Pleat alg CBSE New Pattern English Core Coverage of MCQs in all the Sections; Reading Comprehension, Writing Skills and Literature RB dele d(e es -) ole} Including Chapterwise As per CBSE Circular Acad - 51/2021, 05 July 2021 & Acad - 53/2021, 22 July 2021...tha cou) English Core Class 12 (Term I) Coverage of MCQs in all the Sections; Reading Comprehension, Creative Writing Skills and Literature Author Srishti Agarwal ‘ihant ARIHANT PRAKASHAN (School Division Series)3\xarihant ARIHANT PRAKASHAN (Schoo! Division Series) ‘Publisher [No part of this publication may be reproduced, stored ina retrieval system or by any means, electronic, mechanical, photocopying, recording, canning, web or otherwise without the written permission ofthe publisher. Arinant has obtained ll the information inthis book from the sources believed to be reliable and true. However, Arhantorits editors or author or lvstrators dont take any responsibilty forthe absolute accuracy of any information published and the damage orloss suffered thereupon All disputes subject to Meerut (UP) jurisdiction only. Administrative & Production Offices Regd.oftice ‘Ramchhaya' 4577/15, Agarwal Road, Darye Gar), New Delhi-110002 Tele:011- 47630600, 43518550 % HeadOffice lind TP Nagar, Meerut (UP) -250002, Tel 0121-7155203, 7156204 \§ Sales & Support Offices ‘ara, Abmedabel Benga, relly, Chennsk Oe, Guwahat yderama, Jaipur Jhansi Kolkata, Lucknow. Nagpur & Pune ISBN: 978-93-25793.279 PO No : TXT 3200000090 Published by thant Publicatons Onda) i Forfuthe information about the books published by Ahan le onto \wavarnantbooks.com o¢¢ mal at infozaihantbooks. com Fotiow uson @ TE] EDContents SECTIONA READING COMPREHENSION © Unseen Passage (factual, descriptive or literary/discursive or persuasive) = Case Based Unseen (factual) Passage SECTION B CREATIVE WRITING SKILLS Short Writing Task 1. Notice Writing 2. Classified Advertisements Long Writing Task 3. Letter to an Editor 4, Article Wr SECTION C LITERATURE Flamingo (Prose) 1. The Last Lesson 2. Lost Spring 3, Deep Water Flamingo (Poetry) 1. My Mother at Sixty-Six 2. An Elementary Schoo! Classroom in a Slum 3. Keeping Quiet Vistas (Supplementary) 1. The Third Level 2. The Enemy Practice Papers (1-3) 3-50 4-26 27-50 53-74 53-58 59-61 62-68 69-74 77-132 77-84 85-92 93-99 100-104 105-112 113-119 120-125 126-132 135-168Syllabus SECTIONA 14 Marks READING COMPREHENSION (Two Passages) * Unseen Passage (factual, descriptive or literary/discursive or persuasive) Case Based Unseen (factual) Passage SECTIONB 8 Marks CREATIVE WRITING SKILLS Short WritingTask (3 Marks) LongWritingTask(One) (5 Marks) * Notice Writing ® Letter to an Editor (giving suggestions «© Classified Advertisements ‘or opinion on issues of public interest © Article Writing SECTION C LITERATURE (11 Marks Flamingo, 7 Marks Vistas) Literary-prose/poetry extracts. Book Flamingo (Poetry) (seen-texts) to assess © My Mother at Sixty-Six comprehension and appreciation, i : * An Elementary School Classroom analysis, inference, extrapolation ina slum Question Based on Texts * Keeping Quiet to assess comprehension and Book Vistas (Supplementary) appreciation, analysis, inference, © The Third Level extrapolation + The Enemy Book Flamingo (Prose) + The Last Lesson © Lost Spring * Deep WaterCBSE Circular Acad - 51/2021, 05 July 2021 PES co Ld ES aatt arate frat ate far sae, rer rene tee er Fare TO) CENTRAL BOARD OF SECONDARY EDUCATION ‘Unnutoamoue pean nate net even Govt fn Vy CBSEIDIR (ACAD)2021 Date: July 05, 2021 All the Heads of Schools affiliated to CBSE ‘Subject: Special Scheme of Assessment for Board Examination Classes X and Xil for the Session 2021-22 COVID 19 pandemic caused aimost all CBSE schools to function in a virtual mode for most part of the academic session of 2020-21. Due to the extreme tisk associated with the conduct of Board examinations during the sacond wave in Apri 2021, CBSE had to cancel both its class X and XII Board examinations of the year 2021 ‘and results are to be declared on the basis ofa credible, reliebe, flexible and valid alternative assessment policy. This, in turn, also necessitated doliberalions ‘over alternative ways to look at the leaming objectives as well as the conduct of the Board Examinations for the academic session 2021-22 in case the situation remains unfeasibe. (CBSE has also hold stake holder consultations with Government schools as wall as privato independent schoo's from across the country especialy schools from tho ‘emote rurel areas. and a majority of them have requested for the rationalization of ‘ho syllabus, similar to last yaar in view of reduced time permitted for organizing ‘online classes. The Board has also considered the concerns regarding differential avalabiliy of electronic gadgets, connectivly and effectivanass of online teaching ‘and other socio-economic issues specially with respect to students trom ‘economically weaker section and these residing in far flung araas of the country. In 2 survey conductad by CBSE, it was revealed that the rationalized syllabus notified for the session 2020-21 was affective for schools in covering the syflabus and helped learners in achieving learning objectives in a less stressful manner. In the above backdrop and in line with the Boaru’s continued focus on assessing stipulated fearing cutcomes by making the examinations competencies and core concepts based, student-centric, transparent, technology-driven, and having advance provision of altematives for different future scenarios, the following ‘schemes are introduced for the Academic Session for Class X and Class Xil 2021-22,ata meat fre até (Ran fare, wre rare at eaary HT) a CENTRAL BOARD OF SECONDARY EDUCATION 2. Special Scheme for 2024-22 ‘A. Academic session to be divided into 2 Terms with approximately 50% ‘syllabus in each term: The syllabus for the Academic session 2021-22 will be divided into 2 torms by following a systematic approach by looking into the interconnectvity of concepts and topics by the Subject Experts and the Board will conduct ‘examinations at the end of each term on the basis of the bifurcated syllabus, This is done to increase the probability of having @ Board conducted classes X and Xil examinations al the ond of the academic session B. The syllabus for the Board examination 2021-22 will be rationalized similar to that of the last academic session to be notified in July 2021, For academic transactions, however, schools will follow the curriculum and syllabus released by the Board vide Circular no. F.1001/CBSE- ‘Acad/Curiculuv2021 dated 31 March 2021. Schools will also use altemvative academic calendar and inputs from the NCERT on transacting the ‘curriculum, . Efforts will be made to make Internal Assessment/ Practical! Project ‘work more credible and valid as per the guidelines and Moderation Policy to be announced by the Board to ensure fair distribution of marks 3. Details of Curriculum Transaction ‘+ Schools will continue teaching in distance made til the authorities permit in- pperson mode of teaching in schools. + Classes DX: Internal Assessment (throughout the year-irespective of Term | and tI) would include the 3 periodic tests, student enrichment, portfolio, and practical work/ speaking listening activilies/ project. + Classes XI-Xil: Internal Assessment (throughout the year-iespeciive of ‘Term | and Il) would include end of topic or unit tests! exploratory activities! practicals/ projects. = Schools would crests @ student profile for all assessment undertaken over the year and retain the evidences in digital format. ‘+ CBSE will facilitate schools to upload marks of Intomal Assessment on the (CBSE IT platform, ‘+ Guidelines for Internal Assessment forall subjects will also be released along with the rationalized term wise divided syjlabus for the session 2021-22.The Board would also provide additional resources lke sample assessments, ‘question banks, teacher training etc. for more reliable and valid internal assossmonts.ola areata rer até fava sree, wer eee sre ee eae TE) CENTRAL BOARD OF SECONDARY EDUCATION (ndvenomessOnantton der reryet Erato Gor tn ‘+ Al the end of the first term, the Board will organize Term | Examination in 4 flexible schedule to be conducted between November-December 2021 with a ‘window period of 4-8 waeks for schools situated in different parts of country and abroad. Dates for conduct of examinations will be notified subsequently = The Question Paper will have Multiple Choice Questions (MCQ) including case-based MCQs and MCQs on assertion-reasoning type. Duration of test will be 90 minutes and it wil cover only the rationalized syllabus of Term | only (.9. approx. 50% of the entire syllabus). ‘© Question Papers will be sent by the CBSE to schools along with marking scheme. ‘© The exams will be conducted under the supervision of the External Center Superintendents and Observers appointed by CBSE, ‘© The responses of students will be captured on OMR sheets which, after scanning may be directly uploaded at CBSE portal or altematively may be evaluated and marks obtained will be uploaded by the school on the very same day. The final direction in this regard will be conveyed to schools by the Examination Unit of the Board ‘© Marks of the Term | Examination will contribute to the final overall score of students. tenn Ebarcinall é , ‘= Al the end of the second term, the Board would organize Term Il or Year~ end Examination based on the rationalized sylabus of Tern Il only (ie. approximately 50% of the entire syllabus) ‘+ This examination would be held around March-April 2022 at the examination centres fixed by the Board, ‘= The paper will be of 2 hours duration and have questions of different formats (case-based/ situation based, open ended- short answer! long answer type). ‘+ In-case the situation is not conducive for normal descriptive examination a 90 minute MCQ based exam will be conducted at the end of the Term I! also. ‘= Marks of the Term I Examination would contribute to the final overall score,a@ata create fren até (Brean sara, area ares ope er eae wT) CENTRAL BOARD OF SECONDARY EDUCATION (aun Crganeaton ger Mayet Eien, Gav. tn) Assessment / Examination as per different situations A {In case the situation of the pandemic improves and students are able to ‘come to schools or centres for taking the exams, Board would conduct Term I and Term I examinations at schools/centres {and the theory marks willbe distributed equally between the two exams, |. In case the situation of the pandemic forces complete closure of ‘schools during November-December 2021, but Term Il exams are held at schools or centres. Term | MCQ based examination would be done by students online/offine from home - in this case, the weightage of this exam for the final score would bbe reduced, and weightage of Term II exams will be increased for dectaration of final result . In case the situation of the pandemic forces complete closure of schools during March-April 2022, but Term | exams are held at schools or centres. Results would be based on the performance of students on Term | MCQ. based examination and internal assessments. The weightage of marks of ‘Term | examination conducted by the Board will be increased to provide year fend results of candidates. 1. In case the situation of the pandemic forces complete closure of ‘schools and Board conducted Term | and ll exams a candidates from home in the session 2021-22. Results would be computed on the basis of the Intemal AssessmentPractical/Project Work and Theory marks of Term-I and Il exams taken by the candidate from home in Class X/ XIl subject to the moderation or other measures to ensure validity and reliablity of the assessment, taken by the In all the above cases, data analysis of marks of students will be undertaken to ensure the inteority of internal assessments and home based exams. Director (Academics)Section A Reading ComprehensionReading Comprehension Comprehension involves a thorough understanding of the given passage consisting of one or more paragraphs. It is meant to test the understanding power and intellectual skill of a stuclent. In class XIIth Term I examination, Two passages carrying a total of 14 marks will be asked from Reading Section, First passage (Factual, Descriptive or Literary / Discursive or Persuasive) carries multiple choice questions of 8 marks and second passage (Case Based Unseen Factual) carries multiple choice questions of 6 marks. Types of Passages ‘Type of Passage Examples sonra al where passages Factual passage * Avetoffacis = Instructions + Newspapers and magazines x + Report * Description «= Brochures + Refereace books + Encyclopedias Discursive passage © Opinions = Persuasive text ‘Newspapers and magazines <= Atgumentatve text = Interpretative text» Reference books Titrary paw =) Fxtract from fiction, * Novels + Short stories a pee drama, essay » Dramas = Biographies biography, + Other literary books Case based Factual Passage with visual and verbal inputs of —* Newspaper reports Passage + Statistical data * Charts + Graphs * Magazines, + Reference books Points to be Kept in Mind + Read the passage carefully and thoroughly to understand its contents. Underline the main ideas and instances, examples and arguments supporting them, + Underline the words you don’t understand and try to guess their meaning from the context. Check the vocabulary related questions and try to find the answers from the context. + In Multipie Choice Questions, analyse the questions and options carefully before selecting the correct ‘option because some of the four options are closely related. * Quickly go through the subject matter questions and mark the parts of the passage you feel are the answers to the questions, Make sure you have understood the questions, © Read the passage again to counter check your answers. WWW.JEEBOOKS.INMultiple Choice Questions on Factual, Discursive & Literary Passages Read the passages given below carefully and answer any eight questions from the nine that follow by choosing the most appropriate option. Passage 1 Many of us believe that ‘small’ means ‘insignificant’. We believe that small actions and choices do not have much impact on our lives. We think that itis only the big things, the big actions and the big decisions that really count. But when you look at the lives of all great people, you will see that they built their character through small decisions, small choices and small actions that they performed every day. They transformed their lives through step-by-step or day-by-day approach. They nurtured and nourished their good habits and chipped away their bad habits, one by one. It was their small day-to-day decisions that added up to make tremendous difference in the long run. Indeed, in matters of personal growth and character building, there is no such thing as an overnight success. Growth always occurs through a sequential series of stages. There is an organic process to growth, When we look at children growing up, we ean see this process at work: the child first learns to crawl, then to stand and walk and then finally to run. ‘The same is true in the natural world. The soil must first be tilled and then the seed must be sown. Next, it must be nurtured with enough water and sunlight and only then will it grow into trees laden with ripe fruits. Gandhi understood this organie process and used this universal law of nature to his benefit. Gandhi grew in small ways, in his day-to-day affairs. He did not wake up one day and find himself to be the ‘Mahatma’. In faet, there was nothing much in his early life that showed signs of greatness. But from his mid-twenties onwards, he deliberately and consistently attempted to change himself, reform himself and grow in some small way every day. Day by day, hour by hour, he risked failure, experimented and learnt from mistakes, In small as well as large situations, he took up the responsibility rather than avoiding it. People have always marvelled at the effortless way in which Gandhi could accomplish the most difficult tasks. He displayed a great deal of self-mastery and discipline which was amazing. These things did not come easily to him, Years of practice and disciplined training ‘went into making his success possible. Very few saw his struggles, fears, doubts and anxieties, or his inner efforts to overcome them. They only saw the victory, but not the struggle. ‘This is a common factor in the lives of all great people: they exercise their freedoms and choices in small ways that make great impact on their lives and their environment. Bach of their small decisions and actions, add up to have a profound impact in the long run. By understanding this principle, we can move forward, with confidence, in the direction of our dreams. Often when our ‘ideal goal’ looks too far from us, we become easily discouraged, disheartened and pessimistic. However, when we choose fo grow in small ways, by taking small steps one at a time, our achievement becomes easy. WWW.JEEBOOKS.INCBSE New Pattern ~ English Core Class 12th (Term 1) 05 Questions (i) Through the passage, the author had intended to state that (2) big things, big actions and big decisions make a person greet. (b) small actions and decisions are important inone’s fe (c) overnight success is possible forall of us. (d) personal changes are not important. (ii) “You will see that they built their character through” Pick the option in which the meaning of ‘character’ is NOT the same as it is in the passage. (2) Education has for its object the formation of character. (b) If take care of my character, my reputation wil take care of tse. (c) Jason's character is @ combination of wit and kindness, (d) Greeley says he's a genuinely reformed character. (iii) Based on your understanding of the passage, choose the option that lists the correct sequence of the information. 1. We can move forward, with confidence, in the direction of onr dreams after understanding that small actions are important. 2. Years of practice and disciplined training wentinto making his success possible: 3. Gandhi grew in small ways, in his day-to-day affairs. 4. The soil must first be tilled and then the seed must be sown, 5. In matters of personal growth and character building, there is no such thing as an overnight success. (a) 123.45 (b) 4,2,1.3,5 (o) 5512.4 (6) 5.4,3,2,1 (iv) What according to the author is the ‘universal law of nature’? (a) Things take time to grow (6) Evolution (c} Success (4) Freedom (v) Which of the following graphs correctly shows the process of transformation presented in the passage. Soros 1 100% Sores t mh | Year” Year?” Yeas” Year @ ‘Satios 1 Saree abee eG ‘Your Your Yours” Your? o se sox oon ny Smt or i O* Year” Yaaro” Year” Woard @ = JWW.JEEBOOKS.IN06 CBSE New Pattern ~ English Core Class 12th (Term 1) [ec] The values that qurtured it were hierarchical, not papular: the authority on which it relied was sacral, not secular. [a] He has nurtured close relationships with presidents of both parties, (viii) Which of the following statements is true in the context of Gandhi? (a) Gandhi became great overnight. {b) Gandhi showed signs of geeatnessin @ childhood itset. (c) Every day Gandhi inadetforts to change himself in some'small way. (d) Gandhi never made mistakes. (vi) What does the writer mean by saying ‘chipped away at their bad habits’? (2) Steacily gave up bad habits (0) Slowly produced had habits, (ix) Pick the option that correctly lists the (c) Gradvaly criticized ba habits ways in which one must initiate small (4) Did not ike bad habits chalihesg (vii) Pick the option showing the 1 Déliberately 2. Consistently CORRECT use of the word ‘nurtured’. 3.Responsibly 4. Repeatedly (2) Winifred ambitions nurtured for her daughter to be a surgeon (b) Was it a beneficent spell nurtured by/our ancestors’ good, obviously very good, karma? Grudgingly 6, Angrily la) 4.5.6 (b)L2,5 (cl 234 (454.5 Passage 2 Academies has always been an essential part of human development. It prepares us to survive in the ontside world and establish an identity of our own. However, is an individual's development restricted to merely academics? In India, from an early age, we have been taught that education is limited to the boundaries of academics only; the idea of getting out into the field, for gaining practical experience, is always considered a hoax. This has hindered students’ development. However, the truth is that education represents a considerably broader field than we know of it. Our teaching, from the basics, has been focused on getting good grades and job offers, rather than being creative and unique In the 2Ist century, the pure academic type of education is slowly paving way for a whole new type. The paradigm shift in the whole education system is evident. Peaple have now come to understand that education is a 360 degree activity that should focus on a students’ overall development, rather than restricting him/her to the classroom. Co-curricular activities that takes place outside the classroom but reinforce or supplement classroom curriculum, in some way, have become a point of focus today. These activities help in the growth of the child, in more than one way. Participating in such activities helps youngsters grow mentally, socially, and individually. Intellect of a student is developed in the classroom, but for the aesthetic development, of team-building, character-building, and physical growth, students must step out into the outside world. For instance, ifa student is a part of school football team, he/she will learn team-work and coordination, in a practical manner, which cannot be taught in the class. WWW. JEEBOOKS.INCBSE New Pattern ~ English Core Class 12th (Term 1) 07 Similarly, in colleges and institutions, there is a need for practical exposure so that the students can experience the actual working of an industry. For example, taking a student to a manufacturing firm will give him/her the real insight and better learning of the industry. Catering to this change, most professional colleges including B-Schools have started providing practical exposure to students through regular guest lectures, industrial visits, conferences, seminars, cultural festivals, and so on. With industry visits, sindents are able to better their prospective areas of work in the overall organizational function. Moreover, they help enhance interpersonal skills and communication techniques. In addition, guest lectures are equally important for all-round development of students. It is a great way for students to gain maximum exposure, as guest speakers talk about their real-life experiences and not what is there in the text books. ‘Through such events, students are made to participate and coordinate different events wherein, they get to know how exactly things are managed. Classroom teaching provides the foundation, and co-curricular or extracurricular activities provide practical exposure and opportunities to implement what students learn in the classroom, This helps in developing the overall personality of the students, inculcating various soft skills in them, which otherwise are difficult to teach. Clearly, life beyond academics creates creative and empowered professionals. Questions (i) The anthor’s question *, is an individual's development restricted to merely academics?’ is intended to (2) point cut the discrepancies in the education system, (b) point cut the shift in the system of education. (6) point out the gapein the new system of education, (d) show how the new systemis holistic. “considered a hoax” Pick the option in which the meaning of hoax’ is NOT the same as it is in the passage. (0) It wagallan accident, ahoax he had perpetrated on himself (b) The number of hoax calls in the county has risen by twenty three percent over the past five years. (cl Detectives are investigating a hoax call whieh led to the evacuation of an affice block (a) He was threatened with jal if evidence of hoax was discovered, (ii) Based on your understanding of the passage, choose the option that lists the correct sequence of the information. 1. Experience of the actual working of an industry 2. Participation and coordination of different events 3. industry visits 4. guest lectures fa) 14.3.2 (eo) 13.4.2 () 1.23.4 (d) 32,14 (iv) The author of the passage states that education represents a considerably broader field than we know of it. The broader field is recognized as (a) Theoretical {b) Practical (c) Creative (d) Observational (¥) Which option represents the new system of education? Education { Theory [Practical08 CBSE New Pattern ~ English Core Class 12th (Term 1) Eaucation (vil) Pick the option showing the correct use of the word ‘paradigm’, ara (0) The mere existence of unsolved puzzles Bereta within a paradigm does not constitute a crisis. (b) He had become the paradigm of the o successful man. [ican J] (©) They saw init 3 narrative patadigm Ese which offered the possiblity of ‘meaning in their individual experience toall men, | 5 eon {a) Toillutrate the paracighreferencels made ton alesholedueation course developed for offenders in trouble through drink (viii) Classroom teaching provides (c) prietioat exposure. (6) opportunities to implement what is learnt inelassroom (c) chance to learn soft skills. (gd) the foundation. (bX) Which of the following is an iB appropriate title of the passage? (vi) The shift in the education system means (a) Academic ws co-curricular lessons (2) to restrict to classroom activities. (o) Shift of paradigm (b) to focus on academic development. (c) Life beyond education (c) to ignore S60 degree activity. (d) New system of education (G) to focus on holistic development. Passage 3 1. Human beings are in the process of dramatically reshaping the Earth’s ecosystems. As far back as the 19th century, some scientists have noted that the current era is defined mainly by the impact of human activity. Now, there is an emerging consensus among Earth scientists that we have indeed entered a new period of geological time, the Anthropocene epoch. 2. Scientists who study the history of the Earth usually divide the geological time according to major changes to the biology and climate of the Earth. For instance, the ancient Cambrian period, some 500 million years ago, is distinguished by a sudden explosion in the diversity of life, including the emergence of the ancestors of many modern species. More recently the Pleistocene epoch, which ended about ten thousand years ago, is notable for the glaciers that swept over much of the Earth. The new Anthropocene epoch would be distinguished from all earlier times in Earth’s history by the dramatic impacts of human activity on the Earth. 3. Though Earth scientists debate exactly when the Anthropocene began, there is a clear consensus that human changes to the environment ar¢ real and extreme. For one, many life forms have become, and are becoming, extinct as a result of human activity. For this reason, some palaeontologists argue that the human impacts of the Anthropocene began at the end of the last Ice Age, around ten thousand years ago. WWW. JEEBOOKS.INCBSE New Pattern ~ English Core Class 12th (Term 1) 09 The fossil record indicates that around that time, many large animals, such as woolly mammoths and giant sloths, went extinct shortly after humans arrived in their ranges. ‘The pace of human-caused extinctions has only increased in the past several hundred years. The growth and spread of human populations, caused by advances in seafaring technology and agriculture, has led to overexploitation of fragile ecosystems, introduction of invasive species, and pollution, causing many extinctions. The International Union for the Conservation of Nature (TUCN), has found that, of species surveyed on its “Red List”, about a fifth of all mammals and reptiles and nearly a third of amphibians are in danger of extinction. . This ongoing rapid loss of species has been described as a mass extinction, as/severe as the event that wiped out the dinosaurs 65 million years ago. To some ecologists, this steep decline in biodiversity suggests that the Anthropocene epoch began in the 17th and 18th centuries, when the rate of extinction shot up dramatically. ). Human activity is also altering the climate as a whole. Since the Indusirial Revolution of the 18th and 19th centuries, hnmans have significantly altered the atmosphere by mining and burning fossil fuels such as coal, oil, and natural gas. Some by-products of the use of these fuels, such as carbon dioxide, are greenhouse gases that trap solar energy on Earth, To assess the impact of these greenhouse gases on the Earth, scientists have had to investigate the history of the Earth’s climate. Ice cores, samples of ice layers that have trapped atmospheric chemicals over time, have supplied scientists with millennia of year- by-year information about greenhouse gas concentrations and atmospheric temperature Evidence from ice cores clearly shows that the Industrial Revolution brought about a sudden jump in carbon dioxide in the atmosphere, along with an increase in temperatures. A scieniific consensus exists that this ongoing rise in temperatures has resulted in warming of the oceans, rising sea levels, and more frequent extreme weather events. Thus, some climatologists propose that the Anthropocene’s onset occurred with the Industrial Revolution and its effects on Earth’s atmosphere. |. Whenever the Anthropocene is judged to have begun, its impact is undeniable. Human activity has changed the face of the planet; the global ecosystem has been and is being, reshaped, the composition of the atmosphere has been altered, and even weather patterns are changing in response to human activity. The consequences of these changes will affect life on Earth for millions of years to come, leaving a mark of human setivity that may well outlive humanity itself. (ii) “there is a clear consensus.” Pick the (i) The main purpose of the passage is to option in which the meaning of consen- (a) respond to controversial claims made by sus isnot the same as itis in the passage. rival scientists, a) He was the first to break the consensus and (b) argue for potential solutions to the riticise the proposal problems posed by climate change. (b) The question of when the troops should (c) describe human impacts on the Earth's leave would be decided by consensus. environment. [c) Consensus politics places a high value on (d) account for recent changes in global existing political institutions, biodiversity. a) Failure to arrive ata consensus over ‘the issue raised the spectre of legal action. ( JEEBOOK10 CBSE New Pattern ~ English Core Class 12th (Term 1) (iii) Based on your understanding of the passage, choose the option that lists the correct sequence of the process that has Jead to the present times 1. Glaciers swept over the planet 2, Dramatic impact of human activity 3. Explosion of diversity of life 4. Extinction of woolly mammoths 5. Introduction of invasive species (a) 1.8.6,4.2 (b) 2.4,3.5.1 (0) 3,1,4,2,5 (G1 1.2.3,4.5 (iv) The author's tone of writing in this passage is that of (2) an uncertain scientist (0) aconcerned observer (c) ajaded scentic (6) adejectes deteatist (v) Which option represents the correct description of the Anthropocene epoch? ‘a ee oa - BS pe] 6 ° @ (vi) The purpose of the second paragraph is to (2)providla broad description of the Earths istry (b) compare the current geological epoch to the Cambrian period [c) describe the origins of the majority of the Earth's biodiversity {d} explain how scientists divide geological time. Based on the passage, the relationship between carbon dioxide and ice cores is that [a) carbon dioxide is extractedlfromibe cores to fuel industrial provesses. [b] carbon dioxide destroys ice cores, leading toaloss of a souree of information. [cl ice cores can be studied to track changes in ‘atmospheric carbon dioxide levets. [dl ice cores remove carbon dicxide from the atmosphere, reducingits effectson the climate, (viii) Pick the option showing the CORRECT use of the word ‘propose’. {a),qThe applicants propose a dual test in respect ofthe powers of compulsory 2equisition {b| He formally proposed ta his childhood friend [c) Itriedto propose atruce between my friends but they kept cutting me off while spoke. {d] Before a Branch can become official, i ‘must propose a constitution, and establish abankaccount. (ix) Pick the option that correctly states, what DOES NOT happen as a result of ‘human activity. [a) Emergence of invasive species {b) Creation of the Red List {c) Emergence of the modern species (a) Extreme wether events Passage 4 1. Environmental pollution refers to the introduction of harmful pollutants into the environment. The major types of environmental pollution are air pollution, water pollution, noise pollution, thermal pollution, soil pollution and light pollution, 2. Deforestation and hazardous gaseous emission also lead to environmental pollution. During the last 10 years, the world has witnessed severe rise in environmental pollution. We all live on planet Earth, which is the only planet known to have an environment, where air and water are two basic things that sustain life. WWW. JEEBOOKS.INCBSE New Pattern ~ English Core Class 12th (Term 1) 11 8. Without air and water the Earth would be like the other planets ~ no man, no animals, no plants. The biosphere in which living beings have their sustenance has oxygen, nitrogen, carbon dioxide, argon and water vapour. All these are well balanced to ensure and help a healthy growth of life in the animal world. This balance does not only help the life-cycles of animals and plants but it also creates the perennial sources of minerals and energies without which the human civilisation of to- could not be built. 4. The sources and causes of environmental pollution include the following: Industrial activities: The industries all over the world that brought prosperity and affluence, made inroads in the biosphere and disturbed the ecological balances. The pall of smoke, the swirling gases, industrial effluents and the fall-out of scientific experiments became constant health hazards, polluting and contaminating both air and water. The improper disposals of indusirial wastes are the sources of soil and water pollution. . Pollution by Vehicles : The smoke emitted by vehicles using petrol and diesel and the cooking coal also pollutes the environment. The multiplication of vehicles emitting black smoke that, being free and unfettered, spreads out and mixes with the air eve breathe. The harmful smoke of these vehicles causes air pollution. Further, the sounds produced by these vehicles causes noise pollution. Rapid urbanisation and industrialisation: ‘The urbanisation and the rapid growth of industrialisation are causing through environmental pollution the greatest harm to the plant life, which in turn harms the animal kingdom and human lives. Population overgrowth: Due to the increase in population, particularly in developing counties, there has been surge in demand for basic food, occupation and shelter. The world has witnessed massive deforestation to expand absorb the growing population and their demands, 6. There surely cannot be any radical solution, for the existing factories cannot be bodily lifted to a place far from the populated zone. However, the following attempts can be made to solve the problem of environmental pollution. The Government can atleast see that future factories are setup at a distant place, an industrial complex far away from the township. Researchers may find out how to avoid harmful smoke from running vehicles. Deforestation should be stopped and foresiry should be devolved. Discharge of factory wastes in rivers should be banned so as to make the river-water free from pollution. We can very well notice the abnormal behaviour of the seasons - the cycle developing clogs in its wheels; and the worried experts fear that the disturbed balance in the biosphere has assumed such serious proportion that very soon our world would be uninhabitable like Hiroshima of 1945. But it is heartening to find the entire world is aware of the menace. If we fail to restore the ecological balance right now, it would be too late tomorrow. uestions (ii) Pick the option in which the meaning of Questic ii) Pick the opti hich thy 1g of ti) Tie sofuseees ave became ‘Menace’ is not the same as itis in the passage. successful by (2) poor ecolosical balance (2) encroaching the environment (c) disposingwastes (d) doing scientific experiments [a] These weapons are a menace. |b) Aman who drives fast isa menace to other people. Shop owners are struggling to combat the menace of armed robbery. [dl The atmosphere was heavy with menace. ( JEEBOOK12 CBSE New Pattern ~ English Core Class 12th (Term 1) (iii) Based on your understanding of the passage, choose the option that lists the correct sequence of information provided in the passage. 1. The world has witnessed massive deforestation 2, Deforestation should be stopped and forestry should be devolved. 3. The world has witnessed severe rise in environmental pollution, 4. Without air and water the Earth would be like the other planets. (a) 1.2.3.4 (bh 2.3.4.1 (6) 6,38.1.2 (6) 3.4.21 (iv) Which option represents deforestation? @ © @) (v) The population overgrowth results an increase in (2) demand forbasic food, occupation and shelter (b) demand for basic food only [Ic] demand for shelter only [d) demand for new industries (vi) Deforestation can be controlled {a) by launching new industries {b) by cutting more and more trees {c) by purchasing new vehicies {d} by planting new plantsand bynet cutting wees (vii) Pick the option showing the CORRECT use of the word ‘disturbed’. [a) She was in a disturbed state of mind, {| Nothing disturbed the night. {c) Pigeons navigate less accurately when the earth isaisturied |d) A jightwind disturbed the pond. (viii) Pick the option that correctly states what DID NOT happen in the above passage. fa) Discharge of factory wastes in rivers should be banned (b} The harmful smoke of vehicles-causes air pollution. {c) Improper disposals of industrial wastes ‘re the sources of soll and water pollution. {4} Urbanisatianis the only factor causing harm to environment, ) Deforestation leads to [a] Healthy and safe environment Ib) Emission ofheslthy gases [c] More rains and improved water cycle |] Environmental pollution and ecolegical imbalance Passage 5 1. When you grow up in a place where it rains five months a year, wise elders help you to get acquainted with the rain early. They teach you that itis ignorant to think that itis the same rain falling every day. Oh no, the rain is always doing different things at different times. ‘There is rain that is gentle, and there is also rain that falls too hard and damages the crops. Hence, the prayer for the sweet rain that helps the crops to grow. 2. The monsoon in the Naga hills goes by the native name, khuthotei (which means the rice-growing season). It lasts from May to early or mid-October. The local residents firmly believe that Durga Puja in October announces the end of rain. After that, one might expect a couple of short winter showers, and the spring showers in March and April. WWW. JEEBOOKS.INCBSE New Pattern ~ English Core Class 12th (Term 1) 13 Finally, comes the “big rain” in May; proper rainstorms accompanied by heart-stopping lightning and ear-splitting thunder. I have stood out in storms looking at lightning are across dark skies, @light-and-sound show that can go on for hours. 3. This is the season when people use the word sezuo or suzu to refer to the week-long rains, when clothes don't dry and smell of mould, when fungus forms on the floor and when you can’t see the moon or the stars because of the rainclouds. But you learn not to complain. Rain, after all, is the farmer's friend and brings food to the table. Rituals and festivals centre around the agricultural rhythm of life, which is the occupation of about 70 percent of the population. 4. The wise learn to understand its ways. I grew up hearing my grandfather say, “It’s very windy this year, We'll get good rain.” If the windy season was short and weak, he worried there might not be enough rain for the crops. I learned the interconnectedness of the seasons from childhood, and marvelled at how the wind could bring rain. Another evening, many rainy seasons ago, my paternal aunt observed the new moon and worried, “Its legs are in the air, we're in for some heavy rain.” She was right. That week, a storm cut off power lines and brought down trees and bamboos. 5. Eskimos boast of having a hundred names for snow. Norwegians in the north can describe all kinds of snow by an equal amount of names: pudder, powder snow, wet snow, slaps, extra wet snow, tight snowiall, dry snow, and at least 95 more categories of snow. Likewise, in India we have names and names for rain. Some are common, some are passing into history. 6. The rains are also called after flowering plants and people believe that the blossoming of those plants draws out rain, Once the monsoons set in, field work is carried out in earnest and the work of uprooting and transplanting paddy in flooded terrace fields is done. The months of hard labour are June, July and August. In August, as the phrogu plant begins to bloom, a rain will fll. This August rain, also called phrogu, is a sign that the time for cultivation is over. Ifany new grain seeds are sown, they may not sprout; even if they do sprout, they are not likely to bear grain, The rain acts as a kind of farmer's almanac. 7. The urban popiilation of school-goers and office-goers naturally dislike the monsoon and its accompanying problems of landslides, muddy streets and periodic infections. For non-farmers, the month of September can be depressing, when the rainfall is incessant and the awareness persists that the monsoons will last out till October. One needs to have the heart of a farmer to remain grateful for the watery days, and be able to observe- from what seems to the inexperienced asa continuous downpour ~ the many kinds of rain. Some of the commonly known rain-weeks are named after the plants that alternately bloom. in August and September. The native belief is that the flowers draw out the rain. 8. Each rain period has a job to fulfil: October rain helps garlic bulbs to form, while kumunyo rain helps the rice bear grain. Without it, the ears of rice cannot form properly. End October is the most beautiful month in the Naga hills, as the fields turn gold and wild sunflowers bloom over the slopes, all heralding the harvest. Prayers go up for protecting WWW.JEEBOOKS.IN14 CBSE New Pattern ~ English Core Class 12th (Term 1) the fields from storms, and the rains to retreat because the grain needs to stand in the sun and ripen. The cycle nears completion a few weeks before the harvest, and the rain does retreat so thoroughly from the reaped furrows that the earth quickly turns hard. The months of rain become a distant memory until it starts all over again, Questions (i) The rains are called after flowering plants because (0) heavy rains kill plants, (b) flowers grow inthe rainy season. (c) itisbelieved that the plants bring the rain. (4) flowers grow allthe year round, )) Which option represents the correct scene in the Naga hills during the end of October? (ii) “.... some are passing into history.” Pick oe’ the option in which the meaning of ‘passing? is not the same as it isin the passage. (0 Th an eensd ul ule ws ner . 7 he funeral attendant was passing out (0 Iesvestoahot tiecoina esta (vi) People who live in cities don't like rain (c) Dust drifted down the road from a passing because , {a) it brings mud and sickness with it. (2) Allof the above [b} they are not bothered about the farmers. (ii) Based on your understanding of the {c) they dont like the plants that grow during ‘passage, choose the option that lists the the rain correct sequence of the rain on the {al going shopping becomes aitricut basis of month in which it starts to (vii) Pick the option showing the correet use when it ends. of the word ‘earnest’. E Jesnitty Epo staber {a} In ites earnest battle they only preva 3. May 4. August ‘who daily march onward and never say fail. 5. April Ib) It isin my earnest that you use this money (2) 3.24045 tocontinue you study of music. (0) saga (c) He was in deadly earnest. (0) 15.245 [a] Asan earnest of my good intentions I will oe work overtime this week (iv) The rain is like a calendar for farmers _(Witi) The narrator says that the people in the ‘becuse. ‘Naga hills have agricultural rhythm of () it tells thom when to sow and when to life. This means that harvest [a] they ere mostly farmers. (0) ittelis them the birthdays of their children, [b| theirrituals and festivals are influences by (c) each month has.a time for plantation, agriculture. (G) gifferent kinds of rain tell different things. [c] their lifestyle revolves around agriculture. |d) Allof the above WWW.JEECBSE New Pattern ~ English Core Class 12th (Term 1) 15 (ix) Pick the option that correctly lists the 4. Disillusioning feclings of the writer with reference to Awe rain in Naga hills. 6. Amusing 1. Satisfying 2. Nostalgic (9) 1.28 (6) 3.48 3. Enlightening (c) 1.23 (1) 4.56 Passage 6 |. Against the backdrop of a severe skills shoriage in the country and millions of youth unemployed or unemployable, India’s Technical and Vocational Education and Training (TVET) system can do with some rework. An estimated 3.5 lakh engineers and 2.5 million university graduates come out of the higher education system each year, with an estimated 5 million graduates out of work at any given point. Moreover, A FICCI-Ernst & Young report (2012) on skill development had forecast 50 to 70 million new jobs up to 2017-18, of which 75%-20% would require some form of TVET education. . Universal enrolment rate in India at the primary level (class I:V) is on par with developed countries, with around 100% enrolment in class LV in 2014-15. However, afier class VI, things change. In higher education, India’s enrolment rate stands at 23%, as against about 87% in the US, 57% in the UK and 39% in China. Dropout rate from formal education peaks at the secondary level (class IX-X) at 17%, as compared to 4% in elementary school (class EVIM1) and 2% in upper secondary school (class XT-XTI}. Thus, itis quite disturbing if years of schooling and education are unable to produce work-ready youth. . Vocational training in India is split into two forms - formal and non-formal. The former is a structured training programme leading to qualifications recognised by public and private sector employers. Much of the formal skills training is imparted through Industrial Training Institutes (TTIs) and Industrial Training Centres (ITCs) under the Ministry of Labour and Employment. Non-formal vocational training, on the other hand, follows no standard curriculum, assessment or qualification. It is completely outside the ambit of the education system, . To participate in vocational training, a young person must have completed 8-10 years in education. Moreover, most apprenticeship posts in Indian industry and PSUs ask for minimum eight years of education plus one to three years of formal vocational training from an ITI or ITC. However, as the dropout rate from formal education in India peaks at the secondary level (class IX-X), youth who have got to this stage and are disenfranchised from the traditional schooling route with zero exposure to vocational education are left out, in the cold. Increasing enrolment in lower secondary education by providing clear alternative pathways for school to work transition is an urgent need to tackle the issue of drop-outs and must form an integral part of the country’s educational policies. . A way aronnd would be to lower the entry point to vocational training for youth who have not completed secondary education, and offer more courses with lower levels of educational attainment. For instance, in Germany, after four years of elementary school, students have a choice within the three-tier school system; (a) general education leading to a university degree; (b) a middle school curriculum leading to certification in broad based education and vocational preparation qualifications; or ( JEEBOOK16 CBSE New Pattern ~ English Core Class 12th (Term 1) (©) secondary school, which is a customised educational programme for students with. practical skills or interests which introduces real-world working, 6, Vocationalisation of Secondary and Higher Secondary Education is a centrally sponsored scheme to implement vocational education in government secondary and higher secondary schools. The scheme aims to {a) enhance employability of youth through competency based modular vocational courses; (b) maintain their competitiveness through provisions of multi-entry multi-exit learning opportunities and vertical mobility; (c) fill the gap between the educated and the employable; nd (d) decrease pressure on academic higher education. In May 2018, the ministry of HRD launched a new scheme called Samagra Shiksha Abhiyan (Holistic Education for Holistic Development) where vocationalisation of education will be one of its key features from pre-school to class 12. Another route is the UGC’s Bachelor of Vocational (BVac) degrees with multiple entry-exit points such as Diplomas & Advanced Diplomas under the NSQF framework. In 2015-16, universities and colleges numbering 162 were approved under the scheme. |. In conclusion, notwithstanding several schemes and initiatives to strengthen the presence of TVET in mainstream education, the absence of clear data and a somewhat inted implemeniation make it difficult to gauge their impact. Where weaknesses have been found, a unified effort required to simplify the process s. A robust vetting and monitoring system for VET in India is crucial. Given the severe skill crunch and high youth unemployment facing the country, the value of vocational education in m: stream education becomes indisputable and should become a matter of national priority. Questions (i) The two forms of vacational training are (2) training in Tis antes (b) non-formal and formal (c) recognised ty public and private sector employers (6) None the above {ii) Pick the option in which the meaning of ‘transition’ is not the same as it is in the passage. (2) The heaith-care system ie in transition at che moment (b) Adotescence is the period of transition between childhood and adultneod. (c) inevitaby the transition wil yiels some sticky moments (¢) Theyall supporta peacetultransition. (iii) Based on your understanding of the passage, choose the option that lists the correct sequence of information provided in the passage. L.In Germany, afler four years of elementary school, students have a choice of three-tier system. 2. The value of vocational education becomes indisputable. 3. In 2018, Samagra Shiksha Abhiyan was launched. 4. Formal skills training is imparted through Indusirial Training Institutes. (a) 2.3,4 {b} 2.3.4.1 (o) 4.13,2 (d} 3.4.2.1 ( JEEBOOKCBSE New Pattern ~ English Core Class 12th (Term 1) 17 (iv) Most apprenticeships in the Indian indu- siry and PSUs require a minimum of (2) eight years of schooling and one year of vocational training (b) cight years of schooling and three years of vocational training (6) ten years of schooling and three years of vocational training (d) None of the above (v) What is urgently needed to tackle the issue of drop-outs in schools? (2) Providing clear alternative pathways for school (0) Guiding students propery. (c) Maintaining school infrastructure. (4) Allof the above (vi) The aims of the Vocationalisation of Secondary and Higher Secondary Education scheme includes (2) filling the gap between the educated and the employable (6) enhancing employability of youth (c) maintaining their competitiveness (4) Allof tne above (vii) Pick the option showing the correct use of the word ‘Cold? as used in the passage. {a) A cola breeze was biowing hard {b} His manner was cold and unwelcoming, {ec} She soon conditioned the children to the cold weather. {d} She splashed ner face with abl water. (viii) A key feature of Samagta Shiksha “Abhiyan is la) holistic education for holistic development {b) multiple entry-exit paints [c) vocationatisation of education from pre-school class 12 (a) None of the abave (ix] Pick the option that correctly states what did not happen in the above passage. la) There isa need to strengthen the presence ‘of TVET in mainstream education. {b} Voeationalisation will equip a young person with some skil [c) Vocational education fills the gap between the educated and the empioyable. (a) Vocational education increases pressure on ‘academic higher education, Passage 7 1. Once an organ donor’s family gives its consent and the organs are matched to a recipient, medical prolessionals are faced with the onerous challenge of transporting organs while ensuring that the harvested organ reaches its destination in the shortest possible time. This is done in order to preserve the harvested organs and involves the police and especially the traffic police department. 2. The traditional method of transporting organs by road is referred to as a ‘green corridor’. This process entails police escorting an ambulance, so as to move around traffic—usually a speciic traffic lane is chosen and all signals on the route stay green to ensure it to reach its destination in the shortest possible time. A ‘green corridor’ is a route cleared and cordoned off by the traffic police to ensure the smooth and steady transportation of harvested organs, (on most occasions, to those awaiting a life-saving transplant. Organs tend to have a very shost preservation time, such as the heart, which has to be harvested and transplanted within four hours or the lungs, which can be preserved for only six hours once they are harvested. 8. The first green corridor in India was ereated by the Chennai Traffic Police in September, 2008 when they accomplished their task of enabling an ambulance to reach its destination within 11 minutes during peak hour traffic. That organ saved a nine year old git! whose life depended on the transplant. WWW. JEEBOOKS.IN18 CBSE New Pattern ~ English Core Class 12th (Term 1) 4. Similarly, such green corridors have been created by Traffic Police of various cities such as Pune, Mumbai, Delhi NCR, etc. Personnels are stationed at selected points to divert, control and clear the traffic giving way to the ambulance. Apart from this, a motorcade of police vehicles accompanies the ambulance ensuring that it does not face any problems. Delhi Traffic Police provided a green corridor from IGI Airport to the Institute of Liver and Biliary Sciences in Vasant Kunj for transportation of a liver. The distance of 1d kms was covered in 11 minutes. Experts point out the lack of « robust system to transport organs to super-speciality hospitals in least possible time. The National Organ and Tissue Transplant Organisation (NOTTO), the couniry’s apex organ donation agency, is now framing a proposal to airlift cadaver organs and will send a report to the Union Health Ministry. “Cadaver organs have a short life and so transplant should be done within a few golden hours.” Director (NOTTO) expressed. “Therefore, we are preparing a proposal for airlifting organs at any given moment. 6, Most States do not have enough well-trained experts to retrieve or perform transplant procedures. Also, there is an acute shortage of advanced healtheare facilities to carry out a transplant. So, it is referred to other big centres in Metropolitan cities. Organs retrieved from Aurangabad, Indore, Surat, Pune are sent to Mumbai/as these cities do not have super-speciality healthcare centres, informed officials. 7. “In India, about fifty thousand to one lakh patients are suffering from acute heart failure and need heart transplant at any point of time. In a private set up, a heart transplant costs % 15-20 lakhs, which is followed up by post-operative medication of about? 30, 000 per month lifelong.” (All india 2020) Questions 5. Stationing of personnels (j) “clear the traffic.....”Pick the option in (a) 135.24 (0) 143.25 which the meaning of ‘clear’ is the same |o} 13.452 (0) 13.4.2 as it is in the passage. (a) Ashe said these words, his tones, so clear and reverent, uecame mystica (ii) The weiter says that cadaver organs have avery short life. By cadaver he means oral beret la) ertticial (b) diseased (0) Rein comessfter Sunshine, and after @ dark (0) preserved (d) corpeed cloud, aclearsky. (iv) Which option represents the correct (c) The clearand ively ilustrations are in full image of the green corridor? colour. (c) Mayl clear the plates off the table? (ii) Based on your understanding of the passage, choose the option that lists the correct sequence of the process. 1. Harvesting the organ 2. Clearing and diverting traffic 3. Airlifting, if required 4. Allocating police vehicles with the ambulance:CBSE New Pattern ~ English Core Class 12th (Term 1) 19 (v) The organisation which is framing 4 proposal to airlift cadaver organs is (2) Union Health Ministry. (6) Regional Organ and Tissue Transplant Organisation. (c} National Organ and Tissue Transplant Organisation. (4) State Organ and Tissue Transplant Organisation. (vi) The onerous task that the author is talking about in para 1 is (2) finding organ donors. (2) The entire region has been cordoned off by civi-defense workers, making Kalapana a brand-new wasteland. (b) Mr. Froebel counseled that yaung children should play innnature, cordoned off from construction sites (c) Allover town, bridges were closed and ferry service interrupted resulting indowntown streets cordoning, (d) Allof the above (viii) Most of the people do not go for heart transplant as (2) itis very risky. (b) itis very paints, (6) finding doctors capable of performing (c) it may cause death of the recipient. transplants (a) the e08t is prohibitive. (6) tocarrythe harvested organinthe shortest (ix) Which of the following is NOT a pro- possible time. ‘ 2 (a) to-arrange the requisite facilities for the blem faced in transplant procedures? transplant (}, Lack of trained professionals (6) Expensive treatment {c) Less time of organ transpiantation (3) Shortage of transplant centres (vii) Pick the option showing the CORRECT use of the ward ‘cordoned’ Passage 8 1. Just the other day, I came across a “Missing Person’ advertisement. Usually these ‘advertisements carry the photographs of missing foreign maids and I seldom pay any attention to them. This one, however, was different. I knew the girl in the photo. She used. to attend the same Sunday School (we call i Children’s Church these days) us my son. She is only 14. I was concemed and troubled. My heart went out to her parents and I remarked so to my husband, 2, My 8-year-old daughter was sprawled in the room and overhead our conversation. Her remark, “Why would someone want to run away in December? What would happen to all her Christmas presents?” An innocent comment that brought relief to my tense emotions, 3. Where has the innocence of youth gone? Tina (not her real name) started running away from home when she was eleven. Tremember the first time I saw her. A frail, sweet-looking girl that looked far older than eleven. She dressed in a mature fashion, unlike the way other girls her age were dressed. Otherwise she was quiet, at least in my presence. Occasionally though, I would overhear fragments of conversation between her parents. I detected dissatisfaction and discontent. I put that down to the fatal combination of pre-pubescent temperament and perhaps the pampering of doting parents. Whatever the case, she did not look like a little girl 4, It is tempting to theorise why Tina turned out the way she did. More likely than not, her parents or family background would be blamed. Yet, as far as I know, Tina comes from a normal family. The mother is a homemaker and they are financially comfortable. She is the second child and attends a fairly reputable school. WWW. JEEBOOKS.IN20 CBSE New Pattern ~ English Core Class 12th (Term 1) 6. 10, Her parents say that she became uncontrollable after she associated with some members of a girl gang. Prior to that, they had been more concerned about the eldest child. Apparently, Tina was the child who gave no trouble. I do not wish to comment on parenting techniques, since I am certainly no expert and [am not fully apprised of the situation. I would, however, like to appeal to all teenagers who are reading this. Before deciding to do anything that is forbidden, stop to think why you are not allowed to do it. Are adulis such spoilsports that they would do anything to stop you from having fun? And if the consequences are heavy, are you able to bear them? T was a teacher to teenagers for many years. My students respected me not because of my academic qualifications. It was also certainly not because of my size, since most of them towered over me. They respected me because | treated them like adults, but only when they behaved in a mature fashion. T attempted to teach them to act and think responsibly; 1 did not just make grown-up demands. Grown-up privileges do not come free; they come with responsibilities. Teens, what you must realise is that, at your age, you find it hardest to say ‘no’ {o temptations. That is why there are so many restrictions to your freedom. Also, do not seek counsel with someone of your own age group. What can that fellow classmate teach you that you do not already know, Make friends with a responsible adult and consult him or her. Seek a future, not momentary pleasure. At Sunday School the other day, I was recounting the history of Albania and told the seven-eleven year olds how, at one point, one in three children were starving. One child asked a brilliant question, “Why didn’t the people run away to a different country?” Our youths are often like that — innocent in thought but mature in demands. They think that even if they were to make the wrong choice, they can simply run away and start all over again. Unfortu- nately, there are only so many chances. There might come a point in time when there is no more turning back. Teenagers tend to be sullen and unresponsive. They view approaches from adults with much suspicion. It is simply inconceivable to them that adults were once teenagers too. In this, adults are to be blamed. We often forgot that we too fumbled and we too were upset with our elders. When considering teenagers, we often are guilty of refusing to allow them to learn via experience, imposing on then proven paths that we think would lead to success. No child has ever learnt how to walk without falling; in the same way, no teenagers will learn without being given some level of freedom to formulate their own thoughts and shape their emotions. Adult supervision is essential, but they must be allowed to experiment within reasonable limits. How then shall we live? As adults, we need to learn to increasingly extend our apron's strings and, one day, cut them off completely. As for those in their teens, I can only repeat what I said earlier, “Seek a future, not momentary pleasure”. Questions (c) He fumbled his lines, not knowing what to say. {i} Riek fheteption én which fhe meaning of (a) He fumbled with the buttons on his shirt. “Fumbled’ is not the same as itis in the passage. (ii) Based on your understanding of the (2) The baseball hitter fumbled his attempt to passage, choose the option that lists the catch it correct Sequence of information (b) The cricketer fumbled the catch provided in the passage. WWW.JEEBOOKS.INCBSE New Pattern ~ English Core Class 12th (Term 1) 21 1. Teenagers will not learn without >eing given some level of freedom. 2, Make friends who are responsible adults. 3. It is hardest to say no to your temptations as a teenager. 4. Adult supervision is essential for teenagers, (a) 1.2.3.4 (0) 2.3.4) (eo) 8.1.4.2 (0) 3.2.1.4 (iii) The writer knew the girl in the ‘Missing Person’ advertisement photo as (a) she was the daughter of someody she knew (b) she attended the same Sunday School as the writers san (c) the girl had worked in her home as a maid. (d) None of the above (iv) Which option represents the correct. behaviour of Teenager as per the above passage? TA tf @ @ 3 {v) Before deciding to do anything that is forbidden, tecnagers should {2 think about why they are not allowed to-do it (b) think whether adults want to prevent them fram having fun (¢) think carefully about the consequences of their action (6) Allof the above (vi) The probable reasons which the author attributed to Tina’s parents’ poor opinion about her behaviour included (a) immature temperament (b) overly mature behaviour for her age {c} pampering by her parents (6) None of the above i) Pick the option showing the correct use of the word ‘Unresponsive’. (al) The disease is totaly unresponsive to conventional treatment (0) His warning fell on unresponsive ears, {6} lfound her ina coma, totally unresponsive (a) The Postal Service is also unresponsive (viii) The condition under which the writer's students were treated as adults by her was that {al they should treat heralsoas an adult (b) they should benave in e mature fashion {€) nobady should disrupt the class (2) all must remain quiet while she was teaching (ix) Pick the option that correctly states what did not happen in the above passage. (@] Tine was dissatistie. (b} Tina was the child who gave no trouble (cl Tina always dressed in amature fashion. (6) Tina looks like a ite ie Passage 9 1, The windless night filled our ears with unaccustomed silence and the foul dryness of our mouths aggravated the discomfort of our sleepless bodies as we tried to ease the agony of our thirst. Then breathlessly, we watched the gathering clouds obscure the stars and it began to rain with a steady downpour. Slowly the water in the pipe from the canopy ran clear and we filled our empty cans and spare plastic bags, our bellies and our months until we could not force down another drop. WWW. JEEBOOKS.IN22 CBSE New Pattern ~ English Core Class 12th (Term 1) Suddenly, everything had changed from the shadow of the spectre of death to the joyful prospect of life and all by a shower of rain. We had water! Douglas, lazily watching the dispersing clouds, suddenly sat up with a start, pointing excitedly. “A ship! A ship! It’s a ship!” We all crowded to the door of the raft, staring in the direction of his pointing finger; a cargo vessel of about 6000 tonnes was approaching us on a course that would bring her within 3 miles of us. “Get out the flares”, I said hoarsely, “and pass them to me in the dinghy. They all sce us betier from there.” ‘Three miles was a fair distance, but on a dull day such as this, against a background of rain, they should see us easily. I clambered into the dinghy and Douglas passed me the rackets and hand flares; my hands trembled as I ripped open a parachute rocket flare and, with a mute appeal to the thing to fire, struck the igniter on the fuse. It sputtered and hissed, then roared off on a trajectory high above the raft, its pinkish magnesium flare slowly spiralling downwards leaving a trail of smoke in the sky. They couldn't fail to see it. I waited a moment or two, watching for the ship to alter course, then struck a hand flare, holding it high above my head. The blinding red light was hot to hold and I pointed it away from the wind to ease my hand, the red embers of the flare dropping into the dinghy, as it went out, I struck another, smoke from the first now a rising plume in the sky; surely they must see that! I waited a little, my hands trembling. However, the ship sailed on, slowly disappearing behind a rain shower and, when she reappeared, her hull was half obscured by the horizon. My shoulders drooped. “We daren’t use another”, I said. “They won't see it now and we have to keep something for the next one.” . [surveyed the empty flare cartons bitterly, and the one smoke flare which was damp and wouldn't work; then something happened to me in that instant that, for me, changed the whole aspect of our predicament. If these poor bloody seamen couldn't rescue us, then we would have to make it on our own, The word from now on was, ‘survival’, not ‘rescue’, or ‘help’ or dependence of any kind, just survival. We would live for three months or six months from the sea, but “We would get these boys to land” as Lyn had said, and we would do it ourselves if there was no other way. . Towards late afternoon, we felt an unusually hard bump on the raft floor and we found ourselves gazing at the large scaly head of a turtle. The day before I would have said, “Leave it, we can’t manage that”, but now things were different. “We'll have this one”, I said. “Let's get it aboard the dinghy.” The turtle’s flippers had become entangled in the sea anchor line, so, first passing a rope from the dinghy under the raft, we made it fast to one of the back flippers, then carefully avoiding the searching beak, freed the turtle from the sea anchor rope and towed it around the raft to the Ednamair. With a bump and a thrashing of claws, the reptile lay on its back in the bottom of the dinghy. 1 plunged the knife into the leathery skin of the neck. Deep red blood spusted into the bottom of the dinghy and gradually, the beak and flippers ceased thrashing as the beast died. Twenty-four hours previously, I would not have had the stomach for such a bloody business, but the laws of survival applied and the first principle, “The fittest survive, the weakest go to the wall”, had now become our way of life, We would struggle and endure and, if our reflexes were not as swift as the animals and fish around us, we had to be cunning and improve with practice. WWW.JEEBOOKS.INCBSE New Pattern ~ English Core Class 12th (Term 1) 23 Questions (i) The author killed the turtle as (a) he liked to hunt (b) he was feeling angry (c) he was hunary and had nothing to eat (d) he wanted to prove that he was brave {il “the foul dryness of our months aggravated...” Pick the option in which the meaning of ‘aggravated’ is the same as it is in the passage. (2) His bad temper was aggravated by his headache (b) If he aggravated me any more lshall hit bin (c) He aggravated a neck injury while playing for Derby County. (d) The disorder aggravated by the economic depression of the 1850s. (iii) Based on your understanding of the ‘passage, choose the option that lists the correct sequence of the feelings felt by the narrator. 1, Hope 2. Discomfort 3. Despair 4. Resilience 5. Anger (a) 1,3.5.2.4 {b) 21,3,5.4 (0) 3:12.45 (al5.23.14 (iv) The containers were filled with the rainwater as they (2) wanteato play with water (6) cid not have any work and wanted to pass theirtime (c) had to give the water to the men in the cargo vessel (4) were thirsty and also wanted to save water forthe future )) Why did the narrator feel bitter? (a) Because they could not be saved {b) Because the things that would have got ‘them naticedwere not useful anymore (c) Because they were tired and hungry {d) Both (a)and ib} i] The flares were used by the author to (a) getlight as it was getting dark Ib] eaok the fooe {c) heat the water (6) get the ettentiéflatthe’Bhip (vii) The author's shoulders drooped when the cargo ship reappeared as [a) hefeltrelaxed with the cargo ship ‘approaching theicraft {b],e realised that there was ne chance of the ‘Cargo ship spotting them as it was very far off {é) he was ill from drinking only water and was expecting help trom the cargo ship. (a) Douglas was not obeying his orders (viii) Pick the option showing the correct use of the word ‘spectre’ a) The spectre of unemployment was always: on his mind (o| the dread spectre ot civil war looms over the country. {c) These weeks of drought have once again spectred widespread famine [9] Was hea spectre returning tohaunt her? ) Pick the option that correctly states what did not happen after the writer fired the hand flares. {a) The ship disappeared away. {b} The embers of the flare burned the writer {c} The remaining rockets and flares got damp (d] A feeling of bitterness engulfed the writer Passage 10 1. Our bodies depend on sleep to keep a number of delicately balanced systems running smoothly. Without it these systems become subily off-key, which can eventually lead to more serious consequences. The odd broken night never hurt anyone, but some sleep experts are now saying that even just an hour of missed sleep, night after night, can cause ill health. WWW.JEEI