Get textual answers, explanations, solutions, notes, extras, MCQs, PDF of Chapter 3: ISE Class 12 English Language/Grammar (Total English) solved which comprises Tenses and Their Use, Composition Organising and Planning, Prepositions and Specimen Paper-3. However, the educational materials should only be used for reference, and students are encouraged to make necessary changes.
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Tenses and Their Use
Fill in the blanks using the Simple Present or the Present Continuous Tense of the words given in brackets:
1. She…………(wait) for her mother on the bus-stand but today she………..(wait) for her outside the school.
Answer: She waits for her mother on the bus-stand but today she is waiting for her outside the school.
Explanation: The Simple Present Tense (waits) is used for regular or habitual actions, while the Present Continuous Tense (is waiting) is used for actions happening right now. Here, “waits” indicates her usual activity, and “is waiting” shows what she is doing at this moment. The -s is added to the verb “wait” because the subject “she” is third-person singular in the Simple Present Tense.
2. I…………… (hope) to get an increment this month.
Answer: I hope to get an increment this month.
Explanation: The Simple Present Tense (hope) is used because this sentence expresses a fact or a belief, which is a mental state rather than a continuous action. Verbs like “hope,” “believe,” and “think” typically use the Simple Present.
3. The match between India and Australia………(start) at 9 o’clock.
Answer: The match between India and Australia starts at 9 o’clock.
Explanation: The Simple Present Tense (starts) is used for scheduled events, such as timetables or planned occurrences. Even though the match will happen in the future, the tense remains simple present because it refers to a fixed schedule.
4. The boy is very silly; he is always………..(make) mistakes in spellings.
Answer: The boy is very silly; he is always making mistakes in spellings.
Explanation: The Present Continuous Tense (is making) is used with “always” to indicate an action that happens repeatedly and annoys the speaker. This usage adds emphasis on the repetitive, often negative, behavior.
5. My aunt……….(arrive) for the wedding tomorrow.
Answer: My aunt is arriving for the wedding tomorrow.
Explanation: The Present Continuous Tense (is arriving) is used to express a planned future action. Though the event is in the future, this tense conveys that the action is arranged and expected.
6. Joe always………..(talk) about cricket but he is always seen………(play) badminton.
Answer: Joe always talks about cricket but he is always seen playing badminton.
Explanation: The Simple Present Tense (talks) is used for regular actions, while the Present Participle (playing) follows “is always seen” to describe an ongoing observation. This structure combines habitual behavior with observed actions.
7. The audience…….(wait) anxiously for the release of his new film.
Answer: The audience is waiting anxiously for the release of his new film.
Explanation: The Present Continuous Tense (is waiting) describes an action happening right now. “Wait” is an action verb, so it can take the continuous form to emphasize the ongoing nature of their anticipation.
8. Every Monday Ritu………..(drive) her son to Nehru Stadium for……….(practise) cricket.
Answer: Every Monday Ritu drives her son to Nehru Stadium for practising cricket.
Explanation: The Simple Present Tense (drives) is used for habitual actions, as indicated by “Every Monday.” The gerund (practising) follows the preposition “for,” as gerunds act as nouns.
9. Usually, I………(work) in the night shift but this month I……..(work) in the morning shift.
Answer: Usually, I work in the night shift but this month I am working in the morning shift.
Explanation: The Simple Present Tense (work) is for habitual actions, while the Present Continuous Tense (am working) is for a temporary change from the usual routine.
15. Ronney…………(look) worried about the next round of talks.
Answer: Ronney looks worried about the next round of talks.
Explanation: The Simple Present Tense (looks) is used to describe a state or appearance, not an action. This is a stative verb, which does not typically take the continuous form.
Prepositions
1. He put…………the radio to listen to the news.
Answer: on
Explanation: The phrase “put on” is a phrasal verb that means to start something, such as a device or piece of equipment, so that it works. Here, “put on the radio” means to turn it on to listen to the news. For example, you might also say, “I put on the TV to watch a movie.”
2. Put………..something for your old age.
Answer: aside
Explanation: “Put aside” is a phrasal verb that means to save or keep something, often money, for a specific purpose in the future. In this sentence, it suggests saving money or resources for use in old age. For instance, “I put aside some money every month for emergencies.”
3. The rich should stand……..for the poor.
Answer: up
Explanation: The phrasal verb “stand up for” means to support or defend someone or something. Here, it implies that wealthy individuals should support or advocate for the less fortunate. For example, “She stood up for her friend when he was being unfairly treated.”
4. His work stands…………from others.
Answer: out
Explanation: The phrase “stands out” means to be noticeable or exceptional compared to others. In this sentence, it highlights that his work is distinct or remarkable. For example, “The bright red dress stood out in the crowd.”
5. The lights suddenly went……..
Answer: out
Explanation: “Went out” is used to describe something stopping, especially lights or fire. Here, it means the lights stopped shining or turned off suddenly. For example, “The candles went out when the wind blew.”
6. Go …….. I don’t want to talk to you!
Answer: away
Explanation: “Go away” is a phrasal verb that means to leave or move away from a place or person. In this sentence, it is a command telling someone to leave. For instance, “The children went away after the teacher told them to stop playing there.”
7. My car broke …………. on the highway.
Answer: down
Explanation: “Broke down” is a phrasal verb meaning to stop working, often used for vehicles or machinery. In this case, the car stopped functioning while on the highway. For example, “The washing machine broke down, so I had to wash clothes by hand.”
8. Terrorism has broken……….. A lot of families.
Answer: up
Explanation: “Broken up” means to separate or cause disruption. In this sentence, it indicates that terrorism has caused families to split or fall apart. For example, “The fight between siblings broke up the family gathering.”
9. She backed……of the contract.
Answer: out
Explanation: “Backed out” means to withdraw or not proceed with something that was agreed upon. Here, it means she decided not to follow through with the contract. For example, “He backed out of the deal at the last minute.”
10. He did not back………his staff during the enquiry.
Answer: up
Explanation: “Backed up” means to support or defend someone. In this sentence, it means he didn’t provide support or stand by his staff during the inquiry. For instance, “She always backs up her teammates when they face difficulties.”
11. He came……………. with the flu over the weekend.
Answer: down
Explanation: “Came down with” is a phrasal verb that means to start suffering from an illness. Here, it means he became ill with the flu. For example, “I came down with a cold after going out in the rain.”
12. I haven’t come…………. him for a long time.
Answer: across
Explanation: “Come across” means to encounter or meet someone or something by chance. This sentence indicates the speaker hasn’t met or seen the person for a long time. For instance, “I came across an old photo of us while cleaning the attic.”
13. We should do…………with our vices.
Answer: away
Explanation: “Do away with” means to eliminate or get rid of something. This sentence suggests removing bad habits or vices. For example, “The school decided to do away with its outdated rules.”
14. He could do………a cup of tea.
Answer: with
Explanation: “Do with” is used to express a desire or need for something. In this case, it means he would like to have a cup of tea. For instance, “I could do with a nap after this long day.”
20. When I arrived at the airport, I handed………..my passport.
Answer: over
Explanation: “Handed over” means to give something to someone, especially when required. Here, it means the speaker gave their passport to the relevant authorities at the airport. For example, “The police officer asked him to hand over his license for inspection.”
Specimen Paper-3
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) In the last year of your school life, you realise you have come a long way. Describe how your school has prepared you for your further studies and a career of your choice.
The Journey of Growth in School
As I step into the last year of my school life, a flood of memories comes rushing back. From the nervous child on the first day of school to a confident young individual today, this journey has been nothing short of transformative. My school, Saraswati Vidyalaya, has been more than just an institution; it has been my second home.
The classrooms, buzzing with questions and discussions, were where I learnt not only the subjects but also the art of thinking critically. The teachers played a significant role in shaping my understanding of the world. They taught us that making mistakes is not a failure but an opportunity to learn. Whether it was solving tricky maths problems or understanding historical events, they guided us patiently, ensuring we built a solid foundation.
Beyond academics, the school gave us life lessons. Through group projects and sports, I learnt teamwork and the value of persistence. During debates and elocution competitions, I discovered the importance of clear communication. These experiences gave me the courage to stand before an audience, present my thoughts, and accept feedback with grace.
The library became my favourite place. It was there that I developed a love for reading, exploring different genres and learning from the ideas of others. Books not only enriched my knowledge but also helped me understand different perspectives, an essential skill for life ahead.
Our school also instilled the importance of discipline and time management. Balancing studies, extracurricular activities, and personal time was challenging, but it prepared me for the future. The structured environment, with its daily schedules and deadlines, taught me to stay organised and focused on my goals.
One of the most valuable lessons I learned was to respect diversity. Our school celebrated festivals like Diwali, Eid, and Christmas with equal enthusiasm, teaching us that everyone deserves respect, no matter their background. This value of inclusivity will remain with me forever.
As I dream of pursuing a career in journalism, I feel my school has equipped me well. Writing assignments and presentations have honed my skills in expressing ideas clearly and persuasively. The encouragement from teachers to question, explore, and stay curious has given me the confidence to step into this field.
Now, as I prepare to leave these familiar corridors, I feel a mix of gratitude and excitement. My school has prepared me for the challenges of the future, and while I will miss this phase of my life, I know the lessons learned here will guide me for years to come.
(ii) You woke up one day and realised you had lost your voice. Narrate the experience.
A Day Without a Voice
It was a usual morning when I woke up, stretched, and reached for a glass of water. But as I tried to greet my mother with a cheery “Good morning,” nothing came out. I coughed and tried again, but no sound escaped my lips. I had lost my voice.
At first, I thought it was a bad joke my body was playing on me. I rushed to the mirror and opened my mouth, half-expecting to see some visible reason for this strange silence. Everything looked normal, but my voice had vanished.
Panic began to set in. How would I tell my parents? I tried gesturing to my mother, who looked puzzled. Finally, I scribbled on a piece of paper, “I can’t speak.” Her eyes widened, and she quickly called my father. They decided to let me rest and see if it was temporary.
The rest of the day was surreal. I couldn’t call out to friends, join family conversations, or even hum a tune. At school, my silence became the center of attention. My classmates asked questions, but I could only write down answers or use exaggerated hand movements to communicate. It felt strange to sit in class, unable to participate. I hadn’t realised how much I relied on my voice to connect with others.
At lunchtime, the absence of my usual chatter made everything feel oddly quiet. My friends tried to cheer me up by talking for me, but I felt frustrated. I wanted to laugh, argue, and share my thoughts, but I couldn’t.
Later, as I sat in the library, I found myself observing more. Without the ability to talk, I noticed things I hadn’t before—expressions, gestures, and even the subtle tones of others’ voices. I realised how much could be understood without words, but I also missed the ease of saying what I felt.
By evening, my throat felt sore from all the coughing and attempts to force out words. My parents took me to a doctor, who said it was a temporary loss due to strain. He advised rest and warm liquids. I felt relieved but also exhausted.
That night, as I sipped ginger tea, I reflected on the experience. Losing my voice made me value it more. I understood the challenges faced by those who cannot speak and admired their strength. I also realised how much I took communication for granted.
When my voice returned the next day, I was overjoyed. The first thing I did was thank my parents and friends for their patience and support. That silent day had taught me a lot, and I promised never to take my voice—or the ability to communicate—for granted again.
(iii) We are happier than our forefathers. Express your views either FOR or AGAINST the given statement.
Are We Happier Than Our Forefathers?
It is often said that progress brings happiness. On the surface, it may seem that we, with our modern conveniences and opportunities, are happier than our forefathers. However, I believe this is not entirely true.
Our forefathers lived simpler lives. Their happiness came from the little things—sharing meals with family, working in fields, or celebrating festivals with their communities. Life was less complicated. People relied on each other, and relationships were stronger. There was a sense of belonging and emotional security that is often missing today.
In contrast, our lives are faster and more advanced. We have better healthcare, education, and technology. We can connect with people across the world and access information instantly. These advancements have certainly improved the quality of life, but they have also brought stress, competition, and isolation.
Modern life demands constant multitasking. The pressure to achieve more, earn more, and stay updated often leaves little time for relaxation or meaningful connections. Social media, while helping us stay connected, also creates unrealistic expectations and feelings of inadequacy. People today are often chasing happiness through material possessions, forgetting the value of simple joys.
Moreover, our forefathers were more in tune with nature. They enjoyed fresh air, unpolluted water, and a slower pace of life. Today, urbanisation and environmental degradation have taken away this natural harmony. Many of us barely spend time outdoors, leading to physical and mental health issues.
That said, it’s not fair to romanticise the past entirely. Our forefathers faced their share of struggles—poverty, lack of medical facilities, and limited opportunities. Women, in particular, often had fewer rights and freedoms. In many ways, we are fortunate to live in a world that offers more choices and better living conditions.
Happiness, I believe, is subjective. While we may have more comforts and opportunities, our forefathers found joy in simplicity and community. If we could combine the values of the past—contentment, relationships, and harmony with nature—with the advancements of today, perhaps we could find a better balance.
Happiness does not depend only on what we have but also on how we perceive life. While we may not be entirely happier than our forefathers, we can learn from their way of living to make our lives more fulfilling.
(iv) Sports should be made an essential part of our education system. Present your reflections on this statement.
Sports: A Vital Part of Education
Sports should undoubtedly be an essential part of our education system. While academic subjects like science, maths, and literature are crucial for intellectual development, sports play an equally important role in shaping a well-rounded individual.
Firstly, sports improve physical health. In today’s world, where children are increasingly drawn to screens, physical activity has taken a backseat. Including sports in education ensures that students stay active, reducing the risk of health problems like obesity and stress. A healthy body contributes to a healthy mind, enabling students to focus better on their studies.
Sports also teach valuable life skills that cannot be learned in a classroom. Team games like cricket, football, and hockey help students understand the importance of cooperation, leadership, and communication. Individual sports like athletics and badminton instil discipline and self-motivation. These qualities prepare students for challenges in their personal and professional lives.
Moreover, sports foster emotional resilience. Winning builds confidence, while losing teaches humility and perseverance. Students learn to handle success and failure with grace, an essential lesson for life. The spirit of fair play, respect for opponents, and adherence to rules are moral values that sports naturally impart.
Incorporating sports into education also provides opportunities for discovering talent. India has a wealth of potential athletes, but many remain undiscovered due to a lack of proper facilities and encouragement in schools. By making sports a mandatory part of education, we can identify and nurture young talent, contributing to the country’s representation in global sports events.
However, for sports to be effective, they must be integrated thoughtfully. Schools need trained coaches, proper equipment, and adequate time for sports in the timetable. It should not be treated as just another subject but as a vital component of overall education. Additionally, parents and educators should support students in balancing academics and sports.
Sports are not just about physical activity; they shape character, build community, and provide joy. Making them an essential part of our education system would ensure that students grow into healthier, more confident, and well-rounded individuals.
Education is not only about books and exams but also about preparing students for life. Including sports ensures that this preparation is holistic, creating a generation that is physically fit, mentally strong, and morally sound.
(v) Jealousy.
The Shadow of Jealousy
Jealousy is a feeling that creeps into everyone’s heart at some point. It is that sharp pang when someone else achieves something you desire. Though it is natural, jealousy can lead to unnecessary pain if not controlled.
I remember an incident from school that taught me the impact of jealousy. Rohan, a classmate, was an exceptional cricketer. He was selected as the captain of our school cricket team. Though I was happy for him on the surface, I felt a sting inside. I had worked hard too, and the thought that I was overlooked made me bitter.
This feeling began to cloud my thoughts. I avoided talking to Rohan, stopped practising with the team, and even began to hope that he would fail. My studies suffered because I could not focus, and the energy I spent on feeling jealous left me exhausted.
One day, our sports teacher, Mr. Khanna, noticed my behaviour. He called me aside and asked what was troubling me. At first, I hesitated to share, but he encouraged me to speak honestly. When I told him how I felt, he listened patiently and then gave me advice that I will never forget.
He said, “Jealousy is like carrying a heavy stone in your pocket. It slows you down and makes your journey harder. Instead of envying someone else’s success, learn from them. Let their achievements inspire you to do better.”
His words stayed with me. I decided to change my approach. Instead of avoiding Rohan, I congratulated him and joined the team practices again. I observed his skills and asked him for tips to improve my game. To my surprise, he was more than willing to help. Over time, I became a better player, and our team won the district championship that year.
That incident taught me that jealousy can either consume you or motivate you. It is natural to feel it, but how you respond matters. If you let it take over, it only breeds resentment and unhappiness. But if you use it as a push to work harder, it can turn into a positive force.
Even now, when I feel a hint of jealousy, I remind myself of Mr. Khanna’s words. Instead of feeling bitter, I try to focus on my growth. Jealousy may be unavoidable, but it doesn’t have to define us. It is how we rise above it that truly shows our character.
(vi) Write an original short story entitled: Alone on an Island.
Alone on an Island
The sea roared as the waves crashed against the small fishing boat. Rajan clung to the wooden frame, his knuckles white with fear. The storm had struck out of nowhere, tossing his boat around like a toy. Before he could anchor himself, a giant wave lifted the boat and smashed it. Everything went black.
When Rajan opened his eyes, the sun was blinding, and he felt the sand beneath him. He realised he had washed up on a small island. It was deserted. Coconut trees swayed in the wind, and the sound of birds echoed through the stillness. His heart sank. He was alone.
The first day was a blur of panic and exhaustion. Hunger gnawed at him, but the thought of exploring the island scared him. As night fell, the silence became deafening. He sat by a fire he had managed to light with sticks, watching the stars and wondering if anyone would come looking for him.
The next day, hunger forced him to act. He found coconuts, wild berries, and a freshwater stream. Gradually, he began to explore the island. It wasn’t very big, but it was rich in resources. He fashioned a makeshift shelter using large leaves and branches and collected rainwater for drinking.
Days turned into weeks, and Rajan adapted. He became skilled at catching fish using traps made from vines and sharpened sticks. He even created a signal fire at the highest point of the island, hoping a passing ship or plane would notice.
Despite his survival skills, the loneliness was unbearable. He missed his family, the chatter of the village, and even the simplest things like sitting by a tea stall. He began to carve faces on pieces of driftwood, giving himself companions to talk to.
One morning, Rajan woke to a distant noise—an engine. His heart raced as he ran to the signal fire, igniting it with dry leaves. He waved his arms frantically, yelling at the top of his voice.
A small rescue boat appeared on the horizon. Rajan felt tears streaming down his face. The boat drew closer, and as the rescuers pulled him aboard, he couldn’t stop thanking them.
Back in his village, Rajan became a hero. People marveled at his survival story. But for Rajan, it was more than just a story. The island had taught him resilience, patience, and the value of companionship. Whenever he sat by the shore, watching the waves, he would remember the island—not as a prison, but as a teacher.
Question 2
(i) Write an article in about 300 words, with the title, ‘Being a Responsible Traveller’ based on the hints given below:
Be caretakers of this planet-make tourism sustainable-prepare for your holiday-travel light-choose a sustainable mode of transport-eat and shop local-carry your own supplies of toiletries-dispose waste responsibly-respect cultures-cut down on waste and conserve-support local communities.
Being a Responsible Traveller
Travelling is an enriching experience, but it also brings responsibility. As caretakers of this planet, it is our duty to ensure tourism does not harm the environment or the people connected to it. Sustainable tourism is not just an option but a necessity to preserve the beauty of the world for future generations.
Before starting a holiday, careful planning makes a big difference. Travelling light reduces the burden on transport systems and avoids unnecessary waste. Choosing eco-friendly transport such as trains or buses, when possible, helps in reducing carbon emissions. Small changes like carrying reusable water bottles and cloth bags can also make a significant impact.
Supporting local businesses is another way to travel responsibly. Eating at local restaurants, buying handmade products, and engaging with local communities can directly benefit the people who welcome travellers. This approach also creates authentic experiences and promotes cultural exchange.
Carrying your own toiletries reduces plastic waste caused by disposable hotel supplies. It is equally important to dispose of waste properly, especially when visiting natural spots. Leaving a place as clean as you found it is a simple way of showing respect for the environment.
Respecting local cultures and traditions is essential. Learning a few basic phrases in the local language, dressing appropriately, and following local customs can build meaningful connections and prevent cultural misunderstandings.
Responsible travellers also take steps to conserve resources like water and electricity during their stay. Opting for accommodation that practices sustainability is another good choice.
Travel is about more than seeing new places. It is about leaving a positive impact on the places and people you visit. By making small, thoughtful choices, every traveller can ensure their journey is not just enjoyable but also kind to the planet.
(ii) As the Head Boy/Head Girl of your school, you have been given the responsibility of organising a ‘Historical Re-enactment’ in your school. Write a proposal in not more than 150 words, stating the steps you would take to organise this event.
[The proposal should include: (i) An introduction; (ii) Objectives; (iii) List of measures to be taken. A concluding statement is desirable.]
Answer:
Proposal for Organising a Historical Re-enactment
Introduction:
As the Head Boy/Head Girl, I propose to organise a “Historical Re-enactment” in our school to bring history to life. This event will help students experience and understand key historical moments through engaging performances.
Objectives:
- To enhance students’ interest in history through experiential learning.
- To foster creativity, teamwork, and public speaking skills.
- To promote appreciation for India’s cultural and historical heritage.
Measures to be Taken:
- Form committees for scriptwriting, costumes, props, and logistics.
- Select significant events from Indian history, such as the Dandi March or Jallianwala Bagh Tragedy.
- Assign roles to participants through auditions.
- Collaborate with history teachers for accuracy in content.
- Arrange for costumes and props by involving art and craft students.
- Schedule rehearsals and prepare a detailed timeline.
This event will make learning interactive and memorable while showcasing our students’ talent and teamwork.
Question 3
(i) In each of the following items, sentence I is complete, while sentence II is not. Complete sentence II, making it as similar as possible to sentence I. Write sentence II in each case.
(a) (I) Ranjeet said, “Rita, why do you not take the advice of your teachers in this matter?”
Answer: (II) Ranjeet asked Rita why she did not take the advice of her teachers in this matter.
(b) (I) He examined the documents with utmost care.
Answer: (II) The documents were examined with utmost care by him.
(c) (I) On seeing the rat, Rama shrieked.
Answer: (II) As soon as Rama saw the rat, she shrieked.
(d) (I) The man was forced to work although the light was poor.
Answer: (II) In spite of the poor light, the man was forced to work.
(e) (I) You must never tell a lie.
Answer: (II) Under no circumstances must you tell a lie.
(ii) Fill in each blank with a suitable word. (Do not write the sentence.)
1. John came __________ to the gate of my house; he froze at the sight of my dog.
Answer: up
Explanation: “John came up to the gate of my house; he froze at the sight of my dog.” The word up indicates movement towards a specific point, which fits the context of approaching the gate.
2. The Government came __________ heavily on hoarders during the floods.
Answer: down
Explanation: “The Government came down heavily on hoarders during the floods.” The phrase came down heavily means to impose strict measures or punishment, which is suitable here.
3. He ran __________ from home at the age of ten.
Answer: away
Explanation: “He ran away from home at the age of ten.” The word away indicates that someone is leaving or escaping a place, making it appropriate for the sentence.
4. I ran __________ my old friend in the marketplace.
Answer: into
Explanation: “I ran into my old friend in the marketplace.” The phrase ran into means to meet someone unexpectedly, which aligns with the context.
5. Where do you intend to put __________ for the night?
Answer: up
Explanation: “Where do you intend to put up for the night?” The phrase put up refers to staying temporarily, which makes sense for the context of staying overnight.
6. I decided to put __________ my visit till next week.
Answer: off
Explanation: “I decided to put off my visit till next week.” The phrase put off means to delay or postpone, which is relevant to the context of rescheduling a visit.
7. The children spoke __________ a whisper as they were scared.
Answer: in
Explanation: “The children spoke in a whisper as they were scared.” The word in is used to describe the manner in which something is done, fitting the description of whispering.
8. We must not speak ill about a person __________ his back.
Answer: behind
Explanation: “We must not speak ill about a person behind his back.” The phrase behind someone’s back means to talk about them without their knowledge, which fits the context perfectly.
9. The present situation calls __________ prompt action.
Answer: for
Explanation: “The present situation calls for prompt action.” The phrase calls for means to require or demand something, which is suitable for describing the need for prompt action.
10. My teacher called __________ me yesterday.
Answer: on
Explanation: “My teacher called on me yesterday.” The phrase called on means to visit or meet someone, which aligns with the context of a teacher meeting the student.
(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.
Fish-bowl goldfish, a species native to East Asia, ___(1) (breed) for its looks and ___(2) (believe) to bring good fortune. It can tolerate a wide range of water temperatures and can eat almost anything, including algae, aquatic plants, eggs and invertebrates. In the wild it ___(3) (multiply) quickly to monstrous proportions. Its football-shaped body swells to a size that ___(4) (make) it too large a meal for predators. The fish ___(5) (help) spawn harmful algal blooms by ___(6) (consume) the algae and expelling nutrients that promote algal growth, creating conditions that ___(7) (is) intolerable to native fish.
These fish ___(8) (enter) waterways as a result of people ___(9) (release) their goldfish by flushing them out through their toilets and washbasins. They ___(10) (flood) waterways in the United Kingdom; in Burnsville, the United States; in the Great Lakes, Canada; as well as in Australia.
Answers:
- is bred
- is believed
- multiplies
- makes
- help
- consuming
- is
- enter
- release
- flood
Question 4
Read the passage given below and answer the questions (i), (ii) and (iii) that follow:
(1) I had seen the Magic Shop from afar several times; I had passed it once or twice, a shop window of alluring little objects, magic balls, magic hens, wonderful cones, ventriloquist dolls, the material of the basket trick and packs of cards. But never had I thought of going in until one day, almost without warning, my son Gip hauled me by my finger and took me in. It was not a common shop; it was a magic shop. It was a little, narrow shop, not very well lit. As we entered the shopman came in.
(2) What can we have the pleasure?” he said.
(3) “I want,” I said, “to buy my little boy a few simple tricks.”
(4) The shopman scratched his head for a moment as if thinking. Then, quite distinctly, he drew from his head a glass ball. “Something in this way?” he said, and held it out.
(5) “That’s good,” I said, with a laugh. Gip stretched out his disengaged hand to take this object and found merely a blank palm.
(6) “It’s in your pocket,” said the shopman, and there it was!
(7) “How much will that be?” I asked.
(8) “We make no charge for glass balls,” said the shopman politely. “We get them,” he picked one out of his elbow as he spoke, “free.” He produced another from the back of his neck, and laid it beside its predecessor on the counter.
(9) Then, with a start, I discovered something moving about in my hat-something soft and jumpy. I whipped it off, and a ruffled pigeon-no doubt a confederate-dropped out and ran on the counter, and went, I fancy, into a cardboard box. He had got Gip now; he had got him away from my finger. Presently I saw with a qualm of distrust and something very like jealousy that Gip had hold of this person’s finger as usually he has hold of mine. The shopman showed Gip magic trains that ran without steam or clockwork, just as you set the signals, and then some valuable boxes of soldiers that all came alive directly you took off the lid. The shopman, putting the men back into the box unceremoniously handed it to Gip. After that he fell to showing Gip tricks, odd tricks, and still odder the way they were done. Gip was quite preoccupied with the shopman, and thinking no evil. Gip was standing on a little stool, and the shopman was holding a sort of big drum in his hand.
(10) “Hide and seek, dadda!” cried Gip. And before I could do anything to prevent it, the shopman had clapped the big drum over him. I saw what was up directly. “Take that off,” I cried, “this instant! You will frighten the boy. Take it off!”
(11) The shopman held the big cylinder towards me to show its emptiness. And the little stool was vacant! In that instant my boy had utterly disappeared?
(12) “Stop this folly!” I said. “Where is my boy?”
(13) “You see,” he said, still displaying the drum’s interior, “there is no deception.”
(14) I put out my hand to grip him, and he eluded me by a dexterous movement. I snatched again, and he turned from me and pushed open a door to escape. “Stop!” I said, and he laughed, receding. I leapt after him
(15) I was in Regent Street and a yard away, perhaps, and looking a little perplexed with himself, was Gip. There was some sort of apology, and then Gip had turned and come to me with a bright little smile, as though for a moment he had missed me. For the second I was rather at a loss. I stared round to see the door of the magic shop, and, behold, it was not there! There was no door, no shop, nothing. Something unusual proclaimed itself in my tail-coat pocket, and I felt and discovered a glass ball. With a petulant expression I flung it into the street. Gip looked completely undamaged; he was neither scared nor unhinged, he was simply tremendously satisfied with the afternoon’s entertainment. That happened six months ago. And now I am beginning to believe it is all right.
(i) (a) Given below are three words and phrases. Find the words which have a similar meaning in the passage:
1. A person who makes his voice appear from somewhere else
Answer: ventriloquist
2. Noticeably
Answer: distinctly
3. Perform something skillfully with hands
Answer: dexterous
(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. charge (line 16)
(A) The lawyers did not charge anything for the beggar’s trial.
(B) The car stopped suddenly as its batteries ran out of charge.
(C) How much does she charge for the job of mowing the lawn?
(D) They will charge you anything between ₹500 and ₹10,000 as their commission.
Answer: (C) “How much does she charge for the job of mowing the lawn?”
2. counter (line 18)
(A) There was nobody on the counter when I entered the shop.
(B) You will find these goods on the next counter along this aisle.
(C) The maid stacked the dirty utensils on the kitchen counter.
(D) He was not prepared for such a strong counter campaign by his opponents.
Answer: (A) “There was nobody on the counter when I entered the shop.”
3. trains (line 24)
(A) Everyday she trains herself mentally and physically to face the challenges.
(B) The collision between the two trains led to a massive accident.
(C) The two trains running between Delhi and Patna have been cancelled.
(D) I could hear the loud siren when trains pass by my house.
Answer: (D) “I could hear the loud siren when trains pass by my house.”
(ii) Answer the following questions in your own words as briefly as possible:
(a) How has the narrator described the Magic Shop before he entered it for the first time?
Answer: The narrator described the Magic Shop as a narrow, poorly lit place with alluring objects like magic balls, ventriloquist dolls, and cards. He had passed by it but never entered until his son Gip pulled him inside.
(b) How did the shopman distract Gip?
Answer: The shopman distracted Gip by showing him intriguing magic tricks, such as producing glass balls from unexpected places, making objects disappear, and demonstrating magical trains and toy soldiers.
(c) Briefly describe what must have gone through the father’s mind when he saw the empty cylinder.
Answer: The father must have been anxious and fearful when he saw the empty cylinder, thinking his son had disappeared. He was also frustrated and angry at the shopman, demanding an explanation.
(iii) Summarise how was the Magic Shop not like a common shop as mentioned in paragraphs 1 to 10. 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 Magic Shop was not like a common shop. It was described as narrow and dimly lit, filled with fascinating objects like magic balls, ventriloquist dolls, and tricks. The shopman performed extraordinary feats, such as making objects appear and disappear. He produced glass balls out of nowhere and displayed magical toys like trains that ran without steam or clockwork. The shopman also showed live toy soldiers and demonstrated odd tricks that captivated Gip’s attention. Unlike an ordinary shopkeeper, the shopman seemed to possess mysterious abilities, creating a surreal and uncanny experience for the visitors.
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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