Get textual answers, explanations, solutions, notes, extras, MCQs, PDF of Chapter 5: ISE Class 12 English Language/Grammar (Total English) solved which comprises Reported Speech, Directed Writing, Prepositions and Specimen Paper-5. However, the educational materials should only be used for reference, and students are encouraged to make necessary changes.
Video tutorial
Reported Speech – I
Report the following in Indirect Speech:
1. She said to me, “You have made a mistake in your statement.”
Answer: She told me that I had made a mistake in my statement.
Explanation: When converting to indirect speech, the present perfect tense (“have made”) changes to the past perfect tense (“had made”). This is because the reporting verb “said” is in the past tense. Pronouns also shift: “you” becomes “I” as the speaker is reporting what was said to them.
2. Roger said, “I know their address.”
Answer: Roger said that he knew their address.
Explanation: In indirect speech, the simple present tense (“know”) changes to the simple past tense (“knew”). The pronoun “I” changes to “he” to align with the speaker (Roger).
3. She said, “I shall submit my work as soon as I can.”
Answer: She said that she would submit her work as soon as she could.
Explanation: The modal verb “shall” changes to “would,” and “can” changes to “could” when shifting to indirect speech. These changes reflect the rule of tense consistency in reported speech.
4. The poet said, “Sweet are the uses of adversity.”
Answer: The poet said that sweet are the uses of adversity.
Explanation: Universal truths or general statements do not undergo a tense change in indirect speech. Here, “sweet are the uses of adversity” is treated as a timeless truth, so it remains unchanged.
5. The lady said, “I have not been able to finish my work this evening.”
Answer: The lady said that she had not been able to finish her work that evening.
Explanation: The present perfect tense (“have not been able”) changes to the past perfect tense (“had not been able”). The time expression “this evening” becomes “that evening” in indirect speech.
6. He said, “I’ve passed the examination.”
Answer: He said that he had passed the examination.
Explanation: The contraction “I’ve” (I have) expands to “I have,” which then shifts to the past perfect tense (“had passed”) in indirect speech.
10. “I have acted wisely,” said Amit, “in what I did.”
Answer: Amit said that he had acted wisely in what he had done.
Explanation: The present perfect tense (“have acted”) changes to the past perfect tense (“had acted”). Similarly, the simple past tense (“did”) becomes the past perfect tense (“had done”) to maintain consistency.
Report the following in direct speech:
1. Bina said that she had seen that building.
Answer: Bina said, “I have seen that building.”
2. The judge told me that I was wrong and would be fined.
Answer: The judge told me, “You are wrong, and you will be fined.”
3. The convict confessed that he was guilty and deserved the punishment.
Answer: The convict confessed, “I am guilty and deserve the punishment.”
4. He told me that they were moving into a new house.
Answer: He told me, “They are moving into a new house.”
5. She said that her interview was on the tenth of the previous month.
Answer: She said, “My interview was on the tenth of last month.”
6. He told us that he had waited for an hour.
Answer: He told us, “I waited for an hour.”
7. I told him that I had pleasure in granting his request.
Answer: I told him, “I have pleasure in granting your request.”
10. They said that they had come against their will.
Answer: They said, “We came against our will.”
Rewrite the following sentences in indirect speech:
1. Rewrite the following sentences in indirect Speech:
1. I said to him, “Let us go out for a walk.”
Answer: I suggested to him that we should go out for a walk.
Explanation: The original statement is in direct speech, expressing a suggestion. In indirect speech, “suggested” is used to convey this sense appropriately, with “that we should” making the suggestion clear.
2. The student said, “I’m sorry, I cannot come.”
Answer: The student apologized and said that he could not come.
Explanation: The original statement includes an apology and an explanation. The indirect version uses “apologized” to convey the apology and “said that” to introduce the explanation.
3. Rakesh said to his friend, “Please lend me your scooter.”
Answer: Rakesh requested his friend to lend him his scooter.
Explanation: The direct speech contains a polite request with “please.” In indirect speech, “requested” replaces “said” to retain the tone of a request.
4. My mother said to me, “Wait here till I come back.”
Answer: My mother told me to wait there until she came back.
Explanation: In the indirect version, “told” is used to indicate an instruction, and “here” changes to “there,” while “till” becomes “until” for formal clarity.
5. The examiner called out, “Time is up! Stop writing.”
Answer: The examiner announced that time was up and instructed everyone to stop writing.
Explanation: “Called out” is replaced with “announced” to better fit formal indirect speech. The instruction “Stop writing” is introduced with “instructed” to clarify the command.
6. The stranger said, “Help me in God’s name, for I have no friends here.”
Answer: The stranger begged for help in God’s name, explaining that he had no friends there.
Explanation: The tone of pleading in the direct speech is preserved in indirect speech with “begged.” The explanation is introduced with “explaining that,” and “here” changes to “there.”
7. “Honour your father and mother,” said the monk to his followers.
Answer: The monk instructed his followers to honour their father and mother.
Explanation: The direct command is softened into indirect speech using “instructed” to maintain the sense of advice or moral teaching.
8. The teacher said, “Hurry up, children. Do not waste time.”
Answer: The teacher urged the children to hurry up and not waste time.
Explanation: The direct imperative “Hurry up” is rendered in indirect speech with “urged,” preserving the sense of urgency. The negative instruction is maintained with “and not.”
9. The Captain said, “Stand at ease and listen to my advice.”
Answer: The Captain ordered them to stand at ease and listen to his advice.
Explanation: The commanding tone in the direct speech is conveyed in indirect speech with “ordered.” The instructions are preserved without change in meaning.
10. “Forgive the man for his first mistake,” said the lawyer.
Answer: The lawyer advised them to forgive the man for his first mistake.
Explanation: The suggestion in the direct speech is conveyed in indirect speech using “advised,” which aligns with the tone of giving counsel.
Rewrite the following sentences in Direct Speech:
1. The general commanded his soldiers to attack the enemy.
Answer: The general said to his soldiers, “Attack the enemy.”
Explanation: In direct speech, the command is expressed with “said to” and the imperative “Attack.” In indirect speech, “commanded” replaces “said to,” capturing the authoritative tone.
2. She requested him not to walk so fast.
Answer: She said to him, “Please do not walk so fast.”
Explanation: The polite request in direct speech is conveyed with “Please,” while indirect speech uses “requested” to reflect the tone of politeness.
3. She requested me to wait for her.
Answer: She said to me, “Please wait for me.”
Explanation: In direct speech, “Please” indicates a request, while in indirect speech, “requested” replaces “said to” for formality.
4. He begged the President to forgive him.
Answer: He said to the President, “Please forgive me.”
Explanation: The plea in direct speech is conveyed with “Please,” while indirect speech uses “begged” to capture the tone of earnest supplication.
5. We prayed that God might give us strength to serve our country.
Answer: We said, “May God give us strength to serve our country.”
Explanation: The invocation in direct speech uses “May” for a wish or prayer. In indirect speech, “prayed” replaces “said” to express the tone of a heartfelt plea.
6. Mother wished me a happy journey.
Answer: Mother said, “Have a happy journey.”
Explanation: Direct speech expresses the wish directly with “Have a happy journey,” while indirect speech uses “wished” to convey the sentiment formally.
10. The judge asked them to bring the witness before him.
Answer: The judge said, “Bring the witness before me.”
Explanation: Direct speech expresses the command with “Bring,” while indirect speech uses “asked” to soften the directive. “Before me” changes to “before him” in indirect speech to adjust for perspective.
Directed Writing
ASSIGNMENT 1
1. Write an article to be published in a local newspaper expressing your concern at the increase in waste paper on the roads and streets after an election.
Waste of Votes, Waste of Paper
Elections are a time of great enthusiasm and activity in our country. Campaigns bring out colourful posters, banners, and flyers that cover every corner of our cities. However, once the voting is over, what remains is a trail of waste paper scattered across roads, streets, and markets. This post-election litter has become a growing concern for citizens and the environment.
After the recent municipal elections, a walk through our city revealed a sorry sight. Posters clung stubbornly to walls, flyers flew about in the wind, and heaps of pamphlets clogged drains. Streets that were bustling with campaigners days ago now lie buried under piles of discarded paper. This waste not only makes our surroundings look shabby but also creates practical problems like blocked sewage systems and breeding grounds for pests.
What is most alarming is the sheer volume of paper wasted. Millions of flyers and posters are printed for every election, most of which serve their purpose for just a few days. While they are meant to inform voters, much of it ends up as litter, ignored or unread. This careless waste is a stark reminder of our disregard for the environment.
The solution is not to stop campaigns but to make them more responsible. Political parties and candidates must take accountability for the mess they leave behind. Authorities should enforce stricter rules on the use of campaign materials, and parties should be required to clean up their posters and flyers once the election is over. Encouraging the use of digital campaigns and reusable materials could also help reduce paper waste.
As citizens, we too have a role to play. Refusing to accept unnecessary flyers and ensuring that campaign materials are disposed of responsibly can make a difference. Elections are a celebration of democracy, but they should not come at the cost of our environment. It’s time we acted before the streets tell the story of carelessness louder than the election results.
2. Write an article for your school magazine entitled ‘Save the Planet Earth’.
Save the Planet Earth
Our planet, Earth, is our only home. It gives us everything we need to survive – air, water, and food. But human actions are harming it. Pollution, deforestation, and climate change are causing serious damage. It is time for us to act before it’s too late.
Every year, we cut down millions of trees. Forests are home to animals and plants, but they are disappearing fast. Cutting trees leads to loss of wildlife and affects the climate. Plastic waste is another big problem. It pollutes our oceans and kills marine animals. Factories and vehicles release harmful gases, making the air unhealthy to breathe.
Small steps can make a big difference. Planting trees can help restore forests. Reducing the use of plastic and recycling waste can keep our environment clean. Saving water and electricity reduces the strain on natural resources. Choosing bicycles or walking instead of cars can cut down pollution.
Schools can play a big role. Organising tree plantation drives, clean-up campaigns, and awareness programs can encourage students to take care of nature. Parents and teachers must guide children to develop eco-friendly habits.
Saving Earth is not just for us; it is for future generations. If we all work together, we can protect our planet and make it a better place to live. Let us start today and do our part to save the only home we have.
ASSIGNMENT 2
1. A local newspaper has invited reviews of an award-winning book from its readers. Write an objective book review.
Shadows of the Banyan Tree
Author: Priya Menon
Publisher: Ganga Publications
Pages: 280
Price: ₹395
“Shadows of the Banyan Tree” by Priya Menon, winner of the Sahitya Bhushan Award 2023, is a heartfelt story of resilience and hope. The novel is set in the small town of Ambala, where Tara, a 15-year-old girl, navigates life after losing her parents in a tragic accident.
The story beautifully captures Tara’s journey as she adjusts to living with her grandmother, Ammaji, in a crumbling ancestral home. With the banyan tree in the courtyard serving as her quiet refuge, Tara finds herself uncovering family secrets and connecting with her heritage. Her bond with Ammaji grows stronger as they face challenges together, from financial struggles to unexpected visitors from the past.
The book’s charm lies in its simplicity. Priya Menon weaves a tale of everyday life, where each moment is meaningful. The dialogues between Tara and Ammaji are natural and heartfelt. The descriptions of life in Ambala, its markets, and its festivals add authenticity to the story.
The turning point comes when Tara discovers an old diary hidden in the house. This discovery changes her understanding of her family’s history and gives her the courage to embrace her future. The novel ends on a hopeful note, showing that even in loss, one can find strength.
This book is perfect for teenagers and adults who enjoy stories about family and self-discovery. Priya Menon’s storytelling makes it easy to relate to the characters and their struggles. “Shadows of the Banyan Tree” is a must-read for those looking for a simple yet meaningful story.
2. Write a review of a book which you have read recently.
ASSIGNMENT 3
1. Write a review, to be published in a newspaper about a film that has aroused great public interest and some controversy. Your review must include a glimpse into the narrative, the technical aspects and the uniqueness of the film.
Jaya Bharat
Cast: Akshay Mehra, Kavita Iyer, Rajesh Tripathi
Director: Suresh Nair
The recently released Jaya Bharat has sparked both widespread public attention and heated debate. The film portrays the journey of a young activist, Priya Verma (Kavita Iyer), who rises from a small village in Bihar to lead a nationwide movement against environmental pollution caused by a powerful industrial conglomerate. Her story is intertwined with that of journalist Arjun Patel (Akshay Mehra), whose investigations uncover corporate corruption while highlighting the struggles of affected communities.
The narrative unfolds through the eyes of these two characters, showing the devastating impact of unchecked industrial activities on rural areas. Priya’s village, once lush and green, becomes a wasteland due to a nearby factory owned by Patel Industries. Priya’s resilience inspires others to join her in challenging the corporation. The tension builds as Arjun’s exposés bring the issue to the public, leading to massive protests in Delhi. The climax, set in the courtroom, is gripping as the battle for justice takes an unexpected turn.
Technically, the film excels in its cinematography by Ravi Joshi. The visuals bring out the contrast between the serene countryside and the polluted factory sites. The use of natural light in the village scenes adds a rawness that feels authentic. The music, composed by Anil Deshmukh, enhances the emotional depth of key moments without being overbearing. The sound design deserves a mention for capturing the chaotic protests and quieter, reflective moments with equal precision.
What makes Jaya Bharat unique is its choice to blend fictional storytelling with real-world events. The inclusion of real footage from protests and news coverage gives it a documentary-like authenticity. While some critics have accused the film of being overly critical of corporate entities, others have praised its courage to tackle sensitive issues. The performances are convincing, with Kavita Iyer delivering a restrained yet powerful portrayal of Priya.
Jaya Bharat offers a compelling look at how one individual’s determination can ignite change. It leaves the audience questioning the cost of progress and the role of ordinary citizens in shaping a better future. The controversies surrounding the film may linger, but its message is hard to ignore.
2. Your school has recently arranged a film show in the school for the students of Class XI and XII. Write a review of the film you watched, giving the overall impression of all the students.
Rangmanch Ki Kahani
Cast: Rahul Mehta, Meera Joshi, Aman Verma
Director: Prateek Sharma
Last week, our school organised a screening of Rangmanch Ki Kahani for the students of Class XI and XII. The film tells the story of Arjun (Rahul Mehta), a dedicated theatre director in Delhi, who fights to save his struggling theatre group from collapsing. Alongside him is Ananya (Meera Joshi), a talented actress torn between her family’s expectations and her passion for acting.
The film takes the audience through the group’s efforts to stage a historical play while dealing with challenges like financial troubles, cast dropouts, and lack of public interest. The climax, where the group finally performs in an open street theatre to overwhelming applause, left everyone deeply moved.
The performances by the cast were heartfelt, with Rahul Mehta shining as Arjun, whose determination inspires his troupe. Meera Joshi’s portrayal of Ananya felt authentic and relatable. Aman Verma, as the supportive stage manager, added a touch of humour and warmth.
The technical aspects of the film were simple yet effective. The music, composed by Kavita Saxena, subtly added to the emotions, while the cinematography captured the chaotic yet vibrant life of a theatre group.
The students’ overall impression of the film was highly positive. Many were inspired by the story of resilience and creativity. The film also sparked discussions about the importance of preserving art forms like theatre in modern times.Rangmanch Ki Kahani left us all with a message of hope and perseverance, making it a memorable experience for everyone.
Specimen Paper-5
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) Your father has a transferable job. As a result you have spent time in different parts of the country. Describe the differences you notice in the eating habits of people from different regions of India.
The Flavors of India: Exploring Regional Eating Habits
Having a father with a transferable job has allowed me to live in various parts of India and experience the rich diversity of its food culture. Every region has its unique eating habits, shaped by geography, climate, and traditions. This journey across states has been nothing less than a gastronomic adventure.
In Punjab, where we lived for a year, the food was rich, hearty, and loaded with butter and ghee. Makki di roti and sarson da saag were staples in winter, accompanied by tall glasses of lassi. I noticed that people loved their parathas stuffed with aloo, paneer, or gobi, always served with a dollop of homemade white butter. The cuisine reflected the vibrant and robust spirit of the Punjabis.
Our next move was to Chennai in Tamil Nadu, where the food was starkly different. Here, meals were lighter but equally flavorful, revolving around rice. Idli, dosa, and sambar became regulars in our diet. I marveled at the use of tamarind and curry leaves, which gave the dishes their tangy and aromatic character. Coconut, in various forms, was a common ingredient, and filter coffee was a cherished drink in every household.
In Gujarat, I discovered a love for sweet and tangy flavors. Theplas, dhoklas, and undhiyu dominated the food scene. Even the simplest dishes, like dal or kadhi, had a hint of sweetness, which was a pleasant surprise at first but grew on me. People in Gujarat also enjoyed snacks, or farsan, like khaman and khandvi, making the cuisine vibrant and colorful.
When we moved to West Bengal, it was a treat for my taste buds. Fish curry and rice were staples, with mustard playing a significant role in the flavor profile. I was fascinated by dishes like shorshe ilish (hilsa fish in mustard sauce) and mishti doi (sweet yogurt), which had a perfect balance of richness and delicacy. Sweets like rasgulla and sandesh showcased the Bengali love for desserts.
Living in Kerala for a brief period introduced me to another level of food diversity. Coconut oil was a primary cooking medium, and seafood was abundant. Dishes like appam and stew, Kerala parotta with beef fry, and banana chips became favorites. The food was spiced differently, with a unique earthy flavor.
These differences in eating habits reflect the incredible diversity of India. Each region’s cuisine is a blend of its culture, traditions, and natural resources. Experiencing these varied flavors has not only expanded my palate but also deepened my appreciation for India’s unity in diversity.
(ii) Your friends and you celebrated a festival at a special school with some differently abled children. Narrate how the experience was different and special.
A Festival of Joy and Togetherness
Last Diwali, my friends and I decided to do something different. Instead of celebrating at home, we visited Sneh Sparsh, a special school for differently-abled children in our city. We had collected gifts, sweets, and decorations to make the day memorable for them. Little did we know that it would be an unforgettable experience for us too.
As we entered the school, the children welcomed us with cheerful smiles. Their excitement was infectious, and they greeted us warmly, making us feel at home. We began by decorating the classrooms with diyas, rangoli, and fairy lights. The children, despite their challenges, eagerly joined in. Some helped arrange the diyas, while others colored the rangoli patterns with vibrant hues.
After the decorations, we organized games and activities. A drawing competition was particularly fun, as the children poured their creativity onto paper. Their artworks were simple yet full of life and color, reflecting their unique perspective on the world. My friend Arjun played the guitar, and we all sang songs together. Watching the children clap and sing along with so much enthusiasm filled the room with pure joy.
During the snack break, we distributed sweets and gifts. Seeing their faces light up with happiness was heartwarming. Many of them insisted on sharing their snacks with us, showing how giving and kind-hearted they were. I realized that their joy came from small, simple gestures, and their smiles were the best Diwali lights we could have hoped for.
What stood out most was their resilience and positivity. One boy, Rajat, who was visually impaired, recited a beautiful poem he had written about Diwali. It moved us deeply, as it was a reminder of how they saw life through their unique lenses. Another girl, Meera, who couldn’t walk, amazed us with her brilliant artwork, done entirely with her hands.
The experience was special because it changed how we viewed life and festivals. Diwali is often celebrated with grandeur, but at Sneh Sparsh, it was about connection, compassion, and spreading happiness. These children taught us to appreciate life’s simple joys and reminded us of the importance of inclusion and empathy.
As we left the school, we carried with us not just memories but a sense of gratitude. The children had given us more than we had given them—a lesson in love, strength, and finding happiness in togetherness. This Diwali became the most meaningful celebration of my life.
(iii) Coaching classes or private tuitions should be banned. Express your views either FOR or AGAINST the given statement.
Coaching Classes or Private Tuitions Should Not Be Banned
In today’s competitive world, coaching classes and private tuitions have become an essential part of education for many students. Banning them would do more harm than good. While some argue that they create unnecessary pressure and promote commercialization of education, I believe they play a crucial role in helping students succeed.
Firstly, schools often follow a general pace of teaching to accommodate the entire class. However, not all students grasp concepts at the same speed. Coaching classes and private tuitions allow students to learn at their own pace. Teachers in these settings can provide individual attention, something that is not always possible in a crowded classroom.
Secondly, entrance exams for professional courses like engineering, medicine, and law are highly competitive. The level of preparation required for such exams often goes beyond the regular school syllabus. Coaching institutes specialize in these subjects and help students with advanced study materials and strategies to excel.
Moreover, private tuitions are a lifeline for students who struggle with specific subjects. For example, a student weak in mathematics can benefit immensely from a private tutor who focuses solely on that subject. Without these options, such students might fall further behind, affecting their confidence and performance.
It is also worth noting that not all coaching classes are expensive. Many institutes and tutors offer affordable options, and some even provide free coaching for underprivileged students. Instead of banning them, efforts should be made to regulate these services to ensure quality and affordability.
However, I do agree that the over-reliance on coaching classes is not ideal. The solution is not to ban them but to improve the quality of education in schools. If schools focus on providing a strong foundation and innovative teaching methods, the need for extra classes might reduce naturally.
In conclusion, coaching classes and private tuitions address the varied needs of students and help bridge gaps in learning. Banning them would deprive students of valuable support. Instead, the focus should be on making the education system more efficient and inclusive, while ensuring that coaching services are accessible and regulated.
(iv) Truth is lived, not taught. Express your views on this statement.
Truth is Lived, Not Taught
Truth is something that cannot simply be explained or taught in a classroom. It must be lived and experienced. People often speak of honesty and integrity, but these values come alive only when we practice them in our everyday lives. Words are not enough; actions matter more.
For example, in school, teachers often talk about honesty. They may tell students not to cheat during exams. But what truly teaches honesty is when someone decides to confess to a mistake or resists the temptation to copy answers, even when nobody is watching. It is in those moments that the idea of truth becomes real.
In Indian society, stories of figures like Mahatma Gandhi inspire us. Gandhi didn’t just preach truth; he lived by it. His principle of satyagraha was not just a slogan. He chose to face hardship instead of lying or compromising his beliefs. His life teaches us that truth can be a powerful force only when it is demonstrated through actions.
In our daily lives, we also see examples of how truth has to be lived. Consider a shopkeeper in a small town like Aligarh. If he decides to sell products at fair prices, even when competitors cheat customers, he is showing the value of truth. Customers may not always praise him openly, but over time, they trust him because his actions speak louder than words.
Sometimes, living truthfully is not easy. There are pressures from society, family, and peers. For instance, Ramesh, a college student in Pune, once stood up for a friend who was wrongly accused of stealing. Many students feared speaking up, but Ramesh told the principal the truth. Though he faced criticism initially, his courage brought justice and earned him respect. This shows how truth shapes character and builds trust.
Parents and elders also play a big role in teaching truth through their behavior. A father who pays his taxes on time and doesn’t bribe officials teaches his children more about honesty than any lecture ever could. Truthfulness is not about perfection; it’s about making choices that align with honesty, even when it’s inconvenient.
Truth is not something you can learn by memorizing definitions or listening to speeches. It must be lived every day, in big decisions and small acts. When people around us see us living truthfully, it inspires them to do the same. This ripple effect strengthens society and builds a sense of trust that no words can create.
(v) Eco-Tourism.
Eco-Tourism
Eco-tourism is a form of travel that combines exploring nature with protecting the environment. It focuses on visiting places without harming their natural beauty, wildlife, or culture. In today’s world, where pollution and deforestation are rising, eco-tourism offers a way to enjoy nature responsibly.
India is home to many eco-tourism destinations. Kerala’s backwaters, the Jim Corbett National Park in Uttarakhand, and the Sundarbans in West Bengal are just a few examples. These places attract people who love nature and want to see it in its purest form. Tourists can enjoy activities like bird watching, trekking, and staying in eco-friendly cottages made from bamboo or mud. Such experiences not only refresh the mind but also remind us to take care of the planet.
Eco-tourism also helps local communities. For instance, in Kaziranga National Park in Assam, villagers often work as guides or provide food and accommodation to visitors. This helps them earn a livelihood while encouraging them to protect their surroundings. Similarly, in the Nilgiri Hills of Tamil Nadu, tribal people have started selling handmade products to tourists. This ensures that the money spent by visitors directly benefits those who live there.
However, eco-tourism is not just about visiting beautiful places. It is also about being a responsible traveler. Tourists must avoid littering, disturbing animals, or damaging plants. Simple steps like carrying reusable bottles, saying no to plastic bags, and following park rules can make a big difference. Some tourists forget these responsibilities, which defeats the purpose of eco-tourism. For example, littering in forests or playing loud music can harm the very nature people come to enjoy.
Schools and colleges are now encouraging students to go on eco-tours. A group of students from Delhi recently visited the Great Himalayan National Park in Himachal Pradesh. They not only enjoyed the beauty of the mountains but also planted trees as part of their trip. Such efforts teach young people about the importance of conservation.
Eco-tourism is growing in popularity, but it must be managed carefully. Overcrowding or overuse of resources can harm fragile ecosystems. Governments and tour operators must ensure that tourism remains sustainable. Steps like limiting the number of visitors to sensitive areas or setting up proper waste disposal systems are necessary.
By practicing eco-tourism, we can connect with nature while preserving it for future generations. It teaches us to value the environment, not just as a resource but as a shared heritage that needs care and respect.
(vi) Write an original short story which contains the following set of elements: A bank robbery, exciting chase by the police, robbers finally caught.
The Thrilling Chase
On a warm morning in April, the bustling Sitaram Bank in the heart of Jaipur became the site of an audacious robbery. At precisely 10:15 AM, three masked men entered the bank, brandishing weapons and shouting orders. The bank manager, Mr. Anil Mehta, and the terrified customers were forced to lie on the floor as the robbers swiftly cleared the cash counters and emptied the vault.
One of the customers, a young man named Ramesh, had the presence of mind to press the emergency alarm discreetly. Within minutes, the blaring siren alerted the Jaipur Police Headquarters. Inspector Kavita Sharma, known for her quick action, led a team of officers to the scene.
The robbers, realizing they had little time, dashed out of the bank and sped off in a stolen black SUV. The chase began. The police followed closely, sirens wailing, weaving through the narrow streets of the old city. The robbers, trying to escape, headed toward the highway, hoping to lose the police in the traffic.
Inspector Sharma coordinated with other patrol teams, setting up roadblocks along possible escape routes. Meanwhile, the robbers veered off the main road and entered a rural area filled with dirt tracks and dense fields. The police vehicles struggled on the uneven paths, but they did not give up.
At one point, the robbers abandoned their SUV near a small village and tried to flee on foot. This was where the local villagers played a crucial role. Hearing the commotion, they joined hands with the police, blocking paths and alerting them to the robbers’ movements.
Finally, after an hour-long chase, the police cornered the three robbers near an abandoned warehouse. They attempted to resist but were soon overpowered and arrested. The stolen cash and valuables were recovered, and the weapons were seized.
Inspector Sharma praised the bravery of her team and the villagers who had helped bring the robbers to justice. By evening, news of the arrest spread across the city, and Sitaram Bank resumed operations, grateful that no one was hurt during the incident.
The thrilling chase became a topic of conversation for weeks, a testament to the courage and teamwork of those involved. Ramesh, the quick-thinking customer, was lauded as a hero, proving that even in the face of danger, calm action could make a difference.
Question 2
(i) As a reporter, you have gone for the Cricket World Cup Finals held at Ahmedabad. Write a newspaper report in not more than 300 words, entitled: Blue heartbreak.
19/11/2023 – Narendra Modi Stadium, Ahmedabad – India (blue) and Australia (yellow) – best teams – excitement at the stadium – Indian team undefeated in the tournament – Australian Captain, Pat Cummins won the toss – elected to bowl first – India’s Rohit Sharma hit three sixes and four boundaries – trouble when three wickets fell in quick succession and India were 81 for 3 in the eleventh over – Virat Kohli and KL Rahul set about rebuilding the innings – both scored half-centuries – the rest of the wickets fell in rapid succession – India could muster 240 runs – Australia’s began with a spectacular start with 15 runs from the opening over – but they were 28 for one after two overs and 47 for three in 8 overs – Travis Head hit 137 off 120 balls – 15 fours and 4 sixes – Australia won the World Cup for the sixth time in 43 overs at the loss of 4 wickets. (You may also include other relevant details.)
Australia Clinches Sixth World Cup, India’s Dream Shattered in Ahmedabad
Ahmedabad, November 19, 2023 – The Cricket World Cup Final at the Narendra Modi Stadium turned into a heartbreaker for Indian fans as Australia secured their sixth title, defeating the undefeated Indian team in a match full of twists and drama.
India, in their signature blue, entered the match with the weight of a billion hopes. Australian captain Pat Cummins won the toss and sent India in to bat. Rohit Sharma electrified the crowd with three sixes and four boundaries, but his departure triggered a collapse. By the eleventh over, India was struggling at 81 for 3.
Virat Kohli and KL Rahul offered hope, crafting crucial half-centuries to steady the innings. However, the tail couldn’t resist Australia’s relentless bowling attack, and India managed a modest total of 240 runs. The fans cheered on, hoping for a miracle.
Australia’s chase began with fireworks, scoring 15 runs in the first over. Indian bowlers fought back, taking early wickets and reducing Australia to 47 for 3 in the eighth over. The game seemed wide open until Travis Head took center stage.
Head’s breathtaking innings of 137 off 120 balls, decorated with 15 fours and four sixes, silenced the roaring crowd. Supported by Marnus Labuschagne, he guided Australia to a comfortable victory in just 43 overs with six wickets to spare.
The stadium fell quiet as the Australians celebrated their record-extending triumph. Indian fans, though heartbroken, applauded the grit of their team, unbeaten throughout the tournament until this final clash.
(ii) As the Head Boy/Head Girl of your school, you have been given the responsibility of organising an excursion for the students of Classes XI and XII to Jim Corbett National Park. Write a proposal in about 150 words, stating the steps you would take to successfully organise this excursion.
The proposal should include: (i) An introduction; (ii) Objectives; (iii) List of measures to be taken. A concluding statement is desirable.
Proposal for Excursion to Jim Corbett National Park
As the Head Boy/Head Girl of the school, I propose an excursion to Jim Corbett National Park for students of Classes XI and XII. The trip is planned for three days during the winter break (tentatively from 10th to 12th December). This will provide a unique blend of education, adventure, and recreation.
Objectives:
- To foster awareness of wildlife and the importance of conservation.
- To provide students an opportunity to explore biodiversity and connect with nature.
- To encourage teamwork, discipline, and bonding among classmates.
Measures to Be Taken:
- Obtain necessary permissions from the school administration and parents.
- Collaborate with a reliable travel agency for transport, lodging, and safaris.
- Prepare a detailed itinerary with safari rides, nature walks, and educational sessions.
- Implement safety protocols, including first aid kits, emergency contacts, and teacher supervision.
- Plan the budget to ensure affordability, with a clear breakdown of costs for transparency.
With careful planning and execution, this three-day excursion will be an educational and enjoyable experience for students, fostering personal growth and environmental awareness.
Question 3
1. (a) (I) As soon as he entered the room, he slipped and fell.
(II) Hardly ………………..
Answer: Hardly had he entered the room when he slipped and fell.
Explanation: The phrase “Hardly… when” is used to indicate that one event happened immediately after another, which is similar to “As soon as.”
2. (b) (I) As soon as the minister took the oath, the spectators started clapping.
(II) No sooner ………………..
Answer: No sooner had the minister taken the oath than the spectators started clapping.
Explanation: “No sooner… than” conveys that one event occurred immediately after another, maintaining the meaning of “As soon as.”
3. (c) (I) The boss said, “What an extraordinary success!”
(II) The boss exclaimed ………………..
Answer: The boss exclaimed what an extraordinary success it was!
Explanation: Direct speech is converted into indirect speech using “exclaimed,” keeping the sense of amazement intact.
4. (d) (I) As she did not bring her pen, she wrote with a pencil.
(II) Not ………………..
Answer: Not having brought her pen, she wrote with a pencil.
Explanation: The phrase “Not having brought” restructures the sentence while retaining the meaning, showing the cause for using a pencil.
5. (e) (I) If you are not ready to come with me, I will not go.
(II) Unless ………………..
Answer: Unless you are ready to come with me, I will not go.
Explanation: “Unless” is used to express the same conditional meaning as “If you are not.”
(ii) Fill in each blank with a suitable word. (Do not write the sentence.)
1. (a) The scheme has fallen _______ for want of support.
Answer: through
Explanation: The phrase “fallen through” is an idiom that means a plan or scheme has failed to be completed or implemented due to lack of support or resources. In this case, the scheme did not succeed because it lacked backing.
2. (b) I am told that the two brothers have fallen _______.
Answer: out
Explanation: The idiom “fallen out” means to have a disagreement or a serious quarrel, leading to a breakdown in a relationship. Here, it implies that the two brothers are no longer on good terms due to some conflict.
3. (c) The policeman ran _______ the thief and at last caught him.
Answer: after
Explanation: “Ran after” means to chase or pursue someone. The policeman was trying to catch the thief by physically chasing him, which makes “after” the most appropriate word to use here.
4. (d) The teacher told the students that they should run _______ the main points.
Answer: over
Explanation: The phrase “run over” means to quickly review or examine something. The teacher is instructing the students to briefly go through the main points of the subject or topic, making “over” the correct word in this context.
5. (e) The smuggler was caught red-handed when he tried to pass _______ counterfeit notes.
Answer: off
Explanation: “Pass off” is an idiomatic expression meaning to present something fake or inferior as genuine or legitimate. The smuggler was trying to circulate counterfeit notes by pretending they were real, which is why “off” fits the context.
6. (f) The benign old man passed _______ in his sleep at the hospital.
Answer: away
Explanation: “Passed away” is a respectful and euphemistic term for death. It implies that the old man peacefully died in his sleep, making “away” the appropriate choice for this context.
7. (g) The garden was laid _______ by an expert from Japan.
Answer: out
Explanation: “Laid out” means to design, arrange, or plan something in a specific manner. Here, it refers to the expert’s efforts in designing and organizing the garden, which matches the context perfectly.
8. (h) We have laid _______ some money for repairs and renewal of the old house.
Answer: aside
Explanation: The phrase “laid aside” means to set aside or save something, often for a specific purpose. In this case, money has been reserved specifically for repairing and renewing the old house.
9. (i) They have been living in Delhi _______ ten years.
Answer: for
Explanation: The preposition “for” is used to indicate a duration of time. Here, “for ten years” signifies the total time period the individuals have spent living in Delhi.
10. (j) Mrs. Kapur has been living in Chennai _______ 2020.
Answer: since
Explanation: “Since” is used to denote a specific point in time from which an action or state has continued. In this sentence, it specifies that Mrs. Kapur has been living in Chennai starting from the year 2020 and continuing till now.
(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.
Tony Hoagland says that he ___ (1) ___ (like) the hospital for the manner it ___ (2) ___ (arouse) pathos, i.e., a feeling of pity on ___ (3) ___ (see) the patients. It is quite ___ (4) ___ (disturb) to see a mother, ___ (5) ___ (suffer) from cancer ___ (6) ___ (contemplate) how ___ (7) ___ (tell) her children about her condition. Then there is a girl, who must have ___ (8) ___ (undergo) chemotherapy for breast cancer, and ___ (9) ___ (become) bald. Further, he sees an old woman ___ (10) ___ (wear) pajamas and walking with an I.V. (intravenous) pole from which fluids are being administered to her.
Answer:
- likes
- arouses
- seeing
- disturbing
- suffering
- contemplating
- told
- undergone
- become
- wearing
Question 4
Read the passage given below and answer the questions (i), (ii) and (iii) that follow:
(1) Crewman Fredrick Persson was on deck, helping, to bring the Swedish cargo ship ‘Carman’ into Bristol docks, when a rope coiled around his right hand suddenly jerked tight, all but severing his four fingers.
(2) He was rushed to the special reconstructive surgery unit at a local hospital, where doctors decided two of his fingers were too badly mangled to be saved. In a delicate eight hour operation using the most sophisticated microsurgery techniques, plastic surgeon Donald Sammut succeeded in reattaching the others. “I am happy to have even two fingers left,” the young Swede said gratefully as he came out of the surgery.
(3) His relief was short-lived. Within 48 hours the fingers started to go black. “A blockage of blood was building up,” explained Sammut. Modern surgery could do no more, so Sammut resorted to one of the medicine’s oldest aids; the leech. Over thenext two days, he fastened a succession of black slippery creatures, the leeches to Persson’s fingers. They sucked out surplus blood, freeing veins to reconnect naturally so that circulation was restored. A fortnight later, in November 1993, Persson flew home.
Leeches come in around 650 species, from 1.5 centimetre long slivers to specimens that reach a jumbo 45 centimetres when fully extended and are found in many parts of the world. These annelids not all bloodsucking-breathe through the skin, have two hearts and go for months between meals. Some have suckers at each end of their body. They are making an astonishing comeback in medicine. In recent years Hirudo medicinals, the leech used for medical purposes, has performed its quiet miracles for thousands of surgical patients and accident victims around the world.
(5) When the leech bites into the flesh with its 300 sharp teeth, leaving an inverted Y shaped mark, it injects a powerful anaesthetic; and the patient feels no pain. As it starts sucking the leech secretes a cocktail of substances that act as an anti-coagulant, to ensure the blood’s purity and keeps it flowing. Even though the leech may suck for 30 minutes, “bleeding” may continue for several hours or so, clearing the most challenging blockage.
(6) Ear reconnections are notoriously difficult because the blood vessels of ears are so small, measuring no more than half a millimetre in diameter. When five years old Guy Condelli had his right ear bitten off by a dog, surgeons reattached it in a 12-hour operation. But three days later it turned blue, then purple.
(7) The surgeon leading the medical team Joseph Upton, who had used leeches to help heal wounds of war victims in Vietnam, decided to try them in Guy’s case. Over six days, 12 were attached to Guy’s ears, one by one until they dropped off, swollen, and sated. By the last day of his treatment blood was circulating throughout his ear, and the following day its colour was back to normal.
(8) Surgeon Peter Mahaffey helped pioneer the modern use of leeches in Britain-against opposition from colleagues reluctant to take a “backward” step-when stitching back a finger in 1979. Now he always keeps a jar of them in his plastic surgery unit. Mahaffey’s leeches along with those used for Fredrick Persson’s fingers and Guy Condelli’s ear, come from only leech breeding farm founded and run by Dr Roy Sawyer in South Wales.
(9) Sawyer first encountered leeches as a boy in Swamplands of South Carolina, USA. “Often when swimming, I’d find leeches on me, I considered them as natural, if unwelcome, as mosquitoes
(10) At school, he became fascinated by the leech’s role in medicine. “Historically, leeches were employed as a mild form of blood-letting for the early stages of inflammatory diseases,” he says. “For centuries bleeding was almost the only surgical treatment, apart from amputation.”
(i) (a) Given below are three words and phrases. Find the words which have a similar meaning in the passage.
Cut off – Severed (line 2).
Firmly fixed together – Reattached (line 5).
Tending to slip from the grasp – Slippery (line 12).
(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) succession (line 12)
(A) Crops have failed for the second year in succession this year.
(B) She placed a succession of beads to make a rosary.
(C) His succession to the post of Director was welcomed by everybody.
(D) The mason put a succession of marble slabs to make the counter.
Answer: (A) Crops have failed for the second year in succession this year.
(2) leeches (line 12)
(A) Leeches fasten themselves onto the bodies of human and animals.
(B) Leeches are parasites that feed on the blood of other animals.
(C) The upper management are leeches feeding off the hardworking labourers.
(D) Leeches are now being used for treating some diseases.
Answer: (C) The upper management are leeches feeding off the hardworking labourers.
(3) circulation (line 14)
(A) The circulation of this magazine has dropped significantly after Covid-19.
(B) Regular exercise helps to improve circulation keeping heart disease at bay.
(C) The doctor has given him medicines to improve his blood circulation.
(D) He should see a doctor if he has circulation problems.
Answer: (A) The circulation of this magazine has dropped significantly after Covid-19.
(ii) Answer the following questions in your own words as briefly as possible:
(a) How did Fredrick Persson’s fingers get severed? What did the doctors at the local hospital do to save his fingers?
Answer: Fredrick Persson’s fingers were nearly severed when a rope coiled around his hand suddenly jerked tight. At the hospital, doctors performed a delicate eight-hour microsurgery operation to reattach two of his fingers, although two others were beyond saving.
(b) What did the surgeon Donald Sammut do to help restore Fredrick’s mangled fingers?
Answer: When modern surgical methods failed, Donald Sammut used leeches to restore blood circulation. The leeches removed surplus blood, allowing veins to reconnect naturally.
(c) Why did Peter Mahaffey’s colleagues consider the use of leeches a ‘backward’ step?
Answer: Peter Mahaffey’s colleagues viewed the use of leeches as outdated and primitive compared to modern medical techniques, which they considered more advanced and sophisticated.
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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