SAMPLE QUESTION PAPER

ENGLISH CORE (Code No. 301)

CLASS-XII-(2024-25)
Time allowed: 3 Hrs. Maximum Marks: 80

General Instructions
Read the following instructions very carefully and strictly follow them:

i. This question paper has 13 questions. All questions are compulsory.

ii. This question paper contains three sections:
Section A: Reading Skills,
Section B: Creative Writing Skills
Section C: Literature.
iii. Attempt all questions based on specific instructions for each part. Write the correct question
number and part thereof in your answer sheet.
iv. Separate instructions are given with each question/part, wherever necessary.
v. Adhere to the prescribed word limit while answering the questions.

SECTION A
READING SKILLS (22 marks)

1. Read the following passage carefully:

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(1) In a room filled with people, each face illuminated by the soft glow of their smartphones,
moments drift away like autumn leaves in the wind. The constant hum of notifications fills the
air, punctuating conversations like an incessant drumbeat. Every vibration or ping sends
fingers flying to screens, a response ingrained by years of digital conditioning. The once-
reliable tick-tock of analog timepieces has been overshadowed by the constant flicker of
notifications on the wrist watch, blurring the boundaries between the virtual and the real.

(2) Anxiety gnaws at the edges of consciousness when the phone is out of reach, a phantom
limb syndrome that leaves us feeling incomplete without our digital appendage. The fear of
missing out permeates every moment spent away from the screen, driving us to constantly
check for updates and notifications.
(3) Thumbs move with the speed and precision of skillful pianists, tapping out messages and
scrolling through feeds with practiced ease. Yet amidst the flurry of activity, the true rhythm
of life remains unheard, drowned out by the dissonance of digital noise. The weight of
constant connectivity forms a hunch upon our shoulders, a physical manifestation of the
burden we carry in an age of information overload. Our minds are perpetually on high alert,
scanning for the next wave of excitement that comes with each like, share, or comment.

(4) And yet, for all our efforts to stay connected, we find ourselves increasingly isolated in a sea
of digital faces. Genuine connections are fleeting, drowned out by the constant clamour for
attention. In the pursuit of digital validation, we sacrifice the wealth of lived experience,
trading meaningful moments for fleeting glimpses of connection. The true essence of life lies
not in the pixels on a screen, but in the depth of human connection and the richness of
shared experiences

1
(5) As we navigate this brave new world of constant connectivity, let us not forget the value of
presence and the beauty of being fully engaged in the moments that matter most. For in the
end, it is not the number of likes or followers that defines us, but the depth of our
connections and the richness of our experiences that truly matter.
Created for Academic Usage / 421 words
Answer the following questions, based on the passage above.

I. According to paragraph 1, what effect do smartphone notifications have on the 1

people in the room?

II. How does the author use the metaphor of 'autumn leaves in the wind' to interpret the 1
passing of time in the setting described?

III Read and complete the following sentence suitably. 1

The phrase ‘a phantom limb syndrome that leaves us feeling incomplete without our
digital appendage’ suggests that just as an amputee might feel pain in a limb they no
longer have, individuals can feel a sense of loss or incompleteness when they are
separated from their digital devices.
Choose the correct response from the two options to complete the sentence.
The concern this analogy points towards is about ______________.
A. a deep (psychological) dependence on technology for a sense of wholeness or
connection
B. excessive physical damage that can be caused due to constant use of digital
devices

IV Complete the following suitably with ONE advantage, with reference to paragraph 2.
Designating specific hours each day to intentionally avoid checking digital devices 1
can help __________________.

V Why does the writer refer to digital noise as 'dissonance' in paragraph 3? 1

Because-
A. It creates a jarring and chaotic environment that disrupts focus.
B. It contributes to a sense of overload, overwhelming the senses.
C. It interferes with our ability to engage with meaningful aspects of our life.
D. It induces stress by interrupting with regular updates about the device.

VI. Provide ONE textual evidence with reference to paragraph 3, to prove the following: 1
The need to be perpetually engaged with digital notifications manifests in the body.
VII. In the line, ‘Yet amidst the flurry of activity, the true rhythm of life remains 2
unheard…,’ what does the phrase 'true rhythm of life’ refer to? (Paragraphs 3-4)

VIII Complete the analogy with ONE word from paragraph 4. 1

whisper: quietly: _______: loudly
A. validation
B. fleeting
C. essence
D. clamour

2
 IX Why is it fair to say that the statement ‘And yet, for all our efforts to stay connected, 1
we find ourselves increasingly isolated in a sea of digital faces’ from paragraph 4,
employs irony?
A. Despite the intent to connect more effectively, the result is the opposite.
B. The writer mocks the seriousness with which people approach digital
connectivity.
C. The writer exaggerates the effects of digital connectivity to highlight its impact.
D. Use of ‘a sea of digital faces’ to symbolically represent digital platforms.

X Assess the potential challenges OR benefits of relying on survey outcomes for 2

designing health interventions, as outlined in paragraph 5.

2. Read the following carefully. 10

(1) Introduction:
In the hasty lifestyle of today’s world, the choice of snacks can greatly impact one's health
and well-being. This case study aims to analyse the preference for seasonal fruits compared
to packaged snacks among different age groups and the implications for overall health.
(2) Methodology:
A survey was conducted among individuals across various age groups, ranging from
children to seniors, to determine their snacking preferences. Participants were asked to
indicate their preferred snack choices and provide reasons for their preferences. The data
was then analysed to identify trends and patterns among different age demographics.
(3) Survey Examination:
The survey encompassed a comprehensive examination of snacking habits, including not
only preferred snack choices but also delving into the underlying motivations and influences
guiding these choices. Beyond mere preference, participants were encouraged to articulate
the reasons behind their selections, providing invaluable insights into the multifaceted nature
of snacking behavior.
(4) Results:
The survey results revealed interesting insights into snacking preferences among different
age groups:
Age-group % Preferred Reasons for preference
snack
Children 77 Seasonal fruits Taste, Health benefits, Parental guidance
Teenagers 65 Packaged Convenience, Taste, Peer influence
snacks
Young 52 seasonal fruits Transitional lifestyle(college, beginning careers, and
adults and packaged establishing independence), Health consciousness,
snacks Convenience
Middle-aged 83 Seasonal fruits Freshness, Nutrition, Health consciousness
Elderly 90 Seasonal fruits Health benefits, Digestive ease

(5) Implications for Interventions:

By discerning the diverse preferences among different age groups, policymakers and health
practitioners can tailor interventions to address specific demographic needs. For instance,
targeting educational campaigns towards parents could empower them to instill healthy
eating habits in their children from an early age. Concurrently, efforts to mitigate the
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 influence of advertising and peer pressure on teenagers could involve regulatory measures
and educational initiatives aimed at promoting critical thinking and informed decision-making.
Furthermore, the prominence of seasonal fruits as a preferred snack choice among middle-
aged adults and senior’s points towards the importance of promoting access to fresh
produce and nutritional education across all age demographics.
(6) Conclusion:
The survey outcomes serve as a roadmap for designing targeted interventions that not only
cater to diverse demographic needs but also nurture a culture of health and well-being. By
harnessing the insights gleaned from this study, stakeholders can collaboratively work
towards building healthier communities and promoting sustainable practices for generations
to come.
Created for Academic Usage / 315 words
Answer the following questions, based on given passage.

I. Complete the following suitably. 1

In the introduction, the researcher links a hasty lifestyle with the choice of snacks in
the study to highlight__________.

II. What would the following be classified as? 1

To examine snacking preferences across various age groups in detail, and assess
health implications.
Select the appropriate response.
A. Primary purpose B. Secondary objective
C. Method of analysis D. Research outcome

III. Give two points to support why it is likely that fresh fruits were given as an option to 2
the survey participants to choose from in the study on snacking preferences.

IV. Paragraph 3 includes words – ‘motivations’ and ‘influences.’ 1

Classify the following sentences as 'influence' or 'motivation':

Sentence 1: Peer pressure leads teenagers to prefer packaged snacks over

healthier options.
Sentence 2: The drive to maintain health as one ages makes middle-aged adults to
choose seasonal fruits.

V. Read the following: 1

Seema regularly enjoys snacking on chips and cool drinks while watching movies.
Mohan, her neighbour, prefers to snack on oranges and also some nuts
occasionally. Arindam, who lives across, often tends to eat a mix of carrot sticks and
instant noodles, in between meals.
Select the option that identifies the correct demographic Seema, Mohan and
Arindam belong to.
A. Seema – young adult; Mohan – teenager; Arindam -middle-age
B. Seema - teenager; Mohan – middle-age; Arindam -child
C. Seema – young adult; Mohan – child; Arindam - teenager
D. Seema - teenager; Mohan – elderly; Arindam -young adult

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 VI. Although children, middle-aged, and elderly groups all prefer seasonal fruits, why is 1
the preference percentage highest among the elderly?

VII. Analyse how targeted interventions based on the diverse snacking preferences of 2
different age groups can lead to improved health outcomes. (Paragraph 5)

VIII What is the ultimate goal for stakeholders, based on the insights from the study? 1
A. Increase profitability through enhanced snack marketing
B. Building healthier communities
C. Reducing the cost of healthcare services
D. Expanding the range of available snack product

SECTION B
CREATIVE WRITING SKILLS (18 marks)

3. Attempt any one of the two, (A) or (B), in about 50 words 1x4=4

A. Your school is planning to conduct an inter-class seminar on the topicThe Importance of

Mental Healthto create awareness in adolescents. As the head of the organising
committee, write a notice to inform all students about the seminar and invite registrations
from classes XI-XII. Include other necessary details. Put your notice in a box.

OR
B. Your school is organising an inter-House webinar on enhancing coding skills, As the
President of the Computer Club, write a notice to inform all House members from IX-XII
about the webinar and specify the number of registrations invited per House. Include other
necessary details. Put your notice in a box.

4. Attempt any one of the two, (A) or (B), in about 50 words. 1x4=4

A. Draft an invitation in not more than 50 words from Vani Gopalan, Chief Project Officer of an
NGO, for the launch of the 'Each One Teach One' programme, addressed to school
Principals and Coordinators. Mention a compelling highlight of the programme along with
other necessary details

OR
B. An invitation had been issued by Mr. Cherian, the HR Head of your company inviting you for
the company picnic. As Joseph Vijayan, Asst. Manager, Operations, draft a reply in not more
than 50 words, consenting to attend.

5. Attempt any one of the two, (A) or (B), in 120 150 words 1x5=5

A. Financial literacy is increasingly recognised as a crucial 21st-century skill for young

individuals. Write a letter to the editor of a local daily discussing the benefits of providing
financial literacy education to children. Also, suggest effective ways to raise awareness
about the importance of this education among parents and guardians. You may use some of
the given cues along with your own ideas to draft the letter. You are a counsellor, Chitra
Mahapatra from Puri, Odisha.

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  What are the long-term benefits of learning financial independence from a young age?
 Why is understanding the power of finances beneficial for young learners?
 Why skills learned during childhood tend to have a lasting impact.

OR

B. You are Maya Syiem from Shillong. You read the given advertisement and wish to apply for
the post advertised. Write this job application along with your bio-data.

Join our Creative Team!

A renowned publishing house in Shillong
A NEW WORLD
is seeking a talented illustrator for children's books.
Creative individuals with a passion for storytelling through art, welcome.
Experience, not mandatory.
Team players with degree/ diploma in Fine Arts/ Graphic Design may apply with 5 samples
from portfolio illustrating a variety of work.
Write to the Project Lead, 23-C Rosewood Lane, Shillong-793005

Attempt any one of the two, (A) or (B), in 120 150 words 1x5=5
6.
A. In an era of rapid globalisation and technological advancement, the preservation of cultural
heritage remains a vital challenge, particularly for the youth. India continues to navigate the
complexities of maintaining tradition alongside modernity. Write an article exploring the role
of cultural heritage in shaping the identities of today's Indian youth. Provide examples to
illustrate your points wherever necessary. You may use some of the given cues along with
your own ideas. You are Arti Nirula of Class XII-A.

 How have global interactions and technologies influenced or changed these

traditional practices among today's youth?
 What are the benefits of preserving cultural heritage for young people? How does it
contribute to their sense of identity and community?
 Suggest ways in which young people and institutions can work together to ensure the
preservation of cultural heritage.
OR

B. You are Hina Aziz, student of Class XII-D and a member of the school magazine editorial
board. Write a comprehensive report detailing the activities undertaken by students as part
of the celebrations on Yoga Day. Include descriptions of the events, participation details, and
the overall impact of these activities on the school community. You may organise your report
by following - Who - What – When – Where – Why – How

SECTION C
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 LITERATURE (40 marks)

7. Read the following extracts and answer the questions for any one of the given two-A
or B 1x6=6
A Those who prepare green wars,
wars with gas, wars with fire,
victory with no survivors,
would put on clean clothes
and walk about with their brothers
in the shade, doing nothing. (poem - Keeping Quiet)

I. What is a common outcome of all the wars described?

II What does the imagery of ‘walking about with their brothers in the shade’ primarily
represent?
A. The readiness for further conflicts.
B. A return to normal activities post-conflict.
C. A moment of unity and peaceful reflection.
D. The physical environment of a typical war zone.

III. Complete the following suitably.

The putting on of ‘clean clothes’ by the warmongers, symbolises_________.

IV. Select the correct option from those given in brackets, to fill in the blank.

The excerpt tells us that the speaker ________ (condemns / glorifies) the destructive
nature of modern warfare.

V. Read the assertion and the reason below, with reference to the given extract.
Assertion: The poet advocates for 'doing nothing' as a way to prevent the devastation of
war.
Reason: 'Doing nothing' refers to a time for stopping any action for a few moments.

Choose the correct option regarding their relationship.

A. Both the assertion and the reason are true, and the reason is the correct explanation
of the assertion.
B. Both the assertion and the reason are true, but the reason is not the correct
explanation of the assertion.
C. The assertion is true, but the reason is false.
D. The assertion is false, but the reason is true.

VI. How can the message in the excerpt, about the outcome of wars be applied to promote
peace?

OR

B While greedy good-doers, beneficent beasts of prey,

Swarm over their lives enforcing benefits

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 That are calculated to soothe them out of their wits,
And by teaching them how to sleep they sleep all day,
Destroy their sleeping at night the ancient way. (poem-The Roadside Stand)

I Select the phrase that suggests the following:

The so-called aids are not offered out of genuine care or consent but are imposed in a
controlling and perhaps unwelcome manner.

II What does the imagery of ‘swarm’ NOT represent in the given extract?
A. Coordinated help B. Overwhelming force
C. Discomfort and chaos D. Neglect of individual needs

III Complete the following suitably.

In the line, ‘destroy their sleeping at night the ancient way,’ the phrase ‘the ancient way’
refers to________.
IV. Select the correct option from those given in brackets, to fill in the blank.

The poet has used phrases like ‘greedy good-doers’ and ‘beneficent beasts of prey’ to
illustrate the ________ (irony/satire) in the situation where those claiming to help the rural
poor actually impose self-serving and detrimental actions on them.
V. Read the assertion and the reason below, with reference to the given extract.

Assertion: The poet criticizes the way the rural poor are treated by benefactors, suggesting
it instills ambition.
Reason: The interventions are overwhelmingly calming and lead to a loss of critical thinking
among the rural poor.
Choose the correct option regarding their relationship:
A. Both the assertion and the reason are true, and the reason is the correct explanation of
the assertion.
B. Both the assertion and the reason are true, but the reason is not the correct explanation
of the assertion.
C. The assertion is true, but the reason is false.
D. The assertion is false, but the reason is true.
VI. State in one sentence, what cautionary advice your address to the rural poor from the
extract, is most likely to include.

8. Read the following extracts and answer the questions for any one of the given two,
(A) or (B) 4x1=4
A. To visit Antarctica now is to be a part of that history; to get a grasp of where we’ve come
from and where we could possibly be heading. It’s to understand the significance of
Cordilleran folds and pre-Cambrian granite shields; ozone and carbon; evolution and
extinction. When you think about all that can happen in a million years, it can get pretty
mind-boggling. Imagine: India pushing northwards, jamming against Asia to buckle its crust
and form the Himalayas; South America drifting off to join North America, opening up the
Drake Passage to create a cold circumpolar current, keeping Antarctica frigid, desolate,
and at the bottom of the world. (Journey to the End of the Earth)
I. Complete the following suitably.
The passage suggests that visiting Antarctica offers insight into geological processes and

8
 Earth's history by ______________.

II. How does the author imply the role of geological knowledge in understanding the Earth's
past and potential future changes?

III. The writer says, ‘When you think about all that can happen in a million years, it can get
pretty mind-boggling.’
What is the most likely impact on the writer?
A. Feels overwhelmed by the vastness of geological time scales.
B. Is uneasy about the rapid pace of geological changes.
C. Feels indifferent towards geological phenomena.
D. Is surprised by the lack of significant geological events over a million years.

IV. How might understanding the geological processes mentioned in the passage help
scientists in predicting and mitigating future environmental changes, particularly in polar
regions?
OR
B. I cried aloud, shaking my head all the while until I felt the cold blades of the scissors
against my neck, and heard them gnaw off one of my thick braids. Then I lost my spirit.
Since the day I was taken from my mother I had suffered extreme indignities. People had
stared at me. I had been tossed about in the air like a wooden puppet. And now my long
hair was shingled like a coward’s! In my anguish I moaned for my mother, but no one came
to comfort me. Not a soul reasoned quietly with me, as my own mother used to do; for now,
I was only one of many little animals driven by a herder.
(Memories of Childhood: The Cutting of My Long Hair)

I. Complete the following suitably.

Zitkala-Sa's description of her experience at the boarding school conveys a sense of
abandonment through her portrayal of __________

II. List any one emotion that Zitkala-Sa experiences as her hair is being cut.

III. Select the suitable option to complete the following.

The metaphor of being ‘tossed about in the air like a wooden puppet’ contribute to the
reader's understanding of Zitkala-Sa's feelings of being ________.
A. forced to interact with others
B. manipulated and controlled
C. preached at and insulted
D. made to exist like toy animals

VI In what ways does the imagery of her ‘long hair shingled like a coward's’ symbolise the
erasure of Zitkala’s cultural heritage and the imposition of Western norms?

9. Read the following extracts and answer the questions for any one of the given two, A
or B. 1x6=6
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 A. What a thunderclap these words were to me! Oh, the wretches; that was what they had put
up at the town-hall! My last French lesson! Why, I hardly knew how to write! I should never
learn anymore! I must stop there, then! Oh, how sorry I was for not learning my lessons, for
seeking birds’ eggs, or going sliding on the Saar! My books, that had seemed such a
nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were
old friends now that I couldn’t give up. And M. Hamel, too; the idea that he was going away,
that I should never see him again, made me forget all about his ruler and how cranky he
was. (The Last Lesson)

I. What was the writer’s purpose in using the metaphor of a ‘thunderclap’?

II. Select the correct option from those given in brackets to fill in the blank.
The use of exclamatory marks in the first five sentences of the extract serves to express
the speaker’s _______ (hidden/ intense) emotions.

III. Complete the following suitably.

The activities of seeking birds' eggs and sliding on the Saar reveal two things about Franz's
character before his change in perspective. First, his youthful carefree nature and second,
his preference for _________________.

IV. What is reflected through the shift in the speaker’s perception of Mr. Hamel, conveyed
through his readiness to forget the ruler?

V. Select the textual option that is closest to indicating a sense of panic.

A. Oh, how sorry I was for not learning my lessons…
B. Why, I hardly knew how to write!
C. Oh, the wretches; that was what they had put up at the town-hall!
D. And M. Hamel, too;

VI. What does the following line from the extract, showcase?

My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar,
and my history of the saints, were old friends now that I couldn’t give up.

A. realization B. confusion
C. expectation D. affirmation
OR
B. And survival in Seemapuri means rag-picking. Through the years, it has acquired the
proportions of a fine art. Garbage to them is gold. It is their daily bread, a roof over their
heads, even if it is a leaking roof. But for a child it is even more “I sometimes find a rupee,
even a ten-rupee note,” Saheb says, his eyes lighting up. When you can find a silver coin in
a heap of garbage, you don’t stop scrounging, for there is hope of finding more. It seems
that for children, garbage has a meaning different from what it means to their parents. For
the children it is wrapped in wonder, for the elders it is a means of survival.
(Lost Spring – Stories of Stolen Childhood)
I. What does Saheb's statement about finding money in the garbage reveal about his daily
life and aspirations?

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 II. Select the correct option from those given in brackets to fill in the blank.
Describing garbage as ‘gold’ metaphorically elevates its value to the children, helping the
reader understand the _______ (dynamic / desperate) conditions under which these
children live, where even garbage can represent crucial economic resources.

III. Complete the following with a suitable reason.

Children continue to scrounge in the garbage because _______.

IV. How does the perception of garbage differ between children and adults in Seemapuri?

V. What is implied by the description of rag-picking as having ‘acquired the proportions of a

fine art’ in the excerpt?
A. Rag-picking is an undesirable and simple task that anyone can do without effort.
B. Rag-picking has evolved into a complex skill that is valued within the community.
C. Rag-picking is a temporary activity that does not significantly impact the community.
D. Rag-picking has the status of an artistic hobby that children pursue for enjoyment.

VI. What is the reason for Saheb’s eyes ‘lighting up’?

A. The immediate experience of finding something valuable.
B. Discussing his findings with others.
C. Reminiscing about past findings in the garbage.
D. Planning future scavenging expeditions

10. Answer any five of the following six questions in 40 50 words each : 5x2=10

I. Identify an instance of hope or resilience in ‘Lost Spring’ and analyse how it reflects one of
the story's themes.
II. Interpret the use of visual imagery by Kamala Das in her poem to depict the passage of
time.
III. What does the contrasting imagery of the church clock and the Prussian trumpets
represent, in ‘The Last Lesson’?
IV. How does the author's writing style in ‘The Interview’ affect the reader's understanding of
the story?
V. Explain how the rattrap symbolises the dual aspects of human nature. (The Rattrap)
VI What factor/s were largely instrumental in the victory of the peasants in ‘Indigo’?

11. Answer any two of the following three questions in 40 50 words each : 2x2=4
I. Discuss the significance of the toy tiger in the climax of ‘The Tiger King.’

II. Interpret the significance of both literal and metaphorical journeys in the story, ‘The Third
Level.’

III. How does Susan Hill subtly portray a blend of pessimism and optimism in ‘On the Face of
It’?

12. Answer any one of the following two questions, in about 120-150 words. 1x5=5

11
 A Analyse the poems, A Roadside Stand and Aunt Jennifer's Tigers for the theme of
inequality and its impact on the bearers.
OR

B How do the characters of Sophie from ‘Going Places’ and Subbu from ‘Poets and
Pancakes’ compare and contrast in terms of their aspirations, constraints, and the pursuit
of their dreams?

13. Answer any one of the following two questions, in about 120-150 words 1x5=5

A The influence of belief in traditions such as religion, family bonds, or patriotism can be used
to develop narrative techniques like setting, motivation, sources of conflict, and pacing.
Analyse how the writer has incorporated such influences to good effect in the story, The
Enemy. Support your answer with valid textual evidence.

OR
B Discuss the narrative techniques used by the author in The Third Level. How do these
techniques effectively convey the themes of escapism and nostalgia? Provide specific
examples from the text to support your analysis.

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 MARKING SCHEME
ENGLISH CORE (Code No. 301)
CLASS-XII-(2024-25)

General Instructions: -

1. The Marking Scheme carries only suggested value points for the answers. These are in
the nature of Guidelines only and do not constitute the complete answer. The students
can have their own expression and if the expression is correct, then due marks should
be awarded accordingly.

2. If a student has attempted an extra question, answer of the question deserving more
marks should be retained and the other answer scored out with a note “Extra Question”.

3. If more than one option is mentioned in the answer of multiple choice questions, then no
marks to be awarded.

SECTION A: READING SKILLS (22 marks)

1. Answer the following questions, based on the passage above. (Descriptive 12

Passage)
I They lead to instant interruptions in conversations. 1
[language / expression may vary but the idea should remain relevant]

II It illustrates how moments are fleeting and unnoticed, lost amid the distractions of 1
digital interactions / it illustrates how easily significant moments can drift away
when overshadowed by the focus on technology
[language / expression may vary but the idea should remain relevant]

III A. a deep (psychological) dependence on technology for a sense of wholeness or 1

connection
IV reduce the anxiety associated with the need to constantly be connected 1

V C. It interferes with our ability to engage with meaningful aspects of our life. 1

VI Yes it does - develop a hunch / mind is constantly alert (any one) 1

VII The phrase refers to the natural, meaningful, and often quieter moments that make 2
up human existence and relationships—those that occur away from the digital
chaos. The writer draws our attention towards the genuine life experiences, such
as face-to-face conversations, quiet contemplation, enjoying nature, and real-world
interactions, that are overlooked or drowned out by the constant noise of digital
activity.
[language / expression may vary but the idea should remain relevant]

VIII D. clamour 1

IX A. Despite the intent to connect more effectively, the result is the opposite. 1
(Option B is satire, C is hyperbole and D is metaphor)
 X They are – (2 points to be elaborated for either) 2
Benefits: Survey outcomes can offer a detailed understanding of the specific needs
and preferences of various demographic groups, which can enhance the
effectiveness of health interventions by making them more targeted and relevant.
Additionally, using these data-driven insights can foster a sense of collaboration
among stakeholders, promoting a unified approach towards health and
sustainability.

Challenges: Relying on survey outcomes may present challenges such as the risk
of biases in the data collection process, which can twist results and lead to
ineffective interventions. There's also the issue of survey fatigue among
participants, potentially reducing engagement and the accuracy of the data
gathered. Moreover, translating survey findings into practical interventions requires
resources and continuous stakeholder commitment, which might not always be
feasible.

2. Answer the following questions, based on given passage. 10

I … how busy daily routines influence people to opt for quick and convenient eating 1
options, often at the expense of nutritional value

II A. Primary purpose 1

III The TWO points are – 2

a) Health focus, as fruits are widely recognised for their health benefits, and this
aligns with the study’s goal to analyse snacking habits and their implications
for health (making fresh fruits a relevant choice for understanding healthy
snacking behaviours).
b) Comparative analysis, as the study aims to compare the health implications of
seasonal fruits versus packaged snacks. Including fresh fruits allows
researchers to directly evaluate preferences between natural, healthier choices
and processed, potentially less healthy alternatives.

IV Influence – sentence 1 ; Motivation – sentence 2 1

V D. Seema - teenager (taste and convenience) ; Mohan - elderly(health, digestive 1

ease) ; Arindam -young adult (health and convenience )

VI Due to their increased health needs and focus on foods that are easier to digest 1
and nutritionally beneficial.

VII Targeted interventions can effectively address specific health needs by focusing 2
on the unique factors influencing each demographic's snacking choices. For
example, educational campaigns for parents can foster early healthy eating habits
in children, while initiatives for teenagers can reduce the impact of advertising and
peer pressure, promoting wiser food choices. Also, ensuring that middle-aged and
older adults have access to fresh produce supports ongoing health maintenance,
directly contributing to overall improved health outcomes across the lifespan.

VIII B. Building healthier communities. 1

 SECTION B-CREATIVE WRITING SKILLS (18 marks)

3. Format – 1 Content -2 Accuracy of spelling and grammar -1 4

4. A- (Card type formal / third person/ centre aligned) B- (Letter type- formal, first/ 4
third person )
Format – 1 Content -2 Accuracy of spelling and grammar -1
5. Format -1 Content -2 Organisation -1 Accuracy of spelling and grammar -1 5

6. Format – 1 Content -2 Organisation -1 Accuracy of spelling and grammar -1 5

A. Article -Value points

 Cultural heritage provides a strong sense of identity, helping young people
connect with their roots and understand how historical influences shape
their personal and community identities.
 Exposure to one's own and other cultures promotes tolerance and
appreciation, which are vital in today’s globalised society. This helps youths
navigate diverse social environments with respect and empathy.
 Engaging with traditional arts, crafts, and practices can inspire creativity and
innovation among youths, allowing them to reinterpret cultural expressions
in ways that resonate with contemporary life.
 Active participation in cultural festivals, rituals, and community events
strengthens bonds among community members and enhances social
cohesion, making cultural heritage a pivotal part of daily life for youths.
 Incorporating cultural studies in education can increase awareness and
pride among young people about their heritage, encouraging them to
become advocates and preservers of their traditions.
 By using technology to create appealing and accessible cultural content,
such as virtual museum tours, digital storytelling, and social media
campaigns, youths can be engaged with their heritage in formats they find
relatable and exciting.
B. Cues lead to the eliciting of relevant response points

SECTION C-LITERATURE (40 marks)

7. Read the following extracts and answer the questions for any one of the given two-A or B

A Poetry (Flamingo) 6
I Gaining victory with no survivors 1

II C. A moment of unity and peaceful reflection 1

III …a potential for change and renewal / a moment of pause and reflection / an act 1
of cleansing of their actions /embracing a peaceful existence/ the possibility of
transformation
IV condemns 1
V B. Both the assertion and the reason are true, but the reason is not the correct 1
explanation of the assertion.
VI Global leaders and communities can work toward more sustainable and peaceful 1
solutions – Can be used to advocate for non-violent resolutions / peace
 negotiations in contemporary conflicts / Can be used to promote dialogue and
understanding over aggression and warfare
B
I enforcing benefits 1

II A. Coordinated help 1

III …the traditional and longstanding sleeping patterns and nighttime rituals that have 1
been part of the rural community's lifestyle for generations (deeply rooted cultural
practices)
[The speaker suggests that the modern practices, possibly influenced by external
forces such as urbanisation or industrialisation, disrupt the natural sleep patterns
of the rural inhabitants – dilute their time-tested ways.]

IV irony 1

V D. The assertion is false, but the reason is true. (Correct assertion - The poet 1
criticizes the way the rural poor are treated by benefactors, suggesting it dulls their
senses : ‘soothe them out of their wits’)
VI Be wary of involvements by outsiders that might appear benevolent but could 1
ultimately undermine your autonomy and dull your critical thinking abilities.
[language / expression may vary but the idea should remain relevant]

8. Read the following extracts and answer the questions for any one of the given 4
two, (A) or (B)
A.
I … exploring Cordilleran folds, granite shields, and environmental factors like ozone 1
and carbon
II The author does so by linking geological events to Antarctica's environmental 1
conditions, highlighting the significance of geological processes in shaping the
planet's history and future trajectories.
III A. Feels overwhelmed by the vastness of geological time scales. 1

IV By providing insights into how geological events impact polar regions and influence 1
global climate patterns.
B
I . …isolation and lack of support / absence of any solace or reassurance from 1
others / being an animal to a herder thereby suggesting a loss of identity
II anguish/ sense of loss/ turmoil ( any other relevant) 1

III B. manipulated and controlled 1

IV The imagery symbolises the forced assimilation and suppression of Indigenous 1

culture, portraying the cutting of her hair as an act of cultural violence and the
imposition of Western ideals of appearance and behaviour.

9. Read the following extracts and answer the questions for any one of the 6
given two, A or B.
A
I To emphasise the suddenness and shock of Franz’s understanding about the 1
importance of his education./ To conveys the urgency and deep impact of this
 moment / To dramatically highlight how unexpected and jarring the realisation was
to him – like the startling and instant nature of a thunderclap / To effectively
captures the emotional intensity of the moment of deep regret and abrupt
awakening experienced by Franz
II intense 1

III …preference for play over study 1

IV It reflects a newfound respect and appreciation, overshadowing past fears of 1

discipline and strictness.
V B. Why, I hardly knew how to write! 1

VI A. realisation 1

B
I It highlights his precarious economic situation and his dependence on chance finds 1
for small joys and possibly essential income, reflecting the dire poverty and limited
opportunities available to him.

II desperate 1

III …finding valuable items like coins gives them hope of finding more 1

IV For children, garbage represents a source of wonder and potential treasure, 1

whereas for adults, it is primarily a means of survival.

V B. Rag-picking has evolved into a complex skill that is valued within the community. 1

VI C. Reminiscing about past findings in the garbage. 1

10. Answer any five of the following six questions in 40 50 words each : 10
1 -Content 1- Expression ½ -1 deducted from overall, for Accuracy

I An instance of hope or resilience – Saheb’s continued search in the garbage, 2

driven by the occasional discovery of a rupee or a ten-rupee note, symbolises his
hope and resilience against the overwhelming odds of his harsh life.
This reflects the theme of enduring hope amidst poverty and destitution - the
human spirit’s capacity to dream and hope, even in the terribly dire circumstances
-- suggesting that the desire for a better life can exist independent of one's current
state of poverty

II (Any one) 2
 The image of her aging mother - ‘pale as a late winter’s moon,’ -- conveys the
fragility and the inevitability of aging -- highlights the physical changes brought
by time and evokes a sense of gentle, serene decline rather than abrupt decay
 The image with the vivid, lively description of young trees sprinting and merry
children spilling out of their homes --- contrasts sharply with her mother's
stillness and silence --- enhances the sense of her mother's isolation in her old
age / the relentless passage of time that spares no one -- life’s transient nature

III Represents -- the tension between local traditions and foreign occupation 2
 The church clock -- symbol of local, everyday life and continuity --- in stark
opposition to the Prussian trumpets, which symbolise disruption, military power,
and the enforcement of foreign rule
Highlights the theme of loss and the struggle to preserve one's cultural heritage
against overwhelming odds

IV The author’s writing style - often blends a conversational tone with introspective 2
moments -- deeply affects the reader's engagement and understanding of the
narrative.
Use of direct dialogues interspersed with reflective commentary – this approach
not only makes the interactions more dynamic and engaging but enhances the
reader’s insight into the complexities of personalities and themes being explored

V Dual – 2
 The tendency towards greed and deceit - society, driven by wealth and gain,
ensnares individuals, reducing their existence to a constant struggle to
escape from materialistic enticements
 The potential for redemption through empathy and kindness –kindness and
trust by the ironmaster’s daughter, Edla, inspires the peddlar to reclaim his
essential humanity and escape the identity of a thief - signified by his
decision to return the stolen money and leaving a note explaining his
thoughts about the world being a rattrap

VI Largely due to the leadership and advocacy provided by Mahatma Gandhi -- his 2
involvement brought national attention to their plight --highlighted the importance
of civil rights and nonviolent resistance
Gandhi's strategic approach to negotiations & his insistence on nonviolent protest
-- empowered the peasants to stand up against oppressive landlords --- led to their
immediate victory -- inspired a broader movement for social and economic justice
across India

11. Answer any two of the following three questions in 40 50 words each : 4

I The significance of the toy tiger lies in its stark contrast to the dangerous live tigers 2
the Maharaja had been hunting throughout his life.
Its role in his death brings up the themes of irony and fate central to the story.
It illustrates -- despite human efforts to control or escape destiny, it can manifest in
the most unexpected and trivial forms.
The toy tiger symbolises -- the ultimate futility of the Maharaja’s efforts -- points to
the folly of those who believe they can master fate through power or violence

II The literal journey involves Charley, discovering a supposed 'third level' at the 2
Grand Central Station--a portal to the year 1894. The metaphorical journey--
Charley's inner longing for a simpler, more reassuring past—a common human
desire to retreat to a time perceived as better or less complicated.
The significance - their portrayal of the universal quest for happiness and fulfillment
-- together, these journeys explore themes of escapism, the subjective nature of
reality, and the deep-seated human need for connection and comfort in familiar but
idealised, settings.

III Derry is of the pessimistic view whereas Mr. Lamb is of the optimistic view point. 2
Both are disabled but still view life from different perspectives.
 Both protagonists challenges with disfigurement are depicted with a stark realism
that leans towards pessimism, yet interactions that offer genuine connection hint
at underlying optimism -- suggest the possibility of emotional survival despite
physical and social barriers

12. Answer ANY ONE of the following two questions, in about 120-150 words 5
A.
‘A Roadside Stand’ focuses on the economic disparities between rural and urban areas, and
‘Aunt Jennifer’s Tigers’ delves into the gender-based inequalities within marriage and society.

A Roadside Stand Aunt Jennifer’s Tigers

 Depicts the struggles of rural individuals  Illustrates the oppression faced by Aunt
facing economic inequality. Jennifer within her marriage.
 Highlights the disparity between urban  Reflects on the expectations and
and rural lifestyles. restrictions placed on women, socially.
 Reflects on the exploitation of rural  Explores the theme of domestic
communities by those in power. suppression and its impact on women's
 Explores the loss of traditional ways of autonomy.
life due to modernisation and  Highlights the contrast between Aunt
industrialisation. Jennifer's inner world and her external
reality.

Impact on Bearers:
 A Roadside Stand -- rural folk are portrayed as struggling to make ends meet due to
economic disparities, leading to feelings of frustration and helplessness.
 Aunt Jennifer's Tigers – Aunt experiences oppression and suppression within her marriage
 Both sets of bearers face the psychological and emotional toll of their respective
inequalities, resulting in a longing for freedom and empowerment.
 Despite their challenges, the bearers in both poems demonstrate a desire to assert
themselves through small acts of defiance or dreams of liberation.

B
While both Sophie and Subbu share aspirations for success in their respective fields, they
encounter different constraints and demonstrate distinct approaches in pursuing their dreams.

Sophie Subbu
 Aspiration: Sophie dreams of owning a  Aspiration: Subbu aims to succeed in the film
boutique or becoming a fashion industry as a poet, actor, and contributor to
designer. Gemini Studios.
 Constraints: Financial limitations and  Constraints: While Subbu faces challenges,
other expectations, such as her father's such as criticism for his perceived sycophancy
disapproval, hinder Sophie's pursuit of and overshadowing of his literary achievements
her dreams. by his success in films, he navigates these
 Pursuit of Dreams: Despite the obstacles with grace and humility.
challenges, Sophie remains  Pursuit of Dreams: Subbu's dedication to his
determined to achieve her goals, craft and ability to adapt to various roles within
showing persistence and creativity in Gemini Studios reflect his unwavering
her pursuits commitment to his pursuits.
13. Answer any one of the following two questions, in about 120-150 words 5
A
 Incorporation of Traditions:
 Religion - how religious beliefs influence character actions and decisions.
For example, Sadao's internal conflict may be influenced by his moral beliefs shaped by
religious teachings.
 Family Bonds - how relationships in the family impact character interactions and
motivations.
For example, Hana's concern for the safety of her family and the potential repercussions
of harbouring an enemy soldier could drive her actions.
 Patriotism - how national loyalty and patriotism create tension and conflict in the
story.
For example, Sadao's duty as a citizen and as a doctor may conflict with his compassion
towards the wounded soldier, highlighting the complexities of wartime allegiances.

 Narrative Techniques:
 Setting - how the wartime setting amplifies the moral dilemmas faced by the
characters.
The backdrop of war intensifies the stakes and adds urgency to their decisions.
 Motivation - how cultural influences shape character motivations and drive the plot
forward.
The characters' actions may be guided by deeply ingrained cultural values and beliefs.
 Sources of Conflict - the key conflicts stemming from cultural differences,
expectations, and wartime circumstances.
These conflicts drive the narrative forward and heighten the tension.
 Pacing - how the pacing of the story reflects the characters' internal struggles and
external conflicts.
The pacing may fluctuate to convey moments of tension, reflection, and resolution.

B.
(Any two narrative techniques)
[The examples may be references and not direct quotes]

a) First-Person Narrative:
 Technique - The story is narrated from the first-person perspective of Charley, which
creates an intimate and personal recounting of his experiences and thoughts.
 Effect - This technique allows readers to directly engage with Charley’s desires and
fears, making his longing for escape and the nostalgia for a simpler past more
tangible.
 Textual Evidence - Charley states, “But that’s the reason, he said, and my friends
all agreed. Everything points to it, they claimed. My stamp collecting, for example;
that’s a ‘temporary refuge from reality.’”
This personal reflection shares his internal justifications and how others perceive his
escapism.

b) Detailed Descriptive Language:

 Technique - The use of vivid and specific descriptions of settings and times,
particularly Charley’s descriptions of the third level of Grand Central Station.
 Effect on Themes - These descriptions not only build a believable world but also
vividly paint the past, stressing the theme of nostalgia and the allure of escapism
to a seemingly better and simpler time.
  Textual Evidence - “Then I saw why; they were open-flame gaslights.” and
“everyone in the station was dressed like eighteen-ninety-something; I never saw
so many beards, sideburns, and fancy mustaches in my life.”
These details highlight the historical setting Charley escapes to, filled with elements from
the past.

c) Symbolism:
 Technique - The story uses the ‘third level’ as a symbol, representing not just a
physical place but a mental escape into another time.

 Effect on Themes - The third level serves as a metaphor for the psychological
refuge one seeks from the modern world’s anxieties, underlining the theme of
escapism.
 Textual Evidence – Charley mentions, “Grand Central has been an exit, a way of
escape—maybe that’s how the tunnel I got into.”
This line explicitly connects the physical space of the third level to the concept of escaping
reality.

d) Contrast and Irony:

 Technique - The stark contrast between Charley’s mundane, modern life and his
adventures on the third level introduces a layer of irony.
 Effect on Themes - This contrast enhances the nostalgic appeal of the third level
while ironically pointing out the impracticalities of such escapism.
 Textual Evidence - “The clerk figured the fare—he glanced at my fancy hatband,
but he figured the fare—and I had enough for two coach tickets, one way. But when
I counted out the money and looked up, the clerk was staring at me.”
This shows how out of place modern elements are in the past, highlighting the nostalgic
yet challenging nature of his escape.