ISC Class 12 English Literature Sample Paper 2027 with Solutions

SECTION A - 20 MARKS

Question 1 [1×10]

Choose the correct options for the following questions.

(i) In Act III of the play, Pygmalion, Higgins tells his mother that Mrs. Pearce keeps repeating, “You don’t think, Sir”. What does she intend to suggest about Higgins? [1 Mark]
(a) He is incapable of thought.
(b) He has not thought about Mrs. Pearce’s feelings.
(c) He has added to her burden of work through his action.
(d) He has not thought about the consequences of his experiment.

Answer: (a) He is incapable of thought.

Mrs. Pearce repeats this phrase to highlight Higgins' absolute lack of consideration for the social and practical aftermath of introducing a flower girl into his household.

Teacher's Note:
a) Note that Mrs. Pearce frequently acts as the moral and practical anchor in Higgins' house.
b) Students often confuse Mrs. Pearce's practical remarks with emotional complaints; here she targets his lack of foresight.

(ii) “I should have chucked the whole thing up two months ago. It was a silly notion.” What is Higgins talking about? [1 Mark]
(a) His experiment with Eliza
(b) His plan to visit his mother with Eliza
(c) Encouraging Freddy’s courtship of Eliza
(d) Collaborating with Col. Pickering on Phonetics

Answer: (a) His experiment with Eliza

Higgins expresses momentary frustration and fatigue regarding his ongoing phonetic and social experiment with Eliza Doolittle.

Teacher's Note:
a) Higgins' impatience highlights his volatile and mercurial temperament throughout the play.
b) Pay close attention to context when characters express regret in Shaw's plays.

(iii) Read the two statements from the play, Pygmalion, and choose the correct option from the ones given below. [1 Mark]
Statement I: “Pickering: If we were to take this man in hand for three months, he could choose between a seat in the Cabinet and a popular pulpit in Wales.”
Statement II: “I shouldn’t mind if it had only happened to me: anything might happen to anybody and nobody to blame but Providence, as you might say. But this is something that you done to me: yes, you, Henry Higgins.”
(a) Statements I and II are similar.
(b) Statement I and II are unrelated to each other.
(c) Statement I is the result of Statement II.
(d) Statement II is the result of Statement I.

Answer: (d) Statement II is the result of Statement I.

Eliza's reproach in Statement II stems directly from the transformation and experiment proposed and executed by Higgins and Pickering in Statement I.

Teacher's Note:
a) Statement I reflects the hubris and confidence of the phoneticians at the start/middle of the experiment.
b) Statement II reflects Eliza's bitter realization of her displaced identity at the end of the play.

(iv) In Act V of the play, Pygmalion, Eliza says to Higgins, “When you feel lonely without me, you can turn the machine on.” What does she imply? [1 Mark]
(a) He is obsessed with his machine.
(b) He does not need human companionship.
(c) The machine will keep her alive in his memories.
(d) He can listen to her voice which is recorded on the machines.

Answer: (b) He does not need human companionship.

Eliza points out Higgins' emotional coldness and self-sufficiency, noting that mechanical recordings suffice for a man devoid of genuine human warmth.

Teacher's Note:
a) This line underscores Eliza's growing independence and emotional maturity.
b) Students must analyze the metaphorical significance of phonographic machines in relation to Higgins' character.

(v) In the short story, Death by Scrabble, which word does the narrator begin the game with? [1 Mark]
(a) Kill
(b) Stab
(c) Begin
(d) Murder

Answer: (c) Begin

The game commences with the innocent word “begin” before rapidly deteriorating into a lethal battle of tiles.

Teacher's Note:
a) The irony lies in how an innocuous start builds up into intense psychological hostility.
b) Remember the sequence of tile words as key motifs in Charlie Fish's short story.

(vi) In the short story, The Dreamer, why had Mrs. Champing invited Cyprian to accompany her to the sales? [1 Mark]
(a) She liked his company.
(b) She was a nervous woman.
(c) She required a male escort.
(d) She found parcel carrying abhorrent.

Answer: (c) She required a male escort.

Mrs. Champing needed a male companion to navigate the crowded sales environment and assist her.

Teacher's Note:
a) Character motivations in Saki's stories often highlight social satire and eccentric demands.
b) Do not confuse the chores expected of Cyprian with mere parcel carrying.

(vii) In the short story, The Father- Thing, why was Charles hesitant to call his father to the dinner table? [1 Mark]
(a) He was lazy.
(b) He was very hungry.
(c) He was intimidated by his father.
(d) He was not sure if the man in the garage was actually his father.

Answer: (d) He was not sure if the man in the garage was actually his father.

Charles experiences profound dread and suspicion after witnessing the grotesque transformation/duplication process in the garage.

Teacher's Note:
a) Philip K. Dick's story plays heavily on themes of alienation and paranoia in domestic settings.
b) Charles' hesitation highlights the chilling shift in his reality.

(viii) In the poem, My Grandmother’s House, what happened to the house after the grandmother died? [1 Mark]
(a) It was sold.
(b) It retreated into silence.
(c) The poet came to live in it.
(d) The house crumbled into dust.

Answer: (b) It retreated into silence.

Following the death of the grandmother, the house lost its vital energy and slipped into desolate silence.

Teacher's Note:
a) Kamala Das uses personification to show how the inanimate structure shares the grief of loss.
b) Memorize key textual phrases like “retreat into silence” for accurate answers.

(ix) In the poem, Ode to Tomatoes, what does the poet mean by saying the tomatoes ‘invade the kitchen’? [1 Mark]
(a) They become like an invading army.
(b) They are found everywhere in the house.
(c) They leave the field and come to the kitchen.
(d) They overpower all the other dishes in the kitchen.

Answer: (d) They overpower all the other dishes in the kitchen.

Neruda employs vivid hyperbole to celebrate the vibrant presence, color, and culinary dominance of tomatoes.

Teacher's Note:
a) Pablo Neruda's poetry elevates everyday objects to epic, vibrant status.
b) Understand the metaphorical invasion as a tribute to the vegetable's culinary richness.

(x) From where had the child learnt which gifts to ask Santa in the poem, Black Santa? [1 Mark]
(a) His parents
(b) Newspapers
(c) Other children
(d) Television commercials

Answer: (d) Television commercials

Commercial media heavily dictates modern children's materialistic desires and expectations from festive figures.

Teacher's Note:
a) The poem critiques modern commercialism intertwined with traditional festive culture.
b) Ensure accurate recall of sources of influence mentioned in contemporary poems.

Question 2

Answer any five of the following subparts in 40-50 words. [2 × 5 = 10 Marks]

(i) What reassurance does Higgins give his mother about Eliza when he brings her to his mother’s ‘at home’? [2 Marks]

Answer:
Higgins reassured his mother that she did not need to worry about Eliza's visit. He claimed he had instructed Eliza to restrict her conversation strictly to safe and mundane topics, specifically the weather and everybody's health.

Teacher's Note:
a) This highlights Higgins' hubris and complete underestimation of Eliza's unpredictable conversational slips.
b) Mentioning the specific topics (“weather and health”) fetches full credit.

(ii) Why does Eliza hurl the slippers at Higgins when he comes looking for them? [2 Marks]

Answer:
Eliza hurls the slippers because her pent-up anger, wounded pride, and deep frustration overflow. Higgins completely fails to acknowledge her immense triumph at the ambassador's party, treating her as a non-entity and dismissing her hard work.

Teacher's Note:
a) The slippers symbolize her servitude and objectification in Higgins' household.
b) Examiners look for keywords like “wounded pride” and “lack of appreciation.”

(iii) Why are all the letters in the game of scrabble in the short story, Death by Scrabble, frayed? [2 Marks]

Answer:
The letter tiles are frayed because the narrator constantly chews on them out of nervous tension, anxiety, and suppressed rage whenever he feels agitated or angry during his suffocating marriage.

Teacher's Note:
a) This physical habit acts as an objective correlative for the narrator's simmering murderous impulses.
b) Students must link the physical state of the tiles to the psychological state of the protagonist.

(iv) In the short story, The Dreamer, why does the narrator say that Mrs. Champing had ‘human weakness’? [2 Marks]

Answer:
The phrase is used ironically by Saki. It highlights Mrs. Champing's hypocritical nature; she supposedly dislikes common bargains or vulgar cheapness, yet she compulsively chases after sales and discounted goods where bargain hunters gather.

Teacher's Note:
a) Saki's characteristic dry irony exposes upper-class pretensions.
b) Ensure the paradoxical nature of her behavior is clearly explained.

(v) In the poem, My Grandmother’s House, what memories does the poet have of the house? [2 Marks]

Answer:
The poet remembers the profound silence trapped inside the desolate house after her grandmother's death. She recalls the precious books that once filled the rooms and cherishes memories of feeling deeply loved and proud in that sanctuary.

Teacher's Note:
a) Kamala Das contrasts her current alienated urban life with the warmth of her childhood past.
b) Key elements to include are silence, books, and past love.

(vi) What do the words ‘bony lap’ suggest about Santa in the poem, Black Santa? [2 Marks]

Answer:
Traditionally, Santa is depicted as a plump, jolly, and prosperous figure. In contrast, the words ‘bony lap’ suggest an impoverished, lean Santa hailing from the marginalized sections of society, imbuing the figure with deep pathos.

Teacher's Note:
a) The imagery subverts traditional commercialized notions of Christmas figures.
b) Emphasize the contrast between traditional abundance and the gritty reality represented here.

SECTION B - 60 MARKS

PYGMALION: GEORGE BERNARD SHAW

Question 3

(i) Give an account of Eliza’s actions and behaviour at Mrs. Higgins’ ‘at home’. How far has her training with Higgins progressed? Incorporate the following details and write your answer in one paragraph of 80 - 100 words. [5 Marks]
• Eliza’s actions and conversation
• Your idea of her education so far

Answer:
At Mrs. Higgins’ ‘at home’, Eliza enters with striking physical poise and immaculate articulation, initially creating a strong impression of aristocratic breeding. However, her conversation comically juxtaposes high-society phonetic perfection with shockingly vulgar subject matter, casually discussing her aunt’s alcoholism and death in a refined accent. This reveals that while Higgins has successfully mastered her exterior pronunciation and physical deportment, her internal moral and cultural education remains incomplete. She possesses the vocal tools of the upper class but lacks authentic assimilation into their social sensibilities, treating polite small talk as a rigid recitation rather than a natural disposition.

Teacher's Note:
a) Ensure the answer remains within the 80 to 100 word limit while addressing both prompts.
b) Highlight the dichotomy between phonetics and true social conditioning.

(ii) How does Higgins behave after Eliza’s success at the ball? Why does this upset her? Incorporate the following details and write your answer in one paragraph of 80 - 100 words. [5 Marks]
• Higgins’ words and behaviour
• Effect on Eliza

Answer:
Following Eliza’s triumphant deception at the embassy ball, Higgins behaves with staggering callousness and fatigue, loudly yawning and boasting to Pickering that the whole ordeal was a tedious bore and that he was sick of the experiment. He completely ignores Eliza’s monumental achievement and treats her success as a personal nuisance rather than acknowledging her hard work. This callous disregard profoundly devastates and outrages Eliza. Having poured her entire soul into transforming herself, she realizes she has been treated merely as an experimental pawn, leaving her future entirely uncertain, her identity fractured, and her dignity deeply wounded.

Teacher's Note:
a) Emphasize Higgins' sheer egotism versus Eliza's emotional vulnerability.
b) Word count must be strictly managed within the prescribed range.

(iii) (a) Col. Pickering acts as a source of comfort and support to Eliza throughout the experiment. Describe two specific instances to bear out the truth of this statement. Answer should be written in 150 - 200 words. [10 Marks]

Answer:
Colonel Pickering serves as a vital moral counterweight to Henry Higgins, consistently offering Eliza gentleness, courtesy, and respect throughout the grueling social experiment.

The first instance occurs during Eliza's very first introduction at Wimpole Street, where Pickering treats her with immediate dignity, addressing her respectfully as ‘Miss Doolittle’ and ensuring she is seated comfortably, unlike Higgins who barks orders and treats her like an inferior specimen. His chivalrous conduct sets a foundation of psychological safety for Eliza.

The second major instance occurs during Mrs. Higgins’ ‘at home’ and subsequently after the ambassador’s ball. When Eliza feels overwhelmed or disregarded by Higgins' tyrannical outbursts, Pickering is the one who validates her efforts. Notably, after the embassy ball, while Higgins heartlessly dismisses her contribution, Pickering publicly praises her stellar performance, giving her due credit for carrying off the deception flawlessly. Pickering's consistent gentlemanly conduct, empathy, and recognition of her humanity validate Eliza's self-worth, making him her primary anchor against Higgins' abrasive tyranny.

Teacher's Note:
a) Students must cite two distinct scenes clearly and elaborate on Pickering's role as a foil to Higgins.
b) Maintain analytical depth within the 150 to 200 word boundary.

OR

(b) Why, in your opinion, does Eliza choose to marry Freddy instead of returning to Wimpole Street with Higgins? Answer should be written in 150 - 200 words. [10 Marks]

Answer:
Eliza chooses to marry Freddy Eynsford-Hill rather than return to Wimpole Street because she desires genuine emotional equality, reciprocal affection, and autonomy, none of which Higgins can ever offer. At Wimpole Street, Eliza would forever remain a dependent subordinate, perpetually fetching slippers for a tyrannical mentor who views her as a creature of his own making.

In contrast, Freddy is genuinely besotted with Eliza, looking up to her with complete adoration and devotion. Although Freddy lacks financial standing, his unconditional love and malleable nature allow Eliza to take charge of the relationship. Furthermore, Eliza possesses a fiercely independent spirit; she refuses to be bullied or patronized. By marrying Freddy and planning to open a flower shop with Pickering's backing, she steps into financial and emotional self-reliance. She realizes that true partnership requires mutual respect rather than subjugation. Ultimately, choosing Freddy represents her definitive liberation from Higgins' shadow, establishing her as an empowered woman capable of dictating her own destiny.

Teacher's Note:
a) Focus on Eliza's psychological evolution and assertion of independence.
b) Ensure references to her future plans and rejection of subjugation are clearly argued.

PERSPECTIVES: A COLLECTION OF SHORT STORIES

Question 4

(i) With reference to the short story, The Dreamer, describe Cyprian’s manner of dressing. What does it tell you about him? Incorporate the following details and write your answer in one paragraph of 80 - 100 words. [5 Marks]
• Manner of dressing
• Inference about Cyprian

Answer:
In Saki’s short story, Cyprian exhibits an exaggerated, meticulous, and fastidious attention to his attire, donning impeccably pressed garments, pristine accessories, and an overall appearance that suggests extreme vanity and self-absorption. His meticulous clothing reflects his inward-looking, self-important personality, revealing a young man who is overwhelmingly preoccupied with his public image and social presentation. It shows that Cyprian lives in a superficial bubble, completely disconnected from practical realities, mundane chores, or genuine human empathy, preferring the cushioned illusions of his own grandiose imagination.

Teacher's Note:
a) Check that both clothing description and psychological inference are blended into one cohesive paragraph.
b) Adhere strictly to the 80 to 100 word limit.

(ii) Describe the doll’s house sent by Mrs. Hay to the Burnell children. What feelings did it arouse in them? Incorporate the following details and write your answer in one paragraph of 80 - 100 words. [5 Marks]
• Description of the doll’s house
• Feeling aroused by the house in the children

Answer:
Katherine Mansfield describes the doll’s house as an architectural marvel with a bright yellow smell of paint, a real front door with a tiny silver doorknob, four glazed windows, and rooms wallpapered in exquisite miniature detail complete with carpets and tiny furniture. The arrival of this magnificent object aroused intense excitement, awe, and feverish social pride among the Burnell children. It instantly transformed them into objects of envy among their schoolmates, elevating their social currency and turning the doll’s house into a powerful symbol of class distinction and exclusionary snobbery within their peer group.

Teacher's Note:
a) Ensure the physical description captures the details provided in Mansfield’s text.
b) The psychological and social impact on the children must be clearly articulated.

(iii) (a) Referring closely to the short story, Death by Scrabble, examine what the game being played suggests about the relationship between husband and wife. Answer should be written in 150 - 200 words. [10 Marks]

Answer:
Charlie Fish’s short story, Death by Scrabble, uses the framing device of a board game to expose the toxic, deeply dysfunctional, and acrimonious nature of a suffocating marriage. The game of Scrabble acts as a symbolic battlefield for the repressed anger, frustration, and mutual resentment harbored by the husband and wife after years of living together in suffocating monotony on a hot, miserable afternoon.

Through the choice of words formed during the game, their innermost murderous impulses are brought to light. Words like “choke”, “foul”, and “dead” reveal a silent psychological war where each partner actively wishes for the demise of the other. The oppressive heat of the summer day mirrors the unbearable emotional climate of their household. Instead of communication or affection, their marriage is characterized by petty power struggles, biting silent treatment, and deep-seated hostility. The game demonstrates how domestic entrapment can curdle love into murderous loathing, culminating in a tense climax where the board game becomes an literal instrument of lethal intent.

Teacher's Note:
a) Emphasize symbolism, psychological tension, and the dysfunctional marital dynamic.
b) Keep the essay well-structured within the 150 to 200 word limit.

OR

(b) Referring closely to the short story, Games by Twilight, describe what you conclude about the thoughts and fears of a child. Answer should be written in 150 - 200 words. [10 Marks]

Answer:
Anita Desai’s short story, Games by Twilight, offers a deeply sensitive exploration into the vulnerable, imaginative, and intense emotional world of childhood, centering on young Ravi. The story reveals that a child’s mind is a realm of dramatic fantasies, deep-seated insecurities, and an urgent psychological need for validation and inclusion.

While hiding in the dark, spider-infested shed during a game of hide-and-seek, Ravi’s vibrant imagination transforms his surroundings into a frightening adventure. He views himself not merely as a hider, but as a brave survivor and heroic champion, dreaming of the glorious moment when he will emerge victorious and earn the awe and admiration of his siblings. However, this highlights children's profound emotional sensitivity and fragility. Ravi’s prolonged isolation in the shed also reflects the intense loneliness and existential fear of being forgotten by the group. When he finally breaks out of hiding only to discover that the other children have moved on to a completely different game and forgotten him entirely, he experiences crushing humiliation and grief. Desai brilliantly captures how children invest immense emotional stakes in minor social rituals, where exclusion feels like total devastation.

Teacher's Note:
a) Focus on themes of imagination, need for validation, and the psychological impact of isolation.
b) Maintain analytical depth and adhere to the word count.

REFLECTIONS: A COLLECTION OF POEMS

Question 5

(i) Referring closely to the poem, Ode to Tomatoes, describe how the tomatoes ‘invade’ the kitchen. What effect does the poem create? Incorporate the following details and write your answer in one paragraph of 80 - 100 words. [5 Marks]
• Manner in which the tomatoes invade the kitchen
• Effect created by the poem

Answer:
In Pablo Neruda’s Ode to Tomatoes, the vegetables are depicted as staging a vibrant, peaceful military takeover of domestic space, leaving the fields behind to occupy countertops, salad bowls, and dinner tables with their bright red presence and absolute culinary authority. The poem creates an exuberant, sensory-rich atmosphere that elevates an ordinary, everyday garden vegetable into an epic celebration of life, nature, and flavor. By anthropomorphizing tomatoes, Neruda instills a sense of joy, wonder, and appreciation for the simple, elemental pleasures of the natural world and human nourishment.

Teacher's Note:
a) Check for clear incorporation of both prompts in a single cohesive paragraph.
b) Maintain the word count between 80 and 100 words.

(ii) How does the poet create a sense of claustrophobia in the poem, Urban? What does he long for? Incorporate the following details and write your answer in one paragraph of 80 - 100 words. [5 Marks]
• Picture of the city
• Poet’s longing

Answer:
The poet creates an oppressive sense of claustrophobia by depicting the city as a suffocating concrete jungle characterized by cramped alleys, towering brick walls, blocked horizons, and a relentless mechanical din that strips away human individuality. Trapped within this artificial, airless environment, the poet experiences intense alienation and spiritual suffocation. Consequently, he longs deeply for an escape into the open, untamed embrace of nature, craving green spaces, fresh air, open skies, and quiet expanses where human existence can breathe freely away from the stifling grip of modern urbanization.

Teacher's Note:
a) Ensure both the urban cityscape and the poet's pastoral longing are clearly articulated.
b) Strictly respect the 80 to 100 word constraint.

(iii) (a) How does the poem, Refugee Blues, reflect the sorrow of refugees? Answer should be written in 150 - 200 words. [10 Marks]

Answer:
W.H. Auden’s poignant poem, Refugee Blues, captures the profound sorrow, destitution, and absolute desperation of Jewish refugees fleeing Nazi persecution, presenting a devastating critique of a callous, indifferent world. The poem highlights not merely the physical loss of homeland, but the complete erasure of identity, safety, and human dignity.

The speakers lament the permanent loss of their once-beautiful country, noting bitterly that “we can’t go there anymore”, contrasted sharply with the bleak reality of a crowded city of “ten million souls” that offers them literally nowhere to live. The bureaucratic machinery is depicted as chillingly dehumanizing; refugees are told that without official passports they are “legally dead” despite still breathing. Auden underscores their utter isolation by contrasting their horrific plight with the pampered existence of pets, such as the German jew's dog wearing a posh “poodle in a jacket”, which receives better care than displaced human beings. The constant terror of being hunted down by Nazi authorities permeates every stanza. Furthermore, the haunting refrain “my dear” introduces an element of intimate heartbreak, while the weary, repetitive rhythm mirrors the exhausting, hopeless cycle of waiting for committees that offer no shelter. Ultimately, the poem stands as a timeless monument to collective human tragedy and systemic cruelty.

Teacher's Note:
a) Discuss key themes such as loss of identity, bureaucratic indifference, and poetic refrains.
b) Ensure proper paragraphing and adherence to the word limit.

OR

(b) How does the poem, The Black Santa, overturn traditional ideas of Santa Claus? Answer should be written in 150 - 200 words. [10 Marks]

Answer:
The poem, The Black Santa, radically subverts and overturns the traditional, eurocentric imagery of Santa Claus by reimagining him as a Black figure, thereby challenging narrow cultural norms and championing representation, equality, and pride. Traditionally, Santa is universally pictured as a plump, white, affluent Western figure. By presenting a Black Santa, the poet actively questions why popular cultural icons and symbols of authority and joy have historically been restricted to a single racial demographic.

Despite his altered racial identity, Black Santa is portrayed with the traditional warmth, kindness, generosity, and dignity associated with the festive season. This powerful juxtaposition establishes that goodness and compassion are universal human qualities, unbound by race. The poem encourages readers and society to confront institutionalized biases in media and cultural traditions, emphasizing that children from all diverse backgrounds deserve to see themselves reflected in joyous cultural celebrations. Ultimately, the poem redefines Santa as a symbol of universal belonging and diversity, proving that race should never limit who can represent warmth, generosity, and holiday cheer.

Teacher's Note:
a) Focus on the subversion of traditional eurocentric imagery and themes of diversity and representation.
b) Keep the response well-grounded within the 150 to 200 word limit.