ISC Class 12 English Language Sample Paper 2023 with Solutions

Question 1

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

(i) Last year, you visited your grandparents. There, you participated in a local festival. Describe the way people were dressed, the different cultural events and the food sold in the stalls. What were your feelings as you returned from the festivities?

(ii) While you were at home during the lockdown due to the pandemic, an exciting event took place that turned you into a local hero. Narrate the incident.

(iii) Advertisements should only present the truth. Argue for or against this idea.

(iv) Hope

(v) 'Be the change you want to see.' Present your reflections on this statement.

(vi) Write an original short story that begins with the following words.:
He stood still in the kitchen, wondering what to do, when...

Answer:
(iv) Hope
"Hope is the thing with feathers that perches in the soul," wrote Emily Dickinson, capturing the ethereal yet indomitable spirit that sustains humanity through its darkest hours. Hope is not merely a passive wish or a fleeting optimistic thought; it is an active, resilient force that propels individuals and societies forward when all rational signs point toward despair.

Throughout history, human progress has been fuelled by hope. In times of profound crisis - whether war, famine, economic collapse, or personal tragedy - it is hope that prevents the human spirit from breaking. When scientific pioneers laboured for decades to find cures for deadly diseases, they were driven by the hope of a healthier tomorrow. When civil rights activists marched against oppression, facing violence and imprisonment, they sustained themselves with the hope of a more just and equitable world. Hope acts as a psychological anchor, providing the emotional fortitude required to endure suffering and the creative vision necessary to imagine a better reality.

On an individual level, hope transforms our daily existence. It is the quiet whisper that tells a student studying late into the night that their hard work will pay off, the reassurance that comforts a grieving heart, and the courage that allows someone to start over after a devastating failure. Without hope, life becomes a mechanical routine devoid of aspiration or meaning. However, hope must be distinguished from blind optimism. True hope acknowledges the harshness of reality but refuses to let that reality dictate the final outcome. It coexists with fear and doubt, yet chooses to look beyond them.

In conclusion, hope is the ultimate catalyst for change. It bridges the gap between the present difficulty and the future possibility. As long as the human heart retains the capacity to hope, no situation is entirely hopeless, and no dream is entirely out of reach.

Teacher's Note:
a) For discursive and reflective essays like this, students must maintain a formal, thoughtful tone with a clear introduction, well-developed body paragraphs exploring different facets of the topic, and a reflective conclusion.
b) Avoid overly emotional language or clichés; instead, use precise vocabulary, varied sentence structures, and philosophical or literary references to enhance the depth of the composition.

Question 2

(i) You are the Head Boy/ Head Girl of The XYZ School and you have been asked to give a speech at the morning assembly on the topic - Waste Not, Want Not. Use the following guidelines to write the speech: [15 Marks]
Greeting and address to the gathering - importance of resources - careful use of food - careful use of money - conserving electricity - preserving the environment for the next generation.

Answer:
Respected Principal, esteemed teachers, and my dear friends,

Good morning to one and all. Today, I stand before you as your Head Boy to speak on a timeless maxim that holds immense relevance in our lives today: "Waste Not, Want Not."

Resources on our planet are finite, yet our consumption seems limitless. Every day, we consume water, electricity, food, and paper without a second thought, forgetting that every act of wastage deprives someone else of their basic needs and places an unsustainable burden on our environment. Let us examine the food we leave on our plates or discard in the school canteen. Millions across the globe go to bed hungry every night, while tons of edible food are wasted daily. Being mindful of our portions and using food responsibly is our primary moral duty.

Similarly, the careless use of money and material possessions fosters a culture of consumerism. True wealth lies in contentment and wise utilization, not in mindless accumulation and disposal. We must also look at how we consume electricity and energy. Leaving lights, fans, and smart devices running when not in use contributes heavily to fossil fuel depletion and carbon emissions. Simple habits like switching off appliances when leaving a room can make a monumental difference.

Ultimately, preserving our environment is not an option; it is an obligation. We are merely custodians of this earth, borrowing it from our children. If we continue to squander our natural wealth today, we will leave behind a barren, broken world for the next generation. Let us pledge today to adopt mindful consumption, reduce our carbon footprint, and live by the principle of "Waste Not, Want Not."

Thank you.

Teacher's Note:
a) A speech must always begin with an appropriate formal greeting to the audience and end with a clear expression of gratitude.
b) Ensure all guidelines provided in the prompt (food, money, electricity, environment) are seamlessly integrated into the body of the speech without bullet points.

(ii) As the President of the Student Council of The XYZ School, you have been asked to organise a food festival. The proceeds from the sale will be donated to an animal shelter nearby. Write a proposal in not more than 150 words, outlining the steps you would take to make this event a success. [10 Marks]

Answer:
Proposal for Organising a Charity Food Festival

Introduction:
The Student Council proposes to organise a grand Charity Food Festival on school grounds to raise funds for the local Paws and Claws Animal Shelter, fostering community spirit and social responsibility among students.

Objectives:
1. To raise financial aid for abandoned and stray animals at the local shelter.
2. To provide students an experiential platform in event management, teamwork, and culinary creativity.

Steps to be Taken:
1. Form committees (Logistics, Publicity, Finance, and Stalls) headed by student council members.
2. Invite student and parent volunteers to set up diverse food stalls offering hygienic, homemade delicacies.
3. Conduct extensive publicity campaigns through posters, digital banners, and morning announcements.
4. Secure necessary permissions from the Principal and arrange for waste management and safety protocols.
5. Audit all proceeds transparently and hand over the total collection to the animal shelter representatives in a special assembly.

Teacher's Note:
a) Proposals must strictly follow the standard format comprising Title, Introduction, Objectives, and Steps to be Taken.
b) Keep the language crisp, professional, and within the 150-word limit for the body to avoid negative marking.

Question 3

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

(i) In each of the following items, sentence I is complete, while sentence II is not. Complete sentence II, making it as similar as possible to sentence I. Write sentence II in each case. [5 Marks]
Example:
(z) (I) The heavy showers of rain revived the plants
(II) The plants..............................................
Answer: (z) The plants were revived by the heavy showers of rain.

(a) (I) They are repairing my piano at the moment.
(II) My ....................................................

Answer:
(a) My piano is being repaired at the moment.

Teacher's Note:
a) The active voice present continuous tense changes to passive voice present continuous tense.
b) Ensure proper placement of auxiliary verbs ("is being") and past participle ("repaired").

(b) (I) If you do not reach the theatre early, you will not get a good seat.
(II) Unless ..............................................

Answer:
(b) Unless you reach the theatre early, you will not get a good seat.

Teacher's Note:
a) "Unless" inherently carries a negative meaning equivalent to "if not", so the second clause of the condition becomes affirmative in the conditional clause.
b) Do not change the main clause ("you will not get a good seat").

(c) (I) There were many obstacles, yet she succeeded in her mission.
(II) Although ............................................

Answer:
(c) Although there were many obstacles, she succeeded in her mission.

Teacher's Note:
a) "Although" replaces "yet" to introduce the concessive clause.
b) Maintain the exact past tense and core meaning of the original sentence.

(d) (I) Chocolate cake is the best dessert I have ever eaten.
(II) No .................................................

Answer:
(d) No other dessert I have ever eaten is as good as chocolate cake. (or: No dessert I have ever eaten is better than chocolate cake.)

Teacher's Note:
a) Superlative degree is transformed into positive or comparative degree starting with "No".
b) Check for accurate modifier placement and agreement.

(e) (I) Scarcely did the famous store open when they all rushed in.
(II) As soon as ...........................................

Answer:
(e) As soon as the famous store opened, they all rushed in.

Teacher's Note:
a) "Scarcely... when" is replaced by the conjunction "As soon as", changing inversion back to normal word order.
b) Shift the verb "did open" to simple past tense "opened".

(ii) Fill in each blank with a suitable word. (Do not write the sentence.) [5 Marks]

(a) She decided not to give _________ to the pressure.

Answer: in

Teacher's Note:
a) The phrasal verb "give in" means to surrender or yield.
b) Students often confuse "give in" with "give up".

(b) The teacher asked me to give _________ the worksheets.

Answer: out

Teacher's Note:
a) "Give out" means to distribute items among a group.
b) Preposition selection must match the contextual action of distribution.

(c) The young man set _______ his own business.

Answer: up

Teacher's Note:
a) "Set up" means to establish or start a business or enterprise.
b) Phrasal verbs require precise prepositional pairing.

(d) The CEO set ________ the rules on the very first day of the year.

Answer: down

Teacher's Note:
a) "Set down" means to write down or establish rules officially.
b) Pay close attention to contextual nuances of phrasal verbs.

(e) When his friends come home, he puts ______ a fake accent.

Answer: on

Teacher's Note:
a) "Put on" means to assume or adopt a false appearance or accent.
b) Do not confuse with "put up" or "put out".

(f) Do not put ________ for tomorrow what you can do today.

Answer: off

Teacher's Note:
a) "Put off" means to postpone or delay.
b) This is a standard proverb testing phrasal verb knowledge.

(g) She advised me not to look __________ on what had already happened.

Answer: back

Teacher's Note:
a) "Look back" means to reflect on or review past events.
b) Prepositional phrasing completes the idiomatic expression.

(h) If you look ________ it carefully, you can see the mark.

Answer: at

Teacher's Note:
a) "Look at" means to direct one's gaze toward an object for inspection.
b) Simple prepositions test fundamental usage.

(i) Go __________ the document carefully before you sign it.

Answer: through

Teacher's Note:
a) "Go through" means to read or examine something thoroughly.
b) Essential phrasal verb for reviewing documents.

(j) The price of gold is not likely to go _________ anytime soon.

Answer: down

Teacher's Note:
a) "Go down" indicates a decrease in price or value.
b) Contextual economic vocabulary determines the correct particle.

(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]

Answer:
(1) watching
(2) noticed
(3) pulled
(4) approached
(5) driving
(6) replied
(7) doing
(8) said
(9) thanked
(10) uttered

Teacher's Note:
a) Tense consistency must be maintained in narrative writing, predominantly using the simple past tense alongside past continuous for ongoing background actions.
b) Number each verb corresponding to the passage correctly to avoid losing marks.

Question 4

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

(1) Mrs. Knight’s school, to which Katy Carr went, was a low, one-storey building, and had a yard behind it, in which the girls played at recess. Next door to it was Miss Miller’s school, equally large and popular, and with a yard behind it also. Only a high board fence separated the two playgrounds; and a feud raged constantly between the two schools as to the several merits of the respective teachers and their methods of teaching.

(2) Mrs. Knight’s had one great advantage over the other; it possessed a wood-shed with a climbable roof, which commanded Miss Miller’s premises, and upon this roof the girls used to sit in rows, turning up their noses at the foe in the next yard.

(3) One morning, Katy was late for school. She could not find her things. Her algebra, as she expressed it, had “gone and lost itself” and the string was off her sun-hat. She ran about searching for these articles and banging doors, till Aunt Izzie was out of patience.

(4) “As for your algebra,” she said, “if it is that very dirty book with only one cover, you will find it under the kitchen table; and here is the hat-string. Now, stand still and don’t fidget! You shan’t stir till I have sewed it on properly.”

(5) It was not easy to do so, but Katy bore it as well as she could, only shifting perpetually from one foot to the other. The minute she was released, she flew into the kitchen, seized the algebra, and rushed like a whirlwind to the school.

(6) She ran as fast as she could, but time ran faster, and before she was half-way there, the town clock struck nine, and all hope was lost. She marched into school in a very cross mood.

(7) A day begun in this manner is pretty sure to end badly, as most of us know. All the morning through, things seemed to go wrong. Firstly, Katy made errors in her grammar lessons. Then her hand shook so much when she wrote her composition, that the writing could hardly be read and Mrs. Knight said that she had to do it all over again. This made Katy crosser than ever; the tears came into her eyes from vexation, and she made a bolt for the yard as soon as the bell rang, climbing up all alone to the wood-house roof, where she sat with her back to the school, trying to get her face in order before the rest should come.

(8) Miss Miller’s clock was about four minutes slower than Mrs. Knight’s, so the next playground was empty. It was a warm, breezy day, and as Katy sat there, suddenly a gust of wind blew, and seizing her sun-hat, which was only half tied on, whirled it across the roof. She clutched after it as it flew, but too late. Once, twice, thrice it flapped and Katy saw it lying in a crumpled little heap in the enemy’s yard.

(9) This was horrible! Not merely losing the hat, but to lose it so! In another minute, the Miller girls would be out. Was it to be endured? Never! Katy set her teeth, and sliding rapidly down the roof, seized the fence, and with one bold leap, vaulted into Miss Miller’s yard.

Adapted from: What Katy Did
By Susan Coolidge

(i) (a) Given below are three words and phrases. Find the words which have a similar meaning in the passage: [3 Marks]
(1) Break time
(2) Prolonged quarrel or dispute
(3) A feeling of being annoyed

Answer:
(1) recess
(2) feud
(3) vexation (or: cross)

Teacher's Note:
a) Vocabulary questions require exact word matches extracted directly from the passage.
b) Verify that the extracted word matches the grammatical category and exact meaning.

(b) For each of the words given below, write a sentence of at least ten words using the same word unchanged in form, but with a different meaning from that which it carries in the passage: [3 Marks]
(1) cross (line 22)
(2) bolt (line 28)
(3) school (line 29)

Answer:
(1) The tired hikers carefully walked across the rickety wooden bridge over the rushing river.
(2) The nervous carpenter quickly secured the heavy wooden door with a sturdy steel bolt.
(3) A massive school of colourful tropical fish swam gracefully past the coral reef.

Teacher's Note:
a) Ensure each sentence is at least ten words long and uses the exact word form provided.
b) The meaning in the new sentence must be distinct from the contextual meaning in the passage (where 'cross' means angry, 'bolt' means dash, and 'school' refers to an educational institution).

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

(a) Explain the phrase, 'turning up their noses'. State how this feeling is brought out in the passage. [2 Marks]

Answer:
The phrase 'turning up their noses' means showing contempt, arrogance, or disdain toward someone. This feeling is brought out in the passage by the girls of Mrs. Knight's school sitting in rows on their wood-shed roof to look down upon and mock their rival students in Miss Miller's school.

Teacher's Note:
a) Idiomatic expressions must be explained clearly based on context.
b) Answers must be brief and written in the candidate's own words as instructed.

(b) Describe the uniqueness of Katy Carr’s school. [2 Marks]

Answer:
Katy Carr's school was a low, one-storey building with a yard behind it, but its most unique feature was possessing a wood-shed with a climbable roof that overlooked the neighboring playground of Miss Miller's school.

Teacher's Note:
a) Extract key factual details accurately from paragraph 1 and 2.
b) Keep the description concise and focused on the architectural or structural uniqueness mentioned.

(c) What made Katy late to school one day? [2 Marks]

Answer:
Katy was late because she could not find her things, specifically her algebra book, which she claimed had gone and lost itself, and the string of her sun-hat.

Teacher's Note:
a) Identify the specific causes of delay mentioned in paragraph 3.
b) Express the answer clearly in concise prose.

(d) How did Aunt Izzie help her out? Explain whether this served the purpose. [2 Marks]

Answer:
Aunt Izzie helped Katy by telling her that the dirty algebra book was under the kitchen table and handing her the hat-string, then sewing it onto her hat. This did not serve the purpose of getting her to school on time, as the delay caused her to miss the nine o'clock bell and arrive late.

Teacher's Note:
a) Address both parts of the question: the nature of Aunt Izzie's help and its ultimate outcome.
b) Highlight that despite the help, Katy still arrived late due to the initial delay.

(iii) Summarise all the things that went wrong for Katy in school, ultimately forcing her to jump into Miss Miller’s playground (paragraphs 6 to 9). You are required to write the summary in the form of a connected passage in about 100 words. Failure to keep within the word limit will be penalised. [6 Marks]

Answer:
Katy arrived late to school in a cross mood after missing the nine o'clock bell. Her dismal morning set the tone for a disastrous day: she made mistakes in her grammar lessons, and her trembling hand ruined her composition, forcing her to rewrite it. Overwhelmed by vexation and tears, she fled to the wood-shed roof during recess to compose herself. While sitting there, a sudden gust of wind blew her half-tied sun-hat away, landing it directly in the enemy's yard. Desperate to retrieve it before the rival students emerged, Katy acted impulsively, sliding down the roof and leaping into Miss Miller's playground.

Teacher's Note:
a) Summaries must be written as a single connected paragraph in continuous prose, avoiding bullet points or lifting long verbatim sentences.
b) Ensure all key plot points from paragraphs 6 to 9 are included while strictly adhering to the 100-word limit.