ISC Class 12 English Language Sample Paper 2025 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) You had to go on a train journey with your family. On reaching the railway station, you discovered that your train was delayed by two hours. Describe how you spent those two hours, detailing what you saw, the sounds you heard, and the interactions you had with the people around you. Express your feelings when you saw the train finally approaching the station. [20 Marks]

Answer:
The rhythmic clatter of distant wheels and the shrill whistle of locomotives form the quintessential soundtrack of Indian railway stations, a chaos that I found myself immersed in last Tuesday. My family and I had arrived at the central railway station with ample time to spare for our long-awaited vacation. However, the glowing red digits on the electronic board brought disheartening news: our express train was delayed by two hours. Initial frustration gave way to resignation, transforming our hurried wait into an unexpected window of observation.

The station was a microcosm of humanity in perpetual motion. I saw weary coolies balancing towering stacks of luggage on their turbanned heads, their leathern straps cutting deep into their shoulders. Overhead, announcements echoed in a metallic, reverberating drone, constantly updating passengers about rescheduled arrivals and diverted routes, mingling seamlessly with the frantic cries of vendors selling steaming cups of cutting chai and crispy samosas. Pigeons darted across the arched iron girders of the ceiling, oblivious to the human drama unfolding below.

Seeking refuge from the din, we found a bench near a book kiosk where I struck up a conversation with an elderly gentleman reading a worn-out paperback. He shared delightful anecdotes of train journeys from his youth, recounting how long rides fostered genuine human connections before the era of smartphones. Nearby, a toddler chased a runaway red balloon, temporarily dissolving the fatigue etched on the faces of harried commuters. These fleeting interactions added warmth to the otherwise sterile concrete platform.

When the two hours finally bled away, a low, ominous rumble vibrated through the tracks, followed by the familiar beam of a powerful headlight cutting through the dusty haze. A wave of profound relief washed over me as the majestic engine glided to a halt. Boarding the carriage felt like stepping out of a restless dream, ready for the adventure that lay ahead.

Teacher's Note:
a) Ensure the narrative is written strictly in the first person and past tense, incorporating rich sensory details of sights, sounds, and personal interactions.
b) Avoid straying off-topic; every paragraph must logically progress from the initial disappointment to the observations, interactions, and final emotional release.

OR

(ii) During the lunch break, a surprising sight unfolded as a monkey entered your school campus. Narrate your experience as you took charge and guided junior students to their classrooms ensuring their safety. [20 Marks]

Answer:
The midday sun was casting a golden glow over the school quadrangle where students sat in animated groups during lunch break, unwrapping tiffin boxes and sharing laughter. Suddenly, a piercing shriek from the vicinity of the cafeteria shattered the tranquil atmosphere. All eyes turned toward the boundary wall, where a large, agile rhesus macaque had landed with an athletic thud. Panic rippled through the younger students, who dropped their lunch boxes and began to scatter in absolute terror.

Realizing the imminent danger of a stampede, I instinctively stepped forward. As a senior prefect, I knew immediate action was required to prevent anyone from getting hurt. Raising my voice to cut through the rising hysteria, I instructed the surrounding students to remain calm and avoid making sudden movements that might provoke the animal. I directed a group of wide-eyed sixth graders to form a single file and gently guided them toward the safety of the nearest indoor corridor, positioning myself between them and the intruder.

The monkey, sensing the commotion, bared its teeth and bounded toward the fountain area, startling a few more children near the water cooler. Keeping my composure, I motioned for the remaining students to step back quietly while signalling to a fellow prefect to alert the school security guards. We used soft, reassuring tones to calm the younger children, ensuring that every single junior student was safely ushered inside the classrooms before locking the glass doors.

Within minutes, the security staff arrived with long sticks and safely coaxed the animal back over the perimeter wall. As the lockdown was lifted and normal chatter resumed, a deep sense of satisfaction replaced my initial adrenaline rush. It was a chaotic afternoon, but rising to the occasion taught me the true essence of leadership and responsibility.

Teacher's Note:
a) The composition must be a well-structured narrative in the past tense, clearly establishing the initial setting, the crisis, the protagonist's intervention, and a logical resolution.
b) Students must maintain a tone of maturity and calm authority, reflecting the role of a dependable senior student handling an emergency.

OR

(iii) Parents should not influence their children when choosing the subjects they wish to study. Argue either FOR or AGAINST the given statement. [20 Marks]

Answer:
Education is the cornerstone of personal development and future professional success, making the choice of academic subjects a critical milestone in a student's life. While well-meaning parents often attempt to guide their children based on societal trends or personal unfulfilled ambitions, I strongly argue that parents should not influence their children when choosing the subjects they wish to study. Autonomous decision-making in education is vital for fostering genuine passion, mental well-being, and long-term career satisfaction.

First and foremost, intrinsic motivation is the primary driver of academic excellence. When students are forced by parental pressure to pursue streams like science or commerce against their natural inclination toward the humanities or arts, learning becomes a burdensome chore rather than an intellectual pursuit. A student compelled to study mathematics without aptitude will struggle to find enthusiasm, leading to plummeting grades and severe academic burnout. Passion breeds perseverance; students who choose their own subjects are far more likely to invest extra effort during challenging times.

Secondly, the contemporary job market has evolved dramatically, dismantling the traditional myth that only a handful of professional streams guarantee security. Today's dynamic global economy values specialized skills, creativity, and adaptability across diverse disciplines such as graphic design, psychology, and environmental science. Parents relying on outdated notions of prestige often stifle emerging talents. When children are trusted to chart their own academic course, they develop critical decision-making skills and accountability for their futures.

Furthermore, imposing parental choices often inflicts deep psychological distress. The constant pressure to live up to parental expectations creates an environment of anxiety and depression among adolescents. Home should be a sanctuary of unconditional support, not an extension of competitive pressure. Trusting children to choose their paths cultivates mutual respect and stronger family bonds.

In conclusion, while guidance and counseling from experienced elders are invaluable, direct interference in subject selection is counterproductive. By allowing young adults the freedom to explore their unique aptitudes, we empower them to become confident, fulfilled professionals who contribute meaningfully to society.

Teacher's Note:
a) This is an argumentative essay requiring a clear, unequivocal stance taken in the introductory paragraph and maintained consistently throughout.
b) Ensure at least four distinct, well-elaborated arguments are presented without sitting on the fence.

OR

(iv) Life [20 Marks]

Answer:
Life is neither a straight highway nor a predictable mathematical equation; it is a magnificent tapestry woven with threads of unpredictable joy, inevitable sorrow, quiet resilience, and profound discovery. To define life in a single word is to attempt to cage the wind, yet its essence can be explored through the myriad experiences that define human existence from cradle to grave.

At its core, life is defined by change. Seasons shift, relationships evolve, and circumstances transform overnight, reminding us that permanence is merely an illusion. When we accept this fluidity, we learn to navigate storms without losing our inner anchor. The beauty of life lies in its duality - we cannot truly appreciate the warmth of sunshine without having shivered in the biting cold of adversity. Failures teach humility and perseverance, while triumphs inspire gratitude and renewed ambition.

Consider the journey of an ordinary individual striving to achieve a dream. Every setback acts as a crucible, testing resolve and forging character. It is not the destination or the accumulation of material wealth that gives life meaning, but the depth of our connections, the kindness we extend to strangers, and the legacy of love we leave behind. Life is an artist's canvas, and every conscious choice we make adds a vibrant stroke of color to our personal masterpiece.

Ultimately, life is a precious, fleeting gift. It demands to be lived with courage, curiosity, and compassion. Whether framed as a poignant short story or a reflective essay, exploring this theme reminds us to cherish the present moment and embrace the grand adventure of existence with an open heart.

Teacher's Note:
a) For single-word topics, candidates have complete creative freedom to write an essay, a reflective piece, or a short story, provided it remains deeply connected to the core theme.
b) Ensure the writing is vivid, philosophical, and cohesive, maintaining a steady thematic focus from start to finish.

OR

(v) You become what you read. Present your reflections on this statement. [20 Marks]

Answer:
The adage "you become what you read" transcends the simple act of turning pages; it speaks to the profound alchemy through which literature shapes our thoughts, refines our moral compass, and constructs our very identity. Books are not merely windows into fictional worlds or repositories of historical facts; they are mirrors reflecting the deepest recesses of the human psyche, quietly molding our perspectives long after the cover is closed.

When we immerse ourselves in classical literature or philosophical treatises, we absorb the intellectual rigor and ethical frameworks of great thinkers. Reading biographies of resilient historical figures instills perseverance and courage, while poetry awakens our dormant capacity for empathy and aesthetic appreciation. Conversely, a diet of superficial or toxic reading material can narrow our worldview and coarsen our sensibilities. Our mind is an intellectual garden, and the books we consume are the seeds that determine what blooms within.

Consider the transformative impact of reading during formative adolescent years. A gripping novel about social injustice can ignite a lifelong passion for human rights, while science fiction can expand the boundaries of imagination, inspiring future innovators. By walking in the metaphorical shoes of diverse literary characters, we transcend the limitations of our personal experiences, developing emotional intelligence and a universal outlook.

In conclusion, reading is an active dialogue with the finest minds in history. It refines our speech, broadens our empathy, and elevates our consciousness. Therefore, we must curate our literary diet with care, recognizing that every book we absorb leaves an indelible signature upon our soul.

Teacher's Note:
a) This is a reflective topic requiring personal insights, philosophical depth, and illustrative examples to substantiate the thesis.
b) Candidates must maintain a contemplative tone and avoid writing a standard narrative story.

OR

(vi) Write an original short story that ends with the following words:
.... That is when they realised that sometimes, the most extraordinary stories begin with the simplest of moments. [20 Marks]

Answer:
The rain drummed a relentless, monotonous tattoo against the rusted tin roof of the old community library. Inside, the air smelled of damp paper, aged leather bindings, and forgotten dust. It was a bleak Saturday afternoon, and Maya, a cynical archivist, was cataloguing a box of discarded community ledgers from the nineteen-fifties. Across the mahogany table sat Aarav, a spirited young journalism student who had sought shelter from the sudden downpour.

For nearly an hour, they worked in companionable silence, broken only by the scratching of a fountain pen and the occasional rumble of thunder. Boredom gnawed at Maya, and she sighed loudly, tossing aside a ledger filled with mundane grocery expense lists from decades ago. Aarav looked up, smiled warmly, and slid a cracked porcelain teacup across the table. "Never underestimate the mundane," he said softly. "Sometimes the most profound histories are hidden in the margins of everyday life."

Curiosity piqued, Maya flipped open the discarded ledger to a random page dated October 14, 1954. Tucked between yellowed leaves was a handwritten letter, delicate and faded. It was a love note penned by a local station master to a travelling botanical illustrator, detailing a missed train, a shared umbrella, and a promise made under the station clock. Scrawled at the bottom was a postscript mentioning how that single delayed train had sparked a romance spanning fifty years.

Maya looked across the table at Aarav, who was watching her with an expectant smile. The storm outside began to clear, casting a warm golden amber light through the tall arched windows, illuminating the dust motes dancing in the air. That is when they realised that sometimes, the most extraordinary stories begin with the simplest of moments.

Teacher's Note:
a) The story must incorporate essential elements such as plot, setting, character development, and a logical narrative arc.
b) The mandatory ending phrase must be integrated seamlessly without altering a single word as specified in the prompt.

Question 2

(i) As the Head of Environmental Initiatives at school, you have to deliver a speech on the occasion of World Environment Day on June 5^th. Write a speech following the guidelines given below:
Greeting or salutation and purpose - the importance of World Environment Day - key issues such as climate change, and pollution - the role of students in fostering a sense of environmental responsibility - concrete steps required towards a more sustainable and an eco-friendly lifestyle - strong call for action. [15 Marks]

Answer:
NURTURING OUR PLANET: A SHARED RESPONSIBILITY

Respected Principal, esteemed teachers, and my dear friends,

A very good morning to one and all. As the Head of Environmental Initiatives, it is an absolute honor to stand before you today on the momentous occasion of World Environment Day, observed globally on the 5^th of June. We gather here not merely to celebrate nature, but to confront the sobering reality of our planet's ecological crisis and to pledge our unwavering commitment to its preservation.

World Environment Day serves as a vital reminder that our Earth is a delicate, interconnected life-support system. Today, we stand at a critical crossroads. Key issues such as accelerated climate change, erratic weather patterns, rampant deforestation, and choking plastic pollution threaten the very survival of future generations. Rivers are turning into industrial drains, and our skies are shrouded in smog. We can no longer afford to remain passive spectators to this ecological devastation.

As students, we are not just the leaders of tomorrow; we are the active change-makers of today. We possess the boundless energy, creativity, and moral clarity required to foster a culture of environmental responsibility within our school and local communities. Change begins in our daily routines. We must transition toward a sustainable, eco-friendly lifestyle by adopting concrete steps: reducing single-use plastics, conserving water and electricity, segregating waste at source, promoting bicycle commuting, and participating vigorously in tree-plantation drives.

Let us remember that every small action multiplies. I urge every single one of you here today to pledge to plant a sapling, shun plastic bags, and treat our environment with the reverence it deserves. The earth does not belong to us; we belong to the earth. Let us rise together, act decisively, and heal our home before it is too late.

Thank you.

Aarav Sharma
Head of Environmental Initiatives

Teacher's Note:
a) Ensure the speech includes a formal salutation, a clear statement of purpose, and covers all required thematic points logically within an engaging oratorical style.
b) The conclusion must feature a powerful call to action, accompanied by an appropriate sign-off and designation.

OR

(ii) As the school leader, you have been given the responsibility of organising a school trip for the students of classes XI and XII to a place of historical importance. Write a proposal in about 150 words stating the steps you would take to successfully organise the trip. [10 Marks]

Answer:
PROPOSAL FOR A HISTORICAL EDUCATIONAL TRIP FOR SENIOR STUDENTS

Introduction:
To enrich the academic curriculum and foster experiential learning, the student council proposes an educational excursion to Agra for students of classes XI and XII, offering invaluable exposure to India's rich architectural heritage.

Objectives:
1. To provide students with firsthand insight into Mughal architecture and historical governance as outlined in their syllabus.
2. To cultivate teamwork, cultural appreciation, and camaraderie among senior students outside the formal classroom environment.

List of Measures:
1. Detailed circulars containing itinerary, cost estimates, and consent slips may be circulated to parents for formal approval.
2. Experienced tour guides and medical personnel may be officially appointed to ensure student safety and historical accuracy throughout the journey.
3. Luxury AC coaches may be booked in advance for safe and comfortable transportation.
4. Faculty coordinators may be assigned supervisory duties to monitor student groups and maintain discipline during site visits.

Conclusion:
We earnestly request the Principal to kindly approve this proposal and grant permission to proceed with the organizational arrangements.

Teacher's Note:
a) Ensure the proposal strictly adheres to the format, featuring a centered title, a concise introduction, clear objectives, and formal measures using the word 'may'.
b) Check that the word count remains around 150 words and sentences are written in complete formal prose rather than fragmented bullet points.

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) I don't know Helen very much; nevertheless, I like her.
(Begin: In spite of ………) [1 Mark]

Answer:
In spite of not knowing Helen very much, I like her.

Teacher's Note:
a) Convert the concessive clause into a prepositional phrase starting with 'In spite of not knowing'.
b) Ensure the comma is correctly placed before the main clause.

(b) They opened the window because they did not want the smoke to go into the kitchen.
(Use: so…. that) [1 Mark]

Answer:
They opened the window so that the smoke would not go into the kitchen.

Teacher's Note:
a) Replace 'because they did not want' with the purpose clause 'so that the smoke would not'.
b) Maintain correct modal verb tense consistency ('would not').

(c) Chennai is bigger than most other Indian cities.
(End: ……Chennai.) [1 Mark]

Answer:
Very few Indian cities are as big as Chennai.

Teacher's Note:
a) Transform the comparative degree into the positive degree using 'Very few ... as big as'.
b) Ensure the sentence ends precisely with the word 'Chennai'.

(d) He was so old that he could be my grandfather.
(Use...enough....) [1 Mark]

Answer:
He was old enough to be my grandfather.

Teacher's Note:
a) Replace 'so old that he could' with the structure 'old enough to'.
b) Ensure grammatical economy and smooth flow.

(e) The judge said to the prosecutor, “Do you agree with the arguments presented yesterday?”
(Begin: The judge asked…..) [1 Mark]

Answer:
The judge asked the prosecutor if he agreed with the arguments presented the previous day.

Teacher's Note:
a) Convert direct speech interrogative into indirect speech using 'if' or 'whether' and backshift the tense ('agreed').
b) Change the time adverbial 'yesterday' to 'the previous day'.

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

(a) The teacher handed down the report cards. [¹/₂ Mark]

Answer:
out

Teacher's Note:
a) 'Hand out' means to distribute items to a group of people.
b) 'Hand down' means to pass traditions or objects to younger generations.

(b) She handed in the business to her son. [¹/₂ Mark]

Answer:
over

Teacher's Note:
a) 'Hand over' means to relinquish control or responsibility to someone else.
b) 'Hand in' means to submit an assignment or document.

(c) The Minister gave off the prizes. [¹/₂ Mark]

Answer:
away

Teacher's Note:
a) 'Give away' means to distribute prizes or gifts.
b) 'Give off' means to emit light, heat, or odors.

(d) The doctor gave away hope when she fell into a coma. [¹/₂ Mark]

Answer:
up

Teacher's Note:
a) 'Give up' means to surrender or cease hoping.
b) 'Give away' means to betray a secret or distribute.

(e) I had to pull over a tough situation to meet the project deadline. [¹/₂ Mark]

Answer:
through

Teacher's Note:
a) 'Pull through' means to successfully navigate a difficult situation or illness.
b) 'Pull over' means for a vehicle to move to the side of the road.

(f) When will the Shatabdi Express pull up? [¹/₂ Mark]

Answer:
in

Teacher's Note:
a) 'Pull in' refers to a train arriving at a station.
b) 'Pull up' means to stop a vehicle.

(g) Some seats are set by for the handicapped. [¹/₂ Mark]

Answer:
aside

Teacher's Note:
a) 'Set aside' means to reserve something for a specific purpose.
b) 'Set by' is grammatically incorrect in this context.

(h) We immediately set forth fixing the roof. [¹/₂ Mark]

Answer:
about

Teacher's Note:
a) 'Set about' means to begin doing something.
b) 'Set forth' means to start a journey.

(i) He ran around problems while trying to fix the computer. [¹/₂ Mark]

Answer:
into

Teacher's Note:
a) 'Run into' means to encounter difficulties unexpectedly.
b) 'Run around' implies rushing about aimlessly.

(j) He ran into President during the elections last year. [¹/₂ Mark]

Answer:
for

Teacher's Note:
a) 'Run for' means to campaign for an elected office.
b) 'Run into' means to meet someone by chance.

(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]
Last summer, Emily had been working tirelessly on her garden. She________ (1) (plant) a variety of flowers, ________ (2) (envision) a vibrant and colourful display. Every morning, she would spend hours tending to the blossoms, ensuring they were thriving under the warm sun.
One day, while she ________ (3) (admire) her handiwork, she noticed a rare butterfly that had landed on one of the flowers. She had never seen such a beautiful specimen before. Excitedly, Emily ran into the house to grab her camera, ________ (4) (hope) to capture the fleeting moment.
By the time she returned, the butterfly________ (5) (fly) away. Disappointed, Emily ________ (6) (realise) that she had missed the opportunity. However, the memory of that elusive butterfly lingered in her mind, and she decided ________ (7) (create) a butterfly-friendly corner in her garden.
Months later, as Emily walked through her garden, she saw a familiar flutter of wings. The rare butterfly had returned, ________ (8) (draw) by the blossoms that had bloomed since their last encounter. Grateful for the second chance, Emily ________ (9) (capture) the moment on her camera, cherishing the beauty that ________ (10) (eluded / elude) her once before.

Answer:
(1) had planted
(2) envisioning
(3) was admiring
(4) hoping
(5) had flown
(6) realised
(7) to create
(8) drawn
(9) captured
(10) had eluded

Teacher's Note:
a) Pay close attention to narrative tense sequence, past perfect tenses, and participle phrases.
b) Ensure all verb forms match the exact numbering (1 to 10) sequentially.

Question 4

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

(1) “Can I see the Manager?” I said, and added solemnly, “Alone.” I don't know why I said “Alone.” “Certainly,” said the accountant and fetched him.
(2) The Manager was a grave, calm man. I held my fifty-six dollars clutched in a crumpled ball in my pocket.
“Are you the Manager?” I asked. God knows I did not doubt it.
“Yes,” he said.
“Can I see you …. alone?” I asked.
(3) The Manager looked at me in some alarm. He felt that I had an awful secret to reveal.
“Come in here,” he said, and led the way to a private room. He turned the key in the lock.
“We are safe from interruption here,” he said; “Sit down.”
We both sat down and looked at each other. I found no voice to speak.
“You are one of Pinkerton’s men, I presume,” he said.
(4) He had gathered from my mysterious manner that I was a detective. I knew what he was thinking, and it made me worse.
“No, not from Pinkerton’s,” I said, seeming to imply that I came from a rival agency. “To tell the truth,” I went on, as if I had been prompted to lie about it, “I am not a detective at all. I have come to open an account. I intend to keep all my money in this bank.”
The Manager looked relieved but still serious; he concluded now that I was a son of Baron Rothschild or a young Gould.
“A large account, I suppose,” he said.
“Fairly large,” I whispered. “I propose to deposit fifty-six dollars now and fifty dollars a month regularly.”
(5) The Manager got up and opened the door. He called to the accountant.
“Mr. Montgomery,” he said unkindly loud, “this gentleman is opening an account, he will deposit fifty-six dollars. Good morning.”
I rose. A big iron door stood open at the side of the room.
“Good morning,” I said, and stepped into the safe. “Come out,” said the Manager coldly and showed me the other way.
(6) I went up to the accountant’s wicket and poked the ball of money at him with a quick convulsive movement as if I were doing a conjuring trick.
My face was ghastly pale.
“Here,” I said, “deposit it.” The tone of the words seemed to mean, “Let us do this painful thing while the fit is on us.”
He took the money and gave it to another clerk.
(7) He made me write the sum on a slip and sign my name in a book. I no longer knew what I was doing. The bank swam before my eyes.
“Is it deposited?” I asked in a hollow, vibrating voice.
“It is,” said the accountant.
“Then I want to draw a cheque.”
My idea was to draw out six dollars of it for present use. Someone gave me a chequebook through a wicket and someone else began telling me how to write it out. The people in the bank had the impression that I was an invalid millionaire. I wrote something on the cheque and thrust it in at the clerk. He looked at it.
(8) “What! Are you drawing it all out again?” he asked in surprise. Then I realised that I had written fifty-six instead of six. I was too far gone to reason now. I had a feeling that it was impossible to explain the thing. I had burned my boats. All the clerks had stopped writing to look at me. Reckless with misery, I made a plunge.
“Yes, the whole thing.”
“You withdraw all your money from the bank?”
“Every cent of it.”
“Are you not going to deposit anymore?” said the clerk, astonished.
“Never.”
(9) An idiot hope struck me that they might think something had insulted me while I was writing the cheque and that I had changed my mind. I made a wretched attempt to look like a man with a fearfully quick temper.
(10) The clerk prepared to pay the money.
“How will you have it?” he said. This question came as a bolt from the blue.
“What?”
“How will you have it?”
“Oh!” - I caught his meaning and answered without even trying to think - “in fifties.”
He gave me a fifty-dollar bill.
“And the six?” he asked dryly.
“In sixes,” I said.
He gave it to me and I rushed out.
As the big door swung behind me. I caught the echo of a roar of laughter that went up to the ceiling of the bank. Since then, I bank no more. I keep my money in cash in my trousers pocket and my savings in silver dollars in a sock.
Adapted from: My Financial Career By Stephen Leacock

(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) The kind stranger went and got back the ball from where it had rolled into the bush. [1 Mark]

Answer:
fetched

Teacher's Note:
a) 'Fetched' means to go for and bring back someone or something.
b) Verify exact spelling from paragraph 1.

(2) I took offence at the expression on his face that was clearly meant to insinuate I was a liar. [1 Mark]

Answer:
imply

Teacher's Note:
a) 'Imply' indicates suggesting something without stating it directly.
b) Verify contextual usage in paragraph 4.

(3) The firm experienced a financial loss when the contract went to a contender who had just entered the business. [1 Mark]

Answer:
rival

Teacher's Note:
a) 'Rival' refers to a competitor in a commercial or professional field.
b) Verify contextual reference in paragraph 4.

(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) alarm (line 8) [1 Mark]
(A) The silence from the other end set off alarm bells in her head.
(B) The pallor of his skin alarmed those standing around.
(C) I set my alarm for six o'clock but slept through it.
(D) The sound of the approaching jets caused some alarm in the war room.

Answer: (C) I set my alarm for six o'clock but slept through it.

In the passage, 'alarm' means fear or anxiety, whereas in option (C), it refers to a clock mechanism designed to wake someone up.

Teacher's Note:
a) Differentiate between emotional apprehension and mechanical timing devices.
b) Option (C) provides a completely distinct meaning.

(2) wicket (line 44) [1 Mark]
(A) The wicketkeeper was the true saviour of the day for that one match.
(B) The team wanted to bat while the wicket was still dry.
(C) The man at the window handed us our tickets through the wicket.
(D) The quick loss of wickets demoralised the team.

Answer: (C) The man at the window handed us our tickets through the wicket.

In the passage, 'wicket' refers to a small bank counter window, whereas in option (C), it also means a small ticket window or opening.

Teacher's Note:
a) Watch out for cricketing contexts in options (A), (B), and (D).
b) Option (C) shares the architectural meaning of a small counter opening.

(3) reason (line 48) [1 Mark]
(A) After the tragedy, his ability to reason is severely diminished.
(B) They reasoned they could get better seats if they arrived early.
(C) Recipients of funds were selected without rhyme or reason.
(D) We have every reason to celebrate.

Answer: (A) After the tragedy, his ability to reason is severely diminished.

In the passage, 'reason' is used as a noun meaning rationale or cognitive faculty, while in option (A), it is used as a verb meaning to think logically.

Teacher's Note:
a) Identify parts of speech shifts between noun and verb usages.
b) Option (A) utilizes 'reason' as a verb.

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

(a) With reference to the passage, explain the meaning of the expression 'I had burned my boats' ? [2 Marks]

Answer:
The expression means committing irrevocably to a drastic course of action making retreat impossible. Here, it signifies that the narrator had crossed the point of no return after mistakenly withdrawing all his money.

Teacher's Note:
a) Explain the idiomatic origin of eliminating options for retreat.
b) Relate it directly to the narrator's accidental withdrawal of his entire deposit.

(b) Cite any two instances of the behaviour of the bank employees that indicate the insignificance of a deposit of fifty-six dollars. [2 Marks]

Answer:
1. The manager spoke unkindly loud when announcing the fifty-six dollar deposit and promptly dismissed him.
2. The clerk sarcastically asked the narrator in what denomination he wanted his six dollars withdrawn.

Teacher's Note:
a) Select clear behavioral evidence from paragraphs 5 and 10.
b) Ensure answers are concise and in the candidate's own words.

(c) Why do you think the people in the bank thought of the narrator as an 'invalid millionaire'? [2 Marks]

Answer:
The narrator's extreme nervousness, pale face, secretive demand to see the manager alone, mysterious demeanor, and erratic behavior led bank staff to mistakenly assume he was eccentric, wealthy, or mentally unstable.

Teacher's Note:
a) Synthesize clues from the narrator's bizarre conduct in the early paragraphs.
b) Highlight the contrast between his humble deposit and his grandiose secrecy.

(iii) Summarise why the narrator decided 'to bank no more' (paragraphs 6 to 10). 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. [8 Marks]

Answer:
The narrator wanted to open an account with fifty-six dollars. The Manager coldly instructed the accountant to help him. The narrator unsteadily passed on his money to the accountant who passed it to the clerk. The narrator had to write the sum down and sign. He asked to make a withdrawal intending to withdraw six dollars. In his agitation, he withdrew the entire sum. He could not reason or explain his action so recklessly stated that he was withdrawing the entire amount he had deposited.

Teacher's Note:
a) Ensure the summary is written as a continuous connected passage within the 100-word limit.
b) Capture all key narrative points from paragraphs 6 to 10 without adding extraneous details.