Get textual answers, explanations, solutions, notes, extras, MCQs, PDF of Chapter 11: ISE Class 12 English Language/Grammar (Total English) solved which comprises Transformation of Sentences – III, Directed Writing -III, Prepositions and Specimen Paper-11. However, the educational materials should only be used for reference, and students are encouraged to make necessary changes.
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Transformation of Sentences – III
ASSIGNMENT 1
Rewrite the following Simple Sentences as Compound Sentences:
1. She was depressed owing to ill health.
Answer: She was depressed, for she was suffering from ill health.
Explanation: A simple sentence has one subject and one predicate. A compound sentence combines two independent clauses (complete sentences) with a conjunction like and, but, or, for, so. Here, “She was depressed” and “she was suffering from ill health” are two independent clauses joined with “for” to explain the reason. This makes the sentence a compound sentence.
2. You must work hard to succeed in life.
Answer: You must work hard, or you will not succeed in life.
Explanation: A compound sentence uses conjunctions to connect two ideas that could stand alone as sentences. Here, “You must work hard” and “you will not succeed in life” are independent clauses connected with or. This shows a choice: either you work hard or fail.
3. Notwithstanding several efforts, she did not succeed.
Answer: She made several efforts, but she did not succeed.
Explanation: In this compound sentence, “She made several efforts” and “she did not succeed” are two complete ideas. They are joined using the conjunction but, which shows contrast. “Notwithstanding” is replaced with “but” to simplify and create balance between the clauses.
4. He was arrested for reckless driving.
Answer: He drove recklessly, so he was arrested.
Explanation: A compound sentence combines two ideas using conjunctions. Here, “He drove recklessly” and “he was arrested” are connected with so, which shows cause and effect. This replaces the shorter phrase “for reckless driving” to form two full clauses.
5. Besides educating his son, he gave him some property.
Answer: He educated his son, and he also gave him some property.
Explanation: The original sentence includes two actions: “educating” and “giving property.” In a compound sentence, these actions are expanded into two independent clauses: “He educated his son” and “he also gave him some property,” connected by and.
6. The sun having risen, the fog cleared.
Answer: The sun rose, and the fog cleared.
Explanation: A simple sentence with a phrase like “having risen” can be rewritten as two independent ideas. “The sun rose” and “the fog cleared” are complete sentences joined with and, showing two events happening one after the other.
7. Besides scolding me, he reported me to the police.
Answer: He scolded me, and he reported me to the police.
Explanation: “Besides scolding me” contains two actions. In a compound sentence, these actions are turned into full sentences: “He scolded me” and “he reported me to the police,” joined by and to show both actions happened.
12. To our disappointment, we lost the match.
Answer: We were disappointed, for we lost the match.
Explanation: “To our disappointment” is rewritten as “We were disappointed” to form a complete clause. It is connected with for to “we lost the match,” showing the cause of the disappointment.
ASSIGNMENT 2
Convert the following compound sentences to simple sentences:
1. He is old but he is strong.
Answer: Despite being old, he is strong.
Explanation: A compound sentence has two independent clauses joined by a conjunction like but. To convert it into a simple sentence, we use a phrase like Despite being to join the ideas. Here, “He is old” becomes “Despite being old,” and “he is strong” stays as it is.
2. The thief escaped many times but was finally caught.
Answer: After escaping many times, the thief was finally caught.
Explanation: In a simple sentence, two ideas are combined using a phrase instead of a conjunction. Here, “escaped many times” becomes “After escaping many times,” and “was finally caught” completes the sentence.
3. Do not do it again, or you will be dismissed.
Answer: By doing it again, you will be dismissed.
Explanation: In a compound sentence, or shows a consequence. To simplify, “Do not do it again” becomes “By doing it again,” forming a single clause that leads to “you will be dismissed.”
4. He is rich, yet he is not happy.
Answer: Despite being rich, he is not happy.
Explanation: The conjunction yet shows contrast. To simplify, “He is rich” turns into “Despite being rich,” and “he is not happy” remains as it is, creating a single sentence.
5. He is busy today, so he asked me to come tomorrow.
Answer: Being busy today, he asked me to come tomorrow.
Explanation: The conjunction so indicates cause and effect. “He is busy today” is changed to “Being busy today,” combining it with “he asked me to come tomorrow” into one simple sentence.
6. She had fever yet she attended the classes.
Answer: Despite having fever, she attended the classes.
Explanation: The conjunction yet shows contrast. “She had fever” becomes “Despite having fever,” combining it with “she attended the classes” to form a single sentence.
7. The teacher marched, and the students followed.
Answer: The students followed the teacher marching.
Explanation: In a compound sentence, and connects two actions. Here, “The teacher marched” becomes part of a descriptive phrase “the teacher marching,” and “the students followed” is kept as the main clause.
12. All attended the meeting, but Rita did not turn up.
Answer: Except for Rita, all attended the meeting.
Explanation: The conjunction but shows contrast. “Rita did not turn up” is rephrased as “Except for Rita,” which combines with “all attended the meeting” into one simple sentence
ASSIGNMENT 3
Convert the following simple sentences to complex sentences:
1. Not feeling well, he decided to go home.
Answer: As he was not feeling well, he decided to go home.
Explanation: A complex sentence has one main clause and at least one subordinate clause. Here, “Not feeling well” is expanded into a subordinate clause “As he was not feeling well,” which explains the reason for his decision.
2. The news is too good to be true.
Answer: The news is so good that it cannot be true.
Explanation: In a complex sentence, “too…to” can be replaced by “so…that” to create a subordinate clause. Here, “too good to be true” becomes “so good that it cannot be true,” turning it into a complex structure.
3. I was glad to hear of his departure.
Answer: I was glad when I heard of his departure.
Explanation: “To hear of his departure” is turned into a subordinate clause “when I heard of his departure,” explaining the cause of being glad.
4. A healthy person needs no doctor.
Answer: A person who is healthy needs no doctor.
Explanation: The phrase “A healthy person” is expanded into a subordinate clause “who is healthy,” describing the subject “person.” This makes it a complex sentence.
5. After his father’s death he worked in a factory.
Answer: After his father died, he worked in a factory.
Explanation: “After his father’s death” is turned into the subordinate clause “After his father died,” explaining the time when he worked in the factory.
6. Speaking honestly, I do not know the secret.
Answer: If I speak honestly, I do not know the secret.
Explanation: “Speaking honestly” is expanded into the subordinate clause “If I speak honestly,” which adds a condition to the main clause “I do not know the secret.”
7. His friends having left, he went to bed.
Answer: After his friends had left, he went to bed.
Explanation: “His friends having left” is rewritten as “After his friends had left,” a subordinate clause showing the time when he went to bed.
8. He is too lazy to succeed.
Answer: He is so lazy that he cannot succeed.
Explanation: “Too…to” is rewritten as “so…that” with a subordinate clause “that he cannot succeed,” turning the sentence into a complex one.
9. A drowning man will try to catch a straw.
Answer: A man who is drowning will try to catch a straw.
Explanation: “A drowning man” is expanded into “A man who is drowning,” a subordinate clause that describes the subject “man.”
10. They saved people at the risk of their own life.
Answer: They saved people even though it risked their own life.
Explanation: “At the risk of their own life” is rewritten into a subordinate clause “even though it risked their own life,” adding more detail to the main clause.
11. He acted according to the court order.
Answer: He acted as the court ordered him to do.
Explanation: “According to the court order” is expanded into “as the court ordered him to do,” a subordinate clause that explains how he acted.
12. I rejoice at his good fortune.
Answer: I rejoice because he has good fortune.
Explanation: “At his good fortune” is turned into the subordinate clause “because he has good fortune,” which explains the reason for rejoicing.
ASSIGNMENT 4
Change the following complex sentences into simple sentences:
1. When the thief saw the police, he ran away.
Answer: The thief ran away when he saw the police.
Explanation: The subordinate clause “When the thief saw the police” introduces a time relationship. It can appear before or after the main clause. Here, we swapped the order, but the meaning remains the same.
2. We don’t know where the teacher lives.
Answer: Where the teacher lives is not known to us.
Explanation: The subordinate clause “where the teacher lives” is a noun clause acting as the object of “We don’t know.” By rephrasing, it becomes the subject of the sentence.
3. He ran fast so that he might win the race.
Answer: He ran fast to win the race.
Explanation: The subordinate clause “so that he might win the race” is a purpose clause. In a simpler form, it can be reduced to “to win the race” while keeping the meaning intact.
4. The man admitted that he had stolen the purse.
Answer: The man admitted to stealing the purse.
Explanation: The clause “that he had stolen the purse” is a noun clause acting as the object of “admitted.” It can be simplified into a phrase “to stealing the purse.”
5. The higher I went, the cooler it became.
Answer: As I went higher, it became cooler.
Explanation: This sentence uses a comparative clause with “The higher…the cooler.” It can be rewritten as a subordinate time clause “As I went higher,” showing a relationship between two actions.
6. Please tell me when she will come.
Answer: Please tell me the time when she will come.
Explanation: “When she will come” is a subordinate noun clause functioning as the object of “tell me.” By slightly rephrasing, we specify it as “the time when she will come,” keeping the meaning intact.
7. When you reach home, tell your mother about the accident.
Answer: Tell your mother about the accident when you reach home.
Explanation: The subordinate clause “When you reach home” is a time clause. It can come before or after the main clause, depending on emphasis.
8. The speaker who argued well got the shield.
Answer: The speaker who argued well was awarded the shield.
Explanation: The clause “who argued well” is a relative clause describing “the speaker.” We retained the relative clause and expanded the idea to clarify the result of winning the shield.
9. It is probable that she will come for the function.
Answer: She will probably come for the function.
Explanation: The subordinate clause “that she will come for the function” can be simplified to the adverb “probably” without changing the meaning. This makes the sentence more direct.
10. I was so weak that I couldn’t stand up.
Answer: I was too weak to stand up.
Explanation: The clause “that I couldn’t stand up” is a result clause. It can be simplified to a to-infinitive phrase “to stand up,” while “so weak” is replaced with “too weak.”
11. He still works though he is ill.
Answer: Though he is ill, he still works.
Explanation: The subordinate clause “though he is ill” introduces contrast. Whether it comes before or after the main clause, the meaning remains the same.
12. It is certain that he will come for the wedding.
Answer: He will certainly come for the wedding.
Explanation: The clause “that he will come for the wedding” is a noun clause describing certainty. By rephrasing, the adverb “certainly” conveys the same meaning more concisely
ASSIGNMENT 5
Rewrite the following compound sentences as complex sentences:
1. Waste not and want not.
Answer: If you do not waste, you will not want.
Explanation: The compound sentence contains two independent clauses connected by and. To make it complex, we add the conditional subordinate clause “If you do not waste” to show the cause-effect relationship.
2. Do not eat too much or you will put on weight.
Answer: If you eat too much, you will put on weight.
Explanation: The compound sentence with or is rewritten into a complex sentence by using the conditional clause “If you eat too much,” which shows the condition for putting on weight.
3. It is not cold, yet he is wearing a sweater.
Answer: Although it is not cold, he is wearing a sweater.
Explanation: The conjunction yet shows contrast. In the complex sentence, although introduces a subordinate clause “Although it is not cold,” which explains the contrast in the sentence.
4. We were late, so we could not enter the hall.
Answer: Because we were late, we could not enter the hall.
Explanation: The conjunction so indicates a cause-effect relationship. The complex sentence uses the subordinate clause “Because we were late” to explain the reason they could not enter the hall.
5. He heard a loud noise and looked around.
Answer: When he heard a loud noise, he looked around.
Explanation: The compound sentence with and is rewritten as a complex sentence using the time clause “When he heard a loud noise,” which explains when he looked around.
6. Search her purse and you will find the money.
Answer: If you search her purse, you will find the money.
Explanation: The compound sentence is converted into a complex one by introducing the conditional clause “If you search her purse,” which explains what will happen as a result.
7. She saw the danger and ran away.
Answer: When she saw the danger, she ran away.
Explanation: The compound sentence is rewritten as a complex sentence using the time clause “When she saw the danger,” which explains when she ran away.
8. Be good, and everyone will respect you.
Answer: If you are good, everyone will respect you.
Explanation: The conjunction and shows a result. In the complex sentence, if introduces a conditional clause “If you are good,” which explains the condition for being respected.
12. Laugh and the world will laugh with you.
Answer: If you laugh, the world will laugh with you.
Explanation: The conjunction and indicates a result. The complex sentence uses the conditional clause “If you laugh,” which explains the condition under which the world will laugh with you.
ASSIGNMENT 6
Convert the following complex sentences into compound sentences:
1. The thief ran away because he was afraid of the police.
Answer: The thief was afraid of the police, so he ran away.
Explanation: In a complex sentence, “because” introduces a subordinate clause explaining the reason. To make it compound, we replace “because” with the coordinating conjunction so, joining two independent clauses.
2. You make so many mistakes because you write fast.
Answer: You write fast, so you make so many mistakes.
Explanation: The subordinate clause introduced by “because” becomes an independent clause joined with so to show the cause-effect relationship.
3. If you do not eat well, you will be weak.
Answer: You must eat well, or you will be weak.
Explanation: The subordinate conditional clause “If you do not eat well” is replaced with the coordinating conjunction or, showing the consequence of not eating well.
4. Unless you keep quiet, you will be punished.
Answer: Keep quiet, or you will be punished.
Explanation: The conditional clause introduced by “unless” is rewritten as two independent clauses connected with or to express a condition.
5. He worked hard so that he might get good grades.
Answer: He worked hard, and he got good grades.
Explanation: The subordinate clause introduced by “so that” becomes a result clause. The conjunction and connects the two independent ideas.
6. I shall not come for the function unless I am invited.
Answer: I must be invited, or I shall not come for the function.
Explanation: The conditional clause “unless I am invited” is replaced with or, connecting two independent clauses to show a condition and result.
7. When the sun set we came back to the hostel.
Answer: The sun set, and we came back to the hostel.
Explanation: The time clause “When the sun set” is rewritten as an independent clause “The sun set” and connected to the main clause using and.
8. As soon as I heard the news I left the place.
Answer: I heard the news, and I left the place immediately.
Explanation: The time clause “As soon as I heard the news” becomes an independent clause joined with and to show two actions happening in quick succession.
9. She found the packet that she had lost.
Answer: She had lost the packet, but she found it.
Explanation: The relative clause “that she had lost” becomes an independent clause. But connects the two clauses to show contrast.
10. Though you try hard, you may not succeed.
Answer: You try hard, but you may not succeed.
Explanation: The subordinate clause introduced by “Though” is rewritten as an independent clause joined by but, showing contrast.
14. Had you come in time, I would have helped you.
Answer: You did not come in time, so I did not help you.
Explanation: The conditional clause “Had you come in time” is rewritten as an independent clause “You did not come in time,” joined with so to show the consequence.
Directed Writing – III
ASSIGNMENT 1
1. You have been asked to deliver a speech on the occasion of ‘The World Health Day’ on lifestyle diseases such as diabetes, migraine, hypertension, depression, obesity and their possible remedies. Write down the speech on the above topic in your notebook.
Answer:
The Impact of Lifestyle Diseases and Ways to Overcome Them
Good morning respected teachers, students, and friends,
Today, on the occasion of World Health Day, I stand before you to discuss an issue that touches the lives of many – lifestyle diseases. These are illnesses that develop due to the choices we make in our daily lives. Diseases like diabetes, hypertension, migraines, depression, and obesity are becoming more common than ever. They silently affect our health and, if left unchecked, can lead to serious complications.
Diabetes, for example, is often caused by unhealthy eating habits, lack of physical activity, and stress. Similarly, obesity results from poor diet and a sedentary lifestyle. Migraines are aggravated by irregular sleep, stress, and even too much screen time. Hypertension, or high blood pressure, is linked to unhealthy food, stress, and a lack of exercise. Depression is often ignored but is equally damaging, affecting both mental and physical health.
The good news is that these diseases can be controlled and even prevented by making small but consistent changes in our lives. Eating fresh fruits, vegetables, and whole grains can reduce the risk of many diseases. Regular exercise, such as walking, yoga, or cycling, helps keep the body fit. Adequate sleep and staying hydrated are just as important. Reducing screen time and taking breaks from work can prevent stress and headaches.
Managing stress is vital. Simple activities like meditation, listening to music, or spending time with loved ones can improve mental health. Visiting a doctor regularly for check-ups can help detect problems early and prevent them from worsening.
On this World Health Day, let us pledge to take care of our bodies and minds. Small steps can make a big difference. Let us choose health over convenience and discipline over carelessness.
Thank you.
2. You are the head boy/head girl of your school. Write a speech to be delivered at the morning assembly requesting all the students to bring their used toys, clothes, books, and pencils to be given to an NGO working for the children living in slums.
Answer:
A Call for Kindness: Sharing with Those in Need
Good morning respected Principal, teachers, and dear friends,
I hope you are all doing well today. I am here to request your support for a cause that can bring happiness to many children who are less fortunate than us. Our school is organizing a donation drive for an NGO that works tirelessly for children living in slums. These children often lack basic items like clothes, books, toys, and stationery, which we sometimes take for granted.
I urge each one of you to look around your homes for items you no longer use but are in good condition. These could be toys you have outgrown, clothes that no longer fit, books you have already read, or pencils and notebooks you can spare. These small things can bring smiles to the faces of those children and help them in ways we cannot imagine.
Let us show that we care and are willing to share. Please bring your contributions to the collection box kept near the auditorium by the end of this week. Every little effort counts, and together, we can make a big difference.
Thank you for your time and support. Let us spread the joy of giving!
ASSIGNMENT 2
1. Write a statement of purpose for admission into a prestigious foreign university for studying medicine.
Answer:
Statement of Purpose
I am Suresh Chandra, a resident of Kolkata, India, and a student of Vivekananda Vidya Mandir. From a young age, I have been deeply interested in the study of the human body and health sciences. This interest grew stronger when I observed my father, a primary health worker, tirelessly providing care to people in our locality. It inspired me to contribute to the field of medicine and make a difference in people’s lives.
My academic background has prepared me well for this journey. I consistently scored high in biology and chemistry during my school years and participated in science fairs, where I conducted experiments related to disease prevention. I also volunteered at a local hospital, Radhakrishna Memorial Clinic, where I shadowed doctors and gained firsthand exposure to patient care. These experiences taught me patience, empathy, and the importance of clear communication in a medical setting.
I aspire to study medicine at your esteemed university because of its advanced research facilities and globally recognized curriculum. I am particularly drawn to the opportunities for practical learning, such as clinical rotations, which will prepare me to tackle real-world challenges. I am also keen to engage with diverse perspectives, which I believe are essential for holistic growth as a medical professional.
My long-term goal is to return to India and serve rural communities where access to quality healthcare is limited. I want to specialize in internal medicine and work on preventive care initiatives. I believe studying at your university will provide me with the knowledge, skills, and confidence to contribute meaningfully to society.
Thank you for considering my application. I am committed to working hard and bringing a positive impact to the medical field.
2. Your father has been transferred to a new location and you have to get admission in Class XI in the new city. Write a statement of purpose for admission into a reputed school, describing why you want to take admission in this particular school.
Answer:
Statement of Purpose
My father, Mr. Sanjay Verma, has recently been transferred to Pune, and our family has moved to this city. I am seeking admission to Class XI at Raghav International School, as it is known for its excellent academic standards and focus on all-round development.
I have consistently performed well in my studies and scored 91% in my Class X CBSE board exams. I am particularly interested in pursuing the science stream, and I believe your school’s well-equipped laboratories and experienced teachers will help me excel in this field. I have a keen interest in participating in inter-school science competitions, and I have won awards in similar events at my previous school, Vivekanand Public School in Jaipur.
Beyond academics, I enjoy debating and playing badminton. Your school’s active cultural and sports events will allow me to grow as an individual while contributing to the institution’s reputation. I am confident that the guidance I receive here will prepare me for future challenges.
I am eager to join your school and make the most of the opportunities it offers. My name is Aditya Sanjay Verma, and I hope to bring enthusiasm and dedication to both academic and extracurricular activities.
ASSIGNMENT 3
1. All the students of Class XII have been asked to submit their personal profiles for the selection of Head boy/Head girl of the school. Write your personal profile, giving reasons why you should be selected as the Head boy/Head girl.
Answer:
Personal Profile for Head Girl Selection
My name is Anjali Sharma, and I am a student of Class XII-A at Vivekananda Public School, Bengaluru. I have been a part of this school since Class VI and have always tried to contribute positively to its environment.
I believe I am a suitable candidate for the position of Head Girl because of my leadership experience and dedication to both academics and extracurricular activities. I served as the Class Representative for three consecutive years and worked closely with my classmates and teachers to address concerns and organize activities. These experiences have improved my communication and problem-solving skills.
In academics, I have consistently secured good marks, scoring 92% in Class XI. I am also the captain of the school debate team and have represented our school at several inter-school competitions, winning first place in the State Debate Championship held in Mysuru in August 2023. My participation in the annual cultural programs and organizing events like Independence Day celebrations has taught me teamwork and responsibility.
I believe the Head Girl should be approachable, disciplined, and a role model for others. I always maintain good relationships with my peers and teachers and encourage others to do their best. If selected, I will work hard to represent the student body and ensure their voices are heard.
Thank you for considering me for this role.
2. Write a brief personal profile to be attached with the form for getting National Level Scholarship.
Answer:
Personal Profile for National Level Scholarship
My name is Rohan Verma, a Class XII student at Shanti Niketan Senior Secondary School, Jaipur. I have consistently performed well in academics, scoring 94% in Class X and 93% in Class XI. I have a strong interest in mathematics and science and aspire to pursue a career in engineering.
Beyond academics, I have participated in various extracurricular activities. I won the first prize in the District Science Exhibition held in Jodhpur in July 2023. I am also part of my school’s quiz team and have represented my school at the State Quiz Championship.
My family comes from a modest background, and this scholarship would support my education, allowing me to focus on achieving my goals without financial burden. I am hardworking, disciplined, and committed to making the most of every opportunity to succeed.
Thank you for considering my application.
Prepositions
ASSIGNMENT 1
Fill in the blanks with the words given in the box.
| through, to, for, on, into, over, into, after |
1. The bus driver nearly ran …………… the pedestrians crossing the road.
Answer: into
Explanation: The phrase “ran into” means to collide with something or someone. Here, it implies the bus driver almost hit the pedestrians.
2. Harsh has run …………… a huge debt at the grocery store.
Answer: into
Explanation: “Run into a debt” means to incur or accumulate debt. Harsh has accumulated a large debt at the grocery store.
3. This old car runs …………… diesel.
Answer: on
Explanation: “Runs on” is used to indicate the type of fuel or energy source that powers a machine. Here, the car operates using diesel.
4. The cub spends his days running …………… his mother.
Answer: after
Explanation: “Running after” means to follow or chase. The cub is chasing or following his mother.
5. I ran …………… the post of Class President.
Answer: for
Explanation: “Ran for” is used when someone is competing or campaigning for a position. In this case, it means participating in the election for Class President.
6. I ran …………… my old teacher at the mall.
Answer: into
Explanation: “Ran into” means to meet someone unexpectedly or by chance. Here, the person unexpectedly met their old teacher at the mall.
7. The musicians have just enough time for a run …………… before the concert.
Answer: through
Explanation: “Run through” means to practise or rehearse something quickly. The musicians are quickly practising before the concert.
8. As an adult I cannot run …………… my parents for help.
Answer: to
Explanation: “Run to” means to seek help or support from someone. Here, the speaker is saying they cannot seek help from their parents as an adult.
ASSIGNMENT 2
Fill in the blanks using appropriate Prepositions:
1. I shall call …………… the President tomorrow.
Answer: on
Explanation: “Call on” means to visit someone, usually formally. Here, the speaker intends to visit the President.
2. I shall call …………… a taxi once the meeting gets over.
Answer: for
Explanation: “Call for” means to request or summon something. The speaker plans to request a taxi after the meeting.
3. His face was familiar …………… me.
Answer: to
Explanation: “Familiar to” means something is recognizable or known to someone. The speaker recognizes the face.
4. I am familiar …………… cooking in the microwave.
Answer: with
Explanation: “Familiar with” means having knowledge or experience of something. The speaker is experienced in microwave cooking.
5. The rabbit suddenly ran …………… the hole.
Answer: into
Explanation: “Ran into” indicates movement toward and entering a place. The rabbit entered the hole.
6. Child ran …………… the road.
Answer: across
Explanation: “Ran across” describes movement from one side to the other. The child crossed the road.
7. I graduated …………… Delhi University.
Answer: from
Explanation: “Graduated from” indicates the institution where the person completed their studies. The speaker completed their education at Delhi University.
8. I graduated …………… 1996.
Answer: in
Explanation: “Graduated in” is used to specify the time or year of graduation. The speaker graduated in the year 1996.
9. Hearing the news, she burst …………… tears.
Answer: into
Explanation: “Burst into” means to start doing something suddenly and forcefully, like crying. She suddenly began crying.
10. After the storm the sun burst …………… the clouds.
Answer: through
Explanation: “Burst through” means to break out or emerge from something. The sun appeared through the clouds.
11. I did not agree …………… her.
Answer: with
Explanation: “Agree with” is used when expressing alignment or disagreement with a person or idea. The speaker did not align with her views.
12. They agree …………… my proposals.
Answer: to
Explanation: “Agree to” is used when accepting proposals or ideas. They accepted the speaker’s proposals.
13. The musician is blind …………… one eye.
Answer: in
Explanation: “Blind in” is used to specify blindness in a particular eye. The musician cannot see with one eye.
14. The father is blind …………… his son’s shortcomings.
Answer: to
Explanation: “Blind to” means unaware or ignoring something. The father is ignoring his son’s faults.
15. I complained to the Principal …………… the peon.
Answer: about
Explanation: “Complained about” is used when raising an issue or grievance. The speaker reported a problem regarding the peon.
16. I complained to the Principal …………… your rude behaviour.
Answer: about
Explanation: Again, “complained about” fits when mentioning an issue or behaviour. The rude behaviour was the issue.
17. He died …………… kidney failure.
Answer: of
Explanation: “Died of” is used to indicate the cause of death. Kidney failure caused the death.
18. He died …………… fatigue.
Answer: of
Explanation: Similarly, “died of” is correct here to indicate the cause of death, which is fatigue.
19. We are tired …………… walking.
Answer: of
Explanation: “Tired of” indicates being exhausted or fed up due to an activity. Walking has made the speaker tired.
20. We are tired …………… the day’s work.
Answer: from
Explanation: “Tired from” is used to indicate physical or mental exhaustion caused by an activity. The day’s work has caused this tiredness.
Specimen Paper-11
Question 1
Write a composition (in approximately 400-450 words) on any one of the following subjects.
(i) Write about a member of your family who has had a lasting influence on you. Describe that person and explain how his or her actions have influenced you.
A Lasting Influence
One person in my family who has had a lasting influence on me is my grandfather, Ramesh Chandra Sharma. He is seventy-five years old now and lives with us in our home in Varanasi. He retired from teaching ten years ago but continues to inspire everyone around him.
My grandfather is tall, with a thin build, and always wears white cotton kurtas. He keeps a calm face and smiles often. His thick glasses make him look serious, but he is soft-spoken and kind-hearted. He wakes up early every day, at 5 a.m., and spends time praying and reading books. After that, he enjoys walking in the garden, talking to plants as though they are his friends.
He has always been a man of discipline and hard work. Even during his retirement, he keeps himself active and busy. He reads newspapers, writes letters, and sometimes helps me with my studies. He is also a great storyteller. Many evenings, he gathers my siblings and me to tell us stories from Indian mythology or his childhood. His stories always have morals and lessons, which help us understand right and wrong.
My grandfather has influenced me in many ways, but the most important lesson I have learned from him is to stay calm in difficult situations. I remember a time when I failed a maths exam in school. I was very upset and afraid to tell my parents. When my grandfather noticed my worry, he sat me down and gently said, “Failures are just lessons in disguise. They teach us to do better next time.” He then helped me practise sums every day until I understood the concepts clearly. His patience and encouragement gave me confidence, and I passed with good marks in the next exam.
He has also taught me the value of honesty and kindness. Once, I saw him helping a poor vegetable vendor who had dropped all his vegetables on the road. My grandfather bought most of the vegetables, though we did not need so many at home. Later, when I asked him why, he simply said, “Helping others costs nothing but gives peace to the heart.” That moment stayed with me. Since then, I try to help others in small ways whenever I can.
Ramesh Chandra Sharma is more than just my grandfather. He is my mentor and my friend. His actions and words continue to guide me. I hope to grow up with the same patience, honesty, and kindness that he has shown throughout his life. He proves to me every day that real strength lies in being humble and good to others. I feel lucky to have someone like him in my life.
(ii) Narrate an incident when you had to remain silent even though you were aware of the truth.
The Silence That Spoke
It was a bright summer afternoon in June. Our school was buzzing with excitement as the annual sports day was just around the corner. I was part of the organising team, and we were responsible for arranging the sports equipment. Everything was going smoothly until something unexpected happened.
During lunch break, I noticed that the new cricket ball, meant for the final match, was missing. The ball had been kept in a box in our storeroom, and I had seen it there just that morning. Panic spread among the team as we searched the storeroom, the playground, and even the classrooms. However, the ball was nowhere to be found.
Later in the day, I saw my classmate Rajiv hiding something in his bag near the water cooler. I could clearly see it was the missing cricket ball. I froze for a moment, unsure of what to do. Rajiv and I had been friends since childhood, and I knew how much he loved cricket. But taking the ball without permission was wrong, and it could cost our team a big embarrassment.
The teacher-in-charge, Mrs. Shalini, soon gathered all of us and began questioning. “Does anyone know what happened to the cricket ball?” she asked sternly. The room fell silent. I could feel my heart pounding. I wanted to speak up and tell the truth, but Rajiv looked at me nervously. Our eyes met, and he silently pleaded for me to keep quiet.
I remained silent, though I knew it was wrong. I couldn’t bring myself to expose Rajiv in front of everyone. I thought about how humiliated he would feel and how this one mistake could damage his reputation. I convinced myself that I would talk to him privately later.
After the questioning ended, Mrs. Shalini seemed disappointed but said, “If no one owns up, I will have to inform the principal.” As the team dispersed, I quietly pulled Rajiv aside and asked him to return the ball. At first, he denied it, but when I insisted, he finally admitted his mistake. I told him it was better to confess to Mrs. Shalini rather than risk everyone getting punished.
The next morning, Rajiv gathered his courage and returned the ball to Mrs. Shalini. He apologised for taking it without permission. To my surprise, she did not scold him but praised his honesty for admitting the truth.
This incident taught me two things: sometimes silence can protect someone, but it is not always the right choice. I realised that while I didn’t expose Rajiv, I still had to help him do the right thing. It also showed me that owning up to mistakes takes a lot of courage and can make things right. I will never forget that day when silence weighed heavier than words.
(iii) A rich man does not sleep peacefully. Argue FOR or AGAINST the given statement.
A Rich Man Does Not Sleep Peacefully
It is often said that wealth brings happiness, but does it bring peace? I agree with the statement that a rich man does not sleep peacefully. Although being rich can provide comfort and luxury, it also brings with it stress, responsibilities, and worries that often disturb peace of mind.
Firstly, a rich man is constantly concerned about his wealth. He fears losing his money to theft, fraud, or even business failure. Every day, he must make decisions to protect and grow his wealth, and this pressure can be exhausting. Even while sleeping, his mind remains occupied with thoughts of financial risks. In contrast, a poor man may have fewer possessions, but he has fewer worries about losing them.
Secondly, being rich attracts many expectations. A wealthy person is often surrounded by people who want something from him—relatives seeking financial help, employees expecting higher pay, or friends seeking loans. This creates a constant fear of being used or betrayed. Even relationships may not feel genuine, as it becomes hard to tell who is truly honest. These worries make it difficult for a rich man to relax and trust others.
Another reason is competition and ambition. The more wealth one has, the more one wants. A rich man constantly aims to stay ahead of his competitors, which creates stress. He works long hours, travels frequently, and rarely has time to rest. The fear of failure or being overtaken by someone else keeps him awake at night.
Additionally, good health is a key factor for peaceful sleep, but many wealthy people face health issues due to their lifestyle. Late nights, unhealthy eating habits, and lack of exercise often lead to problems like high blood pressure, diabetes, and stress. While they have access to the best doctors, they often ignore their health because of their busy schedules. Peaceful sleep becomes a luxury even their money cannot buy.
On the other hand, a poor man who works hard during the day sleeps soundly at night. His life may lack luxury, but it is simple and free from the burdens that wealth brings. He does not have to worry about investments, losses, or fake relationships. His mind is clear, and his body is tired, which helps him rest peacefully.
In conclusion, wealth provides comfort, but it does not guarantee peace. A rich man’s life is filled with pressures, fears, and responsibilities that disturb his sleep. True peace comes not from money but from contentment, trust, and a balanced life. Wealth can buy a soft bed, but it cannot buy peaceful sleep.
(iv) Failure is the condiment that gives success its flavour. Express your views on the given statement.
Failure Gives Success Its True Value
The statement, “Failure is the condiment that gives success its flavour,” is true in every sense. Just as spices add taste to food, failure adds meaning to success. Without experiencing failure, success would feel ordinary and less rewarding. It is failure that teaches us important lessons, builds character, and makes victory sweeter.
Failure is often seen as something negative, but it is actually a stepping stone to success. When we fail, we learn where we went wrong and how to improve. For example, a student who fails in an exam realises the importance of hard work and consistent effort. By working on their weaknesses, they eventually succeed. This success feels meaningful because they had to overcome failure to achieve it.
Failure also teaches us the value of perseverance. Life is full of challenges, and no one succeeds on their first attempt every time. Great inventors like Thomas Edison failed hundreds of times before they succeeded. When asked about his failures, Edison famously said, “I have not failed. I’ve just found 10,000 ways that won’t work.” His failures helped him understand what he needed to do differently, and his final success brought immense satisfaction.
Moreover, failure helps us appreciate success more deeply. If we always succeed without effort, we take success for granted. For instance, if an athlete wins every race easily, the joy of winning becomes ordinary. But when they lose a race and train harder to win the next one, the victory becomes special. The struggle through failure makes success feel earned and valuable.
Failure also builds strength and resilience. It teaches us to accept defeat gracefully and rise stronger. People who have failed learn not to fear challenges. Instead, they become determined and confident, knowing that failure is not the end but a chance to begin again. These qualities are essential for long-term success in life.
At the same time, failure reminds us to stay humble. Success can sometimes make people overconfident or careless. But failure brings us back to reality and keeps us grounded. It helps us realise that success is not permanent and must be worked for continuously.
In conclusion, failure is not something to be ashamed of. It is an important part of the journey to success. It teaches valuable lessons, builds perseverance, and makes success more satisfying. Just as food would be tasteless without salt and spices, success would lose its meaning without failure. When we learn to embrace failure, we turn it into an opportunity for growth and achievement.
(v) Freedom.
The Meaning of Freedom
Freedom is one of the most valuable gifts we can have. It means the ability to live, think, speak, and act without unnecessary restrictions. For centuries, people have struggled and sacrificed their lives to achieve freedom. Today, we enjoy many freedoms, but it is important to understand its true meaning and value.
Freedom allows people to live with dignity and make choices for themselves. It means being able to express one’s thoughts, practise any religion, and pursue one’s dreams without fear. For example, in a free country like India, we have the right to vote, study, work, and live the life we choose. This freedom was earned through the sacrifices of freedom fighters like Mahatma Gandhi, Bhagat Singh, and Subhas Chandra Bose, who gave their lives to free India from British rule.
However, freedom is not just about doing what we want. It comes with responsibility. One’s freedom should not harm others or disturb society. For example, we are free to express our opinions, but we must do so respectfully and truthfully. Similarly, we are free to follow our dreams, but we must work hard and not take shortcuts that harm others. True freedom exists when we understand and respect the rights of others.
Freedom also means freedom of the mind. Many people are trapped by fear, doubt, and negativity, even in a free society. They do not believe in themselves and hesitate to speak or act. Real freedom lies in overcoming these mental barriers and being confident in who we are. When we are free in our thoughts, we can achieve anything in life.
At the same time, freedom must be protected. History shows that if people are careless, freedom can be taken away. Many nations have faced wars, dictatorships, and injustice because people failed to stand up for their rights. In modern times, issues like corruption, inequality, and misuse of power can threaten freedom. It is the duty of every citizen to protect and preserve freedom for themselves and future generations.
In conclusion, freedom is precious and must never be taken for granted. It allows us to live a life of respect, happiness, and purpose. However, freedom also comes with the duty to act responsibly and consider the rights of others. True freedom lies not just in independence, but in living a life of honesty, kindness, and courage. It is only when we value and protect freedom that we can call ourselves truly free.
(vi) Write an original short story with the title: A Journey.
A Journey
The morning sun shone brightly as Ananya boarded the crowded bus at the old station. Her heart was restless. Today was her first journey alone, a trip from her village, Rampur, to the bustling city of Lucknow. She had won a scholarship to study in one of the best colleges there, but her joy was mixed with fear. Leaving behind her home, her family, and the quiet life of Rampur was not easy.
The bus began its slow climb out of the village. Ananya sat by the window, clutching her small bag tightly. Outside, the familiar fields stretched endlessly, green and golden under the sunlight. Farmers waved to one another, and children ran alongside the bus for a while, laughing. Ananya smiled faintly. She knew this landscape by heart, but now it was becoming smaller and smaller as the bus moved forward.
Sitting next to her was an old woman with kind eyes and a soft voice. “Where are you going, beti?” she asked.
“To Lucknow, Aunty. I’m going to study there,” Ananya replied politely.
The woman nodded with a smile. “That’s good. Never be afraid to go far for learning. You’ll come back stronger and wiser.”
Ananya thought about her parents’ words as she sat quietly. Her father had given her a pat on the shoulder and said, “Make us proud, Ananya. Our hopes travel with you.” Her mother, though teary-eyed, had packed her favourite snacks and whispered, “Stay safe, and remember home is always waiting.”
The bus soon entered the highway. Tall buildings, busy roads, and endless traffic began to replace the peaceful countryside. Ananya felt her heart race as the city came closer. It was loud, crowded, and completely new. She thought of all the things she would have to learn: navigating the streets, managing her studies, and making new friends. It felt like a mountain she was not ready to climb.
The bus stopped at the Lucknow station, and the conductor called out, “End of the line!” Ananya took a deep breath, picked up her bag, and stepped out. People rushed past her, each heading in a different direction. For a moment, she felt lost.
Just then, she noticed a little boy selling water bottles. He looked no older than ten, yet he moved with confidence through the crowd. Watching him, Ananya realised something: everyone here had a purpose, a journey of their own. She straightened her back, held her head high, and whispered to herself, “This is just the beginning.”
As Ananya walked towards the college gate, she no longer felt afraid. This journey, though unfamiliar, was a step towards her dreams. She thought of her parents and her village, and suddenly, she felt their presence with her.
This was more than just a journey to a new city. It was a journey of courage, growth, and the start of a new chapter in her life.
Question 2
(i) Every year firecrackers burst on Diwali are responsible for severe air pollution. You are a member of a social welfare organisation which organised a campaign ‘Say No to Crackers’, in your locality. Write a report (in approximately 300 words) based on the following points.
Campaign as a part of a nation-wide campaign before Diwali against using crackers—your role as the convener of this campaign in your locality—inauguration with an open group discussion about the issue—full support assured by nearby schools, colleges and Residents Welfare Association—posters prepared to spread awareness—door-to-door visits by volunteers—distribution of hand-bills—various competitions like slogan-writing—campaign a huge success—locality celebrates a cracker-free Diwali as a result. (You may also include other relevant details.)
Report on the ‘Say No to Crackers’ Campaign
As part of a nation-wide initiative, our social welfare organisation successfully conducted the ‘Say No to Crackers’ campaign in our locality before Diwali. The aim of this campaign was to raise awareness about the harmful effects of firecrackers, particularly their role in causing severe air pollution.
The campaign began with an inauguration ceremony held at the community centre, where an open group discussion was organised. Residents actively participated, sharing their views on how firecrackers harm the environment and health. As the convener of the campaign, I addressed the gathering and emphasised the importance of celebrating a cleaner and greener Diwali.
The campaign received overwhelming support from nearby schools, colleges, and the Residents Welfare Association (RWA). Together, we prepared posters with messages like “Say No to Crackers, Yes to Fresh Air” and “Celebrate a Green Diwali.” Volunteers enthusiastically visited homes in the area, conducting door-to-door awareness drives and distributing handbills highlighting the dangers of firecrackers and the benefits of a pollution-free celebration.
To engage young minds, we organised competitions such as slogan-writing and poster-making, which were met with an excellent response. Students contributed creative slogans like “Burn calories, not crackers” and “Light lamps, not lungs.” These competitions helped instil environmental awareness in children and encouraged them to share the message with their families.
The campaign turned out to be a huge success. The active involvement of residents, schools, and volunteers ensured that the locality celebrated a cracker-free Diwali. Instead of firecrackers, homes were decorated with diyas, rangolis, and lights, spreading joy in an eco-friendly manner.
This campaign not only reduced pollution but also strengthened the community’s commitment to protecting the environment. The success of the ‘Say No to Crackers’ initiative proved that collective efforts can bring meaningful change.
(ii) As the Head Boy/Head Girl of your school, you have been given the responsibility of organising a Heritage Walk tracing the history and the landmarks of your city. Write a proposal in about 150 words, stating the steps you would take to successfully organise this walk.
Proposal for Organising a Heritage Walk
As the Head Boy/Girl of the school, I propose organising a Heritage Walk to explore and appreciate the history and landmarks of our city. This initiative aims to foster awareness among students about the city’s cultural and historical significance.
Steps to Organise the Heritage Walk:
- Planning the Route: Identify key historical landmarks in the city, including museums, monuments, and iconic sites. Consult local historians for accurate information.
- Collaboration: Seek permissions from local authorities and partner with organisations like heritage societies for support.
- Participation: Invite students and teachers to register, ensuring manageable group sizes for an enriching experience.
- Guides and Experts: Arrange for professional guides or historians to provide insightful explanations at each stop.
- Logistics: Arrange transportation, refreshments, and first aid to ensure comfort and safety for participants.
- Awareness Material: Distribute brochures detailing the landmarks and their significance.
- Promotion: Use school assemblies, notice boards, and social media to encourage participation.
This walk promises to be an educational and inspiring experience, promoting a sense of pride in our heritage.
Question 3 Answer sections (i), (ii) and (iii).
(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.
1. He is so old that he cannot remember events of the past.
He is too……………………
Answer: He is too old to remember events of the past.
2. As soon as the bell rings, the children run out to play.
No sooner……………………
Answer: No sooner does the bell ring than the children run out to play.
3. You are entitled to a discount as long as the offer lasts.
So long……………………
Answer: So long as the offer lasts, you are entitled to a discount.
4. He is forgetful as well as careless with his work.
Besides……………………
Answer: Besides being forgetful, he is careless with his work.
5. No other planet is as big as Jupiter.
Jupiter……………………
Answer: Jupiter is bigger than any other planet.
(ii) Fill in each blank with a suitable word.
1. Raman fell a victim …………… his own greed.
Answer: to
Explanation: The phrase “fall a victim to” is an idiomatic expression meaning to suffer because of something. For instance, “She fell a victim to fraud.” The preposition “to” connects “victim” with the cause of the suffering.
2. The victims …………… cholera were mostly poor people.
Answer: of
Explanation: The correct preposition is “of,” used to show the connection between the victims and the disease. For example, “The victims of the accident were taken to the hospital.”
3. He broke …………… in the middle of his speech at the function.
Answer: down
Explanation: The phrasal verb “broke down” is used when someone becomes overwhelmed with emotion or stops functioning properly. For example, “She broke down in tears during the meeting.”
4. The burglars broke …………… the house when the family was away.
Answer: into
Explanation: The phrasal verb “broke into” is used to describe entering a place illegally or forcefully. For example, “The thieves broke into the car and stole the stereo.”
5. There are many issues, which can be resolved …………… arbitration.
Answer: through
Explanation: The preposition “through” is used to indicate the means or process of resolving something. For instance, “Disputes can be settled through negotiation.”
6. Resolved …………… his desire to top the class, he worked hard.
Answer: to
Explanation: The preposition “to” is used after “resolved” when referring to a decision or determination to do something. For example, “He resolved to finish the project on time.”
7. The family checked …………… at a small roadside hotel.
Answer: in
Explanation: The phrasal verb “checked in” is used when registering at a hotel or airport. For example, “We checked in at the reception desk upon arrival.”
8. The following morning they decided to check …………… from the hotel.
Answer: out
Explanation: The phrasal verb “check out” is used when leaving and settling accounts at a hotel. For example, “We checked out of the hotel before noon.”
9. He succeeded …………… raising loud objections against the rule.
Answer: in
Explanation: The preposition “in” is used after “succeeded” to indicate achieving something. For example, “He succeeded in solving the puzzle.”
10. Kunal succeeded …………… the property of his uncle.
Answer: to
Explanation: The correct preposition here is “to,” used in the context of inheriting property or a title. For example, “She succeeded to the throne after her father.”
(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.
Our History teacher ___(1) (plan), for our class of thirty students, a historical excursion to Agra. We ___(2) (find) the Taj Mahal more stunning than we ___(3) (think). The more we ___(4) (gaze) upon it the more we appreciated it. It ___(5) (shine) like silver in the moonlight. We found it unrivalled in terms of beauty.
The Red Fort is ___(6) (make) of red stone. After entering, we saw the Pearl Mosque and Shish Mahal. We ___(7) (tell) the story’s about India’s past glory.
Next day we travelled to Fatehpur Sikri. It was founded by Akbar after the invasion of Gujarat. We saw Buland Darwaza, which is the highest gate in Asia. The palace of Jodha Bai and the court hall ___(8) (look) magnificent. The historical tour ___(9) (give) us an insight into India’s past glory. We ___(10) (learn) a great deal.
Answer:
- planned
- found
- thought
- gazed
- shone
- made
- were told
- looked
- gave
- learned
Question 4
Read the passage given below and answer the questions (i), (ii) and (iii) that follow:
(1) The sitting of the court began between nine and ten. The programme ofthe day was promptly entered upon, with noticeable haste. The cases came on one after another and ended quickly. At precisely two o’clock the presiding judge announced that the case of the peasant Nikolay, charged with the murder of his neighbour, would next be heard. The judge gave the order – “Bring in the prisoner!”
(2) But the prisoner, who had got ready beforehand, was already walking to his bench. He was a tall, thick-set peasant of about fifty-five, completely bald, with an apathetic, hairy face and a big red beard. At first, he turned pale and coughed nervously, but soon the stillness, the general monotony and boredom infected him too. The surroundings and procedure of the court, the expectation of which had so weighed on his soul, now had the most soothing effect on him. What he met here was not at all what he could have expected. The charge of murder hung over him, and yet here he met with neither threatening faces, nor one of those who were judging him looked at him with interest.
(3) After the customary questions to the prisoner, the president speaking languidly asked: “Prisoner, do you plead guilty to having murdered your neighbour?”
(4) “No, sir,” answered the prisoner.
(5) After this the court proceeded hurriedly to the examination of witnesses. Two peasant women and five men and the village policeman who had made the enquiry were questioned. All of them testified that Nikolay lived “well” with his neighbour and never fought with them except when he was drunk and on the ninth of June, the body of his neighbour had been found in the porch with his skull broken; that beside him in a pool of blood lay an axe. When they looked for Nikolay to tell him of the calamity he was not in his hut or in the streets. He had disappeared, and two days later came ofhis own accord to the police office. He was bound and put in the lock-up. had disappeared, and two days later came ofhis own accord to the police office. He was bound and put in the lock-up.
(6) Then the court rose to examine the “material evidences.” The first thing examined was Nikolay’s full-skirted coat, upon the sleeve of which there was a stain of blood. On being questioned about the origin of the stain, Nikolay stated that three days before his neighbour’s death, his another neighbour Penkov’s horse got injured and bled and as he was helping him, he got smeared with it. But Penkov has just given evidence that he does not remember that Nikolay was present at that time.
(7) They then proceeded to examine the axe with which the man was murdered.
(8) “That’s not my axe,” the prisoner declared. “But your neighbour Ivan, with whom you mended a sledge, has given evidence that it is your axe.”
(9) “I don’t remember how long it is since I did have an axe of my own. I did have one like that only a bit smaller, but my son Prohor lost it two years ago in the woods.”
(10) “Good, sit down.”
(11) Suddenly everyone else went out of the court. Half a minute later there came the muffled sounds and footsteps that accompany the change of guard.
(12) This systematic distrust and disinclination to hear him offended Nikolay.
(i) (a) Given below are three words and phrases. Find the words which have a similar meaning in the passage:
(1) with making something calm: soothing
(2) expressing harm or violence: threatening
(3) gave evidence to prove something as true: testified
(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) case (line 4)
(A) What was believed to be a mild case of flu turned out to be typhoid.
(B) Mohan asked his brother to plead his case for him.
(C) He knew he would get caught in the embezzlement case.
(D) The judge was fair and went through the case carefully.
Answer: (A) What was believed to be a mild case of flu turned out to be typhoid.
(2) charged (line 4)
(A) He was charged with non-compliance to tax regulations last year.
(B) The accused was found to be guilty as charged by the court.
(C) I got up from my seat as my phone was finally charged.
(D) The police had charged him of petty theft and larceny.
Answer: (C) I got up from my seat as my phone was finally charged.
(3) ready (line 6)
(A) I got ready for school but it started raining heavily.
(B) Raj got ready with the files even before the manager asked for them.
(C) The child woke up late but got ready on time.
(D) Jayant is a ready worker with a smile on his face and spring in his feet.
Answer: (D) Jayant is a ready worker with a smile on his face and spring in his feet.
(ii) Answer the following questions in your own words as briefly as possible:
(a) Describe briefly the appearance and manners of the prisoner.
Answer: The prisoner was a tall, thick-set peasant of about fifty-five years, completely bald, with an apathetic, hairy face and a big red beard. Initially, he appeared pale and coughed nervously, but he soon became calm due to the monotonous and soothing atmosphere of the courtroom.
(b) What did the witnesses say about Nikolay, the accused in the murder case?
Answer: The witnesses stated that Nikolay lived peacefully with his neighbour and never fought with him except when he was drunk. They also testified that the neighbour’s body was found on June 9 with a broken skull beside an axe, and that Nikolay was missing at the time but came to the police office two days later.
(iii) Summarise the apathetic attitude of the judiciary as described in paragraphs 2 to 11. You are required to write the summary in the form of a connected passage in about 100 words. Failure to keep within the word limit will be penalised.
Answer: The judiciary displayed a detached and apathetic attitude throughout the proceedings. Nikolay, accused of murder, was met with indifference. The courtroom lacked any threatening faces or interest in him. The judge and court officials carried out their duties mechanically and with haste. The proceedings, including the questioning of witnesses and examination of evidence, were conducted without enthusiasm or genuine concern for the truth. Nikolay’s statements were dismissed without much scrutiny, and the process seemed routine. The atmosphere of monotony and boredom prevailed, highlighting the judiciary’s systematic disinterest in a case involving a man’s life.
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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