Blue Print

SSLC EXAMINATION ENGLISH INSTRUCTIONS TO THE QUESTION SETTERS 2010

            CONTENTS

• INTRODUCTION

• GENERAL GUIDELINES

• SPECIFIC GUIDELINES

·      C Os TO BE CONSIDERED FOR TERM-END EVALUATION

• BLUE PRINT

·        MODEL QUESTION PAPER

• QUESTION-WISE ANALYSIS

Preparation of

 SSLC English question paper

Guidelines

Introduction

     At secondary level discourse oriented pedagogy is followed in the English classrooms based on cognitive intractionist approach. A learner acquires the targeted language through interaction at various levels -- group discussions, pair work, and individual attempts based on the language inputs given in the coursebook. To identify the strength and limitations of each learner in using the language and to suggest remedial measures Continuous and Comprehensive Evaluation (CCE) is introduced. Apart from CCE we evaluate the learner’s performance in the language through Term-end Evaluation (TE). It aims at identifying how much a learner could acquire the language competencies based on the Curriculum Objectives (COs) given. To realize these goals we have to design and develop an evaluation tool that can bring out the language development of the learner considering the higher-level thinking process.

  Here, an attempt is made to set up the guidelines for preparing SSLC question paper that would make the term-end evaluation more meaningful and productive. The questions should reflect the ideals given in the guidelines. The guidelines given here are only suggestive. The question setters are free to adapt and modify the evaluation activities in tune with the new approach of evaluation based on the constructive paradigm.

General Instructions

·     Questions should be based on Curriculum Objectives (COs) giving prominence to discourses.

·     Possibility of clubbing more than one CO’s shall be explored while developing test items.

·     Questions must address the thinking process of the learner.

·     Open-ended and evaluative type of question must be included.

·     There must be novelty and variety in the type of questions given.

·      The possibility of including pictures, tables, and other graphic representations in the question paper should be explored.

·     Question text must be simple, clear, and easily comprehendible. It should not be unnecessarily lengthy.

·     Extended text can be used to test reading comprehension and vocabulary acquisition.

·     Questions given to test the language elements shall also be at discourse level.

·     Questions should address the multilevel language competence of the learner.

·     If necessary hints to the bare minimum shall be provided as entry to the question.

·     Questions demanding higher-level creativity such as writing stories, composing poems, developing scripts etc. should be avoided as they are time-consuming.

·     A fixed pattern need not be followed for setting question papers.

·      Language has to be treated at the discourse level.

·      Direct labeling of grammar items may be avoided.

·      Questions should cover all the units in the coursebook. (part 1 & 2)

Specific guidelines for preparing questions

A. Reading comprehension of textual passage (familiar passage   6 - 8 scores)

A passage can be taken from any of the units in the coursebook. (One or two paragraphs of about 100 - 120 words) This shall be followed by questions involving:

          a.      Question(s) to test different levels of comprehension -- inferential, interpretative, and evaluative, etc.)

          b.      Questions to test vocabulary acquisition -- antonyms, synonyms, one word substitution etc. can be included.

          c.       Question to prepare different discourse types such as dialogues/ messages/ captions/ slogans/ diary entry/ letter/ notices can be included.

         d.       Avoid including pre and post passage questions.

Example: (SAY examination 2010)

(Questions 1 - 5)  Read the following excerpt from ‘Two Gentlemen of Verona’ and answer the questions that follow.

                  She was eager to do so. They were, she explained, quite alone in the world, except for this sister, Lucia. Their father, a widower, a well-known singer, had been killed in the early part of the war. Shortly afterward a bomb had destroyed their home and thrown the three children into the streets. They had always known a comfortable and cultured life – Lucia had herself been training as a singer – and they had suffered horribly from near starvation and exposure to the cold winter. For months they had barely kept themselves alive in a sort of shelter they built with their own hands amidst the rubble. Then for three years the Germans ruled the city. The boys grew to hate the Germans. When the resistance movement began secretly to form they were among the first to join.

1.      ‘She was eager to do so.’ Who was eager? What was she eager to do?        (1)

2.      Pick out the word that means ‘lack of protection’ from the passage.           (1)

3.      ‘The real victims of war are always the innocent.’ Quote a sentence from the passage that supports this view. (1)                                                                                                                                                                                                                                                                                    1

4.      What, according to you, was the reason for the boys to join first in the resistance movement?        (1)                                                                                                                                                                                                                                                                                                                                         1

5.      Prepare any three anti-war slogans to be displayed in an anti-war procession.             (3)

Analysis

                                                                                                                                                                                                                                                                                                                                                  

All the questions given above except the first question are in tune with the guide lines given.

But the first one is a pre-passage question which need not be encouraged including in a term-end evaluation. This type of questions can be asked only during classroom interaction.

B. Poems                                                                                                                                           (4+4=8 scores)

1.      Two poems shall be given (one or two stanzas each). Both shall be followed by:          

·      Questions to test the comprehension of the theme/ message conveyed

·      Questions to test the learner's appreciation of the poetic craft such as use of images/ rhyming                  words/ rhyme scheme/ figures of speech

·      like use of simile and metaphor.

Example: (model examination 2008)

(Qns. 1 – 4) Read the lines from the poem ‘Light the lamp of thy love ‘and answer the following questions.

                        

                     Touch me but once and I will change,

                     All my clay into thy gold

                     All the sense lamps that I did light

                     Sooted into worries

                     Sitting at the door of my soul,

                     Light thy resurrecting lamp.

1.    Who does the poet ask to touch him?                                          (1)

2.    Explain ‘all my clay.’                                                                        (1)

3.    What do ‘sense lamps stand for?                                                  (1)

4.    What type of a transformation does the poet seek?                 (1)

[Qns. 1 – 4] Read the lines from the poem ‘David and His Mother’ and answer the questions that follow in a sentence or two.

When Mother is ill and takes to her bed,
I suffer alike from an aching head,
And an aching heart that is heavy as lead.
The very sunshine is cold and dead,
And life itself is dark and chill
When Mother is ill.

10. How does Mother’s illness affect David?                                                  (1)

11. Mention the words in the above lines that speak of sadness and despair.                                                                                                              (1)

12. ‘Sunshine is cold and dead’. What does the expression signify?         (1)

13.‘‘And I am a joyous, careless lad
When Mother is glad.’’ Analyse the mood of the boy by comparing the lines with the stanza given above.                                                                  (1)

C. Textual Writing

A.     A detailed writing in about 120 - 150 words based on any one of the   reading passages in the coursebook. (essay type with choice)                                                        (7scores)

          

·      One question should be from a story and the other from an expository passage given in the Coursebook.

·      It can be in the form of preparing speeches, rewriting the story from a different point of view, writing one's own views etc. (related to the reading passage)

·  There should be another question given as a choice in this area. Hints to the bare minimum shall be provided to motivate the learners to attempt the answers and as an entry to the question.

Example:

Qn. Answer any one of the following in about 120 words. You may use the hints given along with them:

                                                                                                                                                  (7)

(A)   Imagine that you are Rakesh. You narrate to one of your friends your unique relationship with the cherry tree. What would you narrate?

          [Hints: buys a bunch of cherries – plants a seed- forgets - accidentally sees it shoot up – Grandfather’s advice – the love and care given - the mishaps -  the first blossom – excitement and joy – the rare relationship with a tree]

(B)    A debate conducted in your class based on the passage ‘On the Rule of the Road’. Write your arguments in favour of social liberty to counter the points raised by your friends who argued for individual liberty.

          [Hints: individual liberty results in social anarchy – liberty, a social contract – preserve the liberties of all – curtail liberties of everybody – not a personal affair – must accommodate others’ liberty – consideration for rights and feelings of others– no right to cause nuisance to others]

II. ‘Water is the commonest of all liquids; in other sense it is the most uncommon of all liquids.’ Examine the statement in the light of the passage, ‘Water the Elixir Of Life ‘.    (SSLC march 2009)

While analyzing the question text it is found that:

·        The phrase, ‘examine the statement’ is not quite familiar to the learners and the question is found not at the discourse level.

This question can be reframed in the following way to make it clearer and learner friendly.

Imagine that you are asked to make a short speech at the school assembly on the importance of conserving water and water resources, in connection with World Water Day celebrations. Prepare a short speech for presentation.

Example: (Model question 2006)

Qn. ‘Liberty is not a personal affair only but a social contract. It is an accommodation of interest’. Do you agree? Elaborate your answer.

[Hints: Unlimited individual liberty leads to social anarchy - individual liberty to be restricted- freedom in personal choices - consideration to others - social liberty to be preserved]

Here also the question text is not at the discourse level and the term ‘elaborate’ may not be familiar to most of the learners. Hence it is not learner-friendly.

 How the question can be reframed in tune with the guidelines?

  

Qn. As the secretary of the school social science club you are asked to deliver a short speech on the topic ‘Liberty is not a personal affair only but a social contract. It is an accommodation of interest’ Prepare the speech for presentation.

 [Hints: Unlimited individual liberty leads to social anarchy- individual liberty to be restricted- freedom in personal choices- consideration to others- social liberty to be preserved]

                   

D.     Developing various discourses                                                                     (14 score)

Slots for writing various discourses such as letter/ diary entry/ notice/ profile/ placard/ dialogue/ message etc. shall be identified from the lessons and any of the three items may be tested.

Example: (model examination 2008)

 Qn.  Some of the following words describe the qualities of Nicola and Jacopo -- ‘The Two Gentlemen of Verona.’ Choose those words which suit best to describe them and write a short paragraph on their character.

                      [Hard working, lazy, industrious, selfish, believe in dignity of labour, loyal, dependable, truthful, independent, selfless, trustworthy]                                                                        (5)

       Though the question demands the learner to sketch the character of the two boys the instruction given is to write a short paragraph on their character. The question can be made more learner-friendly in the following way.

           Qn.  You like the boys Nicola and Jacopo in the story ‘The Two Gentlemen of Verona’, don’t you?  Describe their character by choosing the appropriate words given below.           (5)

            [Hard working, lazy, industrious, selfish, believe in dignity of labour, loyal, dependable, truthful, independent, selfless, trustworthy]

Example: (mid-term examination 2009)

Qn. 1.  Write a short paragraph on conservation of water.

Qn. 2. Write a letter to the president of your Grama Panchayath requesting him to take measures to conserve the water bodies in your locality.                                                    (5)

While analyzing the above questions it is found that question 2 is placed at  discourse level and is more appropriate than the first one.

E. Question from the Supplementary Reader                                                      (5 scores)

A major event from any one of the stories from the Supplementary Reader may be taken. The sub events can be given in jumbled order for sequencing the events to make a meaningful paragraph.

Example:

Qn. The following are some events from ‘The Merchant of Venice’. They are given in a jumbled order. Write a paragraph sequencing the events properly.

                                                                                                                                    (5)

·        Bassanio tried to prevent Antonio from signing the bond

·        Bassanio wanted three thousand ducats

·        Bassanio and Antonio went to Shylock but he refused to lend the money at first

·        Antonio signed the bond and got the money

·        Bassanio went to Antonio for money but he had no money

·        Shylock insisted that Antonio should sign a bond

Qn. The major events that led to the banishment of Prospero from his Dukedom are given below. But they are not given the right order in which they happened. Sequence them properly and put them into a paragraph using linkers.                                                                    (5)

                       (  ) Gonzalo places water, food and apparel in the boat

                       (  )   they reach a lonely and deserted island

                       (  ) Prospero leaves management of his kingdom to Antonio

                       (  ) Prospero wants retirement and deep study

                       (  ) Antonio leaves the father and daughter to perish in the sea

 F. Testing Language elements                                                                              (12 scores)

·      Editing a passage

      Morphological and syntactical errors, (the errors must be underlined)

·      Cloze type to test articles, prepositions and linkers

·      Reporting dialogues

·      Dialogue to be completed to test question tags/ question framing/ if- clause/ other commonly used structures.

·      Items to test the learner’s competency in using phrasal verbs.

·        Questions based on language elements also should be at discourse level.

Example (SAY 2010)

Qn,  Read the following passage written by Arif, a student of class X. There are a few errors in the passage. They are underlined Correct the errors and rewrite the passage.

                               I have read the story ‘The hero’ in 2008. It published in a children’s magazine that year. I usually reading a lot of humorous stories. Now I read Huckleberry Fin.

     Qn. There are a few errors in the following diary entry made by   Shyam. which are underlined. Edit the passage.

                        We have reached (a) here early in the morning. I have visited (b) all these places while I studying(c) in class 9. I am hoping (d) that next time       we will visit some other places of interest.

Qn. Complete the following passage choosing the right phrases from those given in the box.

            All my friends will …… (a)…. soon. I should……. (b)…… my new dress and receive them. I will …....(c)……watching their faces for long to cherish them in my memory. I will also …… (d)… sweets to them all.                                                                                                                         (½ x 4=2)

put on,           go on,      give away,      turn up,    turn down  

Qn. Complete the following conversation suitably.

                  

                                      Sherin:       You’ve seen the film ‘Black’…..(a) ..…..?

                                      Shaji:          Yes. The film is a tribute to Helen Keller.

                                      Sherin:       …………………(b) …………………….?

                                      Shaji:          Sanjay Leela Bhansali directed the film.

                                      Sherin:       …………………(c) …………………….?

                                 Shaji:              No, it is not the real story of Helen Keller’s  life.

                                      Sherin:       If you had told us about the movie ………(d)  ………..

                                      Shaji:          My uncle told me about the film and we went together       

                                                         for it.

                                      Sherin:       You forgot us all, …… (e) ……?

                                      Shaji:          Not really! I made use of an opportunity intelligently!

G. Study skills – Information transfer                                                                                  

A passage will be given to prepare notes/ fill in a flow chart etc.

Pie- diagram/ tree diagram/ histogram/ front covers or blurbs of books/ bio-data/ brochures/ weather reports/ advertisements/ time schedule etc. can be given to gather and interpret information from them.

H. Comprehension of an Unfamiliar Passage                                              (6 scores)

          An unfamiliar passage (of about 120 to 150 words) will be given The selected passage shall be simple and shall be based on a familiar theme/subject. Unfamiliar words/ expressions should be glossed. This will be followed by:

·        Questions to test different levels of comprehension.

·        Giving title or caption

·        Transfer of information

I. Free responses                                                                                                    (5 scores)

          A newspaper report or striking pictures can be given to test the free response of the learner based on an issue or context. It should be in relation to a theme of the units in the Coursebook.

J. Profile writing                                                                                                    (6 scores)

           A question to write the Profile of a renowned personality known to the learners shall be given. Possible hints should be provided.

Example (Model examination 2010)

Qn.  Write a short profile of Kamala Das, the famous Indian English writer using the following hints.                                                             (6)

·        Born- 31 March, 1934- Punnayoorkulam- Kerala

·        Born into a family of writers

·        Wrote both in English and Malayalam

·        Malayalam - pen name Madhavikkutty

·        Great Indian poet in English

·        Poems of human emotions and love

·        Asian poetry prize, Sahithya academy awards

·        Died: 31 May, 2009

            CO'S TO BE CONSIDERED FOR TERM-END EVALUATION

            1.         Reads and comprehends the theme and the features of                                          characters in a story.

            2.         Reads and appreciates a story/passage and writes responses.

            3.         Reads a story/passage and constructs various forms of                                         discourses such as dialogues, reports, diary, posters, placards,                             slogans etc....

            4.         Reads unfamiliar passages, comprehend them and guesses the               meaning of unfamiliar words.

            5.         Writes events in a story/passage in a logical sequence using                                suitable cohesive devices.

            6.         Writes one's own opinions and justifications based on a visual                            or a report.

            7.         Reads and grasps the theme of poems.

            8.         Reads and appreciates poems.

            9.         Reads and identifies the poetic craft.

            10.       Uses appropriate language functions for effective                                                   communication using questions, question tags, conditionals etc.

            11.       Reports what someone said.

            12.       Guesses meaning of words and identifies antonyms and                           synonyms in appropriate contexts.

            13.       Improves accuracy in communication by using prepositions,                               articles and linkers.

            14.       Edits a passage by identifying various types of errors.

            15.       Grasps the central idea of reading materials and prepares notes.

            16.       Writes letters appropriate to different communicative situations.

            17.       Prepares notices to communicate messages/ information.

            18.       Reads and comprehends the data/information given by                          decoding the information.

            19.       Writes profile based on the given details.

            20.       Writes news headlines, captions, slogans etc. based on given                               contexts.

                                                Blueprint 

                                

 Weightage to content

Units	Score	Percentage
1	5	4%
2	7	9%
3	7	9%
4	9	11%
5	5	7%
6	11	12%
7	9	11%
Extended reading	5	4%
Unfamiliar passage	5	4%
Language elements	17	28%

Question-wise analysis

Qn.No.	Unit	Type of Question	Mental Process	Score	Time
1	2	Textual comprehension	draws inferences from the text	1
2	2	Textual comprehension	draws inferences from the text	1
3	2	Textual comprehension	draws inferences from the text	1
4	2	Textual comprehension	draws inferences from the text	1
5	2	Diary entry	Associate  personal experiences,Apply knowledge and understanding	3
6	2	Poetic appreciation	Imagine and appreciate the theme and craft	1
7	2	Poetic appreciation	Imagine and appreciate the theme and craft	1
8	2	Poetic appreciation	Imagine and appreciate the theme and craft	1
9	4	Poetic appreciation	Imagine and appreciate the theme and craft	1
10	4	Poetic appreciation	Imagine and appreciate the theme and craft	1
11	4	Poetic appreciation	Imagine and appreciate the theme and craft	1
12	4	Poetic appreciation	Imagine and appreciate the theme and craft	1
13	4	Poetic appreciation	Imagine and appreciate the theme and craft	1
14	Unfamiliar pssage	Reading comprehension	draws inferences from the text infer meaning from the context	1
15	Unfamiliar pssage	Reading comprehension	draws inferences from the text analyse a given text	1
16	Unfamiliar pssage	Reading comprehension	draws inferences from the text analyse a given text	1
17	Unfamiliar pssage	Reading comprehension	draws inferences from the text analyse a given text	1
18	3 7	Letter Speech	Imagines/ transfer/understanding and knowledge	7 7
19	Supplementary reader	Esquancing of events to writing a cohesive paragraph	Organises the Ideas Detect cause effect relation ship	5
20	1	Telephonic conversation	Predicts. accommodate understanding through different media	5
21	5	Notice	Predicts. accommodate understanding through different media	5
22	2	Placard	Predicts. accommodate understanding through different media	3
23	6	News report	Predicts. accommodate understanding through different media	5
24	6	Profile	Predicts. accommodate understanding through different media	6
25	Language elements	Reporting	Formulate initial Ideas and concepts Catogorise using concepts Apply knowledge and understandings	2
26	Language elements	Phrasel verbs	Formulate initial Ideas and concepts Catogorise using concepts Apply knowledge and understandings	4
27	Language elements	Editing	Formulate initial Ideas and concepts Catogorise using concepts Apply knowledge and understandings	4
28	Language elements	Completion type	Formulate initial Ideas and concepts Catogorise using concepts Apply knowledge and understandings	4
29	Language elements	Cloze	Formulate initial Ideas and concepts Catogorise using concepts Apply knowledge and understandings	6
30-34	Study skill	Information transfer	Interprets and transfer understanding . detect similarity and dissimilarities	5

SAMPLE QUESTION PAPER

Time 2 ½ hrs                           ENGLISH                                            Score 80

INSTRUCTIONS:

• First 15 minutes is cool off time
• Use cool off time for reading the question paper and planning the answers.
• Attempt all questions.

[Qns.1 – 5] Read the following excerpt from ‘Two Gentlemen of Verona’ and answer the questions that follow.

            “I don’t know what they do, I do not ask. Work is scarce in Verona. But whatever it is, I know they do it well. ”Yes,” I agreed. “They couldn’t do it better.” I waited outside until the boys re-joined me, then drove them back to the city. They sat beside me, not speaking. For my part I did not say a word --- I knew they would prefer to feel that they had safely kept their secret. Yet their devotion had touched me deeply. War had not broken their spirit. Their selfless action brought a new nobility to human life, gave promise of a greater hope for human society.

1.                  ‘’They couldn’t do it better’’ Why did the author make such a     comment?                                                                                                    (1)

2.                  What was the secret safely kept by the author?                                 (1)

3.                  Who are the boys mentioned in the passage?                         (1)

4.                  Find out words from the passage which mean                      (½ x 2=1)

a.                  Much less than what is needed                                     

b.                  Quality of having good mind and character                         

5.                   The author was really moved by the devotion and commitment of the boys and he recorded something praising the boys in his diary. What would the likely diary entry be? Write it.                                                                (4)

[Qns. 6 – 9] Read the following lines from ‘Home they Brought Her Warrior Dead’ and answer the questions given below:

Then they praised him, soft and low,

Call’d him worthy to be loved,

Truest friend and noblest foe;

Yet she neither spoke nor moved.

Stole a maiden from her place,

Lightly to the warrior stept,

Took the face-cloth from the face;

Yet she neither moved nor wept.

6.       Why did the maiden praise dead soldier?                                     (1)

7.       What was the bright idea that struck one of the maidens?                  (1)

8.       ‘Truest friend and noblest foe.’ Comment on the word selection       (1)

9.       Write the rhyme scheme followed in the given stanzas.                       (1)

[Qn. 10 - 13] Read the following stanza from the poem ‘The Solitary Reaper’ and answer the following questions.

      No nightingale did ever chaunt

      More welcome notes to weary bands

      Of travelers in some shady haunt,

      Among Arabian sands;

      A voice so thrilling ne’er was heard

      In spring time from the cuckoo bird

      Breaking the silence of the seas

      Among the farthest Hebrides

10.             What, according to the poet, welcomes the weary travellers in the         Arabian desert?                                                                                          (1)

11.             Which line tells you that the pleasure the song of the solitary reaper     brings is greater?                                                                                        (1)            

12.             Who plays welcome notes to the travellers in Arabian sands?      (1)

13.             The girl’s song is compared to two things? What are they?           (1)

Qn. 14-17.Read the following passage and answer the question that follow.       

            Once there was a miser. He loved money more than anything else. One day he said to his wife, “When I die, you must get all my money put in a casket and place it beside me. I want to take the money to life after my death.” His wife promised him that she would put all the money in a casket and place it with him when he dies.

            One day the man died. His body was placed in a coffin. Just before the coffin was closed, the wife said, “Wait just a minute. Let me place this casket in it.” She then placed a casket in the coffin. Then the coffin was locked and was taken away.

            “Did you put all the money in the casket?” asked her friend.

            “Yes,” the wife said, “I can’t lie. I promised him so.”

            “What! You mean you put all his money in the casket and sent it with him?”

             “Certainly yes, I put it in my bank account and I wrote him a cheque.” Said the woman.

Miser-  one who dislike spending money and like to possess more money

Casket-  a strong box

14.             What did the miser want his wife to do?                                             (1)

15.             What was the miser’s plan with the money after the death?         (1)

16.             What did the woman do with the money?                                          (1)

17.             How did the wife keep her word?                                                         (1)

18.             Give a suitable title to the story.                                                            (1)

19.     Answer any one of the following in about 120 words. You may use the      hints given.                                                                                             (7)

                       

A.          Imagine that you are asked to make a short speech at the school assembly on the importance of conserving water and water resources, in connection with World Water Day celebrations. Prepare a short speech for presentation.             

OR

B.   Imagine that Helen writes a letter to her teacher on the eve of the last day of her ‘imagined eyesight.’ What would she write in her letter? Write the likely letter in Helen’s own words.

         

[Joys of sense of sight - face of teacher -  baby,  things at home ,  walk in woods - dawn --- glimpse  of the  world --art forms---theatre --New York city-- stone and steel structures ]

20. A few major events of the “Tempest” are listed below. But they are not in order.      Sequence them and write a paragraph.                                                 (5)

·  Father approves the love and blesses them

·  Love at first sight

·  Ariel the chief of good spirits helps Prospero 

·  Prospero uses his magical powers to control them

·  Ariel sets tempest in the sea, wrecks the ship

·  Prospero lives in the island with his daughter

·  Father objects the love between them

·  Prospero defeats all evil spirits

21.    Grandfather rings Rakesh to know about his life in the village during the Monsoon season write the likely telephonic conversation between them                                                                                                                                   (5)

22.  Your school has decided to organize a seminar on Human rights on December 10^th. Imagine that you are asked to draft the notice of the programme.  Prepare the notice. (5)

23. Jacopo and Nicola joined the resistance movement against the Germans and the war. What could be some of the slogans raised by them? Write any three slogans against war.                                                                              (3)

 24.  The news of the unexpected death of Tcherviakoff appeared in a newspaper. What would the news report be? Write the news report.                                                                (5)

25. Prepare a short profile of Anton Chekhov by making use of the hints given below.                                                                                                      (6)

      Born: 1860, Russia

      Career: Short story writer and Dramatist.

      Works: My Life, In the Ravine, The seagull, Uncle Vanya etc.

      Narrative style: Simple, Straight forward.

      Themes: Poverty, loneliness, greed, sympathy, psychology of mind.

      Death: 1904

Qn. 26.  Read the dialogue given below and complete the following sentences suitably.          (1+2=2)                                                                                                                                                      

                        Author : Is there anything that I can do for you?

                        Jacopo  : Please, take us in your car to Poleta.

                   The author......................................... ……………………..      

                    Jacopo...................................................................................      

27. Complete the given part of the story of Nicola and Jacopo, choosing the right phrasal verbs give.                                                                                                                               (½ x 4=2)

Nicola and Jacopo had to ----------- a lot of troubles after the war. But they never ----------- their hope. The boys never ------------ anybody for any kind of help. They -------------much hard work and moved forward.

                      [put in,    give up,     put up with,     turn to]

28. There are a few errors in the following diary entry made by Shyam, which are underlined. Edit the passage.                                                                                 (4x1 = 4)

            We have reached here early in the morning.  I have visited all these places while I studying in class 9. I am hoping that next time we will visit some other places of interest.

29.  Complete the conversation between Nicola and Lucia suitably.           (4)

            Nicola            :           How are you dear?

            Lucia  :           :          … … (a)………

            Nicola            :           …………… …(b)………………...?

            Lucia              :           The doctor said that I would be all right soon.

            Nicola            :           That’s good news.

            Lucia              :         ……………(c)  …………………...?                        

            Nicola            :           A tourist brought us here in his car.

            Lucia  :           :           ………..… …(d)………………….?

            Nicola            :           Yes, We have enough money to pay in the hospital.

30. Some words are missing in each line of the given passage. Choose the missing word from the table given. One is done for you.     (1x6= 6 )

       Water is/ basis of all life. No living                                     ……… the…

     being can exist/ it. So the preservation                                ………(a)….

      / utilization of water is a matter of primary                      ………( b)…

       importance. Water is mainly obtained / rain.                     ……….(c)…

      Much / the rain water flows away to the sea.                      ..……...(d)…

      This is / great national problem. The solution                     ……….(e)…

      to it should be found / national level.                                   ……….(f)…

from,     without,      a,     and,     at,     of,      off,  out

Qn.31-35. Look at the railway time table given below and answer the  

        questions that followed.                                                                               

KOZHIKODE RAILWAY STATION TIME TABLE

Train No.	Train Name	Arrival	Departure	Destination	Platform No.
26601	CHENNAIMAIL	16.20	16.30	CHENNAI	2
6347	KANNUR EXPRESS	7.25	7.30	KANNUR	3
6341	KURLA EXPRESS	9.10	9.35	NEW DELHI	2
6344	PARASURAM	22.10	22.20	MANGALORE	1

31.  Mr Gopi wanted to visit Delhi. Which train would you suggest for him?                                                                                                                          (1)

32.  How long does the Chennai mail stay at the Kozhikode station?     (1)

33.  On which platform does the Kannur express arrive?                           (1)

34.  Which of the trains shown on the table reach Kozhikode station during        night?                                                                                            (1)

35. Which train covers a long distance during its journey?                        (1)

************

ENGLISH            

 (Total Score  80)

SCORING INDICATORS

Sl.No.	Scoring Indicators	Score	Total Score
1	The author realized that the boys did their best to look after their sister Lucia	1	1
2	The secret was that the author had understood the real story behind their hard work.	1	1
3	Nicola and Jacopo	1	1
4	a.       scarce b.       nobility	½ ½	1
5	Diary Content – relevant to the context Expression of personal feelings Language used	1 1 2	4
6	To make the women weep/move	1	1
7	If she saw the face of her dead warrior she would cry/ her emotions would burst out	1	1
8	Alliteration ( friend and foe) superlatives (truest and noblest)	1	1
9	ab ab	1	1
10	Song of nightingale	1	1
11	‘A voice so thrilling ne’er was heard’	1	1
12	Cuckoo	1	1
13	Song of the nightingale and that of the cuckoo	1	1
14	To keep all his money with him when he dies	1	1
15	To live happily after the death	1	1
16	She put all the money in a bank.	1	1
17	She placed a casket with the cheque in the coffin.	1	1
18	The clever wife, Tit for tat, Life after death etc. ( any sensible title can be given credits)	1	1
19 A	Speech ·                    Appropriateness  of salutation. ·        Content –organization of ideas related to the hints using adequate linking devices. ·        Relevance and adequacy of supporting details ·        Language and style of the speech	2 2 1 2	7
B	Letter Content -  ideas related to the hints given Feelings and emotions of  Helen Organization Language appropriate to an informal letter	3 2 1 1	,,
20	Sequencing and arrangement of events Organization using appropriate linkers Language used	2 2 1	5
21	Proper initiation Appropriate to the context Meaningful exchanges Message conveyed	1 1 1 2	5
22	Content and format Organization of Ideas Language used	2 1 2	5
23	Brevity Catchy and rhythmic Message conveyed	1 1 1	3
24	Content Organization Use of cohesive devises Language used	2 1 1 1	5
25	Interpretation of given data Use of cohesive devises Sequencing of ideas Title	3 1 1 1	6
26	asked/enquired whether he could do anything for them requested the author to take them in his car to Poleta	1+1	2
27	put up with, give up  turn to  put in	½ ½ ½ ½	2
28	reached had visited was studying hope	1 1 1 1	4
29	I’m fine. What did the doctor say? How did you reach here today? Have you got enough money to pay the hospital bills?	1 1 1 1	4
30	a.      without b.      and c.      from d.     of e.      a f.       at	1 1 1 1 1 1	6
31	Kurla Express	1	1
32	10 mts.	1	1
33	P F No. 3	1	1
34	Parasuram Express	1	1
35	Kurla Express	1	1
Total		80	80