Get textual answers, explanations, solutions, notes, extras, MCQs, PDF of Chapter 2: ISE Class 12 English Language/Grammar (Total English) solved which comprises Two Voices-One Meaning, Composition Introduction, and Prepositions. However, the educational materials should only be used for reference, and students are encouraged to make necessary changes.
Video tutorial
Two Voices-One Meaning
ASSIGNMENT 1
In each of the following items, sentence A is complete, but sentence B is not. Complete sentence , making it as similar in meaning as possible to sentence A. Write down sentence B in each case.
1. (A) Are they questioning everybody in the house?
(B) Is everybody…….
Answer: Is everybody in the house being questioned?
Explanation: The sentence in part B is written in the passive voice. In the active voice, “Are they questioning” becomes “Is being questioned” in the passive. The subject “everybody in the house” remains the same but takes the passive form. For example:
- Active: They are questioning the teacher.
- Passive: Is the teacher being questioned?
2. (A) People consider him as a great leader.
(B) He is…….
Answer: He is considered a great leader.
Explanation: The sentence is converted from active to passive voice. In the active voice, “People consider” becomes “He is considered” in the passive. The object “him” becomes the subject “He” in the passive form. For example:
- Active: People respect her.
- Passive: She is respected.
3. (A) Aerosol sprays have damaged the ozone layer.
(B) The ozone layer…….
Answer: The ozone layer has been damaged by aerosol sprays.
Explanation: This is another example of passive voice transformation. In the active sentence, “Aerosol sprays have damaged” is rephrased to “has been damaged” in the passive. The subject and object swap roles. For example:
- Active: The storm destroyed the house.
- Passive: The house was destroyed by the storm.
4. (A) The farmers will have sown paddy before the rains.
(B) Paddy…….
Answer: Paddy will have been sown by the farmers before the rains.
Explanation: Future perfect tense in the active voice (“will have sown”) becomes “will have been sown” in the passive voice. The agent (“by the farmers”) is included to clarify who performed the action. For example:
- Active: She will have completed the project.
- Passive: The project will have been completed by her.
5. (A) People in many towns will watch the same television programme.
(B) The same television programme…….
Answer: The same television programme will be watched by people in many towns.
Explanation: Future tense in active voice (“will watch”) changes to “will be watched” in the passive. The subject and object switch positions. For example:
- Active: The team will play the game.
- Passive: The game will be played by the team.
6. (A) Thousands of people listened to the President’s speech.
(B) The President’s speech…….
Answer: The President’s speech was listened to by thousands of people.
Explanation: The past simple tense (“listened to”) becomes “was listened to” in the passive voice. The object (“The President’s speech”) becomes the subject in the passive sentence. For example:
- Active: The students read the book.
- Passive: The book was read by the students.
10. (A) The cat must have eaten the bun.
(B) The bun…….
Answer: The bun must have been eaten by the cat.
Explanation: In a modal verb structure, the passive voice uses “must have been” followed by the past participle of the verb (“eaten”). The subject and object positions switch, and the agent is included. For example:
- Active: They must have completed the task.
- Passive: The task must have been completed by them.
ASSIGNMENT 2
In each of the following items, sentence A is complete, but sentence B is not. Complete sentence B, making it as similar in meaning as possible to sentence A. Write down sentence B in each case.
1. (A) This rumour must have been started by our opponents.
(B) Our opponents…….
Answer: Our opponents must have started this rumour.
Explanation: This is about changing a sentence from the passive voice (“must have been started”) to the active voice. In passive voice, the action happens to the subject (the rumour), while in active voice, the subject (our opponents) performs the action.
- Passive: “This rumour must have been started by our opponents.”
- Active: “Our opponents must have started this rumour.”
In active sentences, the subject comes first, followed by the verb and the object.
2. (A) This theory has now been proved false.
(B) They…….
Answer: They have now proved this theory false.
Explanation: This shifts the sentence from passive voice (“has now been proved”) to active voice (“they have now proved”). The subject (they) actively performs the action.
- Passive: “This theory has now been proved false.”
- Active: “They have now proved this theory false.”
The verb form changes slightly to fit the subject, and the word order is adjusted.
3. (A) This notice has been altered.
(B) Someone…….
Answer: Someone has altered this notice.
Explanation: Here again, the transformation is from passive to active voice. In the passive form, the subject is not mentioned directly. The active version introduces “someone” as the doer of the action.
- Passive: “This notice has been altered.”
- Active: “Someone has altered this notice.”
The verb stays in the present perfect form (“has altered”), but the subject is now explicit.
4. (A) Why should he be suspected by you?
(B) Why should you…….
Answer: Why should you suspect him?
Explanation: This is about converting a question from passive to active voice.
- Passive: “Why should he be suspected by you?”
- Active: “Why should you suspect him?”
The object of suspicion (“him”) becomes the direct object, and “you” becomes the subject. The verb “suspected” changes to its base form “suspect.”
5. (A) The boxes are being packed by the workers.
(B) The workers are…….
Answer: The workers are packing the boxes.
Explanation: Passive sentences emphasize the object (“the boxes”), while active sentences emphasize the doer (“the workers”).
- Passive: “The boxes are being packed by the workers.”
- Active: “The workers are packing the boxes.”
The verb form “are being packed” changes to “are packing” to fit the active structure.
6. (A) My mobile phone has been stolen by the waiter.
(B) The waiter…….
Answer: The waiter has stolen my mobile phone.
Explanation: The sentence is converted from passive (“has been stolen”) to active voice.
- Passive: “My mobile phone has been stolen by the waiter.”
- Active: “The waiter has stolen my mobile phone.”
Here, “the waiter” is the subject, and the verb “has been stolen” changes to “has stolen.”
10. (A) She will have read the book.
(B) The book…….
Answer: The book will have been read by her.
Explanation: The active sentence (“She will have read”) changes to the passive voice.
- Active: “She will have read the book.”
- Passive: “The book will have been read by her.”
The verb form “will have read” becomes “will have been read,” and “the book” is placed first.
Prepositions
ASSIGNMENT
1. Get……….the facts.
Answer: at
Explanation: “At” is a small word we use to point to something specific, like reaching a goal. Here, it means focusing on finding the truth or the facts. Think of it like playing a game where you aim to “get at” the prize. For example: “I need to get at the truth behind the mystery.”
2. She cannot get………with him.
Answer: along
Explanation: “Along” means being friendly or working well together, like two kids sharing toys happily. When we say, “She cannot get along with him,” it means they don’t work or play well together. Example: “My friend and I always get along because we share our toys.”
3. He can’t start the car because the battery has run ……………..
Answer: out
Explanation: “Out” means something is finished or used up, like when your crayons are all gone. The car’s battery “ran out,” which means it has no power left. Example: “We ran out of juice, so we need to buy more.”
4. The watchman ran……….. the thief.
Answer: after
Explanation: “After” shows that someone is chasing something or someone, like running after a balloon flying away. Here, the watchman chases the thief. Example: “The dog ran after the ball in the park.”
5. Father sits ……….. the head of the table for dinner.
Answer: at
Explanation: “At” is used to show a specific spot, like sitting “at” the table to eat. It tells us where Father is sitting – in the special chair at the table’s head. Example: “I sit at the corner of the table during lunch.”
6. Some passengers were sitting ………….. the roof of the bus.
Answer: on
Explanation: “On” means something is resting on a surface, like a book on a table. The passengers are sitting on top of the bus’s roof. Example: “I placed my toy car on the shelf.”
7. We were all surprised when Rani turned ……… at the party.
Answer: up
Explanation: “Up” means to appear or show up somewhere, like popping up in hide-and-seek. Rani “turned up,” meaning she came to the party. Example: “My friend turned up at my birthday party unexpectedly.”
8. Turn ………… the tap to fill the bucket.
Answer: on
Explanation: “On” is used to start something, like a light or water tap. Turning “on” the tap lets water flow into the bucket. Example: “I turned on the fan because it was too hot.”
9. I cannot put ………… with such a treatment.
Answer: up
Explanation: “Put up with” is a phrasal verb that means tolerating or enduring something unpleasant. Example: “I put up with my little brother’s loud singing.”
10. I didn’t buy it. The price put me ………….
Answer: off
Explanation: “Off” is used to show dislike or disinterest in something. The high price “put off” the person, meaning it stopped them from buying. Example: “The bad smell put me off my meal.”
11. Try to give………your bad habit.
Answer: up
Explanation: “Give up” means to stop doing something, like quitting a bad habit. It’s like saying goodbye to something forever. Example: “I gave up eating too many chocolates.”
12. Coal gives ……. a lot of smoke in the kitchen.
Answer: off
Explanation: “Off” indicates emission or release, as coal emits smoke while burning. Example: “The candle gives off a soft glow.”
20. We need one more speaker to make ……….. a team.
Answer: up
Explanation: “Make up” means completing or forming something, like putting puzzle pieces together to finish it. Example: “We need another player to make up the basketball team.”
Specimen Paper-2
Question 1
Write a composition (in approximately 400 – 450 words) on any one of the following subjects
(i) Your grandparents have been wanting to go on a pilgrimage but have not been able to do so due to the pandemic. This summer break you were able to accompany them for the pilgrimage. Give an interesting description of the place of pilgrimage. Did it come up to your expectations? Would you like to go there again?
A Memorable Pilgrimage to Varanasi
The pandemic had kept my grandparents’ long-standing wish for a pilgrimage on hold. However, this summer break, I had the privilege of accompanying them to Varanasi, the spiritual capital of India. Known for its ghats, temples, and timeless aura, Varanasi promised an experience that would be both enriching and reflective.
As we arrived in Varanasi, the city welcomed us with its unique blend of chaos and calm. The narrow lanes, bustling with pilgrims, vendors, and cows, reflected an ancient rhythm. Our first stop was the Kashi Vishwanath Temple, dedicated to Lord Shiva. The temple’s golden spire gleamed against the sky, and the air was filled with the chants of “Har Har Mahadev.” The intricate carvings and the sanctity of the place left me awestruck. My grandparents were visibly moved as they offered their prayers, their eyes welling up with gratitude.
Next, we headed to the ghats along the Ganges. The Dasaswamedh Ghat stood out with its vibrant evening Ganga Aarti. Watching the priests perform the aarti with synchronized movements, accompanied by the sound of bells, conch shells, and devotional songs, was a surreal experience. The reflections of the lamps on the river seemed to create a bridge between the divine and the earthly realms. We also visited the Manikarnika Ghat, where life and death coexisted, reminding us of the transient nature of existence.
The pilgrimage also allowed us to explore Sarnath, a short drive from Varanasi. This serene place, where Buddha delivered his first sermon, provided a stark contrast to the lively ghats. The Dhamek Stupa and the Ashoka Pillar were a testament to India’s rich Buddhist heritage. My grandparents, though exhausted, found solace in the tranquil surroundings.
One of the highlights of our trip was the food. From the famous kachoris and jalebis to the creamy lassi served in earthen pots, every bite was a celebration of the city’s culinary heritage. My grandparents relished the offerings, sharing stories from their younger days.
Did Varanasi meet my expectations? Undoubtedly. The city had an aura that was both humbling and inspiring. Its timelessness, spirituality, and cultural vibrancy made me appreciate the depth of India’s traditions. Would I like to go there again? Absolutely. Varanasi is a place that offers new insights with every visit.
This pilgrimage was more than a journey—it was a chance to bond with my grandparents, delve into the spiritual core of India, and return with memories etched in my heart forever.
(ii) Your elder sister has been blessed with a baby girl. Narrate your experience of meeting your niece for the first time.
A Precious Moment: Meeting My Niece for the First Time
It was a crisp December morning in Pune, and the air was filled with excitement in our home. My elder sister, Neha, had been blessed with a baby girl just a week ago, and today was the day I would meet my little niece for the first time. The moment felt surreal as I packed a small bag of gifts—tiny clothes, a soft pink blanket, and a silver anklet, a traditional gift in our family for newborns.
The journey to Neha’s house in Kothrud was filled with a whirlwind of emotions—nervousness, anticipation, and immense joy. My parents, equally excited, accompanied me. As we reached the apartment, I noticed a small floral wreath on the door with the words “Welcome Little Angel” written in bold letters. It struck me then how this tiny life had already brought so much joy to everyone around her.
Neha welcomed us with her warm smile, though she still looked tired from the demands of new motherhood. Her husband, Rahul, carried a tray of sweets—laddu and peda, a customary gesture to celebrate the arrival of the baby. After a few minutes of greetings and catching up, she asked, “Ready to meet her?” My heart skipped a beat as I nodded eagerly.
Neha led us to the baby’s room, and there she was—a delicate bundle wrapped snugly in a pastel pink swaddle, sleeping peacefully in her crib. I was mesmerized. Her tiny hands, curled into fists, her rosy cheeks, and a head full of soft black hair made her look like a little doll. She stirred slightly and opened her eyes, which were large and curious, as if she were taking in the world around her.
As I held her for the first time, an overwhelming sense of love and protectiveness washed over me. Her weight was so light, yet it felt as if I was holding the universe in my arms. She made a soft cooing sound, and I couldn’t help but smile through tears of joy. Neha laughed and teased, “Looks like you’re already her favorite aunt!”
The entire day passed in a blur of joyful moments—family members pouring in to see the baby, conversations filled with laughter, and the aroma of freshly prepared puran poli wafting through the house. Before leaving, I kissed her tiny forehead and whispered, “Welcome to the family, little one. You are so deeply loved.”
That evening, as we drove back home, I couldn’t stop thinking about her. Meeting my niece for the first time was not just an experience; it was a memory etched in my heart forever. She had not only brought happiness to our family but had also strengthened our bonds, reminding us of the beauty of new beginnings.
(iii) School uniforms are relevant today. Express your views either FOR or AGAINST the given statement.
School Uniforms Are Relevant Today: A Case FOR Their Continuation
In contemporary India, where education forms the cornerstone of societal progress, the debate over school uniforms remains pertinent. Advocates for uniforms argue that they foster equality, discipline, and a sense of identity among students. I firmly believe that school uniforms are relevant today and should continue to be an integral part of the Indian education system.
One of the primary arguments for school uniforms is the sense of equality they instill. In a diverse country like India, where socio-economic disparities are stark, uniforms eliminate visible distinctions based on economic status. Whether a student comes from a plush apartment in South Delhi or a modest home in a Kolkata suburb, uniforms ensure that all children look the same, creating a level playing field. This reduces the pressure to wear expensive, fashionable clothes to school, thereby mitigating social tensions and distractions.
Discipline is another significant benefit of school uniforms. Wearing a prescribed set of clothes cultivates a sense of order and adherence to rules. The sight of neatly dressed students in their uniforms, be it the crisp white shirts and grey trousers of DAV Public School in Bengaluru or the traditional kurta-pajama uniform of some schools in Varanasi, sets a tone of seriousness and focus. Uniforms indirectly remind students that their primary purpose in school is learning, not flaunting their personal style.
Additionally, uniforms foster a sense of belonging and pride in one’s institution. When students wear the distinctive blazer of St. Xavier’s High School in Mumbai or the striped tie of Kendriya Vidyalaya in Chennai, they feel like a part of a community. This shared identity can inspire school spirit, encourage teamwork, and motivate students to uphold the values of their institution. In this way, uniforms serve as a symbolic thread binding students together, irrespective of their individual differences.
Critics argue that uniforms suppress individuality and creativity. However, there are plenty of avenues outside of school where students can express themselves through their attire. Moreover, the discipline and focus uniforms bring often outweigh the limited restriction on personal expression. It is also worth noting that uniforms themselves can be a canvas for creativity, as schools in different parts of India design them with cultural and regional elements in mind.
In conclusion, school uniforms continue to be relevant in today’s world. They promote equality, discipline, and unity—values that are essential for nurturing responsible citizens. As India strides towards becoming a global leader, fostering these values in its younger generation is of utmost importance. Retaining uniforms is not a step backward but a measure to ensure that schools remain spaces for holistic growth and education, undistracted by the external trappings of fashion and class distinctions.
(iv) Democracy is the best form of government. Express your opinion about this proposition.
Democracy: The Best Form of Government
Democracy, derived from the Greek term “demos” (people) and “kratos” (rule), signifies governance by the people. It is a system that empowers individuals to participate actively in decision-making processes, either directly or through elected representatives. Among various forms of government such as monarchy, dictatorship, or oligarchy, democracy stands out as the most just and inclusive system. In the Indian context, democracy has proven to be a cornerstone of unity, progress, and empowerment since the country’s independence in 1947.
The key feature of democracy is its emphasis on equality and liberty. In India, the Constitution guarantees fundamental rights such as freedom of speech, equality before the law, and the right to vote, regardless of caste, religion, gender, or economic status. These rights ensure that every citizen, whether residing in a bustling city like Mumbai or a remote village in Arunachal Pradesh, has an equal voice in shaping the nation. This inclusivity fosters a sense of belonging and responsibility among citizens.
India, the world’s largest democracy, has demonstrated that this system is the most suitable for managing a nation of unparalleled diversity. The federal structure allows states like Tamil Nadu, Punjab, and Kerala to address local issues while remaining united under the central government. Democratic institutions such as the Election Commission of India and the Parliament serve as safeguards against autocratic tendencies and ensure that power is decentralized.
One of democracy’s most significant advantages is its adaptability and accountability. Elected representatives, like the Members of Parliament from constituencies such as Varanasi or Bengaluru South, are answerable to their voters. If the public is dissatisfied with their performance, they can be replaced in subsequent elections, ensuring that leaders remain focused on public welfare. Initiatives such as the Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA) and the Swachh Bharat Abhiyan are examples of policies that have emerged due to the pressures of public demand in a democratic framework.
However, democracy is not without its challenges. Issues such as corruption, political polarization, and voter apathy often undermine its effectiveness. In India, instances of caste-based politics and vote-buying practices have occasionally marred the sanctity of elections. Yet, the resilience of Indian democracy lies in its ability to self-correct. Civil society movements, such as the Anna Hazare-led anti-corruption campaign in 2011, exemplify how democracy allows for public voices to challenge and reform the system.
In conclusion, democracy is the best form of government as it ensures equality, accountability, and freedom. While challenges persist, its ability to adapt and accommodate diverse voices makes it unparalleled. As India continues to evolve, its democratic framework remains a beacon of hope and a testament to the enduring belief in “government of the people, by the people, and for the people.”
(v) Cinema.
The Magic of Cinema in India
Cinema has always been an inseparable part of Indian culture, reflecting the diverse tapestry of the nation. From its humble beginnings with Raja Harishchandra in 1913 by Dadasaheb Phalke to the globally acclaimed movies like RRR and Lagaan, Indian cinema has evolved into a multifaceted medium that transcends boundaries and unites millions.
Cinema in India is not just entertainment; it is a phenomenon, a cultural force that shapes opinions, dreams, and aspirations. The towering figures of Bollywood, from legends like Raj Kapoor, Nargis, and Dilip Kumar to contemporary icons like Shah Rukh Khan, Deepika Padukone, and Ranbir Kapoor, have left an indelible mark on the hearts of the masses. In the regional spectrum, stalwarts such as Rajinikanth, Mohanlal, and Satyajit Ray have elevated Indian cinema to an art form that resonates across languages and regions.
The most fascinating aspect of Indian cinema is its diversity. While Bollywood in Mumbai churns out glossy musicals, Tamil Nadu boasts Kollywood, known for its gripping narratives and high-octane action. Bengal’s Tollywood prides itself on intellectual films, with maestros like Ritwik Ghatak and Satyajit Ray leading the way. Similarly, Telugu, Kannada, Marathi, and Malayalam cinemas have distinct styles and devoted audiences, making the Indian film industry a kaleidoscope of creativity.
Cinemas are more than just films; they are social gatherings, cultural markers, and emotional journeys. In cities like Delhi and Chennai, multiplexes attract urban youth with their polished ambience and wide variety of options. In smaller towns such as Patna and Kanpur, single-screen theatres are cultural hubs where people cheer and whistle as heroes deliver punchlines or dance to chart-topping songs.
Technological advancements have brought Indian cinema to global platforms. With the advent of streaming giants like Netflix and Amazon Prime, Indian movies and web series now reach audiences in countries like the USA, Germany, and Japan. Movies like Bahubali and RRR have made waves at international award functions, proving that Indian storytelling is universally appealing.
However, cinema also faces its share of challenges. Critics often debate the portrayal of gender roles, the glorification of violence, or the influence of movies on young minds. Yet, filmmakers like Zoya Akhtar, R. Balki, and Anand Gandhi are pushing boundaries by creating content that is socially relevant and introspective.
In conclusion, cinema in India is a magical blend of dreams and reality. It mirrors the society while also offering an escape from its harshness. Whether it is a rickshaw puller in Kolkata saving for a ticket to a Salman Khan movie or a family in Bengaluru booking tickets for the latest Kannada release, cinema continues to unite India, proving that the reel world is as important as the real one.
Indeed, Indian cinema is a celebration of life, art, and culture—a gift that keeps giving, one frame at a time.
(vi) Write an original short story that begins with the following words: I turned the key, heard the lock click. The door swung ..
The Hidden Room
I turned the key, heard the lock click. The door swung open with an eerie creak, revealing a dimly lit room I had never seen before in my grandmother’s old mansion in Kolkata. The house, a crumbling relic of the British Raj, stood in the heart of Ballygunge, surrounded by mango trees that cast long, ominous shadows in the moonlight. I had always been intrigued by the tales of hidden treasures and secrets that my grandmother, Smt. Rukmini Devi, often spoke of during our evening chai sessions.
That night, driven by curiosity, I had ventured into the west wing of the house, which had been locked for decades. Clutching an old iron key I found in my grandmother’s puja cabinet, I turned the lock of the door that had kept the room hidden from us all.
The faint light of my torch swept across the room, illuminating cobwebbed furniture and shelves lined with dusty books. At the center of the room stood a grand teak desk, its surface scattered with yellowed papers and a peculiar brass lockbox. The air smelled of aged wood and something faintly metallic.
Heart racing, I approached the desk. My fingers trembled as I touched the lockbox, its intricate carvings depicting what seemed to be scenes from the Mahabharata. I pressed a hidden latch on its side, and the lid sprang open with a soft click. Inside lay a bundle of letters tied with a red silk ribbon, along with a faded photograph of a young couple. The woman in the photograph was unmistakably my grandmother, her eyes sparkling with joy. The man beside her was unfamiliar, yet there was a resemblance to my late grandfather, Pt. Aniruddh Chatterjee.
Unfolding the first letter, I read the words that revealed a hidden chapter of my grandmother’s life. She had been engaged to another man, a freedom fighter named Arjun Sen, during the Quit India Movement. Their love had blossomed in the chaos of India’s struggle for independence, but fate had separated them. Arjun had gone missing during a protest in 1942, leaving my grandmother heartbroken. Her marriage to my grandfather had been arranged soon after, but she had never forgotten her first love.
The subsequent letters chronicled her pain, her longing, and her eventual acceptance of her life’s circumstances. One letter, written years later, was addressed to Arjun. It ended with the words, “In this life or the next, I will find you.”
Overwhelmed, I sat back in silence, feeling as though I had stepped into a sepia-toned reel of history. This was not just a story; it was my family’s legacy, a fragment of India’s past entwined with personal loss and hope.
As I left the room, I locked the door behind me. I knew this was a story that deserved to remain undisturbed, a poignant reminder of love, sacrifice, and the secrets that lie in old, forgotten places.
Question 2
(i) As a reporter, you have visited the site of fire at the Vizag Fishing Harbour. Write a newspaper report in not more than 300 words, entitled: ‘Fire engulfed the Fishing Harbour’ based on the following points:
Date, place, event – major fire in a jetty at Vizag fishing harbour on Sunday night – 40 mechanised fishing boats gutted – initial panic due to explosions of LPG cylinders and fuel tanks – no loss of life – strong winds accelerated the fire – 12 fire tenders, NDRF and port trust undertook rescue operation – cause: a cigarette butt carelessly discarded on a boat sparked the massive fire – spread quickly – boats anchored close to one another – boats had LPG cylinders to cook and tank full of fuel to go to the deep sea.
Answer:
Fire Engulfed the Fishing Harbour
Visakhapatnam, December 3, 2023: A massive fire broke out at the Vizag Fishing Harbour late Sunday night, causing widespread devastation as 40 mechanised fishing boats were reduced to ashes. Fortunately, no loss of life has been reported, though the financial toll is expected to be significant.
The fire erupted around 10:30 PM on a jetty, reportedly sparked by a carelessly discarded cigarette butt on one of the boats. The flames spread rapidly due to the close proximity of the anchored boats, which were laden with LPG cylinders for cooking and fuel tanks filled to prepare for deep-sea voyages.
Eyewitnesses described scenes of chaos as explosions from bursting LPG cylinders and fuel tanks sent plumes of smoke into the night sky. The strong coastal winds further fueled the inferno, spreading it quickly across the tightly packed vessels. Fisherfolk in the area initially panicked, rushing to evacuate the vicinity and salvage what little they could.
The Visakhapatnam Port Trust, along with 12 fire tenders and a team from the National Disaster Response Force (NDRF), responded promptly to the crisis. Despite their valiant efforts, the fire raged on for hours before being brought under control in the early hours of Monday morning. The damaged boats were left as charred skeletons of their former state, and the air was thick with the acrid smell of burnt wood and fuel.
Preliminary investigations confirmed the negligence behind the disaster, highlighting the need for stricter safety measures at the harbour. “This tragedy could have been averted with proper precautions,” said a senior official from the port trust.
The loss of 40 fishing boats has left dozens of families reeling, as many depend on these vessels for their livelihoods. Authorities have assured that a comprehensive relief and compensation plan is underway to support the affected fishermen.
The incident has served as a stark reminder of the need for stringent fire safety protocols in bustling harbours like Vizag’s.
(ii) As the head of the Dramatics Club of your school, you have been given the responsibility of conducting an Inter-House Slam Poetry [Slam Poetry is a performance of spoken word poetry before a live audience and a panel of judges]. Write a proposal, in not more than 150 words, stating the steps required to organise this competition.
[The proposal should include: (i) An introduction; (ii) Objectives; (iii) List of measures to be taken. A concluding statement is desirable.]
Answer:
Proposal for Conducting an Inter-House Slam Poetry Competition
To encourage creativity and expression among students, the Dramatics Club of Modern High School proposes organising an Inter-House Slam Poetry Competition on January 26. This event will provide a platform for students to showcase their talent in spoken word poetry before their peers and a panel of judges.
The objectives of the competition are to nurture artistic expression, improve public speaking skills, and foster healthy competition among students. It will also help participants connect with their audience through engaging performances.
To ensure the event’s success, we will prepare the auditorium with proper sound and lighting arrangements. The competition will have judges from the English Department and senior students with prior poetry experience. Houses will be informed of the rules and the time limit in advance. Registration will be held through class representatives, and we will set up rehearsal sessions a week before the event.
We hope this proposal will be approved, and the event will inspire young poets to find their voice.
Ravi Menon
President, Dramatics Club
Modern High School
Question 3
(i) In each of the following items, sentence I is complete, while sentence II is not. Complete sentence II, making it as similar as possible to sentence I. Write sentence II in each case.
(a) (I) She was too full for another cup of tea.
(II) She was so………..
Answer: She was so full that she could not have another cup of tea.
(b) (I) Mother said to Raja, “A registered letter came for you yesterday.”
(II) Mother told Raja that………..
Answer: Mother told Raja that a registered letter had come for him the previous day.
(c) (I) Nobody knew much about his plans for the future.
(II) Little………..
Answer: Little was known about his plans for the future.
(d) (I) The heavy rains revived the plants.
(II) The plants………..
Answer: The plants were revived by the heavy rains.
(e) (I) As soon as she reached home she learnt that she had to leave for Mumbai.
(II) Hardly………..
Answer: Hardly had she reached home when she learnt that she had to leave for Mumbai.
(ii) Fill in each blank with a suitable word. (Do not write the sentence.)
(a) He has lived all his life………. honest work.
Answer: He has lived all his life by honest work.
(b) My brother has learnt to live ………… his means.
Answer: My brother has learnt to live within his means.
(c) It took a long time for her to get. ………… the shock.
Answer: It took a long time for her to get over the shock.
(d) Why can’t you get ………… with your sister?
Answer: Why can’t you get along with your sister?
(e) I ran …………. the post of Class President.
Answer: I ran for the post of Class President.
(f) Iran………………………………….my old teacher at the mall.
Answer: I ran into my old teacher at the mall.
(g) I cannot part. ……….. my money.
Answer: I cannot part with my money.
(h) She parted…….her father at the airport.
Answer: She parted from her father at the airport.
(i) Let us set …………… all formalities.
Answer: Let us set aside all formalities.
(j) The Chinese have set …………. .. a factory.
Answer: The Chinese have set up a factory.
(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.
One night, Upagupta __(1) (lie) asleep on the dusty ground by the city of Mathura. The sky __(2) (overcast) with clouds, and the doors were all __(3) (close). In the prevailing darkness, Vasavadatta a dancing girl He __(5) (carry) a lamp in her hand, her feet tinkling, __(7) (wake) up. (8) (startle); he saw the face of the young ‘ascetic’. His face. __(4) (pass) that way. Though she __(6) (touch) the chest of the ascetic. __(9) (see) the light of the woman’s lamp. She __(10) (reflect) peace and austerity.
Answer:
- Lay
- Was overcast
- Closed
- Passed
- Carried
- Touched
- Woke
- Startled
- Saw
- Reflected
Question 4
Read the passage given below and answer the questions (i), (ii) and (iii) that follow:
(1) In the early darkness of a November evening, Gilbert a young boy wearing evening dress and carrying under one arm a musical instrument, called violoncello, entered his house.
(2) “For goodness sake, keep your hands warm,” his mother, Mrs Swann said.
(3) “Oh!” said Gilbert, with scornful lightness, as though his playing had never suffered from cold hands, “it’s quite warm tonight!” Which it was not.
(4) After an hour, Gilbert hurried up the street and went to Mrs. Clayton’s house.
(5) Posters appeared on all the hoardings in the city announcing that a Festival consisting of three evening and two morning concerts would be held in the Alexandra Hall.
(6) Mrs Swann considered that her son was either the base or the apex of the splendid pyramid of this Festival. It was because of his reputation, Gilbert had been invited to dinner by Mrs Clayton, the social leader of the city.
(7) “It is freezing, I think,” said Mrs Swann to her husband John. “Besides, there is news of the frost. I am thinking of Gilbert’s hands as he travels from Mrs. Clayton’s house to the hall. And he cannot keep his hands in his pockets because of holding the cello. And he is bound to pretend he is not cold. He is so silly. And yet he knows perfectly well he would not do himself justice if his hands are cold.”
(8) She put two medium-sized potatoes in the oven to bake. It was an idea of pure genius that had suddenly struck her.
(9) Mrs Swann murmured. “I’m going to run up with them by car to Mrs Clayton’s. I can slip them quietly over to Gilbert to keep his hands warm.
(10) There she was, in her best dress and her muff to match, and concealed in the muff were the two hot potatoes. The act of climbing up into the car warned her that she must be skilful in the control of these potatoes.
(11) Mrs Clayton was a personage with whom people did not joke. And Mrs Swann was about to invade her courtly and luxurious house, uninvited, unauthorised, with a couple of hot potatoes in her muff. As Mrs. Swann reached Mrs. Clayton’s house, she was taken aback. She could not possibly tell Mrs. Clayton that she was the bearer of hot potatoes for her son. With a convulsive unconscious movement her right hand clenched nervously within her muff and crushed the rich mealy potato it held until the flesh of the potato was forced between the fingers of her glove. Steam actually began to emerge from her muff.
(12) Mrs Swann was then commanded by Mrs Clayton to loosen her mantle. But she could not do so. In clutching the potato to prevent bits of it from falling out of the muff, she effected the precise opposite of her purpose, and bits of the luscious and perfect potato began to descend the front of her mantle.
(13) The other potato, escaping Mrs Swann’s vigilance, ran out of the muff and came to the carpet with a dull thud. It rolled half under Mrs Swann’s dress. Almost hysterically she put her foot on it, thus making pulp of the second potato.
(14) “Did not you hear anything? I trust it is not a mouse! We have had them once,” said Mrs Clayton.
(15) “I did not hear anything,” said Mrs Swann.
(16) “How delicious those potatoes do smell! I can smell them all over the house,” Mrs. Clayton murmured.
(17) This was the most staggering remark that Mrs Swann had ever heard.
(18) Mrs Clayton said, “Mr Millwain is very nervous about getting his hands cold in driving to Hanbridge. And he has asked me to have hot potatoes prepared. It seems hot potatoes are constantly used for this purpose in winter by the pupils of the Royal College of Music, and even by the professors. So I am having potatoes done for your son too. A delightful boy he is!”
(19) Then, without saying anything to Mrs Clayton, Mrs Swann fled away.
(i) (a) Given below are three words and phrases. Find the words which have a similar meaning in the passage:
Answer: Words with similar meanings in the passage:
- Mocking: Scornful (line 3)
- Top: Apex (line 6)
- Cultured: Courtly (line 11)
(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:
(1) frost (line 14)
(A) When she woke up in the morning, she saw the garden covered with frost.
(B) Heavy frost ended the farmer’s hopes of a good harvest.
(C) We were blinded as the car windows were covered with frost.
(D) I noticed a definite frost in her voice when she greeted me.
Answer: (D) I noticed a definite frost in her voice when she greeted me.
(2) pockets (line 15)
(A) The teacher asked him to take his hands out of his pockets.
(B) He pockets the money meant for the welfare of the downtrodden.
(C) He took the candies and put them in his pockets.
(D) The thief was asked by the police to turn out his pockets.
Answer: (B) He pockets the money meant for the welfare of the downtrodden.
(3) slip (line 21)
(A) She had a fiery temper despite being a mere slip of a girl.
(B) She wanted to slip out of the party without being noticed.
(C) The ship was supposed to slip into the harbour at night.
(D) My mother tried to slip the money quietly into his pockets.
Answer: (B) She wanted to slip out of the party without being noticed.
(ii) Answer the following questions in your own words as briefly as possible:
(a) What was Mrs. Swann worried about?
Answer: Mrs. Swann was worried about Gilbert’s hands becoming cold as he travelled to the concert from Mrs Clayton’s house. She believed that cold hands would affect his ability to play the cello well.
(b) What was Gilbert supposed to do at the concert? What was Mrs. Swann’s opinion of her son?
Answer: Gilbert was supposed to perform at the Festival held in Alexandra Hall, which included three evening and two morning concerts. Mrs. Swann believed that Gilbert was a crucial part of the Festival, either its foundation (base) or its pinnacle (apex), highlighting her high opinion of his talent and importance.
(c) What did Mrs. Swann do to protect her son Gilbert from cold?
Answer: Mrs. Swann baked two medium-sized potatoes and concealed them in her muff. She planned to secretly give them to Gilbert so he could use them to keep his hands warm.
Ron’e Dutta is a journalist, teacher, aspiring novelist, and blogger who manages Online Free Notes. An avid reader of Victorian literature, his favourite book is Wuthering Heights by Emily Brontë. He dreams of travelling the world. You can connect with him on social media. He does personal writing on ronism.
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