Get textual answers, explanations, solutions, notes, extras, MCQs, PDF of Chapter 7: ISE Class 12 English Language/Grammar (Total English) solved which comprises Tenses and Their Use – Il, Descriptive Composition, Prepositions and Specimen Paper-7. 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 – II
ASSIGNMENT
Fill in the blanks using the Simple Past or the Past Continuous Tense of the words given in brackets:
1. When I…..(call) her, she…..(speak) to someone else.
Answer: When I called her, she was speaking to someone else.
Explanation: In this sentence, “called” is in the Simple Past tense because it refers to a single completed action that happened at a specific time. “Was speaking” is in the Past Continuous tense because it describes an ongoing action that was happening when the first action occurred. For example, “When I entered the room, she was reading.”
2. She….(look) worried as it…..(get) darker.
Answer: She looked worried as it was getting darker.
Explanation: “Looked” is in the Simple Past tense to indicate a completed action. “Was getting” is in the Past Continuous tense to show a gradual ongoing process at that moment in the past. For instance, “He seemed upset as the situation was worsening.”
3. When I last….(speak) to him, he….(appear) quite cheerful.
Answer: When I last spoke to him, he appeared quite cheerful.
Explanation: Both “spoke” and “appeared” are in the Simple Past tense because they refer to completed actions in the past that occurred sequentially. For example, “When I saw her, she smiled.”
4. The old man was always ….. (grumble).
Answer: The old man was always grumbling.
Explanation: “Was grumbling” is in the Past Continuous tense to describe a habitual action in the past with a sense of repetition. For instance, “He was always complaining about the weather.”
5. While I …… (cook) the lights…..(go) off.
Answer: While I was cooking, the lights went off.
Explanation: “Was cooking” is in the Past Continuous tense to indicate an ongoing activity, and “went” is in the Simple Past tense because it refers to a sudden completed action. For example, “While she was reading, the phone rang.”
6. The man…..(jump) off the train while it……(move).
Answer: The man jumped off the train while it was moving.
Explanation: “Jumped” is in the Simple Past tense because it describes a single, completed action. “Was moving” is in the Past Continuous tense because it shows an ongoing action that was happening at the same time. For instance, “He waved as the car was leaving.”
7. When I…..(be) in Australia, my cousin……(live) in New Zealand.
Answer: When I was in Australia, my cousin was living in New Zealand.
Explanation: “Was” is in the Simple Past tense to describe a completed state. “Was living” is in the Past Continuous tense to emphasize that it was an ongoing situation during that period. For example, “When I was in college, she was working abroad.”
8. Rohan ….. (see) his friend when he…..(enter).
Answer: Rohan saw his friend when he entered.
Explanation: Both “saw” and “entered” are in the Simple Past tense because they are two completed actions that occurred sequentially. For instance, “She greeted me when I arrived.”
9. …….(you still type) when he (come)?
Answer: Were you still typing when he came?
Explanation: “Were typing” is in the Past Continuous tense to indicate an ongoing action, and “came” is in the Simple Past tense to describe a specific completed action. For example, “Were you still writing when the lights went out?”
10. It ……(rain) heavily when we (sit) in the cafe.
Answer: It was raining heavily when we were sitting in the cafe.
Explanation: Both “was raining” and “were sitting” are in the Past Continuous tense to describe simultaneous ongoing actions. For instance, “The wind was howling while we were walking.”
15. Mohit…….(fall) off the ladder when he…..(mend) the wall.
Answer: Mohit fell off the ladder when he was mending the wall.
Explanation: “Fell” is in the Simple Past tense because it is a sudden, completed action, and “was mending” is in the Past Continuous tense to indicate an ongoing action during which the first action occurred. For example, “She slipped while she was cleaning.”
Descriptive Composition
ASSIGNMENTASSIGNMENT
Fill in the blanks using the Simple Past or the Past Continuous Tense of the words given in brackets:
1. When I…..(call) her, she…..(speak) to someone else.
Answer: When I called her, she was speaking to someone else.
Explanation: In this sentence, “called” is in the Simple Past tense because it refers to a single completed action that happened at a specific time. “Was speaking” is in the Past Continuous tense because it describes an ongoing action that was happening when the first action occurred. For example, “When I entered the room, she was reading.”
2. She….(look) worried as it…..(get) darker.
Answer: She looked worried as it was getting darker.
Explanation: “Looked” is in the Simple Past tense to indicate a completed action. “Was getting” is in the Past Continuous tense to show a gradual ongoing process at that moment in the past. For instance, “He seemed upset as the situation was worsening.”
3. When I last….(speak) to him, he….(appear) quite cheerful.
Answer: When I last spoke to him, he appeared quite cheerful.
Explanation: Both “spoke” and “appeared” are in the Simple Past tense because they refer to completed actions in the past that occurred sequentially. For example, “When I saw her, she smiled.”
4. The old man was always ….. (grumble).
Answer: The old man was always grumbling.
Explanation: “Was grumbling” is in the Past Continuous tense to describe a habitual action in the past with a sense of repetition. For instance, “He was always complaining about the weather.”
5. While I …… (cook) the lights…..(go) off.
Answer: While I was cooking, the lights went off.
Explanation: “Was cooking” is in the Past Continuous tense to indicate an ongoing activity, and “went” is in the Simple Past tense because it refers to a sudden completed action. For example, “While she was reading, the phone rang.”
6. The man…..(jump) off the train while it……(move).
Answer: The man jumped off the train while it was moving.
Explanation: “Jumped” is in the Simple Past tense because it describes a single, completed action. “Was moving” is in the Past Continuous tense because it shows an ongoing action that was happening at the same time. For instance, “He waved as the car was leaving.”
7. When I…..(be) in Australia, my cousin……(live) in New Zealand.
Answer: When I was in Australia, my cousin was living in New Zealand.
Explanation: “Was” is in the Simple Past tense to describe a completed state. “Was living” is in the Past Continuous tense to emphasize that it was an ongoing situation during that period. For example, “When I was in college, she was working abroad.”
8. Rohan ….. (see) his friend when he…..(enter).
Answer: Rohan saw his friend when he entered.
Explanation: Both “saw” and “entered” are in the Simple Past tense because they are two completed actions that occurred sequentially. For instance, “She greeted me when I arrived.”
9. …….(you still type) when he (come)?
Answer: Were you still typing when he came?
Explanation: “Were typing” is in the Past Continuous tense to indicate an ongoing action, and “came” is in the Simple Past tense to describe a specific completed action. For example, “Were you still writing when the lights went out?”
10. It ……(rain) heavily when we (sit) in the cafe.
Answer: It was raining heavily when we were sitting in the cafe.
Explanation: Both “was raining” and “were sitting” are in the Past Continuous tense to describe simultaneous ongoing actions. For instance, “The wind was howling while we were walking.”
15. Mohit…….(fall) off the ladder when he…..(mend) the wall.
Answer: Mohit fell off the ladder when he was mending the wall.
Explanation: “Fell” is in the Simple Past tense because it is a sudden, completed action, and “was mending” is in the Past Continuous tense to indicate an ongoing action during which the first action occurred. For example, “She slipped while she was cleaning.”
ASSIGNMENT
1. Give a vivid account of an International Film Festival held in your city, its highlights and its importance.
The International Film Festival in Bengaluru
The International Film Festival, held from February 10 to February 17 at Ravindra Kalakshetra in Bengaluru, was a grand celebration of cinema. Organised by the Karnataka Chalanachitra Academy, the event brought together filmmakers, actors, critics, and enthusiasts from across the globe. It was a week filled with diverse films, thoughtful discussions, and cultural exchange.
The festival opened with the screening of an acclaimed Indian movie, Kannada Kadalu, directed by the renowned filmmaker Ramesh Raghavan. The chief guest, filmmaker Aparna Sen, inaugurated the event, sharing her experiences in the film industry. The opening ceremony was simple yet engaging, featuring a folk dance performance that reflected Karnataka’s cultural heritage.
Over 100 films from 30 countries were screened at various venues, including Suchitra Film Society and PVR Orion Mall. Films were categorised into sections such as Indian Panorama, World Cinema, and Retrospectives. A highlight was the special tribute to the late Kannada actor Puneeth Rajkumar, with a screening of his classic films.
The festival wasn’t just about screenings. Workshops and panel discussions drew large audiences, especially young filmmakers and students. Veteran director Girish Kasaravalli led a session on the evolution of regional cinema, which resonated deeply with aspiring filmmakers. Screenwriting workshops by Anjali Menon were also popular. Many participants said these sessions gave them fresh perspectives.
Food and culture were not left out. Stalls around the venues served regional delicacies, creating a lively atmosphere where people shared conversations over dosas and filter coffee. Bookstalls featured biographies of filmmakers and analyses of world cinema. The informal setup encouraged interactions between guests and visitors.
The closing ceremony was marked by the presentation of awards. A Bengali film, Chalo Nadi Paar, won Best Feature Film, while a French documentary, Nature’s Cry, was honoured for its storytelling. The jury, led by Indian cinematographer Santosh Sivan, commended the quality and diversity of submissions.
This festival is significant as it bridges cultures, celebrates artistic excellence, and promotes regional cinema. It is a space for learning, connecting, and reflecting on the power of storytelling. Events like these help cities like Bengaluru shine as cultural hubs, offering inspiration to creative minds. Many attendees left with a sense of satisfaction, carrying memories of remarkable stories told through the universal language of cinema.
3. Give an imaginative description of a robot in the year, 2100 AD. Describe its surroundings and daily routine.
The Life of Zeta-2100
Zeta-2100, a sleek humanoid robot, glided smoothly across the gleaming metal floors of a futuristic city called Neotropolis. With its titanium frame and glowing blue eyes, Zeta was designed to perform a multitude of tasks with precision and efficiency. Every joint moved silently, powered by solar energy harvested through micro-panels embedded in its skin.
The world around Zeta in the year 2100 was a blend of advanced technology and nature. Towering skyscrapers made of transparent materials rose high, while floating gardens and rivers ran through the city, maintained by machines like Zeta. Flying vehicles zipped around, creating a quiet hum in the air. The sky often shimmered with colourful holographic advertisements that adjusted to people’s interests.
Zeta’s day began at dawn when it connected to the central AI hub for updates. By morning, it was already repairing eco-drones that pollinated crops in vertical farms. Its advanced sensors allowed it to diagnose and fix issues faster than any human. By noon, Zeta assisted elderly residents by delivering meals and engaging them in interactive games.
In the evening, Zeta joined its fellow robots to patrol the city, ensuring safety and monitoring environmental conditions. Despite its busy schedule, Zeta was programmed for learning, and each night it uploaded its experiences to the global knowledge bank, contributing to the collective wisdom of machines and humans alike.
In this harmonious world of 2100, robots like Zeta weren’t just machines. They were companions, protectors, and builders of a future where technology and humanity thrived side by side.
Prepositions
ASSIGNMENT
Fill in the blanks using appropriate Prepositions:
1. She is brought……..by her grandmother.
Answer: She is brought up by her grandmother.
Explanation: “Brought up” is a phrasal verb that means to raise or care for someone during their childhood. For example, “He was brought up in a small town.”
2. Two men were brought……..for questioning.
Answer: Two men were brought in for questioning.
Explanation: “Brought in” means to summon or take someone to a place, especially for official purposes like questioning. For example, “The suspect was brought in for interrogation.”
3. He was advised to give…….smoking.
Answer: He was advised to give up smoking.
Explanation: “Give up” is a phrasal verb meaning to quit or stop doing something. For example, “She decided to give up sugar to improve her health.”
4. The Principal gave…………..prizes to the winners.
Answer: The Principal gave out prizes to the winners.
Explanation: “Gave out” means to distribute something to a group of people. For example, “The teacher gave out the assignments to the students.”
5. He looks…………..on anyone who doesn’t like the same things that he does.
Answer: He looks down on anyone who doesn’t like the same things that he does.
Explanation: “Looks down on” means to consider someone inferior or less important. For example, “She looks down on people who don’t follow her ideas.”
6. Everyone looks……..to John because he always makes time to help others.
Answer: Everyone looks up to John because he always makes time to help others.
Explanation: “Looks up to” means to admire or respect someone. For example, “Children often look up to their parents.”
7. Imran’s story is so far-fetched that I’m sure he made it ……..
Answer: Imran’s story is so far-fetched that I’m sure he made it up.
Explanation: “Made it up” means to invent or fabricate a story or excuse. For example, “She made up an excuse for being late.”
8. This ornament is made …………… gold.
Answer: This ornament is made of gold.
Explanation: “Made of” is used to describe the material from which something is directly created without significant change. For example, “The chair is made of wood.”
Specimen Paper-7
Question 1
Write a composition (in approximately 400-450 words) on any one of the following subjects.
(i) Describe a recent visit to some place which has left a deep impression on you. Include some interesting incidents which occurred during the visit,
A Visit to the Sundarbans
Last December, I had the chance to visit the Sundarbans, the world’s largest mangrove forest, situated in West Bengal. This unique and breathtaking place left an indelible impression on me, not just for its beauty but also for the experiences I had during the trip.
The journey began with a boat ride from the small town of Gosaba. As the motorboat sailed deeper into the forest, the serene surroundings took over my senses. The air was fresh and carried a salty tinge. The water reflected the dense greenery of the mangroves, and the occasional call of exotic birds broke the silence. It felt like stepping into another world, untouched and pristine.
One unforgettable incident occurred when our guide pointed towards the muddy banks and whispered, “Tiger tracks.” The famous Royal Bengal Tigers of the Sundarbans are elusive but leaving behind traces of their presence. We were excited yet slightly nervous, hoping to catch a glimpse of one. Though the tiger remained unseen, the thought of it being close added thrill to the experience.
Another highlight of the trip was visiting the narrow creeks. These channels were barely wide enough for the boat to pass. The guide showed us fascinating creatures like mudskippers and fiddler crabs on the exposed roots of mangroves. At one point, a large crocodile basking in the sun slipped into the water with a loud splash, startling everyone.
The people we met in the small villages near the forest left a lasting impression. They lived simple lives, braving the challenges of living in tiger territory and facing frequent floods. Despite their hardships, their warmth and stories of survival inspired admiration. A local woman shared how her family depended on honey collection, a dangerous task due to tiger encounters. It made me realise the deep connection between humans and nature in this region.
As night fell, we docked at a small island and set up camp. The silence of the Sundarbans at night was profound. The stars seemed brighter, and the occasional rustle of leaves reminded us that we were in the heart of the wild.
The visit to the Sundarbans was an eye-opener. It taught me to appreciate nature’s wonders and the delicate balance between humans and wildlife. The memories of this trip remain vivid, and I often think of the serene mangroves and the untamed wilderness that made the experience so unforgettable.
(ii) Give an account of a gathering of friends and relatives in your home.
A Family Reunion at Home
Last Saturday, my home was filled with laughter, chatter, and the warmth of loved ones as we hosted a family reunion. It was a much-awaited occasion, with cousins, uncles, aunts, and grandparents coming together under one roof after years. The atmosphere was lively, and every corner of the house buzzed with excitement.
The day started early as we prepared for the gathering. My mother and aunts were busy in the kitchen, cooking a feast of biryani, paneer curry, koftas, and an array of sweets, while my father and uncle decorated the living room with flowers and colourful lights. The aroma of spices filled the air, adding to the festive mood.
By noon, the house was packed. My little cousins ran around playing hide-and-seek, while the elders settled in the living room, catching up on life. My grandfather shared stories from his youth, narrating tales of bravery and hard work that left us inspired. The younger ones listened wide-eyed, hanging on to his every word.
A particularly funny moment occurred when my youngest cousin, Aarav, tried to imitate an adult and delivered a ‘speech’ on family unity. His innocent words and exaggerated expressions left everyone in splits. Soon after, we decided to play some games. Antakshari turned out to be the highlight, with my grandmother surprising everyone by singing an old Bollywood song with perfect rhythm.
Lunch was a grand affair. We all gathered in the dining area, enjoying the delicious spread. My aunt’s homemade gulab jamuns were the star of the meal, with everyone asking for second and even third helpings. The dining table was filled with hearty conversations, clinking plates, and the occasional burst of laughter.
As the day progressed, we clicked group photos to capture these precious moments. The sound of my grandfather’s hearty laughter, my aunt teasing my father about his childhood mischiefs, and the cheerful chaos of my cousins—all created memories that I will treasure forever.
As the evening drew to a close, everyone gathered in the living room for tea and snacks. My grandfather, in his usual wise tone, reminded us of the importance of staying connected despite busy lives. His words resonated with all of us, and we promised to meet more often.
The day ended with warm hugs, heartfelt goodbyes, and promises to keep in touch. Even after everyone left, the house seemed alive with the echoes of joy and togetherness. This gathering reminded me of the love and strength that family brings, making it a day I will always cherish.
(iii) Rich nations should forego all the debts of poor countries. Express your views either FOR or AGAINST the given statement.
Rich Nations Should Forego All the Debts of Poor Countries – FOR
The idea of rich nations cancelling the debts of poor countries is not just a moral responsibility but also a step towards creating a more equitable and sustainable world. Many developing nations are trapped in a cycle of debt that prevents them from addressing critical issues like poverty, healthcare, and education. Forgiving these debts would provide them with the breathing space to focus on development and improve the quality of life for their citizens.
Poor countries often borrow money to deal with crises, such as natural disasters or conflicts. However, repaying these debts becomes a burden, consuming a large portion of their national budgets. This diverts funds from essential services, leaving citizens to suffer. For example, countries in Africa and South Asia spend billions repaying loans while struggling to provide clean water or adequate healthcare. Cancelling these debts would allow them to redirect resources toward building a better future.
Moreover, many debts owed by poor countries originated from unfair terms imposed by rich nations or through corrupt leaders who misused funds. It is unjust to burden the current generation with the mistakes of the past. Debt cancellation would acknowledge these historical injustices and offer an opportunity to rebuild on fairer grounds.
Additionally, forgiving debts is not just an act of charity—it benefits the global community. Poor countries freed from debt can become self-reliant and contribute to global trade, innovation, and cultural exchange. A stronger global economy helps everyone, including the rich nations.
In times of global crises like pandemics or climate change, debt relief becomes even more critical. Poor countries cannot combat these challenges effectively while struggling under crushing debt. Helping them overcome this burden ensures a more united and prepared world to face shared challenges.
While critics argue that debt cancellation might encourage irresponsibility, this can be addressed by implementing strict guidelines and monitoring how freed resources are used. Instead of focusing on punishment, rich nations should aim to foster growth and resilience in poorer economies.
In conclusion, forgiving the debts of poor countries is a step towards fairness and global progress. It is a chance for rich nations to lead by example, proving that humanity is stronger when united in compassion and cooperation. By easing the burden of debt, we pave the way for a world where every nation has the opportunity to thrive.
(vi) Write an original short story based on the title: The Abandoned Bungalow.
The Abandoned Bungalow
In the heart of a small village called Shantipur stood an abandoned bungalow, shrouded in mystery. Its towering gates were rusted, and its once-pristine white walls were covered in moss and creeping vines. The villagers believed it to be haunted. Whispers of flickering lights and strange sounds at night kept everyone away.
One summer afternoon, three curious friends—Aryan, Meera, and Ravi—decided to uncover the truth. They were adventurous teenagers who dismissed the ghost stories as exaggerated tales. Armed with torches and a camera, they sneaked into the bungalow just as the sun began to set.
The air inside was heavy, and the wooden floor creaked under their weight. Dust-covered furniture, broken chandeliers, and faded paintings hinted at the grandeur the bungalow once had. Meera spotted an old piano in the corner of the living room, its keys covered in cobwebs. She brushed them off and pressed a key. A hauntingly soft note echoed through the silent halls, sending shivers down their spines.
As they explored further, they stumbled upon a locked room. Aryan, the most daring of the three, pushed against the door with all his strength until it gave way. Inside, they found a dusty trunk filled with photographs, letters, and a diary. The photographs showed a happy family—a man, a woman, and a young girl. The diary, dated fifty years ago, belonged to the woman, Amrita, who had once lived there.
Reading through the diary, they uncovered a tragic tale. Amrita had lost her daughter, Naina, in a drowning accident near the village lake. Stricken with grief, she and her husband had abandoned the bungalow and left the village, unable to bear the memories. Her final entry read, “I hope one day, someone finds this and remembers our Naina, who brought so much light into this house.”
The friends were moved by the story and decided to honour Naina’s memory. Over the next week, they cleaned the bungalow with the help of their families and the villagers. Ravi painted a beautiful mural of a smiling girl on one of the walls, inspired by Naina’s photographs.
When they lit the bungalow with lanterns and hosted a small gathering to share its story, the villagers felt a deep connection to the family who had once lived there. The haunting rumours disappeared, replaced by a sense of warmth and nostalgia.
The bungalow, once abandoned, was now a place of life, laughter, and remembrance. For Aryan, Meera, and Ravi, it was more than an adventure—it was a lesson in compassion and the power of bringing forgotten stories back to life.
Question 2
(i) World Environment Day is celebrated on 5th June to encourage awareness and action for the protection of the environment. Various functions were held in your residential society to spread awareness of environmental issues this year in the first week of June to commemorate the World Environment Day. Write a Report (in approximately 300 words) on ENVIRONMENT AWARENESS WEEK. Base your report on the following points:
Date, time, place of the event — inauguration ceremony — participation by all the residents — plan of action put forward by the Secretary — each day of the week dedicated to a particular environmental concern — various campaigns like ‘say no to polythene’, ‘each one, plant one’, ‘control pollution’ — visits to slums to create ‘green awareness’ — competitions for school children — overwhelming response to the initiative. (You may also include other relevant details.)
Answer:
Environment Awareness Week: A Step Towards Change
To mark World Environment Day on June 5, an Environment Awareness Week was organised in Green Meadows Society, New Delhi, during the first week of June. The week-long programme aimed to educate and involve residents in environmental protection efforts.
The inaugural ceremony on June 1, held in the society’s community hall, was led by the Secretary, Mr. Ramesh Iyer. He highlighted the need for urgent action to tackle environmental issues and unveiled a detailed plan for the week. Residents of all age groups participated enthusiastically, making the event lively and inspiring.
Each day focused on a specific theme, starting with a campaign titled ‘Say No to Polythene’, where residents pledged to reduce plastic use. The second day encouraged tree planting, with the motto ‘Each One, Plant One’, resulting in over 200 saplings planted across the society premises. A day was dedicated to pollution control, featuring discussions and awareness posters.
Volunteers also visited nearby slums to spread awareness about green practices, teaching children and adults about waste segregation and the benefits of tree plantation. Schoolchildren participated in competitions such as drawing, essay writing, and quizzes, which explored environmental themes creatively. The response from children was highly encouraging, showcasing their keen interest in the cause.
The concluding day included a neighbourhood cleanliness drive and the distribution of cloth bags. The overwhelming support and enthusiasm of residents ensured the success of the initiative. The efforts inspired collective responsibility, leaving everyone motivated to continue these practices throughout the year.
Environment Awareness Week proved to be a meaningful step towards a cleaner, greener society, involving everyone in small yet significant ways.
(ii) As the Secretary of the Students Wing of the RWA of your colony, you wish to organise a First-Aid Training Camp for the volunteers in the age group of 18 to 25 of your Housing Colony. Write a proposal in not more than 150 words, stating the steps you would take to successfully organise the camp.
[The proposal should include: (i) An introduction; (ii) Objectives; (iii) List of measures to be taken. A concluding statement is desirable.]
Answer:
Proposal for First-Aid Training Camp
As the Secretary of the Students Wing of the Residents’ Welfare Association, I propose organising a First-Aid Training Camp for volunteers aged 18 to 25 in our housing colony. This initiative aims to equip young residents with essential first-aid skills, enabling them to respond effectively in emergencies.
Objectives:
- To provide basic first-aid knowledge and hands-on training.
- To prepare volunteers to handle medical emergencies confidently.
- To promote a sense of community responsibility and preparedness.
Measures to be Taken:
- Collaboration with a certified medical organisation for professional trainers.
- Fixing a suitable date and venue, such as the community hall.
- Preparing a list of interested volunteers and obtaining parental consent if necessary.
- Arranging necessary equipment and materials like first-aid kits, gloves, and charts.
- Publicising the event through posters and announcements in the colony.
The training camp will empower our youth with life-saving skills and foster a safer community. Approval is requested for the proposed initiative.
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) Although it was summer, it was cold.
(II) Despite……………………
Answer: Despite it being summer, it was cold.
(b) (I) Only Shakespeare could write such a tragedy.
(II) No one……………………
Answer: No one but Shakespeare could write such a tragedy.
(c) (I) I play both tennis and squash.
(II) Not only……………………
Answer: Not only do I play tennis, but I also play squash.
(d) (I) Their dog is too friendly to be an effective guard dog.
(II) Their dog is so……………………
Answer: Their dog is so friendly that it cannot be an effective guard dog.
(e) (I) We did not know that Mr Kutty was leaving for Ooty.
(II) Little……………………
Answer: Little did we know that Mr Kutty was leaving for Ooty.
Fill in each blank with a suitable word. (Do not write the sentence.)
(a) Nancy haggled _________ the shopkeeper over the price of the book.
Answer: Nancy haggled with the shopkeeper over the price of the book.
Explanation: “With” is used when two people are doing something together or interacting. Here, Nancy is bargaining together with the shopkeeper. It’s like when you play a game with your friend. For example, “I shared my toys with my sister.”
(b) After haggling _________ the cost she finally brought the book.
Answer: After haggling over the cost, she finally brought the book.
Explanation: “Over” is used when you are talking about the topic or reason for something. Nancy and the shopkeeper are talking about the cost, so we say “over.” Imagine you argue over who gets the last piece of cake. For example, “They fought over the remote control.”
(c) The offer was not good enough so I turned it _________.
Answer: The offer was not good enough, so I turned it down.
Explanation: “Down” is used to mean rejecting something, like saying no. Think about someone offering you a cookie, and you don’t want it. You would “turn it down.” Another example is, “She turned down the invitation to the party.”
(d) Ruma was idly turning _________ the pages of a magazine.
Answer: Ruma was idly turning through the pages of a magazine.
Explanation: “Through” is used when you move across or look inside something. Here, Ruma is flipping the pages, so we say “through.” Imagine flipping through your picture book to look at all the pictures. For example, “I went through my book to find my favourite story.”
(e) Lata hunted _________ her lost book everywhere but couldn’t find it.
Answer: Lata hunted for her lost book everywhere but couldn’t find it.
Explanation: “For” is used when you are looking for something. Lata is searching for her book, so we say “hunted for.” It’s like when you play hide-and-seek and look for your friend. Example: “I searched for my missing pencil.”
(f) Fleeing villagers were hunted _________ by army helicopters.
Answer: Fleeing villagers were hunted down by army helicopters.
Explanation: “Down” is used when you are chasing and finding something or someone. Think about trying to catch a butterfly. You chase it and hunt it down. Example: “The police hunted down the thief.”
(g) My teacher is an authority _________ History of Ancient India.
Answer: My teacher is an authority on History of Ancient India.
Explanation: “On” is used when someone is an expert or knows a lot about something. Here, the teacher knows a lot about history, so we use “on.” It’s like saying, “She is good on maths problems.” For example, “He is an expert on science projects.”
(h) As a Chairperson she has authority _________ the manager.
Answer: As a Chairperson, she has authority over the manager.
Explanation: “Over” is used when someone has power or control over another person. Here, the Chairperson is the boss of the manager, so we use “over.” It’s like when your teacher has control over the class. Example: “Parents have authority over their children.”
(i) Have you heard _________ your old teacher?
Answer: Have you heard of your old teacher?
Explanation: “Of” is used when you are asking if someone knows about something or someone. Here, it asks if the person remembers or knows their teacher. For example, “Have you heard of this new game?”
(j) Please hear me _________ before you judge me.
Answer: Please hear me out before you judge me.
Explanation: “Out” is used here to mean listening completely, without stopping. It’s like when you ask someone to let you finish your story before they comment. Example: “Let me explain it out before you ask questions.”
(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.
Sonia was a delicate, almost frail, beauty. Her skin ___(1) (is) clear with the transparent lustre of old porcelain, and her pale cheeks ___(2) (is) only tinted with the pink of the faintest roses. Her straight nose was delicately cut, her ___(3) (round) chin admirably ___(4) (mould). A lover of beauty ___(5) (grieve) by the perpetual air of sadness which ___(6) (rest) on the beautiful face—the wistful melancholy of the Slav, ___(7) (deepen) by something of personal misfortune and suffering. Her face ___(8) (frame) by a mass of soft fair hair, shot with strands of gold where the sunlight ___(9) (fall) on it; and little curls, rebellious to the comb, ___(10) (stray) over her white forehead, tiny feathers of gold.
Answer:
- was
- was
- rounded
- moulded
- grieves
- rested
- deepened
- was framed
- fell
- strayed
Question 4
Read the passage given below and answer the questions (i), (ii) and (iii) that follow:
(1) One day last summer, I went to Pittsburgh by a train. I leaned back idly in my chair, when the man sitting in the front row hurled a book to the floor. I saw that it was ‘The Rose Lady and Trevelyan’, one of the best selling novels. The thrower was John A. Pescud of Pittsburgh, a travelling salesman for a plate-glass company, an old acquaintance whom I had not seen in two years.
(2) Pescud was quite blunt when it came to his views on the book. Showing his disapproval of the book, he wondered if I had read any such book rated as bestsellers. He alluded to the absurdity of the story about an affluent, well-dressed American, who fell in love with a royal princess from Europe (Princess Alwyna), travelling with an assumed name.
(3) When I told him that such were the usual things, Pescud replied that it was something different these days. He also added that usually people in real life hunt up somebody in their own station. They usually marry someone belonging to their
own community and status. He felt that fiction-writers should not stray too much from reality and invite ridicule from rational readers. He was quite critical of the people who buy the best-sellers in large numbers. To cut short the matter, I asked Pescud if he had met his wife-to-be. Pescud then narrated his own story:
(4) “I was going to Cincinnati eighteen months ago. I saw the finest looking girl reading a book. I never thought of speaking to her. She changed cars at Cincinnati, took a sleeper to Louisville and went on through Shelbyville, Frankford and Lexington. I found it hard to keep up with her as trains moved in and out. However, I never lost track ofher. She got off at Virginia in the evening.
(5) I saw that a tall old man with white hair and as proud as Julius Caesar was there at the station to receive her. They went up on top of the hill. There was a huge house which I had never seen the like before. I continued trailing them. I went to the village where I got information that it was Colonel Allyn, who lived in the big house on the hillwith his daughter. On the third day I met the girl and tried to get her to like me. She smiled a little and told me that she had never had anyone talk like that before. The girl told me that the Allyns had lived in Elmcroft for a hundred years. The mansion had fifty rooms with high pillars, porches and balconies. Her father was an Earl, a British nobleman.
(6) After some moments, I told the girl that I would meet her father the next day. But she said that I would be fed to the fox-hounds. I replied that I was a hunter. I asked her name and she told me that it was Jessie. The next morning I went to the big house. When Colonel Allyn came, I found out he was the same person whom I had seen at the station.
(7) Later, I married the Colonel’s daughter with his consent. Then I thought: in life, there are no social or geographical barriers.
(i) (a) Given below are three words and phrases. Find the words which have a similar meaning in the passage:
- Aimlessly: idly
- Threw: hurled
- Spoke about something in an indirect way: alluded
(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
Train (line 1):
(A) The high-speed train whisked passengers across the country in comfort.
(B) People crowded the platform, eagerly awaiting the arrival of the train.
(C) The rhythmic clickety-clack echoed as the train rolled down the tracks.
(D) The teacher had to train him adequately for the debate.
Answer: D
Station (line 13):
(A) Her hard work elevated her to a prestigious station in the company.
(B) Despite challenges, he maintained a dignified station in society.
(C) We had to wait an hour at the railway station.
(D) Years of hard work moved him to a higher station in the community.
Answer: C
Track (line 22):
(A) The train leaving for Mumbai is on the wrong track.
(B) Following her academic success, many admired the remarkable track she had followed.
(C) The detective meticulously studied the suspect’s track, seeking clues.
(D) Despite the distance, he always kept a keen eye on her track.
Answer: A
(ii) Answer the following questions in your own words as briefly as possible:
(a) Why, do you think, Pescud threw the book on the floor?
Answer: Pescud threw the book on the floor because he disapproved of the unrealistic and absurd storyline of the novel, which did not align with his belief in practical and rational stories.
(b) Explain briefly Pescud’s views on best-sellers.
Answer: Pescud believed best-sellers often contained implausible and exaggerated stories that strayed far from reality. He felt they lacked rationality, and that fiction should be closer to real-life experiences and social norms.
(c) What efforts did Pescud make to win over the Colonel’s daughter?
Answer: Pescud followed Jessie across different cities, traced her home, and eventually approached her to start a conversation. He gained her interest and later sought the approval of her father, demonstrating his genuine intentions and persistence.
(iii) Summarise how Pescud shows that there are no social or geographical barriers in life as mentioned in paragraphs 3 to 7. 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: Pescud’s story exemplifies that social and geographical barriers can be overcome through determination and genuine effort. Despite Jessie being the daughter of a nobleman, Pescud persistently pursued her by following her across cities and learning about her family background. He directly approached her father, Colonel Allyn, and sought his approval for marriage. By securing the Colonel’s consent and marrying Jessie, Pescud proved that personal dedication and sincerity could bridge differences in status and geography, reaffirming his belief that such barriers are surmountable in life.
Ron’e Dutta is a journalist, teacher, aspiring novelist, and blogger who manages Online Free Notes. An avid reader of Victorian literature, his favourite book is Wuthering Heights by Emily Brontë. He dreams of travelling the world. You can connect with him on social media. He does personal writing on ronism.
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