STON ert Theme SR Cee as Ne OCR RUN eee ren ae ener ce Octet SOURS ROR RUA OL aOR te TORS SR Uy ena ee TUR Mm Chea mute ee) rome Cee tek Core cet Pets ace Cm nee ne Cre C ce CUM orn ean CRT Ta Nan Rn ICs realizes too late how much he loves his language and regrets not studying harder. The poem highlights the emotional connection to one’s language, the impact of war on personal lives, and the need to appreciate education and culture before it’s roa Leber totes <0) Character Sketch of M.Hemal See eM ESC Cotcg Pero nCe eons Se Or Oe eee ares CUT eer cy Sa eer yy es Cian eis Qt Cc} Character Sketch of Franz + Likes to play Se ONCICRO Tne a CROAT RCN ne ited eee meme RCT + Ignorant of the political tensions between France and Germany (] Emotional Previous year extract based question 1. Read the following extracts and answer the questions : ee ents arta tom tetera neat neat Cec N mao mo att Pa CCR ec tr ne aie Cena RCC nen open field back of the sawmill the Prussian soldiers were drilling. It was all muchmore tempting than the rule for participles, but I had the strength to resist, and silts eRe CR (Oe Cen None CCCs mmc Ce BUCA Rea cclutog ieee tana a eee Cem eR Cet (ii) Why is the narrator tempted to spend the day out of doors? PRm UCR es crn a aCe ae ett testa vite nnn td Seraeutecc not ecn nite tthe (iii) Complete the sentence appropriately. Petre RRR ORCC TS POORER he OES ea Rene eR Se aCe ORES leat (iv) Why does the narrator want to bunk school? (A)He doesn’t like the teachers. (B) He doesn’t like his classmates. (C)He wasn’t prepared for the test on participles. (D)He had forgotten to complete his homework. FOMCON nero reece (v) Which trait of the protagonist is revealed in the sentence ‘I had the strength to rs ea Crores (year (lurneng (Oye Pernt ett (vi) Which of the following headlines best suggests the central idea of the extract? (A)The Drilling of Prussian Soldiers Mee erences Oe een cant (eu a PROS eta ROR STPee S Oa ee U oe ee er Theard M. Hamel say to me, “I won’t scold you, little Franz : you must feel bad enough, see how it is ! Everyday we have said to ourselves. Bah! I’ve plenty of PReU URAC ett hrm ny cn carr otra Um tty PTO CU en tena cma ecm ates Ol a eR RNC eee Ce ech PMC R RRC UR CLC el ae ne art cra eC are not the worst, poor little Franz. We've all a great deal to reproach ourselves Saal (i) ‘And now you see where we’ve come out.’ The tone of M. Hamel in the above line is that of: (A) kindness Coen ope Cioyeoniesrt Ans. (C) regret CRNAs nce cues mecca i Perea TOR minora Cente intaemrermr te men eee R nT Ts Eee ie (A)The player received a reprimand for breach of rules. Cy Cer acre ck Center erarn eR Cath bcoa time ce a()) BU Creo Em yey coro OM nS nCMr ABC chee R BS POE ER aCe a CRC CAT eC CR EU MEN ied Roce ERCOMeLCUC emcee me CH CCR Cat CeO Omen eee mR UMC occa} RS cto FCCC n ao oma oce Camera eon Com cm Citar te OI (Oe CeCe Sar cKd “You must feel bad enough.’ Through these words M. Hamel urges the people Ans. “You must feel bad enough.’ Through these words M. Hamel urges the people to realize the consequences of their procrastination and neglect of their language.(v) Identify the line from the text that reinforces the theme of patriotism in the story. Ns Oe th re oC R CRTC UR ee Tats STC ECT a (vi) She puts off learning till tomorrow. The phrase ‘puts off” suggests___. Ans. Soe aa CeCe ems tense Penencnertn Previous Rae PRR ee Re CLE CaaS e RTS tg with two examples from ‘The Last Lesson’, how the people in the story Aer Ce cote ie Cue CROC OR] ORC M USNS CORT cee a Oa CaS is acs One when they are told it will no longer be taught. M. Hamel’s emotional farewell helps them understand that they took their language for granted until it was too late to ce Aa 2. What was more tempting for Franz than the rule for participles? Did he get ema ee OSCR ‘Ans. The idea of skipping school and enjoying the beautiful weather was very tempting. The birds were singing, and the field behind the school looked inviting. Despite this, Franz resisted the temptation and decided to go to school instead, RNR aR ere R IT a ya ROC] Ans. The villagers sat at the back to show respect to M. Hamel on his last day of Cone OM CC ROR Cmte TRO Rc One UCa eecko i erEtg Or 4. What was the ‘thunderclap’ the narrator received as Hamel began the lesson? OOOPUM MMe) Me ORO Ree eee Rec ieZ Te UC aR Cele ed Eee aA CR Am CA SCR RAM CU REL ETes Pe a caer een enc Pees Ue occa ecu e Ce Coe ERR oR Be Rec RCS cota OUR] PUSS RCC eC ETS CM Ca Sa nT amcor icel ESS TEM Ce Mec Comte OM CMT CaO cee Tonto Cd symbolizes the extreme dominance the Germans had over the French, forcing them eRe sta career RS coe 6. What were Franz’s feelings as he set out for school and why? (40-50 Words] Ans, Franz felt anxious because he wasn’t ready for his lesson on participles, and Pee Ree OUR LCR com? POR en ee COM eR nats Seren PAA COM BSCR eS RUE EAU Ral Pa CLR LOLe a Ans, M. Hamel wore his best clothes because it was his last lesson in the village. He wanted to make the moment special, and his green coat, frilled shirt, and silk cap signified the importance of the day and the end of his teaching career in PAT PRO RORU ECSU Cree gece ta aca a Gd renee Nr] Ans. The people of Alsace realize the value of their language when they are told eR O RNC nS COM Vernon ne nants language is a symbol of freedom, and when they lose it, they lose part of their PTC 9. The last lesson reflects the flaws in human character that led to the sad plight of people in Alsace. Substantiate your answer with evidences from the text. [120- ORC]UL Seen TO ee ee usc SiC uC lo ee Pete CRON Carre P COMATOSE Teen an Tay students and parents had not taken learning seriously. They thought there would always be time, and now it was too late. The teacher admits his own mistakes too, like letting students skip lessons or sending them to do other work. The villagers, sitting at the back of the classroom, are filled with regret for not valuing their education earlier. They didn’t prioritize preserving their language, which made ORM RU Renn UR Cee eR Ua EM reek aT cect Se ORAS UCB CSTR Crease 8 os oes significant cultural and linguistic loss for the people of Alsace. 10, What was the mood in the classroom when M. Hamel gave his last lesson? [30- ea Ans. The classroom was unusually quiet as M. Hamel began his last lesson. The students sat silently, deeply focused on his words. Everyone was present, and M. Hamel appeared lost in his own thoughts, reflecting on the gravity of the moment. PRE Occ ueR RET te cee ea eC TPES) Sra Ans. The bulletin board displayed important news, such as updates about battles, the draft, and orders from the German authorities. It was a place where the town received all the troubling news during the war. PA Na Ue oe eRe eRe a age sa Roe Oke POU SCH At SO ROR ec Ome Moke Me SCRE one oe ce eee ent mane ena on eos Csern nae a crs 13. Why did M. Hamel blame the parents for their children’s poor performance at Re COPR ROR aC] OES Re earn cure eon Como enn RO Rontd to school. They sent kids to work on farms and mills to earn extra money, which Pernt enn regen tes14. Why did the narrator want to skip school on the day of the last lesson? [3040 ern IS TACOS OL ea CS ree a oy participles, which M. Hamel had assigned. He wanted to skip school and enjoy the Oe Ne ROS ena CaCO acorn te CeCe CnC RR CRCnra ye CCUM To Ts ee eme a aca kee OR ror ORM UE oa One RRS a Cnr OnE CE CCT Sanya SCN CO ES RUS Lene CR Ene CT coe Rone act ay CLOSET ETO RU TUNCreMUTne nC Tetanus) Tocco CR Nd was there a crowd in front of the bulletin-board? [30-40 words] PN aC Cera ce Rader R Rate Relea Ret Cem e Lcd Alsace and Lorraine would be under German control. It also stated that German would replace French as the language of instruction in schools. SPAR RR eRe MUR C Te Re CCM SOP RL acl COre SPA Cd ST Era oe ico M BC ee SOR mc ease EUR icy Crecente rc ccm ern emcee Pome ge eonrnd 18. Educating children is the responsibility of society. Justify the statement in view Case Ce OM EPSE Roc] ‘Ans. Education shapes the future of a nation, making it a societal responsibility. In The Last Lesson, the German authorities aimed to replace French with German in schools after annexing Alsace and Lorraine. They knew that by controlling education, they could sever the connection between children and their French identity. By teaching German, they hoped to align the younger generation with German culture and values, ensuring long-term control. The story shows how Oa O ECR Ce Ren Mae CC sae UU ice aCe CoNmENT EC) educate its children properly, it risks losing its culture, language, and Pierre 19, How and why was M, Hamel dressed differently that day? [30 - 40 words]Ans. M. Hamel wore his best clothes for his final lesson to show respect for the occasion. He wore a green coat, a frilled shirt, and a black silk cap, which he PS eRe cc A Reena cea Rue EC RR sec Roe Ra cra Ren cor] POC Ree UCR em SC OR UD mea Ogee ee Osten eet! SOR en ee RO Roce RCN iO cate a encased en eo nu roa ae ae eame ee ORT] Ans, M. Hamel blamed the parents for neglecting their children's education, as they sent them to work on farms instead of school. He also acknowledged his own fault for allowing the boys to miss lessons by giving them work or holidays. Pa oe ee a ee cnet! the last lesson delivered by M. Hamel? [30 — 40 words] Ans. The village elders sat at the back to show respect for M. Hamel's dedication to teaching. They regretted not attending school when they were young and wanted to honor the teacher for his forty years of service. PER ORC CCE ce Ta NSCOR ce C ROA a Cn Cron a Nid in it? [30 — 40 words] Ans. M. Hamel made his final lesson special by dressing formally and passionately speaking about the importance of the French language. He called French the most ene tee Teta ree nce eee Rosin PNR ee Ne Ce Reon eee) Sac] POSSE Co ea eee Ree ee eto the schools of Alsace and Lorraine, left everyone filled with regret. The villagers, SOR es eR rere eC EAR RE een Tg ERT me RICOEUR CRT eRe Nae ere ROM CRT eCAe eee LEC Rca Cte oma a Ce ag Sto UC eC es ecmec Re een erent acca PERC eee ccm cece nT eT eee ee ert eke Ts years of teaching and to honor the language that had been an essential part of their ttm PERS US CSM Ce ORCC CeCe Oa CeCe Tg ea ne eO PEER or] Ans. The Last Lesson takes place after the Franco-Prussian war when FE Coe Cee et pote met Ome E Ceo rert Rass 700 ea er oenenea cla nt tem cena OTR Cc eect n Teeacetcy ee ceo ccna ee ear mena cn ns ORCC Ca aa BC MTS en rc tcn ee ena ta te tiag anes me entree ea cern mean a cre who had ignored their education, felt the loss deeply. Franz, who usually found M. Cone RCA anc Raine n ace tsa ECS ence hc La France!” written on the blackboard was M. Hamel’s final tribute to his country and its language, which they were about to lose forever. 26. What was unusual in the market and in the classroom on the day of the last lesson? [120 — 150 words] ‘Ans. On the day of the last lesson, there was an unusual quietness in both the market and the classroom. In the market, a large crowd gathered near the bulletin board, as people were anxious to read the latest war news. Inside the school, everything was unusually silent. The children were not their usual noisy selves, and there was a sense of calm as M. Hamel walked through the room, dressed enn esa RC ee CnC aCe ten eet calm demeanor, unlike the usual stern teacher he was used to. The whole village seemed to feel the weight of the moment, realizing that this would be their last French lesson, which made them sit in serious reflection. 27. How was M. Hamel different in his last lesson? Who did he scold and for what? [120 — 150 words] PONV COS RTE Ne ECC On Ta OS mae TO NT didn’t scold Franz for being late or for not preparing the lesson on participles, unlike how he usually would. Instead, he spoke thoughtfully about how both theSUC SE CRU Ca Seema oem mos a CUO RC CMa Niece Seen tacnt en emu Cat ty I CMOria Cn Cee ree cei ee recente ttt himself, had taken their education for granted, assuming that time was always ENCTIC) ace C nO CRUSH SRB oe Ss SC Bt l aiken situation with regret, urging the students to cherish their language and education, and showing that he understood the importance of their mother tongue, which would soon be taken away. Pe OCs ee eee eae RC sce orc SEO CS Oe OCs oo RC a eu ECR SSC ear aa Ty Peenrncne eaccromkecnr nner oer it erty shocked the students and the villagers. Franz, who had never taken his French lessons seriously, suddenly felt the weight of what was happening. On that day, he Pre aOR ee aceasta Cece ee Omran en eee and felt deep regret. As M. Hamel spoke passionately about the beauty of the Ree SCCM aT eee cranes cern cred forced to speak in German, reflecting how deeply he felt the loss of their language PERN CeCe CS Senta sere Reco and the language that was about to be lost to them. arallel type/Diary entry / Speech /Article 1. M. Hamel in “The Last Lesson’ and Gandhiji in ‘Indigo’ were both concerned PEER CRO CREE aCe eR occ) with your peers on the importance of education. You may use cues from the two Pee PUSAN OC SPU MMen Oem ote cone Today, I want to talk about how important education is. In "The Last Lesson," M. Hamel explains that language is key to freedom, and losing it means losing part of Snare CEO SE Can Cea cte eC CR Oe RCC tase ST ca ace ence aCe ECC ORCC TT Ree eo acne noo una ene ements Re ERE RCO Race ees ate CIC CS aoe Teng Cece eR Coc Cece Et Eons ne2. While M. Hamel talks of language being the key to nationalism. Gandhi tells the court it is a ‘conflict of duties’. On the one hand, not to set a bad example as a law breaker, on the other hand, to render the humanitarian and national service. You get inspired and decide to write an article for a youth magazine urging the BEC Cer eno MOR RS a RO LCT SOMA er ebr ear tn Youth plays an important role in the progress of the nation ......... [120-150 Sar] Ans. Youth plays an important role in the progress of the nation. It is our PAAR aCe a Ome ae cacy ‘One must stay connected to one’s language because it’s a symbol of freedom. If we ECR CARR a UC mentee Ne came nerd Re ee ce ee mete ny EMC er meester As the saying goes, “United we stand, divided we fall,” and it’s important for every citizen to work together for the nation’s success. RAR CSM UCR oreo canoe Redd Saheb in “Lost Spring” yearns to go to school. Write a paragraph exploring the different perspectives of these two young boys on leaming and education. [120150 Sore Ans. Franz. and Saheb have different views on education. In "The Last Li server mora emee et ary ere Cres rece ea eng taken away due to the German occupation. His regret shows how people often take Pern s ce men ere art mc On Maras tance ttre a way to escape the hardships of rag-picking. For him, school represents hope and the chance for a better future. Franz’s perspective is shaped by loss, while Saheb’s Freon RCs es se et Roca 4 . Imagine you are Mukund Padmanabhan (The Interview) and you interviewed M. Hamel, after he had finished delivering the last lesson (The Last Lesson). Write a paragraph on Hamel’s views on individual responsibility and nationalism. [120- Ror] Ans: It is an individual’s duty to protect their nation’s freedom. M. Hamel emphasizes that staying connected to one’s mother tongue is key to preserving bothpersonal freedom and national sovereignty. When Germany annexed French Pence ccc Rc Corsa Rene to emnrntnnta tg er eee Reon tee nee eee acute anno nationalism, acting as a unifying force within its people. 5. Franz from ‘The Last Lesson’ and the peddler from ‘The Rattrap’ demonstrate the importance of learning from one’s mistakes and rising up to evolve as a better om Write an article based on the two texts on how a man evolves after learning from his mistakes. [120-150 Words] Ans, To succeed, we must learn from our mistakes and improve. In "The Last OME ota er eae ONCE crt appreciation for his studies and teacher. Similarly, in "The Rattrap," the peddler, influenced by Edla’s kindness, repents for his past wrongs and returns the stolen money. Both characters learn valuable lessons and transform into better versions of Bremen Mince The theme of "Lost Spring" by Sarojini Naidu revolves around the harsh realities ee M CREM eS ASSO TE MCNCE CaM eran ene Me ema U en highlights the struggles of poor children who are forced to work instead of enjoying their childhood. The poet talks about Spring, symbolizing innocence and joy, which is lost due to poverty and exploitation. Through the stories of Saeeda and the rag-pickers, the poem focuses on how they lose their freedom and education to work for survival. The theme raises awareness about the importance of protecting children’s rights and providing them with a better future. CO ete tatms cacy CO creas coer eal Se nagSRR URC t oe See cso ciate nes Oe CMe OU CnC PO te tacoma Rem cory Pea Tay Serre rc) Se eee en ecko as Saar RCe Ta OR Ne TESTO COMES O One Ce CMEC EDs) Ch Cr Soa CCS a Un mC RUE TN SLO Sn eC ORCC Cn eos ie rite mn Peete Ce eGR eect ECR een cet survival than identity. “If at the end of the day we can feed our eee eR ee acco mcm nets ee RUC ROR Cec Aorist rc nce Sn acme RURAL oM Gil tg Peet Rco eC RCM Coa om tr Promo a tere (i) The ragpickers have been living there for Coen CNN (pcg (orn (D) five ‘Ans. (A) three(ii) Why do these people have ration cards? Ans. These people have ration cards to get their names on voters’ lists Peek en een i naectm (iii) What do you infer about their lifestyle from the phrase ‘pitch reraco ed UMUC Ce Ce CRs Cen am CeCe Ng Pee erent reed CORO RUG On Am er Crt acy Der SCLC en 5 INT USM SSCA aT UTS COC LCR Cen Tan Te ee eed important than retuming to their fields. (v) The women had a/an Be ROC One (CRC Cali TT (C) indifferent Oy pee crcl EVTMOP Boctar rls CORR eee eee UC EU tm Coe “Children grow up in them, becoming partners in survival. And survival in Seemapuri means rag-picking. Through the years, it has acquired the proportions of a fine art. Garbage to them is gold. It is Me TA cc RoR OCca cis et Me Con Nene Sener cos ee RoR Roce( Complete the sentence appropriately. Cet ne Tee Rrra Rec kC ‘Ans. they are deeply involved in the struggle for basic needs and livelihood, which is a part of their daily lives. (ORC e CU COC Rt) Da Re LCE ae as CNR Ra reCRoa eerste? CC Bae Ou y y Euc nie (©) it has become a highly skilful activity. (D) it has discovered pieces of art. Ans, (C) it has become a highly skilful activity. (iii) State whether the given statement is True or False with Reese tom The children and their parents have left Dhaka to live in Seemapuri. eNOS OCR CEU mn An Eee Ce One PITT aed PURE Oe Naor see nee tet ROB cng ICM CUCoR eT RCI ERT eran treet neta (v) What does the phrase “for a child ii PU cee even more” reveal ‘Ans. It reveals that for children, rag-picking represents not just survival but also a loss of their innocence and dreams, as it becomes their whole world.COCO CeCe meee one firme teeg (A) Seemaputi, A Pot of Gold (B) Rag-picking — Different Perspectives (© Artin Delhi and in Seemapuri OCR carat ‘Ans. (B) Rag-picking — Different Perspectives COO CUR SO Oui eee Re nC EDs) Ce Cir ROR Rae ESS Ce enn OnLy scrounging for gold in the garbage dumps of my neighbourhood Saheb left his home long ago. Sct amidst the green fields of Dhaka, Te One coe eae tna erkieen mente nt swept away their fields and homes, his mother tells him. That’s why they left, looking for gold in the big city where he now lives. “Lhave nothing else to do,” he mutters, looking away. “Go to school,” I say glibly, realizing immediately how hollow the CM Cee RCC “There is no school in my neighbourhood. When they build one, I will ae (i) Choose the correct option. The expression ‘scrounging for gold’ refers to CMa oso Cnc (B) looking for something that can fetch money. (© rummaging the garbage. (D) digging to find food to eat.UMC) E CO Te a ea eco oad COU ee COR eT TEU R Cae ees Tonine CNR ete natin) (C) gave them home (D) brought disaster PURO Dee ne (iii) Complete the sentence with an appropriate word. SE OSLO RU RUE Ona CL acct lord POC ORS Tas FU Te een ROR eon Nd ROC (OP OCU DCEO eee Ce a Lee ae Ree Oe Oe CMCC ae Ans. The narrator understands that advising Saheb to go to school is Pesce een ect each coment ren tr nortan rte tts Pavone en EecTay tc (v) The expression ‘when they build one, I will go’ indicates Rg Orns Toon NS nor SOR RCNA ROS RUT RCE Cte Sea eee ren ee on(vi) State whether the following statement is TRUE or FALSE. SUC Ue CU MRC UCC oy PUR L ee ENCES ct OVROM ERC Cee eRe od eeu eC Re cee ORCS] Ans. The sentence describes the children who come to school early in the morning, much like birds that appear at dawn, and leave by midday, highlighting their transient presence and the daily routine of reat cts Previous year long type question 1. Why is Mukesh’s dream compared to a mirage? Ans : Mukesh’s aspiration of becoming a motor mechanic is Peete eee rcmco ete mtog eM tate Reetccnee tartare weg opportunities in Firozabad make his dream seem nearly Teer care PROS ROR ROTO SATIRE Ts mS eSB Saheb and Mukesh are not devoid of hope. How far do you agree? OOo FOES CRN RTO ee RLS SESS Te children like Saheb and Mukesh still hold on to hope. Saheb Oren ee CON mace nt RuIe tao” SNC eect van ant kits could be fulfilled. Similarly, Mukesh dares to dream of becoming a mechanic, defying the tradition of bangle-making in his family. 3. When I sense a flash of it in Mukesh, I am cheered. How is Mukesh’s attitude of life different from that of his family and friends? [40-50 Words] OO Ce ee OSCR Ce ems EEN cat) become a car mechanic, while his family and friends havePee eS Tee TELS Sn Cer enna nt TNs cts determination to break free from poverty and choose a different Pe Reeeome eae es 4, What vicious circle are the bangle-makers trapped in? [40-50 ArT OSNEWS Cent cee eke ee RIC oro exploitation by middlemen and money lenders. Any attempt to reese era eee RTC Tt imprisonment. They lack leadership to guide them out of this situation, and as a result, they are forced to continue their hereditary work, which ensures a life of poverty and deprivation. PARR Cee Commer eee ere eee) era OR Ora] IRE e en Cee Seems ene Teac SiC ec Mace tae eto ms eta toa Smee MEO RTL NORD Circa Te PO eee ECE C Cn EEN oc E tL continue to oppress them and prevent them from organizing for eee CRU Cr Roce eee ame Tens Explain. [40-50 Words] ‘Ans. Scemapuri, a garbage dump on the outskirts of Delhi, eet oR emer Re CnC n cond een CMU nCr ce tan rene meter eng water supply. Originally a barren land, it is now inhabited by eS eeCeny ea er ee ee Rent Cece Peretnea Ch ere Recreate 7. Firozabad presents a strange paradox — the beauty of the glass bangles and the misery of the people who make bangles. Discuss. PERRO Ans. Firozabad reveals a stark contrast between the delicate beauty of its glass bangles and the grim reality of the artisans who CCE COM Ua eee Cvat ters t eteCea UN ENC cen Reo M Le Neem tac tec Dee Ce RN Coen CeO UC RUC ante Ome R er ceenOn nena RnE are Soo OUR PNR e Ce eu n Tear eS damage from toxic fumes. Despite their hard work, they remain Doe EERO RO un Cesc eke oe grim reality. This contrast between the beautiful products and the harsh lives of the workers highlights the social and economic ea Sec sca Cn ee Cent Lrg living conditions for these skilled but marginalized workers. 8. What change occurs in Saheb’s life? Is it a change for the better Dae a Ee nec] ee an cena etc nce Pee er enema mM Toe Cet Rete) improves, he loses the freedom he once had and feels burdened by the work, resulting in a sense of helplessness. ORR eae eet TeV ULC ETS family survived? [30-40 words] FOCUS eC E Reco Oats house, a cramped, dilapidated shack, was located in narrow lanes PTR Ue Om UCT ae maroc eaten es ey Sa CEC MTR Tm MERU Neto ion tests See 10 How was Saheb’s life at the tea-stall? [30-40 words] Ans. Saheb’ life at the tea stall was a change from rag-picking. Pee R cnr treme ea en eres nt ts OC Rr aCe ne er crceeCR CeCRC cn) control of his own life. ORS aR Cee aCe RCI cece picking? [30-40 words] ‘Ans. Work at the tea stall differed from rag-picking for Saheb as he no longer had the independence he once enjoyed. He wasOSA eC re Renee Ttt URC Cake son PORN OR ince cee antes hto God Firozabad. [30-40 words] PO Cen eee Oc Eee Ra eae such as working in unsafe and harmful conditions that damage their health. They are trapped in a cycle of poverty, controlled by Potay em eee LORS Co MLC Ra carry them from exploring other professions. arallel type/Diary entry / Spe Bait 1, Where the peasants are so crushed and fear-stricken, law courts are useless. The real relief for them is to be free from fear (Indigo). The people of Firozabad (Lost Spring) are fear Ken to form a cooperative as there is a vicious circle of middlemen, politicians etc. These exploiters don’t allow them to take any initiative. You agree that fear is the worst deterrent factor in one’s life. As a motivational speaker, give a speech advising students how to a UR Ce ec M UCC ems two texts to support your views. SONA Ces eres Dee Cue Pe Oe a Ee ree UCR cee RCO Ty to success ...... [120-150 Words] Ans. Dear Students, PEC aE cre C RC cla nC Ree Oe Ne ce Re eee OTT unlawful targets which will lead to our exploitation. Thus, we have to remain away from such traps and also be alert to identify potential traps. In the story Lost Spring we see the poor oppressed banglePee ener oe ERT Oa a CersaenEece aTSe ee rec CR Tod ee nom ne aE Ree Cer Re CS politicians and money lenders. They do not dare to do some other RE aOR UNCER Cet kes COR MSTOn TaTTon people can blackmail us to get their ransom. In such cases, we must ene Ra Ce RR ea SCR Re Se OPEN AUR MCU RCE CSE LRSM CALs fearless, one must be rational and practical too. One must be able to judge and identify if the fear is real of if someone is instilling the fear only to fulfil his motives. The poor peasants of Champaran get rid of their fear when they realize they are strong in number and have the TORS Re Rerun TCR RU Ce Mra Ceca NT empowers them and they are able to speak up for their rights. 2, She gave a little cry of joy. She found a small rattrap, ... (The Rattrap) Saheb-e-Alam received a pair of discarded shoes with a OC Oe enn R SAT aed eC NUS oe EOE on orc ee cms eat RSet a PUR] Ans : Edla and Saheb experience joy from their gifts, but the sources of their happiness reflect their different circumstances and the deeper meanings behind these gifs. In “The Rattrap,” Edla feels immense joy when she finds the small rattrap left by the peddler, along with the money and a note he had stolen. This gift symbolizes the Pane ene een toc ers Contam Te NRE Econ Soest Li compassion. Her happiness comes from seeing how her kindness has helped the peddler find a new path in life. In contrast, Saheb in “Lost Spring” receives a pair of old, worn-out shoes, one of SR CE ese eee eS Cees Tom eed shoes represent something rare in his life—dignity and a small piece of comfort in his, difficult existence. The shoes offer him a brief escape from his harsh reality EO CRS es ree ce ee ee ee eS See een ar sis3. Where the peasants are so crushed and fear-stricken, law courts are Peo RmmU tae cis om ere eech eee cone Cue CTO MTS people of Firozabad (Lost Spring) are fear stricken to form a cooperative as there is a vicious circle of middlemen, politicians etc. These exploiters don’t allow them to take any initiative. You agree that fear is the worst Peerenereman tata nts ‘As a motivational speaker, give a speech advising students how to overcome fear and lead a successful life. Use material from the two texts to support your views. ‘You may begin like this. Deas ee The emotion of fear will always interfere and interrupt your path to Airco eee AO ore] Oa a ee CCC Me eee sar ee RRC eRe emule Ly selfish purposes, often leading to exploitation. It is crucial to avoid FEV Pee OO Mec yer RIC NMmOra CU aR came cm Lorsc) Ri bests In Lost Spring, the oppressed bangle makers live in extreme poverty, accepting it as their destiny. However, they are so consumed by fear that they are unable to unite and form a cooperative due to the Pentair eae Caimi to pursue other work, trapped by these exploitative forces. In some situations, people may attempt to blackmail us for their own gain, but it is important not to stay isolated. We should speak up, discuss the PCA rac trance eter eretnl Cries ec eons Cu cnr Cun UCnTinctar stair PCa ERROR Sc R itemnce Caen nears it’s being manipulated to serve someone else’s agenda. The peasants See R ORC RCA mnt Ame RL ee OUR SM LORer UU E TIE Eames oauimeat nce kin cn cur at eed Sorat TaosPRORNES ELC Cte eens Chan co Cn eT ee See CL eT MBPS URN Ont] eee ee ence eet ts POR ee a ae ERO CROC SOS TMS RTM Ons eccentric Tara) successfully contest our own destinies. In the novel “Lost Spring,” the families of children like Saheb-e- Alam and Mukesh are caught in an unbreakable cycle of social Riera Roun rcs so ane Ute corre Tarrant ICN ek ea ROI ota triers and they are unable to organise themselves into cooperative eu eneroan igen etait STR CREO ee Center ricer tocar ma nto Roce CHR CR cB uc aCe Ng OM SAee ecm tere atta ee government personnel, and the police did not listen to their concerns. In many cases, the legal system is ruled by repressive ee a en eeicckem ema ice ie ra erent man, They lack the bravery to speak out against what they perceive to be unjust transactions, and their legal battles result in a lack of clarity. Both ‘Lost Spring’ and ‘Indigo’ demonstrate how the PCS CUBE Rar ROS eMC OE CBC ema William Doi Wat wut Peo RC AT Oe eee eco ect] Pn EMR c ena et meme trom ccs eRe a ree UMS Cc Ree ENT t water, but later, he decided to face his fear. With the help of an instructor, he leamed to swim and eventually conquered his fear. The theme emphasizes the POR Cee CUM Ree Cee rea enon a teccan CeO ee Ce eee Rr ennai n PatyCO leita cacy AAT Hrm lucy + He was Resilient Pap Chen rc Sea orca Secs See Cia Sed Sa ona tata cea ee See cath 1. Read the following extracts and answer the questions : WiamCR ICTR Ch Ay Ror Werte One En etc n isn onto nT stirred childish fears. But in a little while I gathered confidence. I paddled with my new water wings, watching the other boys and trying to learn by aping them. I did Seema Te Rn Tis Teerta Sma Dee RCD) (i) Identify the phrase from the given extract that bears evidence to the fact that er Oat een mentee Centos tte Ans. “Revived unpleasant memories and stirred childish fears.” (ii) How does the writer try to learn it? Mention any two ways OM Cen CRO eer a nc omant arc Rm titen tt SVC Tat Real ae (iii) What did the Y.M.C.A. pool bring back to Douglas? CN enor rentntertcd ON Cosm on (C)Meeting a bruiser of a boy CRU ROM RASC Ce aagPROM UROL Cera ton trtd (OME EEN Contr oe Sova c tee UC REC occas erry ; RO eee ecg (v) Why did Douglas ape the other boys? Ue a eh er eae ee aOR eee ee TTT Pea imcs rete (vi) The writing style of the extract is autobiographical because . Ans. It recounts the personal experiences and emotions of the narrator, providing a first person perspective on overcoming fear. 2. Read the following extract and answer the questions that follow: The next I Cem eC rot ante MCTntaMn cree rd threw me in was saying, “But I was only fooling.” Someone said, “The kid PrereNmetc MSE Eee Lae Roam RRC te coco ha Several hours later, I walked home. I was weak and trembling. I shook and cried OIA EA MECC Raa Tn oer ett ee Rte erng Rm ccee cre canter atau Ca ee haenrte ater nt ecard Pare I never went back to the pool. I feared water. I avoided it whenever I could. OR URS reece ties te Rem CONT na ed (a) he had got severe food poisoning. Oe en ea once nee mC Tne ea On (c) he was frightened when he saw the big man. (d)he had gone for a swim on an empty stomach. ‘Ans. (b) he had just been rescued from nearly drowning in the pool. (ii) Rewrite the sentence by replacing the underlined phrase with its inference. oe MeN SC nera ots ‘Ans, For days a recurring fear was in my heart, COURS OR ec Mee eee CUR ea Gy the two statements given below :1. The boy did not know how to swim. Il. The boy took a long time to recover from his fear. (a) I can be inferred from the extract but II cannot. (b)I cannot be inferred from the extract but II can. (6) Lis true but II is false. (@ Both I and I are true. PCR CNB ETC BIeTCE TTS CAUCE NURS ALOU Ce CUO MOB mn Ci Cee tenia boy into the pool just for fun (clue : a phrase) Oem a RUE eo (v) Complete the sentence with an appropriate explanation as per the extract. Suet ee tec om ea Cm ect Ans. The slightest exertion upset the boy because he had swallowed a lot of water Pirie cra heen Te nO toasts (vi) Replace the underlined word with its synonym from the extract. The boy felt unsteady in the knees. FR ONO NY See CCE CSe TS Men Mania eer ta (Od eon This went on until July. But I was still not satisfied, I was not sure that all the terror had left. So I went to Lake Wentworth in New Hampshire, dived off a dock at Reed OUR Ona ee Ceca ec ea Oem crawl, breast stroke, side stroke, and back stroke. Only once did the terror return. SOR Mtoe a cee NacCan teeter m tn Titan bottomless water. The old sensation returned in miniature, (i) Name the chapter and its writer. PC eo cece oa ee ome CRN Pa Cec COR NAM acme Cer Ans. The writer was nevertheless unsatisfied since he still felt a sliver of worry PoratHe had a near-death experience that left a lasting impression on his psyche. As a Ret enh eee es mace ten eantaemea rt completed his training, he was unsatisfied. (iii) What did ‘he’ do to satisfy himself? Ans. To satisfy himself, he did the following: Rea SCS TROLS ETT Sn Te CR Cerra Oe He travelled to New Hampshire’s Lake Wentworth SUE NA Ree Ce CUT TORT Oc (iv) Which ‘old sensation’ did he experience? OSE eee ee TR ee a CEC C RN CMs CRS) a California beach with his father when he was a toddler and was pushed down Ce CeCe ero oa coca Ce tent! ten or eleven years old, he was likewise thrown into the YMCA pool by a gang of youngsters. He was terrified because he couldn’t get to the surface. OCR Cnn SR Ce Oa een ries Becr mica render PRS RES NCC Ma TORTS Eero Ce ENR MES SES ORT TET qualities of the speaker are highlighted in the above statement? Ans. The statement reflects Douglas’s bravery and resolve. Despite feeling fear, he Pee oc mre Cmr ane ete cence nt Porene rca tc econ erg ate k Ne Cra ao ea Crd aha 2. “Father laughed, but there was terror in my heart.” What does the above Reomenie en eoa eee tys ‘Ans. The father’s laughter indicates that he did not fully understand the gravity of the situation and viewed it lightly. Meanwhile, the son is genuinely frightened, Reena a Sea e RNC non CeCe ICR ne empathetic toward his emotions.MBO e CeO ROa cue Tip arias s SRS CTIMCME TTT Pee ee ace cecan Reno emcee eee PON Bonomi cca a er ecne FRE UCT RORE TIP Crees Reo accent a Ceti ert Ng relentlessly pursuing Gandhiji to Champaran, hoping for justice. His persistence Paneer OCR tLe Cees uno ene ROL UMST Ch in "Deep Water," Douglas fights his deep-seated fear of water. His resolve to eo ea Cse he nce ncyttsn enor nt nacre Ceny ee eccrine tate Cane cnt” significant challenges, can lead to personal success and broader impacts—Raj Kumar Shukla in the fight for justice and Douglas in overcoming his fears. Peay Ree oe oe OR CE Reco eee PEC UCR Cm CRC n nectar experience in his childhood. Despite his intense desire to swim, he was Pa eS COS ee Teen through consistent practice and determination, gradually leamed to swim, Cn ace cen a Te 5. Why did Douglas decide to go to the YMCA pool to learn swimming? Ans. Dea ee ORC m Ca eet atom rte trained instructors, and the shallow edges made it an ideal setting to face his fear of water. It offered the right environment for him to overcome his ONG R tc CANT Roe Ore ORET TIE Crom en RCP See Ts ROR ton ete Cac? When Douglas was pushed into the pool, he felt like he was sinking deep into the water. His lungs felt ready to burst, and despite his desperate attempts to rise to the surface, he couldn't. He sank further before realizing the depth of the danger he was in. PAs Ca ee ae CR aCe a ceo ae Oe One SMES eon ce ene CRU Ce et ec sista eve Re ene McCann R ee RCC reality, fear holds us back from confronting the challenges, and once we Cec U eR eS Me ee aeae cle 8. How did William Douglas’s fear of water start?Ans. Douglas’s fear of water began when he was a young child, around three or four years old. While at the beach with his father in California, he was knocked eee eC ace Ceci s Re rte ea ca cod ee ORCC Tem eR arene Poet Ans, The swimming instructor was patient and methodical in building Douglas into Pe CR CCRC CTO cnn mtr eRe Pate ee slant guiding him in the pool with it. This helped him stay calm while learning to move his arms and legs in coordination, Over time, the instructor also taught him how to Pee ee aR aM CR cr re ctoe e ePSCeeCTiT CORRE nC iar eee CRE eee artnet 10. How did Douglas develop a fear of water? Ans. Douglas’s fear of water originated when he was very young and had a traumatic experience at the beach, where he was knocked over by waves. Later, during his time at the YMCA pool, another incident occurred when a boy threw him into the deep end of the pool. Douglas struggled to get to the surface and nearly drowned. This terrifying experience deepened his fear of water, and it took Reena Ree cas TOPO Ces et ENR Ree Oem CEC etc ares Ie SERS ROS ne La OC ee CeO mR knocked down by a wave at the beach with his father. Later, when he was at YMCA, a boy threw him into the deep end of the pool. He sank to the bottom and felt suffocated. After this incident, Douglas avoided water for a long time. However, his strong desire to swim led him to hire a swimming instructor. Through Pee Ree nets Se Ctcom a eae aCe Cee at OMe) Ma crn eco Ne UR R cd PRR Cen CRTC SPR OE ROUT cee Oe Douglas’s determination and hard work were key in transforming him into a Secs teen sce cena Nee Cent err erece een ar a erent om nebo ne Reet tert eventually master swimming. ERO Cena esdAns. The instructor built Douglas’s swimming skills step by step. He used a rope to help Douglas gain control and confidence in the water. The instructor taught him aCe eee rae n te ae eee ceteris Eventually, he allowed Douglas to swim across the pool, fully preparing him to Se 14. Why did William Douglas choose Y.M.C.A. pool when he decided to learn to ESTE Ans, William chose the YMCA pool to learn swimming because it was safer than Pee Ce emo Ru Ce TC oem Te at YMCA pool was ideal for overcoming his fear of water in a controlled Cental 15. Which two incidents in the life of William Douglas before he was ten years old Cee ERE ate Ten ced Ans, William’s fear of water began with two major incidents. First, when he was at the beach with his father, a powerful wave knocked him down and terrified him. Later, at the YMCA pool, a boy threw him into the deep end, causing him to almost drown. Both experiences left a lasting fear of water in him. TS UC mens oeCue SUB W Gee ee Bec SOT NE OS CROC NM RCO MALU One RUC ‘Ans. Douglas’s near-death experience had both negative and positive effects. The traumatic experience at the YMCA pool created a deep fear of water, which prevented him from enjoying activities like swimming, fishing, and boating. FO UO Ce ORR Bs ROR a CCU CRs OR COLTER) conquer this fear, despite the challenges, helped him develop strength, POSS C TC eM OTM ON Mm Tae roccree Cee Tine ccon tay POTiCCc neh ree en ane KURT ace 17. Childhood fears are deeply entrenched in our mind. Determination, hard work PS eee CRC ar ROR Ue RCC ere Recent an) a eRe SMS Ore Rou TS creo ome Ta a journey proves that childhood fears can be difficult to overcome but with determination, hard work, and proper training, it’s possible to conquer them. After being terrified by water as a child, Douglas's strong desire to swim PRO ECO Se CR terregularly, and learned how to swim. His persistence helped him get over his ONCE OMe MnO RCO resents 18. Douglas says, “The instructor was finished, but I was not.” What did the instructor teach Douglas? How did Douglas finish the task begun by the pitta oad Cece es Se eer ee Re ee approach, building his confidence and skills gradually. Once Douglas learned to SEM eee Sem Reni a Tera Cem Cra tng laughed at the fear, realizing it was just in his mind. His newfound courage allowed him to continue swimming confidently, proving that he had truly ec Parallel type/Diary entry / Speech /Article 1. “Well ’I be a manager then — yes, of course — to begin with.” (Going Places) Sophie (Going Places) lives in a world of fantasy. Douglas (Deep Water) faces reality and realises the importance of learning how to swim. Analyse based on the eC rena tre ea Teen cotta Ceny article on how the youth of today must inculcate an attitude of doing rather than Premed Sarr a are The youth today must ...... Pe BRON OCS] OSCE RTM RC eMC ELMER acne SrCTMMO UT CaS CuUTT a ER SCO RC a ae ce Ren Ocomen erm SmC eR eran a which makes us slow and causes us to miss opportunities. In the story Going Re ONCE eta Mn cee oeatint acacia tne etnies ts talks about her unrealistic dreams that don’t connect with her actual life, creating a world of illusions far from her harsh reality. On the other hand, William Douglas shows a practical approach. He wants to swim in natural waters, so he faces his ferent ree Rac otae ec CCem etn cree en pte tas TCR ener mort cee ene CnMecene nt EC ag hs eenTheme The theme of "The Rattrap" by Selma Lagerlof is about human kindness, redemption, and the power of change. The story revolves around a poor, cynical man who sees life as a trap, just like the rattraps he makes. He tries to cheat others, but when he is shown kindness by the kind ironmaster and his daughter, he Serene Tenet Cece te rt neeee nett en naCT the most hardened individuals. It also reflects how everyone deserves a chance to Ceara arene ett nett! goodwill Character sketch (eroicg cae sh Sax eratecrd Capri crt sn SaBN Ca Se ee SaaSSia Cd ERAT BNC EEE cae nC nent hi Nd See SSCL + Empathetic * Kind-hearted Pero Semen tints Sa rnd SCLCSan ees Se onc + Forgiving Brot Senor etn Serer Sea rnccsntd Saiiuad + Quick to Judge + Caring (towards his daughter) Pe eC aR SCE PESO Oa UCR ee Cn Tero ea thinking of this stranger here,” said Edla “He walks and walks the whole year Ree CRC LS aCe Rea eee R CR CR mC aS oe OR ne CO RMN cfs Cane Ceo oe osm Nad is afraid of being arrested and cross-examined. I should like to have him enjoy a Ce eR ce Cea RRC (i) Complete the following sentence with the most appropriate option : Edla wished the Pedlar to have a peaceful day because (a) the Pedlar had worked for Edla. (b) the Pedlar had not been released from jail. (c) the Pedlar had been staying at the forge. (d) the Pedlar had always been looked with suspicion. Ans. (d) the Pedlar had always been looked with suspicion (ii) Sclect the suitable word from the extract to complete analogy. single : multiple :: abroad ce ons CON Saar Teme Ree ere (a) conscientious ec ns