CBSE Class 5 English Unseen Passage B

Read CBSE Class 5 English Unseen Passage B below, students should read unseen passage for class 5 English available on Studiestoday.com with solved questions and answers. These topic wise unseen comprehension for class 5 English with answers have been prepared by English teacher of Grade 5. These short passages have been designed as per the latest syllabus for class 5 English and if practiced thoroughly can help you to score good marks in standard 5 English class tests and examinations

CBSE Class 5 English Unseen Passage B. Students should do unseen passages for Class 5 English which will help them to get better marks in English class tests and exams. Unseen passages are really scoring and practicing them on regular basis will be very useful. Refer to the unseen passage below with answers.

Read the following passages carefully and answer the questions given below:

Convicts! Contented, that didn't make sense, and I expressed my surprise.

'Yes, they were contented. Govindaraju insisted. 'If you had come in those days you wouldn't have known who was a convict and who was not. They wore ordinary clothes, and were paid a monthly wage of twelve rupees which was not bad at that time. All that marked them as prisoners were their number discs. In their free time they could play games, or go out for walks or go to the pictures. There was always a cinema house in Port Blair. A prisoner who showed good conduct for five years could bring out his family at government expense. For that he received an extra allowance of five rupees for the wife and two rupees for each child. Naturally they were contented. Prisoners couldn't hope for such things on the mainland. ‘But surely they had to do hard labour.’

 ‘It was manual labour mostly, but you must understand that most of the prisoners belonged to the labouring classes, and this type of work was no hardship for them. Middle-class prisoners were given easier jobs, working in offices and such things. If the man was a peasant he was given a piece of land, a pair of bullocks and a homestead.

Answer the following Question:-

1.What didn't make sense?
2.What wouldn't you have known if you had come in those days?
3.What was the monthly wage of the convicts?
4.In their free time what could the convicts do?
5.What was the facility to the prisoner with good conduct?
6.What did they surely have to do?
7.To which class did most of the prisoners belong to?
8.What jobs were given to middle class prisoners?
9.What was given to a man if he was a peasant?
10Find the words from the passage which mean:-

(i)Persons proved guilty and put into prison.

(ii)Persons descended from another.

Suggested Answers to Passage:-

1.Convicts or contended didn't make sense.
2.If you had come in those days you wouldn't have known who was a convict and who was not.
3.The monthly wage of the convicts was twelve rupees.
4.In their free time convicts could play games or go out for walks or go to the pictures.
5.The prisoner with good conduct could bring out his family at government expense.
6.They surely had to do hard labour.
7.Most of the prisoners belonged to the labouring classes.
8.Middle class prisoners were given easier jobs, working in offices and such things.
9.If the man was a peasant, he was given a piece of land, a pair of bullocks and a homestead.
(i) Convicts (ii) descendents.


Read the following passages carefully and answer the questions given below:

On Saturday morning the postman delivered a large parcel for Tommy. The parcel contained a birthday present and it had arrived just in time.

Tommy looked at the stamps on the packet. IU's from uncle Bill", he shouted excitedly. Even though Uncle Bill, was in America, he had not forgotten Tommy's birthday. Mother made Tommy promise not to open the parcel until the following day.

"Your birthday is not till tomorrow", she said. You should open it in the morning together with your other presents." The next day, father was just as excited as Tommy when they discovered that the parcel contained an electric train Set. "Let's go upstairs and put it together", father said.

Tommy remained with his father for about an hour but finally got bored with the train set and went into the living room.

At about lunch time, Tommy's mother came into the 'living room. "Where's your father?" She asked, "l've been looking for him everywhere."

'He's upstairs, Mum", Tommy answered. "He put my train set together this morning, and he has been playing with it ever since.

Answer the following Question:-

1.Who sent the parcel for Tommy?
2.What was the present in the parcel?
3.How did Tommy know that the parcel came from America?
4.Write from the passage the sentence which shows that Tommy got more than one present?
5.What was Tommy's father doing after Tommy went into the living room?
6.Why did Tommy's mother want him to open the parcel the next day?
7.Why didn't Tommy stay upstairs longer?
8.What happened on Saturday morning?
9.What did his father say to him the next day?

Find words from the passage which

i a person who delivers letters

ii gift 

Suggested Answers to Passage:-

 

1.Uncle Bill sent the parcel for Tommy.
2.An electric train set.
3.,Tommy looked at the stamps on the packet.
4.‘You should open it in the morning together with your other presents."
5.He was playing with the electric train-set.
6.He should open it on the day of his birthday.
7.He got bored.
8.On Saturday morning the postman delivered a large parcel for Tommy
9.Father said that they should go upstairs and put it together.
(i) postman (ii) present.


Read the following passages carefully and answer the questions given below:

But first-just what is an earthquake? And what causes it? In the early history of the earth, when it was cooling down, the rocks deep in the earth's crust created huge islands' which floated on the softer and hotter rocks below rather like wood floats on water. Slowly, these islands drifted apart to make the land-masses we know today as continents. But even now these 'islands' are not stable, and are still drifting very, very slowly. It is these imperceptible movements which create stresses in the rock, many miles below the surface. Ever so often, one of these stresses will break and on the surface the deep underground movement is felt as an earthquake.

There are three large regions in the world where earthquakes are most likely to happen. Scientists call them earthquake zones. The first runs along the east coast of the Asian continent up through Japan, across Alaska, then down the west coast of North America, crossing Mexico and ending somewhere in the Caribbean Sea. The second runs down the west coast of south of South America. The Third runs across the south of Europe and North Africa, through Greece and Turkey and into the middle of Asia.

Answer the following Question:-

1.Find the words from the passage which mean-
2.Which is the third earthquake zone?
3.Which is the second earthquake zone?
4.Which is the first earthquake zone?
5.Where have major earthquakes occurred?
6.How is earthquake caused?
7.What do these imperceptible movements create?
8.What do we know about these islands' even now?
9.By which name do we know these land masses?
10.What created huge 'islands'?

i.a violent movement of part of the earth's crust
ii.an area with particular characteristics 

Suggested Answers to Passage:-

 

1.The rocks deep in the earth's crust created huge island.
2.We know these huge land masses by the name of continents.
3.Even now, we know about these islands' that they are still drifting very, very slowly.
4.These imperceptible movements create stresses in the rocks.
5.Earthquake is caused when one of the stresses breaks and deep underground movement is felt.
6.Major earthquakes have occurred in three large regions in the world.
7.The first earthquake zone runs along the east coast of the Asian continent up through Japan, across Alaska, then 8.down the west coast of North America, crossing Mexico and ending somewhere in the Caribbean Sea.
9.The second zone runs down the west coast of South America.
10The third earthquake zone runs across the south of Europe and North Africa, through Greece and Turkey and into the middle of Asia.
(i) earthquake (ii) zone


Read the following passages carefully and answer the questions given below:

It seems to be essential to the mental health and happiness of every individual that he should have something to which he can assert exclusive possession- something, as we say, that he can call his own. Delight in owning things usually shows itself as early as the second year of life, when the words "my" and "mine" are among the first that the child learns to utter.

Parents and teachers can make use of this characteristic of human nature in many ways. In the home a child can be led to acquire orderly habits by being encouraged to arrange his own possessions tidily; and this valuable training can be continued at school, where he can be helped to keep carefully arranged samples of his own handiwork, such as drawings, paintings, specimens of his handwriting, well done arithmetic exercises and the like.

Closely linked with pride of possession is an impulse that appears early in the life of most children-the impulse to collect things. This too the educator can use to good effect. By the exercise of a little tact he can inspire a child to collect postage stamps, and may thus lead him to a lasting interest in history and geography. Or, by encouraging him to collect wild flowers, shells or pebbles, he may help him to become a naturalist.

Answer the following Question:-

1.What is essential to the mental health and happiness of every individual?
2.When does the delight in owning things show itself?
3.How can a child be led to acquire orderly habits?
4.Which impulse is closely connected with possession?
5.In which subjects can interest be created by stamp collection?
6.How can we help a child to become a naturalist?
7.Who can make use of human nature in many ways?
8.Which valuable training can be continued at school?
9.How can this training help?
10Find the words from the passage which mean

i.an expert in natural history

ii.owing 

Suggested Answers to Passage:-

 

1.Exclusive possession is essential to the mental health and happiness of every individual.
2.Delight in owning things usually shows itself as early as the second year of life.
3.A child can be led to acquire orderly habits by being encourage to arrange his own possessions tidily.
4.The impulse of collecting things is closely connected with possession.
5.In history and geography, interest can be created by stamp collection.
6.We can help a child to become a naturalist by encouraging him to collect wild flowers, shells or pebbles.
7.Parents and teachers can make use of human nature in many ways.
8.The training to arrange own possessions tidily can be continued at school.
9.This training can help to keep the samples carefully arranged.
(i) naturalist (ii) possession.


Read the following passages carefully and answer the questions given below:

Those responsible for teaching young people have resorted in different periods of history, to a variety of means for making their pupils learn. The earliest of these was the threat of punishment, which meant that the pupil who was slow, careless or inattentive risked either physical chastisement or the loss of some expected privilege or treat. Learning was thus to some extent, associated with fear, particularly in the minds of those who found certain subjects hard to master.

At a later period, pupils were encouraged to learn in the hope of some kind of reward. This often took the form of marks awarded daily or weekly for work done, and sometimes of prizes given at the end of each year to the best scholars. Such a system appealed to the competitive spirit, but it often had just as depressing an effect as the older system of punishment on the slow but willing pupil.

The two systems suggest that teachers felt that their pupils had to be either compelled or bribed to learn. In the nineteenth century, however, there sprang up a different type of teacher, passionately convinced that learning was worthwhile for its own sake, and that the young learner's principal stimulus should be neither anxiety to avoid a penalty nor ambition to win a reward, but sheer desire to learn.

Answer the following Question:-

1.Find the words from the passage of each year? which mean-
2.Who were given the prizes at the end
3.Which system sprang up in 19th century?
4.What did the two systems suggest?
5.What was the reward giving system' of education?
6.How were pupils encouraged at a later period?
7.To what was learning associated?
8.What do you mean by the threat of punishment?
9.What was the earliest variety of means for teaching young people?
10.Who have resorted in different periods of history?

Something that rouses a person to activity

a strong desire to achieve something.

Suggested Answers to Passage:-

1.Those responsible for teaching young people have resorted in different periods of history.
2.The earliest variety of means for teaching young people was the threat of punishment.
3.The threat of punishment means that the pupil who was slow, careless or inattentive risked either physical chastisement or loss of privilege.
4.Learning was associated with fear.
5.At a later period, pupils were encouraged to learn in the hope of some kind of reward.
6.The reward giving system took the form of marks awarded daily or weekly for work done or prizes given at the end of each year
7.The two systems suggested that teachers felt that their pupils had to be either compelled or bribed to learn.
8.In 19th century sprang up the system of sheer desire to learn.
9.The best scholars were given the prizes at the end of each year.

 

(i) stimulus (ii) ambition.

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