Get textual answers, explanations, solutions, notes, extras, MCQs, PDF of Chapter 12: ISE Class 12 English Language/Grammar (Total English) solved which comprises Reported Speech – II, Summary Writing, Prepositions, and Specimen Paper-12. However, the educational materials should only be used for reference, and students are encouraged to make necessary changes.
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Reported Speech – II
ASSIGNMENT 1
Change the following into indirect speech:
1. “Halt!” shouted the officer to his men.
Answer: The officer shouted to his men to halt.
Explanation: When converting direct speech to indirect speech, imperative sentences (like commands) are changed to an infinitive form. Here, “Halt!” is a command, so we use “to halt” in the indirect speech. The reporting verb “shouted” remains the same.
2. Turning to her friend, she said, “Goodbye for now!”
Answer: Turning to her friend, she said goodbye for now.
Explanation: In this sentence, the direct speech “Goodbye for now!” is a simple statement. In indirect speech, the quotation marks are removed, and no significant change is needed because it is not a question or command. The sentence remains in past tense, as indicated by the reporting verb “said.”
3. He said, “May God forgive her!”
Answer: He said that he wished God would forgive her.
Explanation: Here, “May God forgive her!” is a wish or prayer. In indirect speech, the phrase is converted to “he wished that…” or “he hoped that…”, followed by the correct verb tense. The word “may” is changed to “would” because the reported speech is in past tense.
4. “What a pleasant evening!” said David to his friends.
Answer: David told his friends what a pleasant evening it was.
Explanation: Exclamatory sentences like “What a pleasant evening!” are reported as statements in indirect speech. The structure changes to “what… it was,” maintaining the meaning. The verb tense also shifts to past (is → was).
5. The men said, “What luck!”
Answer: The men said what luck it was.
Explanation: Exclamations such as “What luck!” are changed to statements in indirect speech. The phrase is restructured with “what… it was” to match the indirect format.
6. He said, “What a pity you did not come!”
Answer: He said what a pity it was that I had not come.
Explanation: Exclamations in indirect speech are rephrased into statements. “What a pity” stays as is, but the tense changes to match the past reporting verb. “You did not come” becomes “I had not come” to reflect the correct point of view and sequence of events.
7. Anand said, “How wise I am!”
Answer: Anand said how wise he was.
Explanation: Exclamatory sentences like “How wise I am!” are turned into statements in indirect speech. The structure changes from “How… I am” to “how… he was”. The tense shifts from present (am) to past (was).
8. The spectators said, “Bravo! Well played, Rahul.”
Answer: The spectators applauded Rahul and said that he had played well.
Explanation: In exclamations like “Bravo!” indirect speech uses a verb like “applauded” or “cheered” to convey the sentiment. The following phrase “Well played” is turned into a statement, with the verb tense adjusted (played → had played).
9. The teacher said to Rose, “What an intelligent girl you are!”
Answer: The teacher told Rose what an intelligent girl she was.
Explanation: Exclamations like “What an intelligent girl you are!” are reported as statements. The structure “What… you are” changes to “what… she was”. The pronoun “you” shifts to “she” in indirect speech.
10. “Ah me!” exclaimed the boy, “What a rash deed you have done!”
Answer: The boy exclaimed sorrowfully that I had done a rash deed.
Explanation: The phrase “Ah me!” conveys sorrow, so it is converted to “exclaimed sorrowfully” in indirect speech. The exclamation “What a rash deed you have done!” is turned into a statement with tense adjusted (have done → had done) and pronouns changed (you → I).
ASSIGNMENT 2
Change the following into direct speech:
1. She exclaimed that it was a terrible storm.
Answer: She said, “What a terrible storm it is!”
Explanation: In indirect speech, “exclaimed that it was a terrible storm” becomes a direct exclamation. Words like “terrible” indicate a strong feeling, so it is rephrased as an exclamatory sentence using “What a…”. The verb tense changes from “was” to “is” because direct speech reflects the moment of speaking.
2. Susan complained that the sandwich tasted horrible.
Answer: Susan said, “The sandwich tastes horrible.”
Explanation: In indirect speech, “complained that” is simplified to “said” in direct speech. The verb “tasted” (past) changes to “tastes” (present) since direct speech represents the exact words spoken at the time.
3. They prayed that God might protect the country.
Answer: They said, “May God protect the country!”
Explanation: In indirect speech, “prayed that God might” becomes a wish or prayer in direct speech. The word “may” replaces “might” to show the exact wording, as wishes often begin with “May…” in direct speech.
4. She called upon Heaven to witness her resolve never to cheat again.
Answer: She said, “Heaven be my witness! I will never cheat again.”
Explanation: In direct speech, the phrase “called upon Heaven to witness” transforms into “Heaven be my witness!”. The rest of the sentence expresses a strong resolution, so “I will never cheat again” is used to reflect her exact words.
5. She exclaimed with grief that she had been a great fool.
Answer: She said, “Alas! I have been a great fool.”
Explanation: In direct speech, “exclaimed with grief” is expressed with “Alas!” to show sorrow. The past perfect tense “had been” changes to “have been” to reflect the immediacy of the speaker’s words.
6. They shouted with delight that their friend had succeeded.
Answer: They said, “Hurrah! Our friend has succeeded.”
Explanation: In direct speech, “shouted with delight” is expressed using “Hurrah!”. The past perfect “had succeeded” changes to “has succeeded” to show the present perspective of the speaker.
7. The tourist exclaimed that it was a splendid monument.
Answer: The tourist said, “What a splendid monument this is!”
Explanation: In direct speech, “exclaimed that it was” becomes an exclamatory sentence with “What a…”. The verb “was” changes to “is” to reflect the speaker’s immediate words about the monument.
10. He urged the audience to be quiet and listen to his words.
Answer: He said, “Be quiet and listen to my words!”
Explanation: In direct speech, “urged” becomes a direct command using the imperative form. The pronoun “his” changes to “my” because the speaker refers to himself. The sentence becomes a direct instruction with “Be quiet…”.
ASSIGNMENT 3
Change the following into indirect speech:
1. “Is Mrs. Gupta at home?” asked the postman.
Answer: The postman asked if Mrs. Gupta was at home.
Explanation: In indirect speech, questions beginning with “Is” (yes/no questions) are converted using if or whether. The verb “is” changes to “was” to match the past tense of the reporting verb “asked.” Quotation marks are removed, and the structure becomes a statement.
2. “Did you sleep well?” asked my hostess.
Answer: My hostess asked if I had slept well.
Explanation: For yes/no questions with “Did,” if is used in indirect speech. The auxiliary verb “did” is dropped, and the main verb “sleep” changes to the past perfect “had slept” to reflect the past tense of the question. Pronouns change according to context (“you” becomes “I”).
3. They inquired, “When do you intend to pay us?”
Answer: They inquired when I intended to pay them.
Explanation: For questions beginning with “When” (wh-questions), when is retained in indirect speech. The verb “do intend” changes to “intended” to match the past reporting verb. “Us” becomes “them” to fit the change in perspective.
4. He said to her, “Do you think that is a proper answer to give?”
Answer: He asked her if she thought that was a proper answer to give.
Explanation: Yes/no questions like “Do you think” require if in indirect speech. “Do” is removed, and the verb “think” changes to “thought” to match the past tense. “Is” changes to “was” for consistency, and pronouns are adjusted (“you” to “she”).
5. “Where can I park my truck?” the driver asked the policeman.
Answer: The driver asked the policeman where he could park his truck.
Explanation: For wh-questions like “Where can I,” the word where is retained. The modal verb “can” changes to “could” to align with the past tense of the reporting verb “asked.” The pronoun “I” changes to “he,” and “my” becomes “his.”
6. Rajat said to me, “Why do you look so sad today?”
Answer: Rajat asked me why I looked so sad that day.
Explanation: Wh-questions like “Why do you” retain why in indirect speech. The auxiliary “do” is dropped, and the verb “look” changes to “looked” to match the past reporting verb. “Today” changes to “that day” for reported speech.
7. He said to the man, “Why are you lying on the road?”
Answer: He asked the man why he was lying on the road.
Explanation: In indirect speech, why remains the same. The auxiliary verb “are” changes to “was” to match the past tense of the reporting verb “asked.” Pronouns are adjusted (“you” becomes “he”).
8. The teacher said to the boy, “Why were you absent yesterday?”
Answer: The teacher asked the boy why he had been absent the previous day.
Explanation: Wh-questions retain why in indirect speech. “Were” changes to “had been” to reflect the past perfect tense. “Yesterday” becomes “the previous day” to suit reported speech. Pronouns are adjusted (“you” to “he”).
9. I said to the porter, “When does the next train come in?”
Answer: I asked the porter when the next train came in.
Explanation: For wh-questions like “When does,” when is retained. “Does” is dropped, and the main verb “come” changes to “came” to match the past reporting verb “asked.”
10. “Are there any letters for me?” said Uma.
Answer: Uma asked if there were any letters for her.
Explanation: For yes/no questions starting with “Are,” the word if is used. “Are” changes to “were” to align with the past tense of the reporting verb. Pronouns are adjusted (“me” becomes “her”).
ASSIGNMENT 4
Change the following into direct speech:
1. Rita asked Nitin whether he had made a mistake.
Answer: Rita said to Nitin, “Have you made a mistake?”
Explanation: In direct speech, “whether he had made a mistake” becomes a yes/no question with “Have you made a mistake?”. The reporting verb “asked” changes to “said to” and “he” becomes “you”.
2. I asked Paul if he would lend me a pen.
Answer: I said to Paul, “Will you lend me a pen?”
Explanation: In direct speech, “if he would lend me a pen” changes to “Will you lend me a pen?”. The verb “would” becomes “will,” as it reflects the original question. Pronouns are also adjusted.
3. She inquired of us whether we were playing football.
Answer: She said to us, “Are you playing football?”
Explanation: In direct speech, “whether we were playing football” becomes a yes/no question: “Are you playing football?”. The verb “were” changes back to “are,” and “we” becomes “you” in direct speech.
4. She asked if he would like to go to the temple with her.
Answer: She said to him, “Would you like to go to the temple with me?”
Explanation: The indirect phrase “if he would like to go” changes back to “Would you like to go”. Pronouns are reversed (“he” to “you” and “her” to “me”) to reflect the speaker’s original words.
5. Mother asked who had been using her computer.
Answer: Mother said, “Who has been using my computer?”
Explanation: In direct speech, “who had been using her computer” becomes “Who has been using my computer?”. The tense “had been” changes back to “has been,” and “her” becomes “my” to reflect the speaker’s words.
6. The man asked me how old I was.
Answer: The man said to me, “How old are you?”
Explanation: The indirect phrase “how old I was” becomes a wh-question: “How old are you?”. The verb “was” changes to “are” in direct speech, and pronouns are adjusted (“I” to “you”).
10. The policeman inquired of the girl where she was going.
Answer: The policeman said to the girl, “Where are you going?”
Explanation: The indirect phrase “where she was going” becomes “Where are you going?” in direct speech. The verb “was going” changes to “are going,” and the pronoun “she” becomes “you.”
Prepositions
Fill in the blanks using appropriate Prepositions:
1. The patient was complaining __ stomach pain.
Answer: about
Explanation: The correct preposition here is “about” because when we talk about something causing discomfort or complaining about something, we use “about.” For example: “He complained about the noise.”
2. Mrs. Kapur complained __ her noisy neighbours.
Answer: about
Explanation: Similar to the first question, “about” is used when talking about what someone is complaining regarding. So, Mrs. Kapur is complaining about her noisy neighbours.
3. The professor is angry __ his students.
Answer: with
Explanation: The preposition “with” is used when someone is angry at or with a person. In this case, the professor is angry with his students, meaning he is upset with them.
4. The officer was angry __ the behaviour of his peon.
Answer: about
Explanation: “About” is used when referring to the cause of anger or frustration. In this case, the officer is angry about the behaviour of his peon.
5. Rana Pratap is compared __ a lion.
Answer: to
Explanation: “Compared to” is used to show the likeness or similarity between two things. For example: “His bravery is compared to a lion’s courage.”
6. Akbar’s reign is compared __ that of Ashoka.
Answer: to
Explanation: Again, “to” is used when comparing two things directly. In this case, Akbar’s reign is compared to Ashoka’s reign.
7. She is engaged __ cooking dinner for the get-together.
Answer: in
Explanation: The preposition “in” is used when talking about someone being involved in an activity. So, she is involved in cooking dinner.
8. She is engaged __ my brother.
Answer: to
Explanation: The preposition “to” is used when talking about someone being engaged in a romantic sense. So, she is engaged to your brother.
9. Our team is hoping __ sunny weather during the finals.
Answer: for
Explanation: “Hoping for” is the correct phrasing when you desire or wish for something. For example: “I am hoping for good weather tomorrow.”
10. We have hope __ success.
Answer: for
Explanation: “Hope for” is used when referring to a desire or expectation for something to happen. So, we have hope for success.
11. We plan to meet __ the evenings.
Answer: in
Explanation: The preposition “in” is used when referring to parts of the day like “in the morning,” “in the evening,” etc.
12. Ankur met __ an accident near the market.
Answer: with
Explanation: “Met with” is used when someone experiences an event or accident. For example, “He met with an accident.”
20. They agreed __ me.
Answer: with
Explanation: “Agreed with” is used when someone shares the same opinion or decision as another person. For example: “They agreed with me on the decision.”
Specimen Paper-12
Question 1
Write a composition (in approximately 400-450 words) on any one of the following subjects. (You are reminded that you will be rewarded for orderly and coherent presentation of matter, use of appropriate style and general accuracy of spelling, punctuation, and grammar.)
(i) Describe a situation when your timely intervention saved your friend from committing a big mistake.
A Friend in Need
Last October, my friend Ramesh was going through a difficult phase. He had always been a bright and cheerful person, but something had changed. His scores in school were dropping, he stopped playing cricket in the evenings, and he rarely spoke to anyone. I noticed this change but didn’t ask him about it at first. One afternoon, I decided to speak to him after school. I found him sitting alone on the steps near the playground, staring at the ground.
“Is everything okay, Ramesh?” I asked gently. At first, he avoided my gaze and tried to brush me off. But I sat down next to him, refusing to leave until he opened up. After a while, his shoulders dropped, and he finally spoke. Ramesh told me that he had failed in a maths test. His parents had been upset, and his teacher had scolded him in class. He felt embarrassed and frustrated. He had been thinking of running away from home to avoid facing them again.
His words shocked me. Running away? I couldn’t believe Ramesh, who had always been so responsible, would think of such a thing. I knew I had to stop him from making this mistake. I reminded him that a single failure doesn’t decide a person’s future. Everyone makes mistakes, but the right thing to do is to learn from them and try harder. I told him about my own experience of failing in science the year before and how I had worked on it with my teacher’s help.
I also assured Ramesh that his parents only wanted what was best for him. “If you explain your feelings to them, they will understand,” I said. He looked at me with doubt in his eyes. But I persisted, “Running away won’t solve anything. It will only hurt the people who love you.” Slowly, Ramesh began to realise his mistake.
We decided to go to his house together. On the way, he kept asking if his parents would be angry. I told him they would be worried and happy to see him trying to fix things. When we reached, Ramesh’s mother opened the door, looking anxious. The moment she saw him, tears filled her eyes. I let Ramesh speak for himself. He told her about his fears and struggles. Instead of scolding him, his mother hugged him. She assured him they would help him improve his studies.
That evening, Ramesh thanked me for stopping him from making a terrible mistake. “You saved me,” he said. I told him that friends are supposed to be there for each other. From that day, Ramesh worked harder in his studies. He didn’t score perfect marks, but he didn’t give up either.
Looking back, I realise how important it is to notice when someone is struggling and to help them before it’s too late. Sometimes, a little support can change everything.
(ii) Narrate a situation when you felt that you should not have gone alone to the deserted place.
A Lesson in Courage
It was a quiet afternoon during the summer holidays, and my cousins had come over to spend a few days with us. We decided to explore the old mango orchard at the edge of our village. I had heard many stories about the place—some said it was haunted, while others claimed it was home to dangerous snakes. But I didn’t believe in such tales and insisted on going alone when my cousins refused to join me.
“Don’t be silly, Arun,” my cousin Meena warned. “It’s far, and there’s no one around.”
“I’ll be back soon,” I replied confidently and grabbed a stick to shoo away any animals.
The path to the orchard was narrow and dusty. The sun was still high, and there was no one around. The silence was strange; I could only hear the sound of my footsteps and the occasional rustling of leaves. I felt a little uneasy but kept walking, convincing myself there was nothing to worry about.
When I finally reached the orchard, it was darker than I had expected. The tall trees blocked out most of the sunlight. The ground was covered with dry leaves, and I could hear the distant cawing of crows. I picked up a few ripe mangoes and sat under a tree to rest. Suddenly, I heard a faint sound—a twig snapping nearby. I froze.
“Who’s there?” I called out, trying to sound brave, but no one replied. I looked around and saw nothing. My heart began to race. I remembered the stories my grandmother used to tell about ghosts that roamed in lonely places. I laughed nervously to shake off the thought, but the uneasiness didn’t go away.
A few minutes later, I heard the sound again—closer this time. My hands gripped the stick tightly. Then, I saw something move in the bushes. I stood up quickly and stared at it. The bush shook violently, and I could hear heavy breathing. Was it an animal? Or worse, someone hiding?
I didn’t wait to find out. My fear took over, and I ran as fast as I could. My heart pounded in my chest, and I felt as though someone—or something—was following me. I didn’t stop running until I reached the main road, panting and drenched in sweat.
When I finally got home, my cousins looked at me, surprised. “What happened?” Meena asked, laughing. I didn’t say much, just that I had seen something moving. My mother scolded me for going alone to such a place. That night, I couldn’t sleep well. Every shadow seemed to remind me of the bushes in the orchard.
The next day, a villager told us that a wild boar had been spotted near the orchard recently. I realised that it was probably the boar I had heard. Still, I had learned my lesson. It was foolish to wander off to a deserted place alone. That day taught me to think twice before acting brave for no reason.
(iii) All the schools should be converted into day-boarding schools. Express your views either FOR or AGAINST
Schools Should Not Be Converted Into Day-Boarding Schools
I firmly believe that schools should not be converted into day-boarding schools. While day-boarding schools offer certain benefits, they are not suitable for every child or family. It is important to understand why this system might not work for everyone.
Firstly, not all students and families can afford day-boarding schools. Converting all schools into day-boarding institutions would increase costs. Parents would have to pay for meals, extended school hours, and other facilities. For families with limited income, this would become a financial burden. It would also widen the gap between students from different economic backgrounds.
Secondly, children need time to bond with their families. School hours are already long and tiring. If children stay in school for even longer, they will hardly get time to interact with their parents and siblings. Family is an important part of a child’s emotional development. Sharing meals together, discussing the day, and spending quality time at home helps children feel loved and supported. Day-boarding schools would reduce this valuable family time.
Another issue is that not all children learn well in structured environments for extended hours. After-school hours give students a chance to relax, play, and explore their hobbies freely. In a day-boarding system, the school might try to fill every hour with activities, leaving little room for creativity or personal choice. Students could feel overburdened and exhausted.
Moreover, in rural areas, day-boarding schools would not be practical. Many children travel long distances to attend school. Making them stay for extended hours would mean even less time at home, making their day unnecessarily long. Parents in villages often rely on older children to help with household or farm work after school.
Some may argue that day-boarding schools help students with homework and provide better discipline. While this is true for some children, it is not necessary for everyone. Many students perform well in their studies even without extra hours in school. Teachers and parents can work together to support students in their learning.
Converting all schools into day-boarding schools is not a good idea. While day-boarding schools have benefits, they do not suit every child or family. Children need a balance between school, family, and personal time. Instead of making day-boarding compulsory, schools should focus on improving teaching standards and creating better learning environments. This way, students will develop both academically and emotionally without feeling overburdened.
(iv) Man does not live by bread alone. Present your reflections on this statement.
Man Does Not Live by Bread Alone
The saying “Man does not live by bread alone” teaches us that human beings need more than just food to survive and live happily. Bread, or food, satisfies our physical hunger, but life is not just about meeting basic needs. People also need love, purpose, knowledge, and emotional satisfaction to truly thrive.
While food keeps our body alive, it does not nourish our mind or soul. A person may have plenty to eat but still feel empty inside. We need relationships, dreams, and meaningful experiences to lead a fulfilling life. For example, a farmer works hard to grow food for his family, but the smile on his child’s face or the laughter shared at home brings him true joy. No amount of bread alone can give him that happiness.
Education and knowledge are equally important. If a person has food but no education, they will survive but may not reach their full potential. Learning helps us grow, think, and contribute to society. It allows us to achieve goals, invent new ideas, and solve problems. A life without knowledge would be like a tree without branches—bare and unfulfilled.
Human beings also need love and companionship. Friends, family, and even simple acts of kindness make life richer. Imagine having plenty to eat but no one to share it with. Life would feel lonely and incomplete. Relationships provide support, happiness, and a sense of belonging that food alone cannot offer.
Similarly, man needs purpose and hope to live a meaningful life. A person with no goal or dream will feel lost, no matter how much food they have. For instance, many freedom fighters in history sacrificed their comfort and lives for a greater cause. They were driven not by food, but by their purpose of gaining independence and justice.
Art, music, and spirituality also play a vital role in our lives. They bring peace, joy, and inspiration. Listening to a beautiful song or watching a sunset can fill our hearts with happiness. These moments remind us that life is about more than just survival—it is about feeling alive and connected to the world around us.
While bread is necessary for survival, it is not enough to live a meaningful life. People need love, education, purpose, and joy to feel truly fulfilled. These are the things that give life its colour and value. If we focus only on food or material needs, we miss out on the deeper experiences that make life worth living.
(v) Hospitality.
Hospitality
Hospitality is the act of welcoming and taking care of guests with warmth, kindness, and respect. It is an important value in our culture, especially in India, where we believe in the saying “Atithi Devo Bhava”, meaning “The guest is like God.” Hospitality is not just about offering food or shelter; it is about making someone feel comfortable, appreciated, and cared for.
In India, hospitality is seen in homes, festivals, and even in villages where resources are limited. It does not matter how much a person has—what matters is their willingness to share and make others feel at home. For instance, when guests arrive unannounced, most Indian households still welcome them with a smile. A hot cup of tea, simple snacks, or a full meal is offered, depending on what is available. The guest is made to feel respected and valued.
Hospitality also plays a major role in our social life. Festivals like Diwali, Eid, or Christmas bring friends and relatives together. Homes are cleaned, decorated, and filled with delicious food for the guests. People exchange sweets, gifts, and warm wishes, showing how hospitality strengthens bonds of love and friendship.
In modern times, the hospitality industry has become a key part of the economy. Hotels, restaurants, and tourism services focus on making guests feel welcome. A good hotel is not just judged by its facilities but also by the way its staff treats people. A friendly smile, polite behaviour, and attention to guests’ needs create a lasting impression.
However, hospitality is not limited to homes or hotels. It can be seen in small acts of kindness. For example, offering water to a thirsty stranger on a hot day or helping someone lost in a new city are forms of hospitality. It reflects generosity, humanity, and care for others.
True hospitality comes from the heart. It does not depend on wealth or luxury. A poor person can be as hospitable as a rich one by sharing whatever little they have with a big heart. It is about showing respect and concern for others, even strangers.
Hospitality is an important value that brings people closer. It teaches us kindness, generosity, and respect. In a world where people are often too busy, a simple act of hospitality can make someone feel loved and welcomed. It is a beautiful way to spread happiness and strengthen relationships.
(vi) Write an original short story beginning with the following words: Silence is golden, speech is silver.
Silence is Golden, Speech is Silver
Silence is golden, speech is silver. This was something Arjun had always heard from his grandmother. She often said it when he complained about how quiet she was during arguments in the family. “Sometimes, silence speaks louder than words,” she would say with a calm smile.
Arjun never really understood this until the incident at his school. Arjun, a Class 10 student, was known to be quick to react. He was sharp and intelligent but had a short temper. He often spoke without thinking, and this habit sometimes got him into trouble.
One Monday morning, during the morning assembly, the principal announced that a valuable trophy from the school display cabinet had gone missing over the weekend. The trophy had been won by the school cricket team a month earlier, and it was a matter of pride. The news created chaos among the students. Murmurs and whispers echoed across the hall.
Later that day, Arjun noticed something unusual. While passing by the empty corridor near the storeroom, he saw Raghav, a quiet and shy classmate, holding a shiny object. Arjun stopped in his tracks. His first thought was that Raghav had stolen the trophy. Without a second thought, he shouted, “Hey, what are you doing there? Stop right now!” His voice echoed through the corridor. Raghav froze, looking pale and frightened.
Hearing Arjun’s loud voice, a few teachers and students came running. “What happened?” a teacher asked. Arjun pointed at Raghav and said, “Sir, he has the trophy. I saw him with it!”
Everyone turned to Raghav, who looked as though he might burst into tears. He tried to say something but his voice faltered. Arjun smirked, thinking he had solved the mystery. “See? He’s silent. That proves it!” he declared. The teachers took Raghav to the principal’s office.
The whole school soon started whispering that Raghav was the thief. Arjun felt proud for being the hero of the day. However, that evening, when he returned home, he could not shake off the image of Raghav’s terrified face. For the first time, he felt uneasy.
The next morning, the principal made an announcement that shocked everyone. “The missing trophy was found in the storeroom’s broken cupboard. It had fallen during the weekend, and no one had noticed. Raghav was only trying to pick it up and clean it.”
Arjun felt his stomach drop. Guilt washed over him as he realised his loud accusation had unfairly blamed Raghav. He had judged him without listening or thinking. Later that day, Arjun went to Raghav, who sat quietly in the library, staring at his notebook. “I’m sorry,” Arjun said softly. Raghav looked up but said nothing.
That silence hit Arjun harder than any words could have. He understood, at that moment, what his grandmother always meant. His loud speech had caused hurt, but it was Raghav’s silence that taught him a valuable lesson. From that day on, Arjun learned to think before he spoke. Sometimes, silence really is golden.
Question 2
(i) Your brother is a budding author. He has written a book comprising inspiring anecdotes from the lives of famous people. The book has become a rage among the youth. Write a review of the book for a Youth magazine based on the hints given below:
Name of the author and publisher, number of pages and price–the famous people which are mentioned in the book–examples of one or two interesting anecdotes–specific aspects of the book–overall impression. (You may also include other relevant details.)
An Inspiring Collection of Real-Life Stories
Book Review: Inspiring Lives
Rohit Menon’s new book, Inspiring Lives, has captured the imagination of young readers across India. This collection of anecdotes brings together stories from the lives of well-known personalities like Kalpana Chawla, Dr. A.P.J. Abdul Kalam, and Milkha Singh. Each chapter highlights moments of determination, courage, and resilience, making it both relatable and motivating.
The writing is simple yet engaging. Rohit avoids preaching and lets the stories speak for themselves. Readers are drawn into the struggles and triumphs of these individuals. A standout feature is how he connects each story to lessons young people can apply in their own lives, whether it is persistence in the face of challenges or the importance of staying grounded.
Published by Swastik Publications, the book is a treasure for students preparing for exams or anyone seeking motivation in their daily lives. It’s easy to see why this book has become so popular. It reminds us that greatness is achieved not through shortcuts but through consistent effort.
Inspiring Lives deserves a place on every student’s bookshelf. It is a reminder that ordinary people can achieve extraordinary things.
(ii) As a member of the Student Council ofyour school, you have been given the responsibility of establishing ‘a moot court’ (that is a court which simulates proceedings of an actual court and where hypothetical cases are argued for practice). Write a proposal in about 150 words, stating the steps you would take to successfully establish the mock court.
[The proposal should include: (i) An introduction; (ii) Objectives; (iii) List of measures to be taken. A concluding statement is desirable.]
Proposal for Establishing a Moot Court at Vidya Niketan School
To enhance students’ understanding of legal systems and develop critical thinking, the Student Council proposes the establishment of a moot court at Vidya Niketan School. This initiative aims to simulate court proceedings and offer students practical exposure to legal concepts.
Objectives
- To familiarise students with the structure and functioning of courts.
- To develop research, argumentation, and public speaking skills.
- To encourage analytical thinking and teamwork.
Measures to be Taken
- Formation of a Committee: A committee of teachers and students will oversee the planning and execution.
- Designing the Space: A classroom will be equipped to resemble a courtroom with basic furniture and resources.
- Training Sessions: Experts in law will be invited to conduct workshops on legal procedures.
- Mock Cases: Hypothetical cases will be prepared for students to argue and practise.
- Regular Events: Weekly sessions will ensure consistent participation and learning.
Establishing a moot court will provide students with unique learning opportunities and prepare them for real-world challenges. We seek the school administration’s support for this venture.
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.
(a) (I) When he returned from Shimla, we asked him many questions.
(II) On………………………..
Answer: On his return from Shimla, we asked him many questions.
(b) (I) He arrived and the crowd went hysterical with joy.
(II) Scarcely………………………..
Answer: Scarcely had he arrived when the crowd went hysterical with joy.
(c) (I) It is probable that the ship will reach the shore.
(II) In all………………………..
Answer: In all probability, the ship will reach the shore.
(d) (I) This scenery is very appealing.
(II) How………………………..
Answer: How appealing this scenery is!
(e) (I) The bus service has been interrupted by floods.
(II) Floods………………………..
Answer: Floods have interrupted the bus service
(ii) Fill in each blank with a suitable word.
(a) Riva’s friend entrusted ……… her the delicate job of convincing the teacher.
Answer: Riva’s friend entrusted to her the delicate job of convincing the teacher.
(b) Sunny was entrusted ………… the job of preparing the draft of the project.
Answer: Sunny was entrusted with the job of preparing the draft of the project.
(c) For almost fifteen days Sheba has been laid …….. with a bad cold.
Answer: For almost fifteen days Sheba has been laid up with a bad cold.
(d) The injured worker was given a six-week lay ……… by the manager.
Answer: The injured worker was given a six-week lay off by the manager.
(e) Mohit kept …………. interrupting her until she lost her temper.
Answer: Mohit kept on interrupting her until she lost her temper.
(f) The policeman told the crowd to keep ……….
Answer: The policeman told the crowd to keep back.
(g) I am annoyed ……. your habit of telling lies.
Answer: I am annoyed at your habit of telling lies.
(h) I am annoyed ………….. you for behaving so rudely.
Answer: I am annoyed with you for behaving so rudely.
(i) The maid was attending ……… her mistress.
Answer: The maid was attending to her mistress.
(j) Please attend ………… what I say.
Answer: Please attend to what I say.
(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.
There are many people ___(1) (belong) to different organisations, who try ___(2) (feed) the hungry, heal the sick and educate the ignorant. The problems of the poor are so great that it ___(3) (seem) only large organisations with huge amount of money could ever hope ___(4) (solve) them. However, one woman ___(5) (do) a lot for the poor in Kolkata by ___(6) (go) to the poorest of the poor alone with only a few coins in her pocket. This remarkable woman was Mother Teresa.
In 1948, Mother Teresa set out alone, ___(7) (wear) a white sari ___(8) (make) of cotton, with a blue border and a cross on the shoulder. Then, in a little cubicle ___(9) (give) to her by a poor family, she opened a school. She ___(10) (teach) the children of the slums how to read and how to keep themselves clean.
Answer:
- belonging
- to feed
- seems
- to solve
- did
- by going
- wearing
- made
- given
- taught
Question 4
Read the passage given below and answer the questions (i), (ii) and (iii) that follow:
(1) Everybody in Bavaria knows that old Augustus Cahn has neither family nor friends, nothing but debtors. His sons and his associates had gone away long ago. Too old to follow his children, Cahn has remained in Bavaria, where he has made magnificent profits from the French prisoners of war. He is always prowling about the barracks to buy watches, medals and postal orders. You may see him glide through the hospitals, beside the ambulances. He approaches the beds of the wounded and demands, in a low, hideous growl, – “Haf you anyting to sell?”
(2) There are two Frenchmen, named Salvette and Bernadou, who await him high up in that tall hospital building. They are infantrymen from the same village. But Salvette had the stronger frame to take a few steps from his bed towards the window. Bernadou, though, will never be cured. Through the pale curtains of the hospital bed, his figure looks more meagre, more languished day by day; and when he speaks of his home, of his return, it is with that sad smile of the sick wherein there is more of resignation than of hope. Today, he is a little animated by the thought of the cheerful Christmas time.
(3) “Ah, my poor Salvette,” said Bernadou, “what a sad Christmas we are going to have this year! If only we had money to buy a little loaf of white bread and a flask of red wine! What a pleasure it would be before passing away forever to have with some Christmas bread and wine.” you
(4) They had nothing, neither money nor watches. Salvette still held hidden in the seam of his mantle a postal order for forty francs. But that was for the day when they should be free and the first halt they should make in France. That was sacred; not to be touched! He said: “But poor Bernadou is so sick. Who knows whether he will ever be able to return? And, then, it is Christmas, and they are together, perhaps, for the last time. Would it not be better to use it, after all?” Then, without a word to his comrade, Salvette loosens his tunic to take out the postal order, and when old Cahn comes, as he does every morning he thrusts into Cahn’s hands the postal order. As night fell, he was on the watch, waiting the arrival of old Cahn. Finally, Cahn came and handed him a basket.
(5) Softly, on the little table next to his comrade’s bed, Salvette placed a bottle of wine and a loaf of bread, a pretty Christmas loaf, where the twig of holly was planted straight in the centre. Bernadou opened his eyes, encircled with fever. By the indistinct glow of the night-lamps the improvised Christmas feast seemed but a fantastic dream. “Come, cheer up, friend” said Salvette and lifted Bernadou up with the tenderness of a mother. He filled the goblets, cut the bread, and then they drank and talked.
6). All at once poor Bernadou slipped and fell heavily on the pillow. His comrade thought he had fallen asleep, and called him and shook him. But Bernadou did not respond, and the little twig of holly lying across the rigid cloth, seemed already the green palm they place upon the pillows of the dead. Salvette understood at last and 40 tears rolled down his cheeks.
(i) (a) Given below are three words and phrases. Find the words which have a similar meaning in the passage:
1. roaming
Answer: prowling
2. unpleasant
Answer: hideous
3. weakened
Answer: languished
(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. watches (line 5)
(A) Collectors often seek vintage watches for their unique craftsmanship.
(B) She watches every move of her child with excitement and joy.
(C) He proudly displayed a collection of luxury watches in his cabinet.
(D) The intricate design of the Swiss watches have captivated enthusiasts worldwide.
Answer: (B) She watches every move of her child with excitement and joy.
2. frame (line 10)
(A) He confessed that he did not intend to frame his friend for the theft.
(B) His athletic frame allowed him to excel in various sports.
(C) As she aged, her slender frame retained an air of elegance.
(D) The artist drew the object’s frame with meticulous attention to detail.
Answer: (B) His athletic frame allowed him to excel in various sports.
3. mantle (line 21)
(A) The trophy was proudly displayed on the mantle of my ancestral home.
(B) Snow gently covered the landscape, creating a pristine white mantle.
(C) The mantle displayed family photos and cherished mementos.
(D) As the leader, she assumed the mantle of responsibility with grace.
Answer: (B) Snow gently covered the landscape, creating a pristine white mantle.
(ii) Answer the following questions in your own words as briefly as possible:
(a) Who was Augustus Cahn? How did he make a living?
Answer: Augustus Cahn was an old man in Bavaria who had no family or friends and made a living by buying items such as watches, medals, and postal orders from French prisoners of war and wounded soldiers.
(b) How did Bernadou want to celebrate Christmas? What was the obstacle in doing so?
Answer: Bernadou wished to celebrate Christmas with a loaf of white bread and a flask of red wine. The obstacle was their lack of money and resources to purchase these items.
(c) What role did Cahn play in the life of Salvette and Bernadou?
Answer: Augustus Cahn acted as a means for Salvette to secure bread and wine for Bernadou’s Christmas celebration. Salvette sold him a postal order to procure the festive items
(iii) Describe how Salvette made Bernadou’s last Christmas a special one as mentioned in paragraphs 3, 4 and 5. 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: Despite their poverty, Salvette made Bernadou’s last Christmas special by sacrificing his hidden postal order to purchase festive items. He secretly gave the postal order to Augustus Cahn, who returned with a loaf of bread and a bottle of wine. Salvette lovingly placed the food and wine on a table next to Bernadou’s bed, adorned with a sprig of holly. He lifted his ailing comrade tenderly, shared the feast, and spoke cheerfully. Although Bernadou passed away during the celebration, Salvette’s efforts brought him moments of joy and comfort during his final hours.
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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