Get textual answers, explanations, solutions, notes, extras, MCQs, PDF of Chapter 12: ICSE Class 9 English Language/Grammar (Total English) workbook solved which comprises Word Order, Argumentative Composition, Letters of Apology and Explanation, Practice Paper-12. However, the educational materials should only be used for reference, and students are encouraged to make necessary changes.
Word Order
ASSIGNMENT 1
Place the adverb in a suitable position in the sentence without emphasising it:
1. The masons have completed the work. (almost)
Answer: The masons have almost completed the work.
Explanation: Think of ‘almost’ as a word that tells you ‘how much’. It likes to fit in between the helping verb (like ‘have’) and the main action verb (like ‘completed’). The rule is that adverbs like ‘almost’ are placed after the auxiliary verb.
2. The children arrived. (half an hour ago)
Answer: The children arrived half an hour ago.
Explanation: The phrase ‘half an hour ago’ tells us ‘when’ something happened. Words and phrases that tell us the time of an action usually go at the very end of the sentence.
3. She does good work. (generally)
Answer: She generally does good work.
Explanation: The word ‘generally’ tells us ‘how often’ something happens. These types of adverbs (adverbs of frequency) are usually placed right before the main verb they are describing. Here, ‘generally’ comes before ‘does’.
4. He doesn’t refer to a dictionary. (often)
Answer: He doesn’t often refer to a dictionary.
Explanation: ‘Often’ is an adverb of frequency. In a negative sentence (a sentence with ‘not’), the adverb of frequency usually comes after the ‘not’. So, it goes after ‘doesn’t’.
5. He has heard of Marconi. (never)
Answer: He has never heard of Marconi.
Explanation: ‘Never’ is an adverb of frequency. When there is a helping verb (an auxiliary verb like ‘has’), ‘never’ is placed right after it and before the main verb (‘heard’).
6. He had been in hospital. (for two months)
Answer: He had been in hospital for two months.
Explanation: The phrase ‘for two months’ tells us ‘how long’ something happened (an adverb of duration). Just like adverbs of time, adverbs of duration usually go at the end of the sentence.
7. Have the workmen finished painting the ceiling? (nearly)
Answer: Have the workmen nearly finished painting the ceiling?
Explanation: ‘Nearly’ is an adverb that works like an adverb of frequency. In a question, it is placed after the subject (‘the workmen’) and before the main verb (‘finished’).
8. Our teacher has marked these papers. (just)
Answer: Our teacher has just marked these papers.
Explanation: The word ‘just’ tells us that something happened a very short time ago. It is placed after the helping verb (‘has’) and before the main verb (‘marked’).
9. They were able to hear what he said. (hardly)
Answer: They were hardly able to hear what he said.
Explanation: ‘Hardly’ means ‘almost not’. It is an adverb that is placed before the main verb or adjective it modifies. Here, it comes before ‘able’.
10. She doesn’t play volleyball. (still)
Answer: She still doesn’t play volleyball.
Explanation: ‘Still’ tells us that a situation is continuing. In a negative sentence, ‘still’ usually comes before the helping verb and the word ‘not’ (here, ‘doesn’t’) to show that the situation has not changed.
ASSIGNMENT 2
Rearrange each of the following groups of words in the normal, unemphatic order of sentences.The words within dashes must remain in the order they appear. One of these has been done for you.
1. to his house – yesterday – I – went – three times.
Answer: I went to his house three times yesterday.
Explanation: Sentences like to follow a special order. First, we say who did the action (‘I’). Then, what they did (‘went’). After that, we say where (‘to his house’), how many times (‘three times’), and finally, when (‘yesterday’). The rule is that the number of times comes before the time.
2. before – had – been – we – there – never.
Answer: We had never been there before.
Explanation: We start with who did the action (‘We’). The verb has a helper word (‘had’) and a ‘how often’ word (‘never’). ‘Never’ goes right after the first helper word. Then we say where (‘there’) and when (‘before’).
3. ploughing the field – almost – when I called on him – finished – yesterday afternoon – he had.
Answer: He had almost finished ploughing the field yesterday afternoon when I called on him.
Explanation: This sentence has two parts. We build the main part first: Who (‘He’), what he did (‘had almost finished ploughing the field’), and when (‘yesterday afternoon’). The adverb ‘almost’ fits between the helper verb ‘had’ and the main verb ‘finished’. Then, we add the second part of the story (‘when I called on him’) at the end.
4. the floor – nearly – have – they – in the kitchen – finished – sweeping (in question form).
Answer: Have they nearly finished sweeping the floor in the kitchen?
Explanation: To make a question, we start with the helper word (‘Have’). Then we say who (‘they’). The adverb ‘nearly’ comes next, followed by the rest of the action: what they did (‘finished sweeping the floor’) and where they did it (‘in the kitchen’).
5. thoroughly – last week – cleaned – the classrooms – were.
Answer: The classrooms were thoroughly cleaned last week.
Explanation: This is a passive sentence, which means the classrooms received the action. We start with the subject (‘The classrooms’). The rule for passive sentences says the ‘how’ word (adverb of manner, ‘thoroughly’) goes between the helper verb (‘were’) and the main action verb (‘cleaned’). The ‘when’ word (‘last week’) goes at the end.
6. to his parent’s home – at weekends – often – goes – he.
Answer: He often goes to his parent’s home at weekends.
Explanation: We follow the normal sentence order: Who (‘He’), how often (‘often’), what he does (‘goes’), where he goes (‘to his parent’s home’), and when he goes (‘at weekends’). The ‘how often’ word comes before the main verb.
7. he – in class – reminded – last year – was – to pay attention – often.
Answer: He was often reminded to pay attention in class last year.
Explanation: This is another passive sentence. We start with the subject (‘he’). The ‘how often’ word (‘often’) comes after the helper verb (‘was’). Then we add the rest of the information in order: what he was reminded to do (‘to pay attention’), where it happened (‘in class’), and when it happened (‘last year’).
8. hardly – this year – able – be – her education – to complete – she will.
Answer: She will hardly be able to complete her education this year.
Explanation: We start with the subject (‘She’). The verb has a few parts (‘will be able’). The adverb ‘hardly’ goes right after the very first helper word (‘will’). Then we add the rest of the action (‘be able to complete her education’) and finish with the time phrase (‘this year’) at the end.
ASSIGNMENT 3
Arrange the adjectives in the correct order before the nouns, changing a to an where necessary:
1. a dress (cotton, yellow, cheap)
Answer: a cheap yellow cotton dress
Explanation: When we use many words to describe something, we put them in a special order. First, we say our opinion (what we think of it), like ‘cheap’. Next, we say its color, like ‘yellow’. Last, we say what it’s made of, like ‘cotton’. So, we say “a cheap yellow cotton dress.”
2. a ring (gold, cheap)
Answer: a cheap gold ring
Explanation: Just like with the dress, we first share our opinion about the ring, which is ‘cheap’. Then, we say what material it is made from, which is ‘gold’. So, the correct order is “a cheap gold ring.”
3. a house (new, stone)
Answer: a new stone house
Explanation: When we describe a house, we first talk about its age, like if it’s ‘new’ or old. After that, we can say what it’s made of, like ‘stone’. That’s why we say “a new stone house.”
4. a pen (French, new)
Answer: a new French pen
Explanation: To describe the pen, we first say how old it is, which is ‘new’. Then, we say where it comes from, its origin, which is ‘French’. So, the right way to say it is “a new French pen.”
5. a car (grey, large, Indian)
Answer: a large grey Indian car
Explanation: Imagine you’re describing a car to a friend. You would first say its size, like ‘large’. Then, you’d mention its color, which is ‘grey’. Finally, you’d say where it was made, its origin, which is ‘Indian’. So, it becomes “a large grey Indian car.”
6. a shirt (green, nylon, wet)
Answer: a wet green nylon shirt
Explanation: When we describe the shirt, we first talk about its condition, which is ‘wet’. Next, we say its color, ‘green’. Last, we say what it’s made of, the material, which is ‘nylon’. This gives us “a wet green nylon shirt.”
7. a corridor (dark, narrow)
Answer: a narrow dark corridor
Explanation: When we describe a place like a corridor, we usually talk about its shape or size first, like ‘narrow’. Then, we can describe its appearance or color, like ‘dark’. That’s why we say “a narrow dark corridor.”
8. a machine (modern, duplicating, large)
Answer: a large modern duplicating machine
Explanation: For a machine, we follow a special order. First, we say its size (‘large’). Then, we talk about its age (‘modern’). Finally, we say what the machine is for, its purpose (‘duplicating’). So, we get “a large modern duplicating machine.”
9. a jacket (leather, brown, untidy)
Answer: an untidy brown leather jacket
Explanation: First, we give our opinion about the jacket, which is ‘untidy’. Next, we say its color, ‘brown’. Then, we say what it’s made of, ‘leather’. We also change ‘a’ to ‘an’ because the next word, ‘untidy’, starts with a ‘u’ vowel sound. So, it’s “an untidy brown leather jacket.”
10. a carpet (beautiful, multicoloured, square)
Answer: a beautiful square multicoloured carpet
Explanation: When describing the carpet, we start with our opinion (‘beautiful’). Then, we talk about its shape (‘square’). After that, we mention its color (‘multicoloured’). This puts the words in the right order to make “a beautiful square multicoloured carpet.”
Argumentative Composition
ASSIGNMENT
Express your views either for or against each of the following statements:
(i) School uniforms should be compulsory.
Answer: The Case for School Uniforms
School uniforms should be compulsory in all schools. They bring a sense of equality among students. When everyone wears the same clothes, it is hard to tell who is from a rich family and who is not. This reduces feelings of jealousy or pressure to wear expensive, branded clothes. Students can focus more on their studies and friendships instead of what they are wearing. Uniforms also help create a sense of identity and belonging to the school. Seeing a sea of students in the same uniform fosters a feeling of unity and team spirit. It shows that they are all part of the same community, working towards common goals.
Moreover, uniforms are practical for both students and parents. They save time in the morning because students do not have to decide what to wear each day. This can reduce morning stress and help students get to school on time. For parents, uniforms are often cheaper in the long run than buying a variety of fashionable clothes for their children to wear to school. They are usually made to be durable and last the whole school year.
Finally, school uniforms improve safety and discipline. When all students are in uniform, it is easy for teachers to spot intruders on the school campus. This helps keep the school a safe place. Uniforms also encourage students to behave more formally and seriously, as they represent their school. This can lead to better discipline both inside and outside the classroom. For these reasons, making school uniforms compulsory is a very good idea.
(ii) Living in the countryside is far more advantageous than living in the city.
Answer: The Joys of Countryside Living
Living in the countryside is far more advantageous than living in a city. The most obvious benefit is the clean and healthy environment. The air in the countryside is fresh and free from the pollution that fills city air. There is more open space, with green fields, forests, and hills. This closeness to nature is good for both physical and mental health. Children have more space to play outside, and adults can enjoy peaceful walks, reducing stress and promoting a healthier lifestyle. The pace of life is slower and more relaxed, which allows people to appreciate the simple joys of life.
Another advantage is the strong sense of community. In villages and small towns, people often know their neighbours well. There is a spirit of cooperation and friendliness that is often missing in large cities. People look out for one another and are more likely to help each other in times of need. This creates a safe and supportive environment to raise a family. The cost of living is also generally lower in the countryside. Housing is more affordable, and everyday expenses can be less than in a big city.
While cities offer more entertainment and job opportunities, the countryside provides a quality of life that is hard to match. The peace, clean air, and strong community bonds are priceless. People can grow their own vegetables, enjoy fresh local produce, and live a life that is more connected to the natural world. Therefore, the benefits of living in the countryside clearly outweigh the fast-paced, crowded, and stressful life of the city.
Letters of Apology and Explanation
ASSIGNMENT
Owing to illness, you are unable to keep an appointment to meet your friend the following Sunday. Write a letter of apology and explanation.
Answer:
Dear Rohan,
I am writing to sincerely apologise for not being able to meet you this past Sunday. I was looking forward to our meeting and feel very bad that I had to cancel at the last minute. I hope you were not too inconvenienced.
The reason I could not come is that I fell ill quite suddenly on Saturday night. I came down with a high fever and a bad headache. The doctor advised me to take complete rest for a few days and not to go out. I am feeling a little better now, but I was in no condition to leave the house on Sunday. I tried to call you but could not get through.
I am very sorry for any disappointment this may have caused. I really value our friendship and our time together. I hope you understand. Let’s plan to meet again very soon, as soon as I am fully recovered. I will give you a call in a day or two to fix a new time.
Yours sincerely,
Amit
Practice Paper-12
Question 1
(Do not spend more than 30 minutes on this question.)
Write a composition (300 – 350 words) on any one of the following:
(i) Write a short story of your invention by continuing the following: “I dived deep under the blanket.”
Answer: Sir Leo and the Quest for the Lost Sock
I dived deep under the blanket. The world outside, with its sharp morning light and the distant, insistent call of my mother, simply ceased to exist. Here, in the warm, woollen darkness, I was the master of my own universe. The crumpled folds of the duvet became towering mountain ranges, and the faint lines of the stitching were mighty rivers carving their way through the landscape. I was Sir Leo, the bravest knight in the land of Bed-dom, on a quest to find the legendary Lost Sock.
My steed, a trusty pillow named Gallant, carried me through the treacherous Cotton-ball Canyons. Suddenly, a low rumble echoed through the valleys. It grew louder, a deep, purring growl that vibrated through the very fabric of the kingdom. A shadow fell over me. I looked up to see the great beast, the Feline Dragon, its green eyes glowing in the dim light. It was Whiskers, the family cat, who had decided to make a den at the foot of my bed. In this world, however, he was a fearsome creature guarding the path.
Drawing my sword—a plastic ruler I had forgotten to put away—I prepared for battle. “Stand down, you fearsome beast!” I commanded, my voice a mere whisper. The dragon responded with a mighty yawn, showing off its terrifyingly tiny teeth. It then began to groom itself, completely ignoring my challenge. This was my chance. I urged Gallant forward, sneaking past the distracted monster. Deeper into the foot-end of the bed I ventured, until I saw it: the Lost Sock, tangled in the corner. Victory was mine! Just as I reached for my prize, the blanket was thrown back. “Leo, you’ll be late for school!” my mother’s voice boomed, shattering my kingdom. I emerged, blinking in the bright light, a triumphant knight returning to the real world.
(ii) Give an account of an embarrassing experience of your life, explaining how it came about, what exactly happened, and what was the outcome.
Answer: The Cost of Overconfidence
Confidence is a good quality, but overconfidence can lead to one’s downfall. I learned this lesson in the most public and embarrassing way possible during our school’s annual day function. I had been cast as the lead in a short play, a role with several long and dramatic monologues. Having a good memory, I read through the script a few times and felt I had mastered it. I foolishly dismissed my teacher’s advice to practice repeatedly, believing I was a natural. I spent the week before the play enjoying my free time, certain of a flawless performance.
The night of the function arrived. The hall was packed with students, parents, and teachers. When my turn came, I walked onto the stage with a confident stride. The bright spotlights warmed my face, and I saw hundreds of expectant eyes looking at me. I began my opening line, delivering it with the perfect amount of emotion. I paused for dramatic effect, ready to launch into the next part of my speech. And then, nothing. My mind was a complete and utter blank.
A wave of panic washed over me. I could not remember a single word. I stood frozen, my confident smile turning into a grimace of terror. I could hear a few titters from the audience, which only made things worse. The prompter whispered my line from the wings, but the words sounded like a foreign language. My co-star tried to improvise to help me, but I just stood there, mute and mortified. After what felt like an eternity, I mumbled a weak apology and fled the stage, my cheeks burning with shame.
The outcome was immediate and humbling. I hid backstage until the event was over, avoiding everyone. The experience, however, had a lasting positive effect. I never again underestimated the importance of preparation. That single, mortifying moment on stage taught me more about humility and hard work than any lecture ever could. It was a painful lesson, but one that has ensured I am always prepared for any task I undertake.
(iii) ‘Competition leads to progress.’ Express your views either for or against this statement.
Answer: Competition Leads to Progress
From the athletic field to the corporate boardroom, competition is a fundamental force that has consistently propelled humanity forward. It is the engine of innovation and the catalyst for personal and societal growth. The statement that ‘competition leads to progress’ is an undeniable truth, evident in nearly every aspect of our lives.
In the world of commerce and technology, competition is the primary driver of advancement. When companies compete for customers, they are forced to innovate. They must create better products, offer superior services, and provide more value at lower prices. The evolution of the mobile phone from a simple communication device to a powerful pocket computer is a direct result of fierce competition between tech giants. Without this rivalry, consumers would be left with stagnant technology and inflated prices. This competitive pressure ensures a constant cycle of improvement, benefiting society as a whole with new inventions and greater efficiency.
On an individual level, competition pushes us to exceed our own perceived limits. An athlete trains relentlessly to outperform a rival, breaking records and achieving new heights of physical excellence in the process. A student studies diligently to score higher than their peers, leading to a deeper understanding of subjects and fostering a strong work ethic. This desire to win instills discipline, resilience, and a commitment to excellence. It forces individuals to develop their skills and talents to their fullest potential, leading to personal progress that contributes to a more capable and dynamic community.
While it is true that unchecked competition can sometimes lead to negative consequences, its overall contribution to progress is immense. It challenges us to be better, to think smarter, and to work harder. By fostering innovation in industry, encouraging personal excellence, and even driving advancements on a national level, competition serves as the essential spark that ignites the flame of progress. It is through striving to overcome challenges and outperform others that we achieve our greatest successes.
(iv) Describe a weekly market in your area. Your description must include a scene which one frequently comes across in such places and which you find interesting.
Answer: The Saturday Market
Every Saturday, a quiet, dusty field near my house transforms into a kaleidoscope of colour, sound, and activity. This is our weekly market, a place that pulses with the lifeblood of the community. From early morning, vendors arrive to set up their temporary shops under colourful tarpaulins, creating a maze of narrow alleyways. The air quickly fills with a symphony of sounds: the rhythmic chopping of vegetables, the loud, sing-song calls of sellers advertising their wares, the cheerful haggling between shopkeepers and customers, and the laughter of children weaving through the crowds.
The sights are just as overwhelming. Pyramids of bright red tomatoes and lush green spinach stand next to sacks overflowing with earthy potatoes and onions. Stalls are laden with glistening fruits, fragrant spices, and shiny steel utensils. The aroma is a rich blend of fresh produce, pungent spices, and the tempting smell of hot snacks being fried at a corner stall. The market is a sensory feast, a place where every sense is engaged and the energy of the crowd is almost tangible.
Amidst this lively chaos, there is one scene that always catches my attention. It is the stall of the old bangle-seller. He sits on a small stool, surrounded by towers of glittering glass bangles of every imaginable hue. What I find most interesting is watching him interact with his customers. A young girl, her eyes wide with wonder, will point to a set of bright blue bangles. The old man, with a gentle smile, will take her small hand in his weathered one. With extreme care and practiced skill, he will deftly slide the fragile bangles over her knuckles and onto her wrist, one by one. The look of pure, unadulterated joy that lights up the girl’s face as she admires her new possession, and the quiet satisfaction on the old man’s face, is a moment of simple, human connection. This small, peaceful interaction, a pocket of calm in the middle of the market’s storm, is a beautiful and recurring spectacle.
(v) Study the picture given below. Write a story or a description or an account of what it suggests to you. Your composition may be about the subject of the picture or you may take suggestions from it; however, there must be a clear connection between the picture and your composition.
Answer: The Leap of Freedom
The summer sun beat down relentlessly on the small, dusty village. For ten-year-old Arun, the heat was a constant companion, as was the long list of chores that seemed to stretch endlessly before him. Today, he had fetched water from the well, fed the chickens, and helped his father in the fields until his back ached. He stood gazing at the river that flowed at the edge of the village, its cool, dark water looking like a sheet of silk. It was a world away from the dust and toil of his daily life. It was freedom.
A sudden impulse, a rebellion against the heat and the work, seized him. His friends, who had finished their tasks, were already by the riverbank, their shouts and laughter carried on the breeze. Arun broke into a run, his bare feet kicking up small puffs of dust. He didn’t slow down as he reached the muddy bank. With a final, powerful push, he launched himself into the air.
For one glorious, suspended moment, he was flying. The world fell away beneath him. His arms were spread wide as if to embrace the sky, the sun warm on his back. A smile of pure, uninhibited joy stretched across his face. In that single moment, he was not a tired village boy with responsibilities; he was a bird, a soaring arrow, completely and utterly free. There were no chores, no worries, only the exhilarating rush of air and the thrilling anticipation of the cool water below.
The splash, when it came, was a shock of cold that washed away all the heat and fatigue. He surfaced, gasping and laughing, the water streaming from his hair. The weight of the day had been lifted, cleansed by the river’s embrace. The leap was more than just a jump into the water; it was a leap of faith, a momentary escape into a world of pure bliss. It was a memory of perfect freedom that he would hold onto long after the sun had set.
Question 2
(Do not spend more than 20 minutes on this question.)
Select any one of the following:
(i) In order to save money for other useful purposes, your Principal has decided to cancel all field trips for the remainder of the year. Write a letter to your Principal requesting him/her to allow students to continue field trips.
Answer:
Rohit Sharma
Class 9, Section B
Roll Number 24
24th September 2025
To
The Principal,
Springfield Senior Secondary School,
MG Road, Dimapur, Nagaland
Subject: Request to reconsider the cancellation of field trips
Respected Sir/Madam,
I am writing to you on behalf of the students of Class 9 to respectfully request you to reconsider your decision to cancel all field trips for the remainder of the academic year. We understand that this decision has been made to save money for other useful purposes, and we appreciate the school’s commitment to fiscal responsibility.
However, we believe that field trips are an invaluable part of our education. They provide us with practical, hands-on learning experiences that cannot be replicated within the four walls of a classroom. Excursions to museums, historical sites, and science centers bring our lessons to life, making learning more engaging and memorable. These trips are not merely recreational outings; they are an extension of our curriculum that deepens our understanding of various subjects.
We would be very grateful if you could explore alternative solutions. Perhaps we could plan trips to more local and less expensive destinations, such as the Nagaland State Museum or Dimapur Science Center, or students could contribute a small amount towards the cost. We are certain that the educational benefits we gain from these experiences far outweigh the expenses incurred.
Thank you for considering our request. We hope for a positive response.
Yours obediently,
Rohit Sharma
Class 9, Section B
(ii) Write a letter to a friend, who is upset at being ousted from a competition just before the final round, encouraging him/her not to lose heart and to try again with renewed vigour.
Answer:
Dear Ananya Mehta,
I was so sorry to hear that you were eliminated from the singing competition just before the final round. I can only imagine how disappointed you must be, especially after all the hard work and practice you put in. I know how much this meant to you.
Please don’t let this setback discourage you. Reaching the semi-finals is a fantastic achievement in itself and speaks volumes about your talent. I have always admired your voice and dedication, and this competition has only shown how much you have grown as a performer. You were truly amazing on stage.
Remember that every successful person has faced setbacks. See this not as a failure, but as a learning experience. Use the feedback you received and the experience you gained to become even better. I have no doubt that with your talent and determination, you will come back stronger in the next competition.
Don’t lose heart. Keep practicing and keep believing in yourself. I am always here for you if you need to talk.
Your friend,
Rohit Sharma
Question 3
(i) Your school has started a Relief Fund for the people affected by landslides in Uttarakhand and Kerala. Write a notice to be put up in your school requesting the students of Classes VI to X to contribute towards the Relief Fund.
Answer:
A.B.C. SCHOOL, NEW DELHI
NOTICE
20th July 2024
CONTRIBUTIONS FOR LANDSLIDE RELIEF FUND
This is to inform all students that our school is organising a collection drive for a Relief Fund to help the people affected by the recent devastating landslides in Uttarakhand and Kerala. Countless lives have been disrupted, and they are in urgent need of our support.
Students of Classes VI to X are requested to contribute generously to this noble cause. All contributions, monetary or in kind (such as non-perishable food items, clothes, and blankets), will be greatly appreciated.
Please deposit your contributions with your respective class teachers by the 30th of July 2024. Let us come together to show our solidarity and support for our fellow citizens in their time of need.
Rohan Verma
Head Boy
(ii) Write an email to the Principal of a neighbouring school, requesting him/her to ask the students of his/her school to contribute towards the Relief Fund for the people affected by landslides in Uttarakhand and Kerala.
Answer:
To: principal.modernschool@email.com
Subject: Request for Contribution to Joint Relief Fund for Landslide Victims
Dear Sir/Madam,
I am the Head Boy of A.B.C. School, your neighbouring institution. I am writing to you with a heartfelt appeal. As you are aware, the recent landslides in Uttarakhand and Kerala have caused immense destruction and hardship.
Our school has initiated a Relief Fund to provide aid to the affected families. We believe that a collective effort from our communities can make a much larger impact. Therefore, I request you to kindly encourage the students of your esteemed school to join this humanitarian cause and contribute to the fund.
We can coordinate the collection efforts between our schools. Your support would be invaluable in providing timely help to those in distress.
Thank you for your consideration.
Yours sincerely,
Rohan Verma
Head Boy
A.B.C. School
Question 4
Read the following passage carefully and answer the questions that follow:
When the half dozen little ones were hungry, old Cleophas would take the fiddle from its flannel bag and play a tune upon it. Perhaps it was to drown their cries, or their hunger, or his conscience, or all three. One day Fifine, in a rage, stamped her small foot and clinched her little hands, and declared:
“I am surely going to smash the fiddle some day in a thousand pieces!”
You must not to do that, Fifine,” expostulated her father. “That fiddle has been older than you and me put together. You have heard me often tell you about that Italian who had given it to me when he was about to die, long before the war.” Cleophas said that the fiddle is a part of his life that is going to live when he is dead. “Well, I am going to do something with that fiddle!” said the daughter.
So once when there were great fair at the big plantation—no end of ladies and gentlemen from the city, riding, driving, dancing, and making music upon all types of instruments. Fifine, with the fiddle in its flannel bag, stole away up to the big house where these festivities were in progress.
No one noticed at first the little barefoot girl seated upon a step of the veranda and watching for her opportunity. “It is one fiddle I got to sell,” she announced, resolutely, to the first who questioned her. It was very funny to have a shabby little girl sitting there wanting to sell a fiddle, and the child was soon surrounded by people.
The lustreless instrument was brought forth and examined, first with amusement, but soon very seriously, especially by three gentlemen: one with very long hair that hung down, another with equally long hair that stood up, the third with no hair worth mentioning. These three turned the fiddle upside down and almost inside out and examined it. Finally, they sent Fifine away with a fiddle twice as beautiful as the one she had sold, and a roll of money besides!
The child was dumb with astonishment, and away she flew. But when she stopped beneath a big tree, to further scan the roll of money, her wonder was redoubled. There was far more than she could count, more than she had ever dreamed of possessing. Certainly enough to top the old cabin with new shingles; to put shoes on all the little bare feet and food into the hungry mouths.
“It is just like you say, Fifine,” murmured old Cleophas, huskily. When he played upon the new fiddle that night. “It is one fine fiddle; and it is shining like you say, like satin. But some way or other, it is not the same. Here, Fifine, take it—put it aside. I am not going to play the fiddle any more.”
(i) For each word given below choose the correct meaning (as used in the passage) from the options provided:
1. drown (line 2)
(a) delight
(b) overwhelm
(c) patience
(d) calmness
Answer: (b) overwhelm
2. resolutely (line 16)
(a) firmly
(b) rudely
(c) seriously
(d) adamantly
Answer: (a) firmly
(ii) Which word in the passage means the opposite of the word gleaming?
(a) shabby
(b) dumb
(c) lustreless
(d) bare
Answer: (c) lustreless
(iii) Answer the following questions briefly in your own words.
(a) Where did Cleophas play the fiddle and why?
Answer: Cleophas played the fiddle for his hungry children. He did this possibly to distract them from their hunger, to suppress their cries, and to soothe his own conscience about their poverty.
(b) For which opportunity was Fifine waiting?
Answer: Fifine was waiting for an opportunity to sell her father’s fiddle to the ladies and gentlemen at the fair being held at the big plantation.
(c) Describe the customers who wanted to buy the fiddle and how the fiddle was sold.
Answer: The customers were three gentlemen: one with very long hair hanging down, another with long hair standing up, and a third with almost no hair. They examined the old fiddle very seriously and, in the end, gave Fifine a much more beautiful fiddle and a large roll of money in exchange for it.
(d) What did Fifine do after selling the fiddle?
Answer: After selling the fiddle, Fifine, astonished, ran away. She stopped under a big tree to count the roll of money and was amazed to find it was far more than she had ever imagined possessing.
(e) What did Cleophas say when he played upon the new fiddle?
Answer: When Cleophas played the new fiddle, he told Fifine that although it was a fine and shining instrument, it was not the same as his old one. He then asked her to put it aside, declaring that he was not going to play the fiddle anymore.
(iv) Describe the attachment Cleophas had for the fiddle. Answer in not more than fifty words.
Answer: Cleophas was deeply attached to his fiddle. It was a gift from a dying Italian man and older than himself. He considered it a part of his life that would outlive him. He used it to comfort his family, and even a superior new instrument could not replace its sentimental value.
Question 5
(i) Fill in each of the numbered blanks with the correct form of the word given in brackets. Do not copy the passage but write in correct serial order the word or phrase appropriate to the blank space.
Example: (0) has recreated
The horticulture department of the Municipal Corporation of Delhi (MCD) ….0…. (recreate) replicas of 20 Indian monuments and temples, ….1…. (carry) the UNESCO World Heritage site tag, from 200 tonne of scrap waste. The waste-to-wonder park ….2…. (locate) in a ….3…. (congest) part of Karol Bagh and is spread across 4.5 acres. The green cover ….4…. (augment) with 22,000 plants. It features ….5…. (illuminate) canopies of trees along with replicas of the monuments. A defunct musical fountain ….6….(revive) and a large seating area is developed around it.
The visitor entry area is lined with three 30-foot-tall replicas of Teen Darwaza, which….7…. (install) in Ahmedabad in 1415 by Sultan Ahmed Shah. A few feet away, the entry gateway ….8…. (follow) by a 13-foot-high replica of the “Varaha avatar”, which is a replicate of the idol of Lord Vishnu at the fifth-century Eran temple in Madhya Pradesh.
Answer:
- carrying
- is located
- congested
- has been augmented
- illuminated
- was revived
- was installed
- is followed
(ii) Fill in the blanks with appropriate words.
(a) His kidnapper is still ______ large.
Answer: at
(b) Amit refused the job, but he soon came ______ and accepted the offer.
Answer: around
(c) Malaria has broken ______ in the colony.
Answer: out
(d) After the modifications, things are looking ______.
Answer: up
(e) We should bear ______ him while he is in difficulty.
Answer: with
(f) He spoke so softly that I could not make ______ what he said.
Answer: out
(g) Do not run ______ your rivals.
Answer: down
(h) He was fascinated ______ the idea of becoming an engineer.
Answer: by
(iii) Join the following sentences to make one complete sentence without using and, but or so. Choose the correct option.
1. Here is the lady. Her son is a pianist.
(a) Here is the lady’s son a pianist.
(b) Here is the lady, her son is a pianist.
(c) Here is the lady whose son is a pianist.
(d) Here is the lady, whom son is a pianist.
Answer: (c) Here is the lady whose son is a pianist.
2. Maya came to school. She had high fever today.
(a) Maya came to school today though she had high fever.
(b) Maya came to school today therefore she had high fever.
(c) Maya came to school being in high fever.
(d) Maya came to school today with high fever.
Answer: (a) Maya came to school today though she had high fever.
3. There is something in store for him. He does not know it.
(a) He does not know that if something was in store for him.
(b) He does not know what has been in store for him.
(c) He does not know if there is something in store for him.
(d) He does not know that something is in store for him.
Answer: (b) He does not know what has been in store for him.
4. She is an actor. She is a painter.
(a) Being an actor, she is a painter.
(b) Besides being an actor, she is a painter.
(c) Even though being an actor, she is a painter.
(d) Not only being an actor she also is a painter.
Answer: (b) Besides being an actor, she is a painter.
(iv) Choose the correct option to rewrite the following according to the instructions given after each sentence.
1. In spite of being fat, he runs very fast. (Begin with: Although …)
(a) Although fat he is, he runs very fast.
(b) Although being fat, he runs very fast.
(c) Although he is fat, he runs very fast.
(d) Although he is fat, he has to run fast.
Answer: (c) Although he is fat, he runs very fast.
2. “How beautiful the sunset looks today!” said Neelam. (Begin with: Neelam exclaimed…)
(a) Neelam exclaimed that the sunset looks beautiful today.
(b) Neelam exclaimed the sunset looked beautiful today.
(c) Neelam exclaimed the beauty of the sunset today.
(d) Neelam exclaimed that the sunset looked beautiful that day.
Answer: (d) Neelam exclaimed that the sunset looked beautiful that day.
3. He informed the police of the murder. (Use: reported)
(a) He reported the murder to the police.
(b) He reported about the murder to the police.
(c) He reported of the murder to the police.
(d) He reported for the murder to the police.
Answer: (a) He reported the murder to the police.
4. No other king was as wise as Ashoka. (Use: wiser)
(a) Ashoka was the wiser than any other king.
(b) Ashoka was wiser than any other king.
(c) No other king was as wiser as Ashoka.
(d) Ashoka was the wiser of all other kings.
Answer: (b) Ashoka was wiser than any other king.
5. Varun got a bad cough because he started smoking cigarettes. (End with: … bad cough.)
(a) Varun started smoking cigarettes and he got a bad cough.
(b) As soon as Varun started smoking cigarettes, he got a bad cough.
(c) Varun had started smoking cigarettes to get a bad cough.
(d) If Varun had not started smoking cigarettes, he would not have got a bad cough.
Answer: (d) If Varun had not started smoking cigarettes, he would not have got a bad cough.
6. The culprits have been caught. (Begin with: The police …)
(a) The police caught the culprits.
(b) The police have caught the culprits.
(c) The police has caught the culprits.
(d) The police have to caught the culprit.
Answer: (b) The police have caught the culprits.
7. That roof is not worth repairing. (Begin with: It is pointless …)
(a) It is pointless to repairing that roof.
(b) It is pointless not to repair that roof.
(c) It is pointless to repair that roof.
(d) It is pointless having to repair the roof.
Answer: (c) It is pointless to repair that roof.
8. Everyone wants to become successful. (Begin with: Who …?)
(a) Who do not want to become successful?
(b) Who does not want to become successful?
(c) Who has not want to become successful?
(d) Who does not wants to become successful?
Answer: (b) Who does not want to become successful?
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