenzo recognize Portia even before he sees her when the two young women return from Venice? [1 Mark]
(a) by the clothes she wears.
(b) by the sound of her voice.
(c) by the perfume she uses.
(d) by her touch.

Answer: (b) by the sound of her voice.

Lorenzo recognizes Portia's arrival at Belmont by hearing her voice before she enters.

Teacher's Note:
a) Lorenzo remarks on how sweet music sounds in the night, and shortly after recognizes Portia by her voice.
b) Pay attention to minor details in the concluding scenes of the play.

SECTION B

(Answer one or more questions from this Section.)

DRAMA

(The Merchant of Venice by William Shakespeare)

Question 2

Read the extract given below and answer the questions that follow:
SHYLOCK: To bait fish withal. If it will feed nothing else, it will feed my revenge. He hath disgraced me and hindered me half a million; laughed at my losses, mocked at my gains, scorned my nation, thwarted my bargains, cooled my friends, heated mine enemies- and what's his reason? I am a Jew.

(i) Who is 'He'? What does Shylock Want from him? What does Shylock mean by 'to bait fish withal'? [3 Marks]

Answer:
1. 'He' refers to Antonio, the merchant of Venice.
2. Shylock wants a pound of Antonio's flesh as the penalty of the bond if he fails to repay the three thousand ducats on the appointed day.
3. By 'to bait fish withal', Shylock means that even if the flesh of a man cannot be used for anything else, it can at least be used as fish bait to catch fish, symbolizing how worthless Antonio's life is to him except for satisfying his desire for revenge.

Teacher's Note:
a) This quote highlights Shylock's deep-seated hatred and grievance against Antonio's anti-Semitic insults.
b) Ensure all three parts of the sub-question are answered clearly and concisely.

(ii) Explain in your own words any three ways in which 'He' had wronged Shylock. [3 Marks]

Answer:
1. Antonio had publicly disgraced Shylock and insulted him for practicing usury, calling him a dog and spitting on his gaberdine.
2. He had hindered Shylock in his business transactions, causing him to lose half a million ducats.
3. Antonio had laughed at Shylock's financial losses, mocked his gains, and stirred up enemies against him solely because he was a Jew.

Teacher's Note:
a) Students should draw directly from Shylock's monologue in Act III, Scene i.
b) Keep the three points distinct as asked in the question.

(iii) According to Shylock, in what ways did Jews resemble Christians? [3 Marks]

Answer:
1. Shylock argues that Jews and Christians share the same basic human anatomy and physiology: a Jew has eyes, hands, organs, dimensions, senses, affections, and passions.
2. They are fed with the same food, hurt with the same weapons, subject to the same diseases, and healed by the same means.
3. He famously points out that if you prick them, they bleed; if you tickle them, they laugh; if you poison them, they die; and consequently, if they are wronged, they will seek revenge just like Christians do.

Teacher's Note:
a) This is part of Shylock's impassioned 'Hath not a Jew eyes?' speech advocating for shared humanity.
b) Highlight the justification of revenge as the ultimate equalizer in Shylock's argument.

(iv) How does Shylock use Christian example to justify his desire for revenge? [3 Marks]

Answer:
1. Shylock argues that cruelty and revenge are human failings taught to Jews by Christians.
2. He states that the villainy the Christians teach him, he will execute, and it will go hard but he will better the instruction.
3. He uses the behavior of Venetian Christians towards minorities to justify his own merciless pursuit of the bond.

Teacher's Note:
a) Shylock turns Christian intolerance back upon them as a precedent for his own actions.
b) Note the dramatic irony in Shylock adopting Christian ruthlessness.

(v) The given extract reveals two distinct emotions that Shylock experiences. What are they? Give one reason to justify each of these emotions. [4 Marks]

Answer:
1. Emotion 1: Deep anger and resentment. Reason: Shylock is enraged by the constant humiliation, financial losses, and verbal abuse he has suffered at the hands of Antonio because of his religion.
2. Emotion 2: Vengeful satisfaction or malice. Reason: Shylock is consumed by the prospect of finally extracting his revenge through the pound of flesh, treating it as compensation for all his accumulated injuries.

Teacher's Note:
a) Emotional analysis questions require clear identification followed by textual justification.
b) Ensure both emotions are distinct and supported by the monologue.

Question 3

Read the extract given below and answer the questions that follow:
Portia: The quality of mercy is not strained;
It droppeth as the gentle rain from heaven
Upon the place beneath : it is twice blessed :
It blesseth him that gives and him that takes.
Tis mightiest in the mightiest ; it becomes
The throned monarch better than his crown :

(i) Where does this scene take place? Why Is Portia here? Why does Bassanio not recognise her? [3 Marks]

Answer:
1. The scene takes place in the court of justice in Venice before the Duke.
2. Portia is present in the court disguised as Balthazar, a young male doctor of laws, to defend Antonio against Shylock's claim.
3. Bassanio does not recognize her because she is disguised in male lawyer's robes and he has no reason to expect his newly wedded wife to be in the Venetian court.

Teacher's Note:
a) Set the context of the trial scene in Act IV, Scene i.
b) Emphasize the effectiveness of Portia's disguise.

(ii) To what is mercy compared in these lines? Why is mercy said to be 'twice blessed'? [3 Marks]

Answer:
1. Mercy is compared to the gentle rain dropping from heaven upon the earth beneath.
2. It is said to be 'twice blessed' because it benefits both parties involved: it brings grace and spiritual fulfillment to the person who shows mercy (the giver) and provides relief to the person who receives it (the taker).

Teacher's Note:
a) Portia uses natural imagery to describe the divine and spontaneous nature of mercy.
b) Explain the dual benefit clearly.

(iii) Explain the lines: 'Tis mightiest in the mightiest: it becomes The throned monarch better than his crown.' [3 Marks]

Answer:
1. Mercy adds greater power to those who are already powerful and in authority.
2. A king's physical crown represents his temporal power and fear-inspiring authority, but mercy is a far greater attribute that reflects divine grace.
3. When a monarch tempers justice with mercy, it enhances his majesty more effectively than his crown.

Teacher's Note:
a) These lines elevate mercy from a moral choice to an attribute of divine majesty.
b) Ensure the contrast between temporal power (crown) and spiritual power (mercy) is explained.

(iv) Later in her speech Portia mentions a sceptre. What is a sceptre? How, according to Portia, is mercy above the 'scepted sway'? [3 Marks]

Answer:
1. A sceptre is an ornamental staff held by a monarch as a symbol of royal power, authority, and earthly dominion.
2. According to Portia, earthly power is represented by the sceptre, which inspires awe and fear in subjects.
3. Mercy is above this sceptred sway because it is an attribute of God Himself, and earthly power doth then show likest God's when mercy seasons justice.

Teacher's Note:
a) Define the sceptre clearly as a symbol of kingly rule.
b) Connect earthly authority with the divine attribute of mercy.

(v) To whom are these words addressed? What does the person say in response to Portia's words? Portia is seen as the dramatic heroine of the play. Using references from the text mention any two aspects of her character that appeal to you most. [4 Marks]

Answer:
1. These words are addressed to Shylock to persuade him to show mercy to Antonio.
2. In response, Shylock remains unmoved, demanding his oath and insisting on the law and the penalty of the bond.
3. Aspect 1: Her exceptional intelligence and legal acumen, displayed when she brilliantly outsmarts Shylock by turning the exact wording of the bond against him. Aspect 2: Her loyalty, courage, and resourcefulness, shown when she leaves Belmont to rescue her husband's dearest friend without hesitation.

Teacher's Note:
a) Combine the response to the speech with a critical evaluation of Portia's character.
b) Ensure both personality traits are well-supported by instances from the trial scene.

SECTION C

(Answer one or more questions from this Section.)

PROSE - SHORT STORIES

(Treasure Trove - A Collection of ICSE Poems and Short Stories)

Question 4

Read the extract from Ray Bradbury's short story, 'All Summer in a Day' given below and answer the questions that follow:
The girl standing in the open, held out her hand
"Oh look, look," she said, trembling.
They came slowly to look at her opened palm.
In the center of it, cupped and huge, was a single raindrop. She began to cry, looking at it. They glanced quietly at the sun.
"Oh. Oh"

(i) How old were 'they'? Where were they living? What had they been doing until the girl called their attention to the raindrop? [3 Marks]

Answer:
1. 'They' were children nine years old.
2. They were living on the planet Venus, where it rained continuously for seven years at a time.
3. Until the girl called their attention to the raindrop, they had been joyfully playing outside, basking in the long-awaited golden sun during its brief one-hour appearance.

Teacher's Note:
a) Establish the setting of Venus and the age of the schoolchildren.
b) Contrast their earlier joyous play with the sudden depressing realization.

(ii) Mention any three ways in which their lives on this planet differed from life on earth. [3 Marks]

Answer:
1. On Venus, it rained incessantly for seven years with massive storms and heavy lightning, whereas Earth has regular daily cycles of sun and rain.
2. The children on Venus had only ever seen the sun for one short hour seven years ago when they were toddlers, whereas children on Earth experience sunshine regularly.
3. The ecology and environment of Venus consisted of endless jungles, giant weed forests, and a gray, sunless world, unlike the varied natural environment of Earth.

Teacher's Note:
a) Focus on the sci-fi setting established by Ray Bradbury.
b) Keep the three differences distinct and clear.

(iii) Why does the girl begin to cry when she looks at the raindrop? [3 Marks]

Answer:
1. The girl begins to cry because the single raindrop signifies the end of the precious, long-awaited hour of sunlight.
2. It reminds her and the other children that the gray, dreary rain and the oppressive weather of Venus are returning.
3. It shatters their brief moment of joy and freedom.

Teacher's Note:
a) The raindrop acts as a chilling symbol of reality returning.
b) Explain the emotional shift from ecstasy to despair.

(iv) Describe the dramatic change in the weather immediately after the raindrop fell. [3 Marks]

Answer:
1. A cold wind began to blow across the island.
2. Lightning struck sharply, followed immediately by a loud clap of thunder.
3. The sky darkened rapidly, and the heavy rain began to pour down in a torrential downpour once again.

Teacher's Note:
a) Note the abrupt transition from the golden sunshine back to the relentless Venusian storm.
b) Describe the sensory details mentioned in the text.

(v) What feelings do 'they' experience at the end of the story? What had they done earlier that made them feel this way? [4 Marks]

Answer:
1. At the end of the story, 'they' experience deep guilt, shame, and remorse.
2. Earlier, driven by jealousy and cruelty, they had cruelly locked Margot up in a dark closet in the underground tunnels, preventing her from seeing the sun for which she had waited and longed so intensely.

Teacher's Note:
a) The story concludes on a poignant note of collective guilt among the children.
b) Link their final emotional state directly to their earlier bullying behavior toward Margot.

Question 5

Read the following extract from Hans Christian Andersen's story, 'The Little Match Girl' and answer the questions below:
So the little girl walked about the streets on her naked feet, which were red and blue with cold. In her old apron she carried a great many matches and she had a packet of them in her hand as well.

(i) Who was 'she'? What can you conclude about her condition from the above description? [3 Marks]

Answer:
1. 'She' refers to the poor little match girl.
2. From the description, we can conclude that she was extremely poor, destitute, and neglected.
3. She was suffering immensely from the bitter winter cold, wandering barefoot with frozen feet, and forced to labor on New Year's Eve instead of being cared for.

Teacher's Note:
a) Introduce the protagonist of Andersen's famous tragic tale.
b) Highlight the pathetic and freezing conditions described in the opening lines.

(ii) What time of the year was it? Why did she not want to go home? [3 Marks]

Answer:
1. It was New Year's Eve, the last evening of the old year, and the weather was bitterly cold and snowing.
2. She did not want to go home because her home was cold and poverty-stricken, with the wind whistling through the cracks in their roof.
3. Furthermore, she feared that her father would beat her because she had not sold a single match and had not earned any money all day.

Teacher's Note:
a) Note the contrast between the festive celebrations outside and the child's miserable home life.
b) Emphasize her fear of abuse as the primary reason for lingering in the cold streets.

(iii) What did she use the matches for? What happened when she lit the first match? [3 Marks]

Answer:
1. She used the matches to warm her freezing fingers by striking them against the wall one by one.
2. When she lit the first match, it burned brightly like a little candle, and she imagined she was sitting before a large iron stove with bright brass knobs and a warm, comforting fire inside.

Teacher's Note:
a) The striking of the matches serves as the central magical motif of the story.
b) Describe the illusion created by the first match accurately.

(iv) Whom did she love dearly? What did she say when this person appeared before her? [3 Marks]

Answer:
1. She loved her kind grandmother dearly, who was the only person who had ever been good to her, though she was now dead.
2. When her grandmother appeared in the vision of the match light, she cried out, "Grandmother! Oh, take me with you! I know you will go away when the match burns out - you will vanish like the warm stove, the roast goose, and the fine Christmas tree!"

Teacher's Note:
a) Identify the grandmother as her sole source of emotional warmth.
b) Note the child's desperate plea to accompany her grandmother into the heavenly realm.

(v) What happened to the little girl at the end of the story? Would you consider this a happy ending or a sad one? Give one reason for your answer. [4 Marks]

Answer:
1. At the end of the story, the little match girl froze to death on the cold New Year's morning, her face flushed with a smile, having been taken by her grandmother into the heavenly realms where there was no cold, hunger, or pain.
2. This is generally considered a bittersweet or tragic ending because she dies alone and neglected in the snow, though spiritually she finds peace and eternal warmth with her grandmother in heaven.

Teacher's Note:
a) Analyze the dual nature of the conclusion - physical tragedy paired with spiritual transcendence.
b) Ensure the reasoning for evaluating the ending is clearly articulated.

SECTION D

(Answer one or more questions from this Section.)

POETRY

(Treasure Trove - A Collection of ICSE Poems and Short Stories)

Question 6

Read the following extract from the poem 'Abou Ben Adhem' by Leigh Hunt and answer the questions that follow:
Abou Ben Adhem (may his tribe increase)
Awoke one night from a deep dream of peace,

(i) What did Abou Ben Adhem see when woke from a deep sleep one night? [3 Marks]

Answer:
1. When Abou Ben Adhem awoke from his deep sleep, he saw an angel in his room.
2. The angel was making the moonlight in his room rich and like a lily in bloom.
3. The angel was writing in a book of gold.

Teacher's Note:
a) Reference the opening lines of Leigh Hunt's narrative poem.
b) Mention both the presence of the angel and the golden book.

(ii) What did Abou Ben Adhem ask the angel? What was the angel's response? [3 Marks]

Answer:
1. Abou Ben Adhem asked the angel, "What writest thou?" (What are you writing?).
2. The angel raised its head and answered with a look made of all sweet accord, saying, "The names of those who love the Lord."

Teacher's Note:
a) Highlight the polite and serene tone of the dialogue between Abou and the celestial visitor.
b) State the exact purpose of the angel's record.

(iii) What did Abou request the angel to do when he learnt that his name did not appear among the names of those who loved the Lord? What does this reveal to us of Abou Ben Adhem's character? [3 Marks]

Answer:
1. When Abou learned that his name was not on the list, he spoke low, but cheerily, and requested the angel to write his name as one who loved his fellow men.
2. This reveals that Abou was humble, selfless, altruistic, and deeply devoted to humanitarian service, believing that true love for God is expressed through love for humanity.

Teacher's Note:
a) This forms the moral core of Leigh Hunt's poem.
b) Emphasize that humanitarian love is portrayed as superior to mere devotional piety.

(iv) When and how did the angel appear to Abou Ben Adhem again? What did the angel show Abou this time? [3 Marks]

Answer:
1. The angel reappeared the following night with a great wakening light.
2. It showed Abou the golden book once again.
3. This time, it revealed the names of those whom love of God had blessed, and lo! Abou Ben Adhem's name led all the rest.

Teacher's Note:
a) Note the miraculous reward for Abou's love for his fellow human beings.
b) Highlight the dramatic climax of the poem.

(v) What does the poet mean by 'May his tribe increase!'? Why do you think he says this? What is the central message of the poem? [4 Marks]

Answer:
1. By 'May his tribe increase!', the poet expresses a wish that there should be many more righteous, kind, and generous people like Abou Ben Adhem in the world.
2. He says this to praise Abou's noble character, large-heartedness, and selfless love for humanity.
3. The central message of the poem is that true devotion to God is best demonstrated through love, service, and compassion for one's fellow human beings.

Teacher's Note:
a) Explain the idiom 'tribe increase' as a blessing for more individuals of such noble caliber.
b) Summarize the universal humanistic message of the poem clearly.

Question 7

Read the extract from David Roth's poem, 'Nine Gold Medals' given below and answer the questions that follow:
And the banner above and nine smiling faces
Said more than these words ever will
Said more than these words ever will.

(i) What was 'special' about the athletes who were participating in this Sports Meet? What special quality of theirs does the poem celebrate? [3 Marks]

Answer:
1. The athletes participating in the Special Olympics were physically or mentally challenged individuals who had come from many different countries to compete.
2. The poem celebrates their spirit of empathy, sportsmanship, compassion, and mutual cooperation over fierce, cutthroat competition.

Teacher's Note:
a) Establish the context of the Special Olympics in David Roth's poem.
b) Emphasize the core theme of empathy triumphing over selfish victory.

(ii) Which race was the highlight of the day? What was the signal that the athletes waited for? How many athletes participated in this race? [3 Marks]

Answer:
1. The hundred-yard dash was the highlight of the day.
2. The athletes waited for the explosive sound of the pistol shot signaling the start of the race.
3. Nine athletes participated in this race.

Teacher's Note:
a) Note the specific event details from the opening stanzas.
b) Ensure all three factual parts are answered correctly.

(iii) How does the poet describe the state of mind of the athletes as they lined up for the race? Who won the race? [3 Marks]

Answer:
1. The athletes are described as feeling hopeful, determined, and eager to win the gold, silver, and bronze medals after training long and hard for the event.
2. Strictly speaking, no single individual won the race in the traditional sense; instead, all nine athletes won because they stopped running when the youngest stumbled, turned back, and walked hand in hand across the finish line together, sharing the first place.

Teacher's Note:
a) Highlight the subversion of traditional athletic competition in the poem.
b) Emphasize the collective triumph of humanity over individual glory.

(iv) If you had to give this poem an alternate title, what would you call it? Give reasons for your answer. [3 Marks]

Answer:
1. An alternate title could be 'The Triumph of Empathy' or 'The True Champions'.
2. Reason: The poem celebrates human compassion and solidarity rather than athletic prowess, showing that true victory lies in helping a fallen competitor rather than winning a medal at all costs.

Teacher's Note:
a) Acceptable alternate titles should reflect themes of empathy, sportsmanship, or unity.
b) Ensure the justification connects directly to the poem's narrative arc.

(v) Give a brief account of what happened after the youngest athlete fell to the ground. Why do you think the author use the word 'strange' to describe the behaviour of the athletes? [4 Marks]

Answer:
1. After the youngest athlete stumbled and fell to the asphalt, crying out in frustration, the other eight runners stopped running, turned back, aided him to his feet, and walked hand in hand to the finish line together.
2. The author uses the word 'strange' because in a standard athletic competition, athletes are driven by fierce rivalry and would never abandon their chance of winning to help a fallen opponent.

Teacher's Note:
a) Describe the turning point of the poem in detail.
b) Explain why their cooperative behavior defies conventional sporting norms.