ISC Class 12 English Language Board Exam Question Paper 2026 with Solutions

ISC Class 12 English Paper 1 (Language) Board Exam Question Paper with Solutions

Question 1 [20 Marks]
Write a composition (in approximately 400 - 450 words) on any one of the following subjects.
(You are reminded that you will be rewarded for the orderly and coherent presentation of the matter, use of appropriate style and general accuracy of spelling, punctuation and grammar.)

(i) As part of the school annual trip, you were taken on a jungle safari. You explored the beauty and wilderness of nature for the first time in an open jeep. Describe the thrilling sights you saw, sounds you heard and the smells of the jungle that caught your attention. How did this entire experience change your perspective about nature? [20 Marks]

Answer:
The misty dawn of the Jim Corbett National Park unveiled a world vastly different from the concrete labyrinth I call home. As our open-top jeep rumbled past the iron gates, a shiver of anticipation rippled through me. This was my first encounter with the untamed wilderness, an experience that would permanently alter my perception of the natural world.

The sights were an explosion of raw, unfiltered vitality. Towering sal trees formed a verdant canopy overhead, allowing slanting rays of golden sunlight to pierce through in luminous beams. Dewdrops on emerald fronds glistened like scattered diamonds. Suddenly, the guide pointed toward a clearing, and there stood a majestic sambar deer, its antlers silhouetted against the morning haze, radiating quiet grace. Further along, a troop of langurs leaped acrobatically from branch to branch, their infants clinging tenaciously to their bellies.

Equally captivating was the auditory tapestry of the jungle. It began with the sharp, resonant alarm call of a spotted deer, echoing like a sudden warning bell through the quiet woods. This was instantly accompanied by the raucous chatter of hornbills and the melodic yet haunting calls of bulbuls greeting the day. Beneath these avian melodies lay the deep, rhythmic hum of countless insects and the crunch of dry twigs under unseen paws, creating an ambient symphony that commanded both awe and a healthy sense of vulnerability.

The olfactory senses were greeted by an earthy, intoxicating cocktail of fragrances. The heavy scent of damp loam mingled with the sweet, resinous aroma of pine and wild blossoms. After a sudden patch of morning drizzle, the petrichor rose strongly from the earth, clean and primal, washing away the synthetic odors of city life.

This safari dismantled my anthropocentric view of the earth. Previously, I viewed nature merely as a scenic backdrop for human recreation or a resource to be exploited. Immersed in the jungle, I realized that human beings are not the masters of this planet, but mere guests in a complex, self-sustaining web of life. The jungle functions with an ancient, perfect equilibrium where every predator and prey, every fallen log and sprouting sapling, plays an indispensable role. I left the park not with a memory of mere sights, but with a profound reverence for the wild, pulsing heartbeat of the earth.

Teacher's Note:
a) Descriptive essays require a strong sensory appeal, incorporating vivid imagery covering sight, sound, and smell to make the narrative immersive.
b) Students must ensure the transition from pure description in the first half to philosophical introspection (change in perspective) in the second half is smooth and well-balanced.

OR

(ii) You and your classmate were selected to represent your school at an inter-school sports competition. However, both of you had stopped talking to each other due to a misunderstanding in the past. Narrate what had caused the misunderstanding and your initial reaction on being sent of the same team. Elaborate on the efforts you made to resolve the differences and thereby renewed your friendship. [20 Marks]

Answer:
Pride is a wall that takes very little to build, but an immense amount of humility to tear down. For six months, Rohan and I had operated as parallel lines in the same classroom - close in proximity, yet destined never to meet. A petty rumor regarding the school cultural committee captaincy had severed our three-year friendship. He believed I had undermined his nomination behind his back, while I was convinced he had iced me out for a debate team spot. We stopped sharing notes, avoided eye contact, and built a fortress of silent animosity.

Thus, when our sports teacher, Mr. Fernandes, pinned the list for the upcoming Inter-School Zonal Relay Team on the bulletin board, a collective gasp echoed around us. My name was paired directly with Rohan's as the anchor sprinters for the 4x400 meter relay. My initial reaction was pure panic mixed with indignant anger. I marched straight to Mr. Fernandes's office, ready to demand a substitution. "Sir, either Rohan runs or I do. We cannot work together," I blurted out. Mr. Fernandes simply looked over his spectacles, smiled calmly, and said, "You are representing the institution, not your egos. Sort it out on the track."

The first joint practice session was excruciating. We passed the baton like it was a live grenade, avoiding words entirely. During a particularly grueling drill where we both collapsed breathless on the turf, the silence became unbearable. I looked at Rohan, who was staring fixedly at the sky, and realized how exhausting harboring resentment truly was. I broke the ice. "Rohan, if we drop the baton on Saturday, it won't be because of our speed, it'll be because of this stubbornness."

Rohan turned, a faint, disbelieving smile breaking through his stern expression. He sat up and admitted, "I never actually heard you badmouth me to the committee, you know. I just assumed the worst because I was hurt." That simple admission cracked open the dam. We talked it out, dissected the silly misunderstanding, and laughed at how absurd our six-month cold war had been.

On the day of the finals, standing at the starting line, the adrenaline was electric. When Rohan flew down the third leg and thrust the baton into my palm with a sharp nod of encouragement, every vestige of the past vanished. As I crossed the finish line securing the gold medal, our celebratory embrace wasn't just for the victory on the track, but for the restoration of a friendship salvaged just in time.

Teacher's Note:
a) Narrative compositions must follow a clear chronological arc: the background conflict, the inciting incident (being paired together), the turning point of communication, and the resolution.
b) Students should ensure the emotional growth of the protagonist is clearly visible through introspection and dialogue.

OR

(iii) Tourism results in loss of local culture and tradition. Argue either FOR or AGAINST the topic. [20 Marks]

Answer:
"Take only memories, leave only footprints." This oft-quoted adage of responsible travel stands in stark contrast to the grim reality of modern mass tourism, which has increasingly transformed vibrant cultural heritage into commodified entertainment. I strongly argue FOR the motion that unrestricted tourism results in the tragic erosion and loss of local culture and traditions.

Culture is not a static museum exhibit; it is a living, breathing way of life rooted in values, rituals, and community bonds. When commercialized for foreign consumption, sacred traditions are stripped of their spiritual significance and reduced to hollow performances. Indigenous dances performed for centuries to invoke rain or celebrate harvests are now shortened, modified, and performed on cue in hotel lobbies for tourists demanding instant gratification. Rituals morph into routine spectacles, losing their authenticity and sacredness.

Furthermore, the influx of global tourism invariably triggers cultural homogenization. Traditional architecture gives way to glass-fronted hotels, fast-food chains, and souvenir stalls selling mass-produced trinkets imported from industrial hubs rather than crafted by local artisans. Local cuisine is altered to suit the bland palates of international visitors, marginalizing indigenous culinary arts. The youth of host communities, dazzled by Western consumerism displayed by tourists, frequently abandon their ancestral arts, languages, and rural livelihoods in pursuit of superficial urban lifestyles.

Economically, tourism creates a form of cultural dependency. Communities become servants to seasonal tourist flows, altering their social fabric to pander to visitor expectations. Sacred spaces are crowded with selfie-taking outsiders who disregard local dress codes and cultural sensitivities, leading to cultural degradation and resentment.

While proponents argue that tourism provides economic sustenance and global appreciation, the price paid in cultural integrity is catastrophic. Once a culture's soul is traded for foreign currency, it cannot be bought back. We are witnessing the homogenization of human diversity into a singular, sterile global village. Preserving our distinct human heritage requires recognizing that some places are too sacred, and some traditions too fragile, to be thrown open to the relentless tide of commercial tourism.

Teacher's Note:
a) Argumentative essays require a firm stance, logical sequencing of points, and persuasive rhetoric supported by real-world examples.
b) Students must maintain a formal tone throughout and avoid emotional outbursts, relying instead on sociological and economic impacts to validate their arguments.

OR

(iv) Magic [20 Marks]

Answer:
Long before equations charted the cosmos and microscopes revealed the invisible architecture of life, humanity lived in a realm governed by magic. We tend to relegate magic to the dusty pages of fairy tales or the sleight-of-hand tricks performed on illuminated stages. Yet, true magic never vanished; it merely evolved, hiding in plain sight within the ordinary miracles of human existence.

Consider the profound magic of language. With a mere arrangement of twenty-six abstract symbols or the modulation of sound waves in the air, one human mind can conjure complex emotions, vivid imagery, or revolutionary ideas inside another mind across a room. When a mother whispers a lullaby and an infant drifts into peaceful slumber, or when a poet crafts a stanza that brings a stranger to tears, science can explain the neurological firing, but it fails to capture the sheer enchantment of the phenomenon.

Nature itself is a daily masterclass in magic. Look at a tiny, insignificant brown seed dropped into dark, damp soil. Without hands, voice, or blueprint, it drinks water, harnesses sunlight, defies gravity, and erupts months later as a towering oak tree bearing sweet fruit. We call it biology, photosynthesis, and cell division, wrapping mystery in dry scientific nomenclature to comfort our rational minds. Yet, renaming the miracle does not diminish its wonder.

Human connection is perhaps the most potent magic of all. Two individuals, shaped by entirely different universes of experience, language, and culture, meet across a crowded room. Through a shared glance or an unspoken understanding, an invisible bridge of empathy is built, capable of surviving distance, time, and tragedy. How two separate consciousnesses can merge in deep love or shared grief remains an inexplicable alchemy.

In our relentless pursuit of technological efficiency, we have sterilized our world, demanding logical proof for every breath we take. In doing so, we risk becoming spiritually impoverished. Magic is not the suspension of natural laws; it is the deep, radical appreciation of the mystery that surrounds us. To believe in magic is simply to refuse to let cynicism dull our capacity for awe. As long as we can look at the starlit sky, listen to music that makes our pulse race, or witness the quiet resilience of the human spirit, magic remains alive and well.

Teacher's Note:
a) For abstract prompts like single-word titles, students should explore the concept through multiple dimensions, such as linguistic, natural, and emotional perspectives.
b) The essay should maintain a reflective and philosophical tone, avoiding clichés about stage magicians or wizards while focusing on the metaphysical wonder of life.

OR

(v) Happiness is a state of mind. Present your reflections on this statement. [20 Marks]

Answer:
Throughout history, humanity has engaged in a relentless pursuit of happiness. We chase it through material accumulation, professional accolades, geographical relocation, and romantic conquests, operating under the persistent illusion that happiness is a destination or a prize to be won. However, a deeper philosophical inquiry reveals the profound truth of the adage: happiness is not an external condition, but an internal state of mind.

External circumstances play a surprisingly minor role in sustaining long-term joy. Sociological studies consistently show that once basic survival needs are met, sudden windfalls of wealth or status result in only temporary spikes in contentment before individuals return to their baseline temperament. Conversely, history is replete with accounts of individuals enduring unimaginable physical hardships, imprisonment, or persecution who retained an inner serenity that their captors could not touch. Viktor Frankl, imprisoned in Nazi concentration camps, observed that while prisoners could have everything taken from them, the final human freedom was to choose one's attitude in any given set of circumstances.

Happiness as a state of mind is rooted in perception, gratitude, and acceptance. Two people can experience the exact same setback - a job loss, for instance. One views it as a catastrophic failure, plunging into despair, while the other perceives it as an unexpected liberation and an opportunity for reinvention. The external event is identical; the internal processing creates entirely different emotional realities.

Furthermore, anchoring happiness to external milestones creates a perpetual treadmill of anxiety. If we tell ourselves, "I will be happy when I graduate, when I buy a house, when I retire," we condemn ourselves to a life of waiting. True contentment is found in cultivating mindfulness - the ability to inhabit the present moment without constantly wishing it were different. It is found in appreciating small, ordinary moments: a cup of morning tea, the laughter of a friend, or a quiet evening of solitude.

Ultimately, mastering happiness requires turning our gaze inward. It is the realization that we cannot control the unpredictable weather of the world, but we can curate the garden of our minds. When we stop demanding that life conform to our exact expectations and instead cultivate gratitude for what is, we unlock a resilient, self-sustaining joy that no external storm can extinguish.

Teacher's Note:
a) Reflective essays require philosophical depth, balanced arguments, and clear illustrations drawn from psychology, literature, or real-life observations.
b) Students must ensure the essay moves beyond a simple self-help tone into a structured, cohesive literary piece.

OR

(vi) Write an original short story that begins with the following words:
It was a familiar voice, and this could only mean that.... [20 Marks]

Answer:
It was a familiar voice, and this could only mean that my meticulously constructed exile of seven years had just come to an abrupt and terrifying end.

I stood frozen on the creaking wooden porch of the lighthouse, the salt-laden wind whipping my hood back. Down on the rocky shore, where the crashing Atlantic waves churned white against the jagged cliffs, a figure stood silhouetted against the moonlight. The voice drifted up again, calling out my childhood pet name, a cadence so distinct, so laden with memories I had buried deep beneath layers of Atlantic brine and silence.

Julian. My brother.

The last time I heard that voice, smoke had been billowing from the east wing of our ancestral estate, and sirens wailed in the distance. I had been running away, clutching a leather-bound journal containing secrets powerful enough to ruin powerful men, leaving Julian behind to bear the wreckage of our family's downfall. I had assumed he hated me, that he had joined the chorus of voices condemning my disappearance.

Stepping back into the shadows of the lighthouse doorway, my heart hammered against my ribs like a trapped bird. My hand instinctively dropped to the floorboard loose plank where I kept the rusted revolver. Should I run? There were smuggler caves honeycombed along these cliffs; I could vanish into the fog before he reached the summit.

"I know you're up there, Arthur," Julian called out, his footsteps crunching purposefully on the gravel path leading up the cliff. "And before you reach for that rusted piece of iron under the floorboard, let me assure you, I didn't come to finish what the fire started."

I froze, my fingers brushing cold metal. Slowly, I straightened up and stepped out onto the moonlit landing as my brother emerged from the darkness of the winding stone staircase. He looked older, tired, with silver threading through his dark hair, but his eyes held the same unwavering resolve.

He stopped a few paces away, breathing heavily from the climb, and held out his empty hands. "They are coming for both of us now, Arthur. The journal isn't enough anymore. If we want to survive, we are going to have to do something we should have done seven years ago - stand together."

Looking at my brother, the cold weight of isolation melted away. The past was a ghost, but the future was ours to fight.

Teacher's Note:
a) Short stories based on a given prompt must seamlessly integrate the mandatory opening line and maintain narrative tension throughout.
b) Students should focus on atmospheric description, character motivation, and a well-paced plot within the word limit.

Question 2

(i) You are seeking admission into a prestigious college. The college requires a Statement of Purpose to be convinced of your suitability and genuine interest in the institution. Write a Statement of Purpose in about 250 - 300 words based on the following guidelines:
Your personal qualities - your academic performance - your achievements in extra-curricular activities - the course of study you wish to pursue and your future plan - reasons for choosing this institution - how you wish to contribute to the institution [15 Marks]

Answer:
My fascination with the intricate intersection of technology and societal behavior began when I designed a localized algorithm to streamline waste management in my residential community. This practical application of computational logic cemented my ambition to pursue a Bachelor of Technology in Computer Science and Engineering at your esteemed institution.

Throughout my academic journey at St. Xavier's Senior Secondary School, I have maintained a consistent top-tier academic record, securing 97.4% in my Grade 12 board examinations, with a particular focus on advanced mathematics and computer science. Beyond the classroom, I served as the President of the Coding and Robotics Club, leading our team to victory at the National Inter-School Hackathon 2025. These experiences cultivated my resilience, leadership, and collaborative problem-solving abilities.

I have chosen your institution because of its renowned faculty, cutting-edge research facilities in artificial intelligence, and a vibrant culture that values interdisciplinary innovation. I am particularly drawn to Professor Aris Thorne's ongoing research in ethical machine learning, a field I aspire to contribute to as an undergraduate researcher.

Upon graduation, my career aspiration is to develop ethical AI frameworks for sustainable urban development in developing economies. I envision founding a tech startup dedicated to green technology solutions. If admitted, I promise to contribute actively to the university community by reviving the Linux Open Source Society, mentoring junior programming students, and representing the college in collegiate debate championships. I am confident that my academic rigor and intellectual curiosity make me an ideal fit for your dynamic academic community.

Teacher's Note:
a) A Statement of Purpose must remain professional, concise, and structured logically, covering academics, extracurriculars, goals, and institutional fit.
b) Avoid excessive boasting; instead, ground achievements in specific, quantifiable examples and genuine aspirations.

(ii) As president of the Student Council of your school, you wish to organise an exhibition on 'The History of India'. Write a proposal in not more than 150 words, stating the steps you would take to make it a success. [10 Marks]

Answer:
Proposal: Exhibition on 'The History of India'

Statement of Purpose:
To organize an immersive educational exhibition titled 'The History of India' for students and faculty, fostering a deeper appreciation of our rich cultural heritage and historical evolution.

Action Plan:
1. Committee Formation: Establish dedicated student sub-committees for research, artifact collection, logistics, and publicity.
2. Chronological Segregation: Divide the exhibition hall into distinct epochs: Ancient Civilization (Indus Valley to Maurya), Medieval Era (Mughal and regional kingdoms), Freedom Struggle, and Post-Independence India.
3. Interactive Exhibits: Partner with local museums to display replica artifacts, manuscripts, and traditional textiles, alongside student-run digital presentation kiosks and audio-visual booths.
4. Guest Lectures: Invite renowned historians and archaeologists to deliver keynote addresses and conduct interactive workshops during the three-day event.
5. Promotional Campaign: Design vibrant posters, launch an official digital portal for registration, and encourage inter-school participation to maximize engagement.

Teacher's Note:
a) Proposals must strictly adhere to the standard format comprising a heading, statement of purpose, and a clear, step-by-step action plan.
b) Ensure word count limits are respected while maintaining comprehensive and actionable steps.

Question 3

Answer subparts (i), (ii) and (iii).

(i) Rewrite the following sentences according to the instructions given after each of them in brackets. [5 Marks]

(a) As soon as he wakes up, he reads the newspaper.
(Begin: No sooner ..............................)

Answer:
No sooner does he wake up than he reads the newspaper.

Teacher's Note:
a) 'No sooner' must be followed immediately by the auxiliary verb ('does') in the correct tense.
b) The clauses must be linked with 'than', not 'when' or 'then'.

(b) Rajani was writing a long essay.
(End: .............................Rajani.)

Answer:
A long essay was being written by Rajani.

Teacher's Note:
a) Convert the active voice sentence into passive voice while maintaining the past continuous tense.
b) Ensure the sentence ends precisely with the proper noun 'Rajani.'

(c) I would rather sing than dance.
(Use: prefer)

Answer:
I prefer singing to dancing.

Teacher's Note:
a) The verb 'prefer' is followed by gerunds linked with the preposition 'to', not 'than'.
b) Check for correct gerund forms ('singing' and 'dancing').

(d) Do not tamper with the beautiful artwork.
(Begin: Let .............................)

Answer:
Let the beautiful artwork not be tampered with.

Teacher's Note:
a) Negative imperative sentences in passive voice beginning with 'Let' follow the structure: Let + object + not be + past participle.
b) Do not omit the preposition 'with' at the end of the phrasal verb.

(e) We watched the movie as well as had dinner at a restaurant.
(Begin: Not only.............................)

Answer:
Not only did we watch the movie, but we also had dinner at a restaurant.

Teacher's Note:
a) 'Not only' requires inversion when placed at the beginning of a clause requiring an auxiliary verb ('did we watch').
b) Ensure proper correlative conjunction usage ('but also').

(ii) Replace the INCORRECT underlined words to make the following sentences meaningful and grammatically correct. Do not copy the sentences. [5 Marks]

(a) He gave up most of his money to a charitable institution.

Answer:
away

Teacher's Note:
a) 'Give away' means to donate or distribute, whereas 'give up' means to surrender or stop doing something.
b) Students must identify the correct preposition or particle for phrasal verbs.

(b) The authorities are showing signs of giving away to the workers' demands.

Answer:
in

Teacher's Note:
a) 'Give in' means to yield or surrender to demands.
b) Do not confuse 'giving in' with 'giving away'.

(c) We need to cut up the article to five hundred words.

Answer:
down

Teacher's Note:
a) 'Cut down' means to reduce in size or length.
b) 'Cut up' means to chop into pieces.

(d) After a few months, he realised he was not cut in for the job.

Answer:
out

Teacher's Note:
a) 'Cut out for' is the standard idiom meaning having the requisite qualities for a role or job.
b) Prepositional idioms must be memorized precisely.

(e) I handed on the application for the visa to the officer.

Answer:
in

Teacher's Note:
a) 'Hand in' means to submit a document.
b) 'Hand on' means to pass something to another person.

(f) The athlete in the relay race handed in the baton to the next runner.

Answer:
over

Teacher's Note:
a) 'Hand over' means to transfer physical custody of an object to someone else.
b) Context dictates the exact particle required for phrasal verbs.

(g) I am surprised you fell by that simple trick.

Answer:
for

Teacher's Note:
a) 'Fall for' is an idiom meaning to be deceived by something.
b) Prepositions following verbs often form idiomatic units that do not follow literal rules.

(h) Our plan to start a new project fell down due to lack of financial support.

Answer:
through

Teacher's Note:
a) 'Fall through' means to fail or not be successfully completed.
b) 'Fall down' literally means to collapse physically.

(i) The coach tried to bring about the best in every player.

Answer:
out

Teacher's Note:
a) 'Bring out' means to elicit or reveal qualities.
b) 'Bring about' means to cause something to happen.

(j) The coach brought on an important matter for discussion with the parents.

Answer:
up

Teacher's Note:
a) 'Bring up' means to introduce a topic for discussion.
b) 'Bring on' means to cause an illness or reaction.

(iii) Fill in the blanks in the passage given below with the appropriate form of the verb given in brackets. Do not write the passage but write the verbs in the correct order. [5 Marks]

A large notice on the window of a shop __________ (1) (announce) a big sale, with sweeping reductions, __________ (2) (start) at 9:00 a.m. An enormous queue had __________ (3) (begin) to form by 7:30 a.m.
Just before the shop was about to open, an inconspicuous little man __________ (4) (walk) to the beginning of the queue. Angry customers __________ (5) (elbow) and pushed him until he was right at the back of the line. Undaunted, the little man __________ (6) (go) to the start of the queue again.
Once more, he was __________ (7) (shove) unceremoniously to the back. This time he __________ (8) (receive) a few smacks on the face and a couple of thumps from umbrellas wielded by those in the queue.
The little man walked to one side of the queue and said, "If that __________ (9) (be) your attitude, I won't open the shop at all today. We can all go home, if you continue to __________ (10) (behave) like this."

Answer:
(1) announcing
(2) starting
(3) begun
(4) walked
(5) elbowed
(6) went
(7) shoved
(8) received
(9) is
(10) behave

Teacher's Note:
a) Pay close attention to narrative tense consistency (simple past for sequential narrative events) and participle modifiers.
b) Ensure conditional clauses ('If that is your attitude') use proper present tense structures.

Question 4

Read the passage given below and answer the questions (i), (ii) and (iii) that follow.

(1) It was a mellow October morning in the countryside. Judson Webb entered the primitive living room of his mountain camp and opened a cupboard in which he kept his most prized possessions. Among them were bottles of exotic and expensive fruit juices gifted to him. Not even his wife was allowed to have a key for he felt a sense of deep outrage if the cupboard was touched by any hand but his own.
(2) He had been packing his things and getting ready to leave. He looked at the shelf in the cupboard on which the fruit juices were kept. All the bottles were unopened except one which had only half of the grape juice left in it. A small glass stood by its side.
(3) As he took it from the shelf, he smiled in a sinister manner. His wife, Maria spoke from the adjoining bedroom. "I'm all packed, Judson. Has not Alec come to get the keys?" Alec was the caretaker for the city folks when they were away. "He's down at the lake and will be back in half an hour," replied Judson.
(4) Maria came into the room carrying her suitcase. But she paused in surprise as she saw the bottle in her husband's hand. "Judson!" she exclaimed, "We'll be late if you sit down to have juice in the morning." "You wrong me, my dear," he chuckled, "I'm not drinking anything out of this bottle. I am merely putting a little 'kick' into it. Someone has had a drink from this bottle while we were away." She dreaded that tone of his voice. Her eyes narrowed as she watched him. He put upon the table two tiny white tablets as he started to open the bottle.
(5) "Whoever broke into my cupboard and stole the expensive drink will probably try it again once we are out of here," he went on, "only this time he will wish he had not." She caught her breath at the cruelty of his manner as one by one he dropped the tablets into the bottle and held it up to watch them dissolve. She asked, "What are they? Something to make the intruder sick?" "And how!" He seemed fascinated as he saw the harmless drink change into a dangerous dose. He closed his bottled vengeance and set it back on the shelf alongside the little glass. "Everything nice and handy," he remarked approvingly. "Now, Mr. Thief, when you break in, drink hearty; I won't stop you."
(6) Maria's face grew pale. "Don't do it, Judson," she gasped. "It's horrible. You have no right to take the law into your own hands." "Of course, I have every right! When it comes to protecting my property, I make my own laws," he thundered. "But all the thief did was steal a little fruit juice. He did not do any real damage," she pleaded. "That's not the point," he said. "If a man holds me up and robs me of five dollars, it makes me just as angry as if he took a hundred. A thief is a thief."
(7) It was useless to argue, she knew. He had always been ruthless in business. He was vindictive when offended by anyone. Things had to be done his way.
(8) She turned toward the outer door with a sigh of defeat. "I will walk down the road and say goodbye at the farmhouse," she said while leaving. Judson started to close the cupboard, but paused because he remembered his boots were drying outside on the mahogany table. So, he went to fetch them.
(9) Alec was coming up from the lake and waved to him from a distance. A monkey sitting near the table heard Judson's heavy footstep, abandoned the banana it had stolen and fled. Judson stepped on the banana, his foot slid, and his head struck the massive table as he fell.
(10) Several minutes later he began to regain his senses. Alec held Judson's head in his strong arms and said in his kind voice, "It was not much of a fall, Mr. Webb. You are not seriously injured, just knocked out. Here, take this. It will pull you together." A small glass of the grape juice was pressed to Judson's lips. Dazed and half-conscious, he sipped.
(Adapted from Ruthless by William Churchill DeMille)

(i) (a) Find a single word from the passage that will exactly replace the underlined word or words in the following sentences. [3 Marks]

(1) Extremely old tools were found in the excavation site.

Answer:
primitive

Teacher's Note:
a) 'Primitive' means ancient or belonging to an early stage of development.
b) Verify word forms as they appear in the text.

(2) There was something cold and dangerous about the look in his eyes.

Answer:
sinister

Teacher's Note:
a) 'Sinister' gives the impression that something harmful or evil is happening or will happen.
b) Ensure contextual alignment with the literary extract.

(3) The video was stopped for a while when she went to answer the phone.

Answer:
paused

Teacher's Note:
a) 'Paused' means temporarily interrupted or stopped.
b) Check vocabulary matching in paragraph references.

(b) For each of the words given below, choose the correct sentence that uses the same word unchanged in spelling, but with a different meaning from that which it carries in the passage. [3 Marks]

(1) glass (line 10)
(A) I wear glasses while driving.
(B) He drank a big glass of water as he was very thirsty.
(C) Exotic flowers are grown in this glass-house.
(D) I cut myself on a piece of broken glass.

Answer: (A) I wear glasses while driving.

In the passage, 'glass' refers to a drinking vessel. Option (A) uses 'glasses' to refer to spectacles.

Teacher's Note:
a) Homonyms or words with multiple meanings must be analyzed in context.
b) Option (A) changes the meaning and number to spectacles.

(2) right (line 38)
(A) The Right to Information Act empowers the public.
(B) M.S. Dhoni is a fabulous right-handed batsman.
(C) Go ahead and turn right to reach the library.
(D) Our constitution defines our rights and duties.

Answer: (C) Go ahead and turn right to reach the library.

In the passage, 'right' refers to entitlement or authority. Option (C) uses 'right' as a directional term.

Teacher's Note:
a) Contextual differentiation is key when evaluating multiple-choice vocabulary questions.
b) Option (C) changes the grammatical category and meaning from entitlement to direction.

(3) table (line 49)
(A) There is a table of contents at the beginning of this book.
(B) I left the assignments on your table.
(C) They have tabled a motion for debate at the next conference.
(D) The tables have turned in his favour after he won the lottery.

Answer: (A) There is a table of contents at the beginning of this book.

In the passage, 'table' refers to a piece of furniture. Option (A) uses 'table' to mean an organized arrangement of data or contents.

Teacher's Note:
a) Examine secondary definitions of common nouns.
b) Option (A) uses 'table' in a documentary/textual context rather than furniture.

(ii) Answer the following questions as briefly as possible in your own words. [6 Marks]

(a) Give two examples from the passage to show that Judson Webb was possessive of his cupboard. [2 Marks]

Answer:
1. Judson kept his most prized possessions locked away and did not even allow his wife to have a key.
2. He felt a deep sense of outrage if the cupboard was touched by any hand other than his own.

Teacher's Note:
a) Answers must be concise and drawn directly from paragraph 1.
b) Ensure points are written in the student's own words as far as possible.

(b) Why did Maria think it was useless to argue with her husband? [2 Marks]

Answer:
Maria knew it was useless to argue because Judson had always been ruthless in business, vindictive when offended, and insisted on doing things strictly his own way.

Teacher's Note:
a) Reference paragraph 7 for traits of Judson's character.
b) Synthesize the points regarding his ruthlessness and inflexibility.

(c) In your opinion, is Judson justified in saying "I make my own laws"? [2 Marks]

Answer:
No, Judson is not justified, as taking the law into one's own hands by poisoning an intruder is a criminal act of vigilante justice that bypasses the judicial system.

Teacher's Note:
a) Opinion-based questions require logical justification rooted in moral or legal principles.
b) Students must condemn vigilantism to earn full credit.

(iii) Summarise the actions that led to Judson Webb falling into his own trap. (paragraphs 8 to 10). You are required to write the summary in the form of a connected passage in about 100 words. [8 Marks]

Answer:
After Maria left, Judson remembered his boots drying outside on the mahogany table and went to retrieve them. Meanwhile, a monkey near the table abandoned a stolen banana as Judson approached with heavy footsteps. Judson accidentally stepped on the discarded banana peel, causing his foot to slip violently. He fell, striking his head hard against the massive table and knocking himself unconscious. When he regained partial consciousness a few moments later, caretaker Alec kindly pressed a small glass of the poisoned grape juice to his lips, causing Judson to unwittingly ingest the lethal trap he had prepared for the thief.

Teacher's Note:
a) The summary must be written as a continuous connected passage within the specified word limit (around 100 words).
b) Include all key transitional events: leaving for boots, the monkey's banana, the slip, the fall, and Alec offering the poisoned juice.