CBSE Class 11 English Question Paper Set 22 with Solutions

Answer: (c) not a pleasant sight and a distraction. Paragraph 1 states exactly this about a grown-up person who fidgets.

Teacher's Note:
1. Read the first paragraph again and match the option word for word with the author's own statement.
2. Option (d) comes from paragraph 2, but that is the doctors' finding, not the author's remark about grown-ups.

Answer: (c) some people stayed completely still while others made 57 movements in just half a minute. Paragraph 3 gives the figure 57 and the time of half a minute.

Teacher's Note:
1. Numerical facts must be matched exactly with the text, including the time period.
2. Options that change the number (52) or the time (a minute) are the usual traps.

Answer: (c) Stopping the speed of life for even half a minute. Dr Buyers says that anything that slows modern life even briefly will be beneficial (paragraph 11).

Teacher's Note:
1. Check who says what: the coin and worry-bead tricks belong to other experts in paragraph 10.
2. Always attach a quoted remedy to the speaker named in the passage.

Answer: (b) Dr James Buyers, a London neurologist. He hopes for a more lasting and practical solution (paragraph 11).

Teacher's Note:
1. Greek drivers use an old trick, so they cannot be the one proposing a new way.
2. Link the idea of a new, lasting solution to the single person who is described as hoping for one.

Answer: (c) The Jury is Still Out on Fidgeting. The passage presents opposing expert views on whether fidgeting is harmful or beneficial and reaches no final verdict.

Teacher's Note:
1. A good title covers the whole passage, so reject options (a) and (b) which cover only a small part.
2. Look at how the experts disagree in paragraphs 5 to 8, which shows that the matter is undecided.

Answer: 1. The volunteers were wired up to an electric 'fidgetmeter' which counted the number of body movements they made in half a minute.
2. They were then put through a gruelling interview with disturbing topics, and the rise in their movement rate showed their level of anxiety.

Teacher's Note:
1. Answer with the method (wiring up and counting movements) and the test condition (stressful interview).
2. Do not write the conclusion about anxiety as the main answer, as the question asks only how people were assessed.

Answer: Easy (also: light, effortless, relaxing). 'Gruelling' means exhausting and very demanding, so its opposite is easy.

Teacher's Note:
1. First understand the meaning of the word from the context and then think of the opposite.
2. Give a single word as the answer, as an antonym question does not need a sentence.

Answer: Fidgeting helps individuals in two ways. It helps them get rid of stress that could lead to headaches, muscle pain or even ulcers, and it burns up as much energy as a jog when all the little movements are added up, thus fighting flab.

Teacher's Note:
1. Use the points from paragraph 4 and keep the answer to the benefits only.
2. Mention both the health and the weight benefits to earn the full mark.

Answer: Most fidgeters are anxious types who need to release nervous energy or an underlying tension. Their habits are also linked to unexpressed feelings: pencil-suckers yearn for babyhood, teeth-grinders and fist-clenchers hold back aggression, foot-tappers wish to be on the move, and people who scratch may wish to injure themselves.

Teacher's Note:
1. The common thread is anxiety or tension, which is shown in different outward habits.
2. Quote one or two examples from paragraph 6 to support the common factor.

Answer: According to a leading psychiatrist quoted in the passage, a bit of anxiety is not harmful, as it induces one to do better and often brings out the best in people when meeting deadlines, submitting reports or facing interviews and examinations. Tennis players, for example, play with manageable anxiety.

Teacher's Note:
1. The positive view is found in paragraph 7, so avoid including the negative view of paragraph 8.
2. Add the example of tennis players, but do not forget the idea that anxiety improves performance.

Answer: Title: Breakfast - Its Importance and Benefits

1. Origin of the word
1.1 'Dinner' (OF disner) = breaking a fast; first meal of day; meaning shifted mid-13th c.
1.2 'Breakfast' in written Eng. from 15th c.; calque of dinner = breaking night's fast

2. Why breakfast is important
2.1 Main source of energy for the day
2.2 Tastiest meal: wide variety (cereal to filet mignon); sweet/salty
2.3 Needed after 6-10 hrs without food

3. Effects of skipping breakfast (esp. school children)
3.1 Poor mental performance/cognition in class
3.2 Nutrient and energy deficit never made up later

4. Research findings
4.1 Study by doctors, Univ. of Wales, UK
4.2 Higher blood glucose after breakfast → better mental performance
4.3 Improves speed of recall (declarative memory); no effect on IQ test results/developed skills
4.4 Published in Am. J. of Clin. Nutr.

Abbreviations used: OF = Old French; c. = century; Eng. = English; esp. = especially; Univ. = University; hrs = hours; Am. = American.

Teacher's Note:
1. Give a title first, use headings with numbered sub-points, and keep the points in short phrases instead of full sentences.
2. Use at least four abbreviations and add a key to them, as marks are given for format, content and abbreviations.

Answer: Summary: The word 'breakfast' entered written English in the 15th century as a calque of 'dinner', meaning the breaking of the night's fast. Breakfast is called the most important and tastiest meal, giving energy and variety. Skipping it, especially by schoolchildren, harms mental performance, and the lost nutrients are never made up later. A University of Wales study found that higher blood glucose after breakfast improves memory, particularly the speed of recalling stories and word lists.

Teacher's Note:
1. A summary is written in continuous prose in your own words and in the present tense, with no examples or quotations.
2. Keep to about 80 words, as writing too long or too short will cost marks.

Answer: struck. The action is in the past (simple past of 'strike').

Teacher's Note:
1. The main narration is in the past tense, so choose the past form here.
2. The irregular forms to remember are strike - struck - struck.

Answer: burning. The participle describes the candle as it was at that moment.

Teacher's Note:
1. After 'the candle still' a participle shows an action in progress.
2. Here the -ing form works like a short form of 'which was burning'.

Answer: drawn. 'Had been' is followed by the past participle (past perfect passive).

Teacher's Note:
1. The structure had been + past participle shows a passive action already completed.
2. Learn the forms draw - drew - drawn.

Answer: keeps. A general truth is stated, so the simple present is used with the singular subject 'no one'.

Teacher's Note:
1. 'No one' is singular and it needs a singular verb in the present tense.
2. General statements are made in the simple present; 'would keep' is also acceptable.

Answer: burning. The verb 'keep' is followed by an object and the -ing form to show a continuing state.

Teacher's Note:
1. Verbs like keep, see and find take an object followed by the -ing form.
2. Do not use the base form 'burn' here.

Answer: bathed. The past participle works as an adjective phrase meaning 'which was bathed in sunlight'.

Teacher's Note:
1. The lawn receives the action, so the passive participle is needed.
2. Note that the verb is 'bathe' and the noun is 'bath'.

Answer: caught. 'Had' is followed by the past participle (past perfect) of 'catch'.

Teacher's Note:
1. The adverb 'probably' sits between had and the participle and does not change the tense.
2. Remember the irregular forms catch - caught - caught.

Answer: blew. It joins the simple past 'moved' with 'and', so the same tense is needed.

Teacher's Note:
1. Verbs joined by 'and' should have the same tense.
2. Do not choose the participle 'blown', as there is no auxiliary verb.

Answer: Japan is at present reeling under the blow of a tsunami.

Teacher's Note:
1. Begin with the subject (Japan) and then place the auxiliary and the verb phrase.
2. Check that every given word is used exactly once.

Answer: It is as great a catastrophe as the Second World War.

Teacher's Note:
1. The comparison pattern is as + adjective + a + noun + as.
2. Note that the article 'a' comes after the adjective 'great' in this pattern.

Answer: Japonica is a bush that is grown in Japanese gardens and yards.

Teacher's Note:
1. Identify the subject (Japonica) and the relative clause beginning with 'that'.
2. Keep the two nouns 'gardens and yards' together after 'Japanese'.

Answer: FOR SALE
Android smartphone, 6 GB RAM, 128 GB storage, 18 months old, in excellent working condition. Original box, charger, bill and warranty included. Screen guard and cover free. Price Rs 9,000 (negotiable). Serious buyers contact Abha, M-15, Vasant Kunj, Delhi. Phone: 98XXXXXX10, between 5 and 8 p.m.

Teacher's Note:
1. An advertisement should be short, with a heading, the main features, the price and the contact details.
2. Avoid full sentences, and do not cross the word limit.

Answer: CHILD LABOUR IS A CRIME, NOT A CHOICE!
Issued in public interest by the Ministry of Child Welfare

Every child has the right to play, learn and grow.
1. Do not employ children below 14 years in homes, shops or factories.
2. Send every child to school; education is their right.
3. Report child labour: call Childline 1098 (toll-free).
4. Support families and NGOs that rescue and rehabilitate children.

Give them books, not burdens! Be their voice. Save their childhood.
Prepared by: Secretary, Child Welfare Ministry

Teacher's Note:
1. A poster needs a catchy slogan, a few short points and a call for action, along with the issuing authority.
2. Keep the language crisp and use bold or boxes in the presentation; do not write long paragraphs.

Answer: Laughter, the Best Medicine
Good morning, respected Principal, teachers and dear friends. I am Rajani, President of the Humour Club, Chennai, and today I speak on 'Laughter, the best medicine'. Laughing and smiling cost nothing, yet they make us healthier and happier. A good laugh relaxes the muscles, improves breathing and releases hormones that lift our mood. A smile can turn a stranger into a friend. In today's world of tests, deadlines and screens, harmless humour is a necessity, not a luxury. It relieves stress and lets us see problems in perspective. Remember the story of a student who, trembling before an examination, cracked a joke with his friends and found his fear melting away. He wrote his paper calmly and scored well. Even Charlie Chaplin said that a day without laughter is a day wasted. But humour must never hurt anyone; laugh with people, not at them. So let us decide to smile more, share jokes and spread cheer. Laugh daily, live healthily. Thank you.

Teacher's Note:
1. Begin with a greeting and the topic, develop the three points asked, and close with an appeal and thanks.
2. An anecdote must be included, and the word limit of 150-200 words must be kept.

Answer: Debate (against the motion)
Good morning, respected judges and friends. I, Rohan, stand against the motion that social networking sites are just a sophisticated way of stalking people. These platforms are tools, and a tool is only as good as its user. They help us reconnect with lost friends, share achievements and learn from experts. During the pandemic, classes, meetings and family reunions survived because of them. Small businesses find customers, and social causes gather support within hours. Yes, some people misuse them, but that is a flaw of character, not of technology. Users control their privacy: they can restrict posts, block people and report abuse. Cyber laws also punish stalkers. To call the whole medium stalking is to blame the road for an accident. Awareness and responsible sharing, not condemnation, is the answer. Therefore, I firmly oppose the motion. Thank you.

Teacher's Note:
1. State your stand clearly at the start, support it with two or three strong arguments, and answer the opposing view briefly.
2. Close by restating your position; the debate should be about 120-150 words.

Answer: The poet realizes that his childhood has gone when he realizes that Hell and Heaven cannot be found in Geography, and therefore do not exist. This marks the day when he stops believing blindly and starts to think rationally.

Teacher's Note:
1. Link the loss of childhood to the moment of rational thinking, not just to growing older.
2. The extract is from the poem 'Childhood' by Markus Natten.

Answer: Eleven is the last stage of childhood innocence for the poet. After he ceased to be eleven, he started to question and doubt, and so the age stands for the end of his innocent, trusting childhood.

Teacher's Note:
1. Think of the age as a dividing line between innocence and adulthood.
2. Use the words 'ceased to be eleven' from the extract in your answer.

Answer: The poet found that Hell and Heaven cannot be located anywhere in Geography, that is, on any map or in any atlas of the real world. Since they could not be found, he concluded that they could not exist and were imaginary.

Teacher's Note:
1. The conclusion is based on a logical test: what cannot be found on the map is not real.
2. Do not state your own views on religion; use the poet's reasoning.

Answer: Simile. The island is compared to a battleship using the word 'as': 'as big as a battleship'.

Teacher's Note:
1. A simile compares two unlike things with the words 'as' or 'like'.
2. Always quote the words from the line to support the figure of speech.

Answer: The captain looked intently at the bare, clear outline of the island with great relief. After days of fear in the storm, the sighting showed that his ship was on the right course and they were out of danger.

Teacher's Note:
1. 'Stark' means bare and sharply clear, and 'relief' shows the end of anxiety.
2. Mention why the captain was worried earlier to explain the relief.

Answer: Ile Amsterdam was only a bleak volcanic rock, but it was the first land seen after their long, dangerous voyage. Its appearance proved that his navigation was correct and that the ship and crew were safe, so it seemed the most beautiful sight to him.

Teacher's Note:
1. Beauty here depends on the captain's feelings, not on how the island actually looks.
2. Contrast the bleak appearance of the island with the captain's happiness.

Answer: Mourad's cousin was Aram, the narrator of the story (The Summer of the Beautiful White Horse).

Teacher's Note:
1. The speaker of the extract says 'my cousin', so the speaker is the cousin.
2. The name of the narrator is given at the beginning of the story.

Answer: 'This man' refers to Uncle Khosrove, the huge, eccentric man with a great moustache and a wild temper, who was known for his stormy nature.

Teacher's Note:
1. Look at the sentence just before this extract, in which the man is described.
2. Mourad inherited the spirit of this uncle, not of his own father.

Answer: Mourad belonged to the Garoghlanian tribe, a family of Armenians known for their honesty.

Teacher's Note:
1. The tribe is mentioned at the beginning of the story and its members are known for their honesty.
2. Take care with the spelling of the proper noun.

Answer: It means that Zorab was only concerned with the useful and ordinary matters of life. He had no imagination, daring or sense of adventure, and was therefore very different from the colourful Khosrove and his son Mourad.

Teacher's Note:
1. 'Nothing else' stresses that he lacked every quality other than practicality.
2. Contrast Zorab with his brother Khosrove in your answer.

Answer: (a) The father is helpless because he cannot understand his son, though they live together. He asks himself where he went wrong and wants to bridge the gap, but his efforts fail. He longs to help the boy but does not know how to reach him.

OR (b) The Laburnum tree gives the nestlings a safe home. Its dense leaves and branches hide the nest, and when the mother goldfinch arrives, the tree comes alive and trembles with the calls of the young birds. The tree thus becomes a cradle that protects them.

Teacher's Note:
1. Write 30-40 words and answer only the one question you choose.
2. Use the poet's images or lines from the poem to support the point.

Answer: (a) Professor Gaitonde was a history professor of Bombay who travelled in a train and slipped into a parallel world. He was surprised to see the East India Company's name on a grand building because, in the history he knew, the Company had long ceased to exist after the British Crown took over.

OR (b) The innermost coffin of Tutankhamun was of solid gold, and it held his mummy with a gold mask, jewellery and amulets. The ancient Egyptians believed in life after death, so the treasures were kept there to protect the king and serve him in the afterlife.

Teacher's Note:
1. Both parts of the question must be answered: the identity and the reason for surprise (or the treasure and the reason for keeping it).
2. Keep to the word limit and avoid story details that are not needed.

Answer: (a) Mrs Fitzgerald advises Mrs Pearson to be firm and assertive and never to be a doormat again. Her family had taken her for granted, and only by standing up for herself could she earn their respect and have time for her own life.

OR (b) John Byro felt that the horse looked better, stronger and healthier than before and seemed almost to be a different animal. It was so because Aram and Mourad had fed and groomed it well and exercised it daily for a month.

Teacher's Note:
1. Give the advice as well as the reason in part (a), and the observation as well as the cause in part (b).
2. Write in the present tense for the literary events and keep the answer within about 40 words.

Answer: (a) The distancing was due to the demands of the situation, not deliberate. When the author was a child, he and his grandmother were close, as she took him to school, taught him the alphabet and listened to his prayers. When he moved to the city with his parents for higher studies, he went to a school where he learnt English and science, and she could no longer help. His university studies took him abroad for five years, and the gap grew. The grandmother, however, accepted this with grace; she spent her time spinning and was at peace with the change. When he returned, she welcomed him warmly, and she died soon after, happy that her grandson was back. There was never any dislike between them; only changing circumstances and lifestyle separated them, and their love remained as deep as ever.

OR (b) The statement is true of Nick Middleton. He is an adventurer because he goes on a hard journey along the Silk Road, through Taklamakan desert, the Karakoram, and Tibet, facing cold, altitude sickness and rough terrain. But he is a careful academic at heart. He plans every detail, reads widely, and carries maps and necessary medicines. He studies the history, customs and geography of the places he visits and records them with care. He questions the locals, such as the guide and the people in Kashgar, and notes down his findings. He is careful about his safety, and takes sensible precautions in the freezing climate. His writing is full of facts and humour. Thus he is a thoughtful traveller who combines adventure with research.

Teacher's Note:
1. Divide a long answer into an introduction, two or three developed points and a short conclusion, in 120-150 words.
2. Support each point with specific details from the lesson; do not give the story in full.

Answer: (a) Yes, I agree. Dr Andrew Manson's life shows that determination can achieve the impossible. When the baby was born, it appeared lifeless and was set aside as stillborn, as all attention was on saving the mother. Andrew, however, did not accept this. He worked on the baby with great effort, alternately dipping it in hot and cold water, rubbing it and giving artificial respiration for about ten minutes, until it gave a cry. His persistence saved both the mother's and the baby's life. The baby's father, Mr Morgan, was too shaken to believe it, and Andrew's persistence proved that a doctor must fight for life till the last moment. The incident teaches us to continue trying despite odds, as hard work and faith can bring success.

OR (b) The poem is a satire on foolish rulers and a thoughtless public. The king orders the building of an arch, which is so low that it hits his head. He blames the chief of builders, who blames the workmen, and so on down the line, until the king orders the hanging of the architect, but the noose is too wide for the architect's neck. The king then declares that the person who fits the noose should be hanged, and the noose fits the king himself, who then dies. The citizens choose the next king by the absurd rule that the first person to enter the gate be the king. The idiot who enters says he wants to be a melon, and so a melon is crowned king. The people call it wise and happy. The absurd justice and the idiot ruler make the poem humorous and ironic.

Teacher's Note:
1. Give your opinion first in part (a) and support it with events from the lesson, or list examples with explanations in part (b).
2. Finish with a one-line conclusion and keep within about 120-150 words.