23244660 23246113 8448298316 (For Specimen copies) 9266631866 (For other queries) Phones: © Reserved with the Publishers Publishing a key or helpbook for this book is forbidden. First Edition: 2003 ‘Twenty Second Edition: 2024 Price: % 369.00 (Three Hundred Sixty Nine Only) Morning Star (A Unit of MSB Publishers Pvt. Ltd), 4626/18, Ansari Road, Daryaganj, New Delhi - 110002. website: www.studentsmorningstar.com Printed in India at Goyal Offset Works Pvt. Ltd. Acknowledgements Permission to adapt and use copyright material has been applied for. While every effort has been made to contact the copyright holders, we have been unsuccessful in some instances However, we will be pleased to make proper acknowledgements at the first opportunity. Jaimer y effort has been made to make this book as accurate as possible. However, there may be inadvertent typographical or content errors, The author and publisher shall have no liability for responsibility to any person or entity. regarding any loss or damage incurred, or alleged to have incurred, directly or indirectly, by the information contained in this book. You. hereby agree to be bound by this disclaimer or ay return this book within 30 days’ time od for a refund. aeTotal English 11, for ISC classes, is an English Language Textbook written according to the syllabus prescribed by the Council for the ISC Examinations, New Delhi, for the Indian School Certificate (ISC) Examination and the guidelines given by the NEP, 2020. This edition contains the new pattern of questions as per the latest syllabus and Specimen Paper. The book has four sections in each of its 15 Units. Section A deals with Grammar Focus. Section B highlights the skills needed for Creative Writing. Section Chas chapters on Phrasal Verbs and Mind Your Language and Section D comprises Specimen Papers. The whole book has been designed as a complete English Language Course, giving essential information on how to attain and master language skills. The following sections have been revised or re-written while updating this edition of the book. Comprehension passages with Multiple-Choice Questions in Q4 (i) (b). Composition Topics. Prepositions and Phrasal Verbs. “Transformation of Sentences. Alll topics under Directed Writing in respect of Question 2 (a) in the Examination. Proposal Writing, in respect of Question 2 (b) in the Examination. Project Work Comprising Listening and Speaking skills. The marking guidelines and model answers included in the initial Unit are meant to guide candidates to answer questions with relevance and precision. A collection of carefully designed practice papers, reproduced exactly in the same form as in the ISC Examination, provides candidates with an excellent opportunity to familiarise themselves with the examination techniques. Where possible, sufficient space is provided for writing the answers. Where space is not provided in the book, students are requested to make use of their exercise books for writing answers. A section, as per the syllabus, on Project Work of 20 marks is given at the end of the book. Itis hoped that all students who go through the book with diligence will be able to answer with full confidence any question set for the ISC Examination in English Language Paper I. Alll suggestions for the improvement of this book will be gratefully acknowledged. AuthorsThe Pattern of ISC Questions Paper 1: English Language (3 hours) Question One: A composition (400-450 words) on one of a number of subjects. ...20 Matks Question Two: (a) Directed writing (article writing, book review, speech writing, newspaper report and statement of purpose) based on suggested points. a 15 Marks (b) Proposal Writing based on a given situation. The proposal should include (i) The Heading (ii) Statement of Objective (iii) List of measures. a 10 Marks Question Three: Short-answer questions to test grammar, structure and usage... 15 Marks Question Four: Comprehension. ww» 20 Marks Question Time Marks One 45 min 20 Two 55 min 25 Three 30 min 15 Four 50 min 20 Total 3 hours 80 s Project Work - 20UNIT1 — A __ Tenses and Their Use (1) 7-26 3 Proposal Writing C Phrasal Verbs Specimen Paper 1 (Solved) D UNIT 2 A__ Tenses and Their Use (2) 27-39 B_ Composition — Organisation & Phrasal Verbs D A a Specimen Paper 2 UNIT 3 Agreement of Subject and Verb 40-54 Creative Writing LG Phrasal Verbs D_ Specimen Paper 3 UNIT 4 A Simple, Compound and Complex Sentences 55-67 B_ Atmosphere in Creative Writing \2~ Phrasal Verbs D_ Specimen Paper 4 UNIT5 — A _ Conditional Sentences (1) 68 - 82 \B Description of Characters & Phrasal Verbs Specimen Paper 5 UNIT 6 Conditional Sentences (2) 83-94 Characterisation Phrasal Verbs Specimen Paper 6 UNIT 7 Use of Since and For 95 - 106 Directed Writing-1 Phrasal Verbs Specimen Paper 7 Sequence of Tenses 107 - 122 Directed Writing-2 Phrasal Verbs Specimen Paper 8 UNIT 8 one> gne> oh ke o» gam UNITI@ A B c D UNITH A B c D UNIT A B : D UNITI3, A B — D UNIT OA B c D UNITI5. A B D APPENDIX 1 CHAPTER 1 CHAPTER 2 APPENDIX 2 Specimen Paper 19 ‘Transformation of Sentences (1) Homophones Specimen Paper 11 ‘Transformation of Sentences (2) Narrative Composition Correct Use of Words Specimen Paper 12 Use of Adjectives Argumentative Composition Correct Use of Words Specimen Paper 13 Use of Multiple Prepositions (1) Short Stories Correct Use of Words Specimen Paper 14 Use of Multiple Prepositions (2) Summary Writing Specimen Paper 15 ISC SPECIMEN PAPER _ Speaking (O Passages For Reading, 13-19 140-157 | 158-170 171 - 186 187 - 197 198 - 208 209-221 222-227 228 - 256 230 - 242 243 - 250 251 - 256 : 1 1 i ; i | jA Tenses and Their Use (1) 8. Proposal Writing C. Phrasal Verbs N D. Specimen Paper 1 (Solved) @ A. TENSES AND THEIR USE (1) = Present and Past Tenses It is important not to mix up time and tenses. Time is the same for everybody: past, present and future. But, the tenses of verbs do not always fit into the past, present and future. This is illustrated in the following example: If it rains, I shall stay at home. In this sentence, both the verbs refer to future time; but, the first verb is in the Simple Present Tense; it is in a Conditional Clause beginning with if, Tenses of the Verb to love Simple Continuous | Perfect Perfect Continuous Active | I love. Tam loving. | Ihave Thave been Present loved loving. Passive | Iam loved. | Iam being | Ihave loved. been loved. Active | T loved Twas loving. | [had loved. | I had been Past { loving. Passive | Iwas loved. | I was being | I had been loved. loved. Active | Ishall love. | I shall be Ishall have | I shall have Future { loving. loved. been loving. Passive | I shall be I shall have _ | loved. been loved. I. Uses of Simple Present Tense:’I eat. He eats’. Simple Present Tense is used for: 1, Permanent truths: Summer follows Spring. Gases expand when heated. UNIT ONE: @ML. 2. The present period: My sister works in a bank. 3, Habitual actions: I get up at 7. sometimes stay up till midnight. 4, Future reference (for timetable, ete): The concert begins at 7.30 p.m. next Friday. 5. Observations and declarations: Thope so. 1 say that [ove you. 6. Instructions: First you wvigh the ingredients. 7. Commentaries: Federer serces to Nadal. |. Uses of Present Continuous Tense: ‘I am eating. He is eating’. ‘There are four basic uses of Present Continuous Tense. We use it for: 1. Actions in progress at the moment of speaking: He is working at the moment. 2. Temporary situations/actions, not necessarily in progress at the moment of speaking My daughter is studying English at Delhi University. 3. Planned actions (+ future adverbial reference): We are spending next winter in Australia. 4, Repeated actions with adverbs like alzoays, forever: She is always criticising me. Uses of Simple Past Tense: ‘late, He ate’. We use Simple Past to talk about events, actions or situations, which happened in the ps! and are now finished. We always have to say (or imply) when the action happened: wwe often use time re yesterday, ago, last summer, etc. We use this Ter h happened in the recent or distant past:2. to describe a past habit: My father always went for a walk in the morning. 3. If we do not use time references (a moment ago, when I was young, etc.) we imply them: I saw Fred in town. (i,, when I was there this morning.) I never met my grandfather. (i., perhaps he died before I was born.) IV. Uses of Past Continuous Tense: ‘I was eating’. There are five basic uses of Past Continuous Tense. We use it for: 1, Temporary actions in progress in the past: I was living abroad in 1987. Tt was raining all night. 2. Actions which were in progress when something else happened: When I zoas leaving, the phone rang. These actions in progress are often introduced by conjunctions like when, as, just as, while, etc., but the shorter action can be introduced by when: We were having supper when the phone rang. 3. Actions in progress at the same time: While I was reading, Reena was playing the piano. 4, Repeated actions with words like: always: When I worked here, I wvas always making mistakes. 5, Polite inquiries: I was wondering if you could give me a lift. V. Uses of Present Perfect Tense: ‘I have eaten. He has eaten’, There are two basic uses of Present Perfect Tense. We use it to describe: 1. Actions beginning in the past and continuing up to the present moment: © With time references like before (now), ever, never ..before, up till now, so far, etc: Thave received 20 cards so far. T have never tasted papaya (before). © With sincelfor. Thave lived here since 1980. I have lived here for 20 years, 2. Actions which happened at an unspecified time in the past: © With no time references: Have you passed your driving test? (Depending on the context, this could mean ‘very recently’ or ‘at time up tonow’.) UNIT ONE -@© With references to recent time, like: just, recently, already, still, yet: Thave just eaten, Repeated/habitual actions: Thave watched him on TV several times. Thave often met her. VI. Present Perfect Continuous Tense: ‘I have been cating’. 1, We use Present Perfect Continuous in place of Simple Present Perfect when we want to emphasise that something has been in progress throughout a period: Instead of saying: Thave typed all day, We can say: Thave been typing all day. Depending on the context, this may mean I'm still typing or Ihave just recently stopped. 2. Some verbs like learn, lie, rain, sit, sleep, stand, study, wait, work, naturally suggest continuity and we often use them with since and for. We can use them in the Present Perfect Tense: I have waited here for two hours. I have worked here since 2005. But we most often use them in the continuous tense: Ihave been woniting here for two hours. I have been working here since 2005. VIL. Uses of Past Perfect Tense: ‘I had eaten’. ‘We use Past Perfect to refer to ‘an earlier past’, that is to describe the first of two or more actions: First the patient died. Then the doctor arrived. The patient had died when the doctor arrived. We often introduce Past Perfect with conjunctions like when, after, as soon as, by the time that. We use adverbs like already, ever, never ...before. VIIL Uses of Present Perfect Continuous and Past Perfect Continuous: ‘I have/had been eating’. Past Perfect Continuous is the ‘past’ form of Present Perfect Continuous. 1. The progressive forms have the effect of emphasising continuity. We use them to describe actions in progress throughout a period. Present Perfect Continuous: She is very tired. She has been typing alll day. Past Perfect Continuous: She was very tired. She had been typing all day. Depending on the context, she was still typing, or had recently stopped. (then, not now) @ i TOTAL ENGLISH-XISome verbs like learn, lie, wait, work, naturally suggest ‘continuity’: Wesay : I have waited for two hours. (Present Perfect) Or : [have been waiting for two hours. (Present Perfect Continuous) We say : had waited for two hours before he arrived. (Past Perfect) Or : [had been waiting for two hours before he arrived. (Past Perfect Continuous) 2. Repeated Actions: Present Perfect Continuous: He has been reading every night for a month. Past Perfect Continuous: He had been reading every night for a month. 3. Drawing Conclusions: Present Perfect Continuous: Her eyes are red. It is clear that she hias been crying. Past Perfect Continuous: Her eyes were red. It was clear that she had been crying. ASSIGNMENT Fill in the blanks with suitable words or phrases making use of the words given in the brackets: 1. By the time we... tn lshed (arrive, finish) ‘ 3. 1.282....cckatenea the man as soon as I ... (inform, check) 4. After we .. (discuss, present) 2. They . there. (lock, get) Ped... the contents of the box. ead 5. We. as fast as I can. (work) to see the boss. (still waif) 8. You .... be worried) UNIT ONE @ . aren't you? Calm down! (constantly li telng twottind..(C B.PROPOSAL WRITING » A proposal, literally means a plan or a suggestion, especially a formal or written one, put forward for consideration by others. Proposals, however, are of different types based on their content. Some of these include the following: 7 Business Proposal is a written offer from a seller to a prospective buyer. 7 Grants Proposal is meant for requesting an organisation for funds for a particular project. 2 Research Proposal is a proposal written by a research scholar giving details about the topic to be researched and the reasons for doing so. It is submitted to an organisation, college or university for seeking permission to do the research work on a particular topic. A Project Based Proposal is a proposal in which a project/event is to be organised. In the ISC Exam, the students are required to write a proposal for implementing a project/ organising an event and seeking its approval from a person in authority like the head of the institute, usually the Principal of the school. It must include a heading, objectives and a list of measures to explain the specifics and the method of what is to be done to complete the project. Thus, such a proposal suggests how to carry out a given project in a stipulated time schedule. The Council has prescribed the following format for Proposal Writing Specimen for Proposal Writing As 2 member of the Student Council of your school, you have been given| the responsibility of setting pe au lopment Centre’ to help the skills. Write a proposal in not ou would take to successfully set up thisObjectives: The ‘Skill Development Centre’ would provide training to the underprivileged children in vocational skills like Carpentry, Computers (hardware), Repairing Mobile phones and Tailoring and arrange on the job experience for the students trained at the centre. (minimum 2 points - 2 marks) List of Measures: * Providing halls to set up the training centre. * Appointing teachers to train the students. * Arranging tools and equipment used for training. * Funds to be raised from an NGO and two industrial houses as part of their Corporate Social Responsibility (CSR) Programme. (minimum 4 points - 4 marks) We hope that the proposal will be accepted so that the Skill Development Centre is established at the earliest. (linguistic ability - 2 marks) [Total - 10 marks] IMPORTANT NOTE: It is suggested that while writing a proposal, the students panied apt title, a Heading, i.e., an introduction of about 2 sentences, a minimum of 2 objectives and a list of measures of a minimum of 4 points, The proposal should be concluded with 4n appropriate sentence. 2 marks will be awarded for linguistic ability. ASSIGNMENT Js a member of the Student Council of your school, you have been assigned the responsibility of organising Science Exhibition in your school. Write a proposal in not more than 150 words, stating the steps you would take to make this exhibition a success. 2“ Asamemberof the Student Council of your school, youhave been given the responsibility of setting up a ‘Mentorship’ Club in your school meant to teach as well as guide the underprivileged children from the slums near your school. Write a proposal in not more than 150 words, stating the steps you would take to set up this club. ana one @(CG/PHRASAL eras » ‘A combination of verb and preposition or adverbial particle is called a phrasal verb. It assumes a new meaning from the initial meaning of the verb. The function of the phrasal verb is to make the language flexible and beautiful. Following is a list of popular phrasal verbs. Act for Act on ‘Act out ee Back out of Back up Back down Back off [Bear amy] Bear down Bear out Bear up Bear with Bear upon | 1, Act (officiate): Mr Bose will act for the Director. (act according to}: She has acted on my advice. (to produce effect) : The medicine will act on the patient after some time. (to perform how something happened) : The children started to act out the whole incident. 2. Back (withdraw) : Rahul backed out of his commitment. (support): | backed him up during the election. (to withdraw from a position, abandon a claim): She refused to back down on a point of principle. (to retreat: Seeing his intense anger, she backed off 3, Bear (win): Anil bore moay the first prize in sports. (overpower): She was borne down with grief. (confirm): The result will bear out his outstanding skills. (to remain cheerful during a difficult time): He has to bear up much for the sake of love. (be patient): He had to bear with her rude behaviour. (relevant to): This testimony did not bear upon the inquiry. 4. Break (stop working because of a fault): Our car broke down on the highway- (lose composure or health): She broke down in the middle of her speech. (enter ilegaly): The burglar broke info the manager’s house last night- TOTAL ENGLISH!Break into (do something at once): She broke into tears when she heard the news. Break of (stop a habit): He is trying to break himself of drinking. Break off (stop, discontinue): He broke off his relations with Rani. Break out (escape): The convict broke out of the police custody. (arise, spread, begin, suddenly): World War II broke out in 1939. A fire broke out in our colony yesterday. Break up (end): The meeting broke up late at night. 5. Bring Bring about (cause): What has brought about the quarrel in the family? Bring forth (give rise to): This Act brought forth discontent among the people. Bring in (earn): His business brings in a lot of money. Bring off (achieve successfully): The Movement brought off no considerable gains. Bring on (produce, cause): Poverty brings on social revolution. Bring out (produce): The juggler brought out a big ball. (reveal): An artist brings out the characteristics of a nation. (publish): The publisher has brought out a new edition of his dictionary. Bring round | (succeed in changing one’s opinion): He brought his father round to his view after a long discussion. Bring up (rear): He was brought up by his grandmother. ASSIGNMENT Fill in each blank with an appropriate word or phrase. |. Our shop brings ...a large sum of money. A good tree brings ... . good fruit. His small income brought .. ihe his standard of living. |. Anita was brought .. . by her aunt. Impure water brings diseases. The press has brought a new edition of the book. . They brought us .. to their views. PNan sen ey . The government has brought UNIT ONE @ .» many changes in taxation.& 1D. SPECIMEN PAPER | (SOLVED) =) (Maximum Marks: 80) (Time allowed: Three hours) (Candidates are allowed additional 15 minutes for only reading the paper. They must NOT start writing during this time.) Attempt all four questions, The intended marks for questions or parts of questions are given in brackets [ ]. (You are advised to spend not more than 45 minutes on Question 1, 55 minutes on Question 2, 30 minutes on Question 3 and 50 minutes on Question 4.) (You should begin each answer on a fresh page.) Question 1 Write a composition (in approximately 400-450 words) on any one of the following subjects. (You are reminded that you will be rewarded for the orderly and coherent presentation of the matter, use of appropriate style and general accuracy of spelling, punctuation and grammar.) [20] (i Ifyou could jump into the world of any book and spend a day with the characters, which book it would be and what character would you want to hang out with? Gi Narrate an experience when you chose struggle over success. State how did you emerge out of this ordeal and what lesson you learnt from it. (iii). ‘Celebrities should not endorse products’. Express your views either FOR or AGAINST the given statement. (iv) Digitalisation. (s)_ The only person you are destined to becomes the person you decide to be. Present your reflections on this statement. (vi). Write an original short story that begins with the following words: “I looked out of the window and ran in fear to close the door...” Question 2 (i) Your cousin is a budding author, has written a book comprising short stories, which has become quite p a review of the book for a Youth magazine based on the hints given belo a include other relevant details. number of pages and price — type of stories — ch make them interesting like routine everyday things late to and surprise endings — overall impression. TOTAL ENGLISH)(ii) As the Head Boy/Head Girl of your school, you have been given the responsibility of setting up a ‘Biznomics Club’ in your school to encourage young business minds to enhance their skills and work for their own start-ups after leaving the school. Write a proposal, in not more than 150 words, stating the steps you would take to set up this club. [10] [The proposal should include: (i) An introduction; (ii) Objectives; (iti) List of measures to be taken. A concluding statement is desirable.] Question 3 Answer sections (i), (ii) and (ii). (i). In each of the following items, sentence I is complete, while sentence II is not. Complete sentence II, making it as similar as possible to sentence I. Write sentence I] in each case. 65] Example: (2) (She occupies the highest post in the organisation. (ID) No one else i ‘Answer. (2) Noone else in the organisation occupies as hig a position as she does. (a) ()_ The doctor said that he must not lift weights. (ID The doctor...t.ss mea (b) (1) The poor man was driven by hunger to steal food. (c) (I) The policeman said to him, “Do oS know what has happened now?” fated chan. Rm tliat ft Ae AS Capped. men (11) Sam promised never. ..hi...0aann...lo..h “eget (©) ()__Itisa pity, Tdid not run fast enough to win the race. (i) Twish 2 Peat emeniabe tO. AR Pees (ii) Fill in each blank with a suitable word. (Do not write the sentence.) [5] 4 (1) Hunger... (ID. The policeman asked him (d) (1) Sam said that he would never do it again. Se .P.t400.. {a) Some men act Qijoims‘... their own interest. (b) The Vice Principal acted .fo. . the Principal for a fortnight. (©) The soldiers were able to bear ...d.us2.. all opposition. | (d) Mona bore oes the first prize. UNIT ONE @() The woman broke ..@awn... in the middle of her speech. (0) The thieves broke ..Savta... his office last night. (Their gred brought .eui. their ruin, (h) Small income brings the standard of living. Ahmed! teacher called «£40... an explanation for his absence. () Call...dm, .» an ambulance immediately. (ii) Fillin the blanks in the passage given below with the appropriate form of the verb give in brackets. Do not write the passage but write the verbs in the correct order. E Against the backdrop of towering forests, rolling hills, and azure skies, many indigenous people and local communities around the world .....(1) (lead) very --~(2) (Satisfy) lives despite ....(3) (have) very little money, thus .....(4) (paint) a portrait of happiness that....(5) (transcend) the boundaries of material wealth. “The strong correlation frequently ....(6) (observe) between income and life satisfaction is not universal and .....(7) (prove) that wealth — as ......(8) (generate) by industrialized economies — is not fundamentally ......(9) (require) for humans (10) lead) happy lives.” Question 4 Read the passage given below and answer the questions (i), (ii) and (iii) that follow: (1) When | was a child of seven years old, my friends, on a holiday, filled my pocket with coppers. I went directly toa shop where they sold toys for children; and being charmed with the sound of a whistle, that I met by the way in the hands of another boy, I voluntarily offered and gave all my money for one. I then came home, and went whistling all over the house, much pleased with my whistle, but disturbing all 3 the family. My brothers, and sisters, and cousins, understanding the bargain I had made, told me Ihad given four times as much for it as it was worth; put me in mind what good things I might have bought with the rest of the money; and laughed at meso much for my folly that cied with vexation; and the reflection gave me more chagrin than the whistle gave me pleasure. f (2) This, however, was afterwards of use to me, the impression continuing on my mind; so that often, when I was tempted to buy some unnecessary thing, I said to myself, Don't give too much for the whistle; and I saved my money. (3) Asi grew up, cameinto the world, and observed the actions of men, I thought I met : with many, very many, who gave too much for the whistle. When I saw one too ambitious of court favour, sacrificing his time in attendance on levees, his repose, his liberty, his virtue, and perhaps his friends, to attain it, I have said to myself, This ‘man gives too much for his whistle. TOTAL ENGLISH”(a) (5) (6) (8) 0) wi When I saw another fond of popularity, constantly employing himself in political bustles, neglecting his own affairs, and ruining them by that neglect, “He pays, indeed”, said I, “too much for his whistle.” If [knew a miser, who gave up every kind of comfortable living, all the pleasure of doing good to others, all the esteem of his fellow-citizens, and the joys of benevolent friendship, for the sake of accumulating wealth, “Poor man”, said I, “you pay too much for your whistle.” When I met with a man of pleasure, sacrificing every laudable improvement of the mind, or of his fortune, to mere corporeal sensations, and ruining his health in their pursuit, “Mistaken man’, said I, “you are providing pain for yourself, instead of pleasure; you give too much for your whistle.” If I see one fond of appearance, or fine clothes, fine houses, fine furniture, fine equipages, all above his fortune, for which he contracts debts, and ends his career ina prison, “Alas!” say I, “he has paid dear, very dear, for his whistle.” In short, I conceive that great part of the miseries of mankind are brought upon them by the false estimates they have made of the value of things, and by their giving too much for their whistles. Yet I ought to have charity for these unhappy people, when I consider that, with all this wisdom of which lam boasting, there are certain things in the world so tempting, I might very easily be led to ruin myself in the purchase, and find that I had once more given too much for the whistle. 20 35 (a) Given below are three words and phrases. Find the words which have a similar BI) meaning in the passage: (1) deal. (2) frustration... (3) distress () For each of the words given below, choose the correct sentence that uses the same word unchanged in spelling, but with a different meaning from that which it carries in the passage: (1) coppers (line 2) (A) He paid a few coppers for the old edition of the book. (B) There were a couple of coppers waiting outside his house to nab him. (©) His wallet had some coppers, besides an identity card. (D) There were days when he did not have any coppers to buy food. (2) reflection (line 9) (A). She was looking at her reflection in the mirror when the door bell rang. (B) His pragmatic approach is a reflection of his upbringing. UNIT ONE B)(ii) (iii) (©) Her son's low scores isa sad reflection of his deteriorating health (0) On reflection she realised that it was her fault, 3) employing (line 19) (A) They have been employing new people in their factory every month. (B) Sheneeds tobe employing her efforts into recovering rather than working. (© Hewas ast seen busily employing himself in the task of furnishing his room (D) Her brother has been employing new techniques to enhance his skills. Answer the following questions in your own words as briefly as possible: (a) How did the narrator feel when his siblings and cousins laughed at him for his ac of paying four times the cost for the whistle? P| (b) How did the act of buying a whistle eventually helped the narrator? Qj (©) Give any one example from the passage where the narrator felt that the person had given too much for the Whistle.” 2 ‘Summarise how an extravagant purchase in his childhood taught the narrator a lesson for life, as mentioned in paragraphs I to9. You are required to write to write the summary in the form of a connected passage in about 100 words. Failure to keep within the word limit will be penalised. is] Note Carefully read the questions. Formulate your answers in your mind. For the composition, select the topic you are most comfortable with and can develop into an original work. Keep some time to read through your answers to check spelling, punctuation, language usage and other details of : TOTAL ENGLISHGuidelines for Answers Question 1 ()_ My all-time favourite book that I have read numerous times is ‘The Adventures of Tom Sawyer’ by Mark Twain — I would love to enter the world of this book and spend a day with Tom — Iam envious of how free Tom’ life was, totally in contrast to my supervised life with after school activities, video games and virtual reality — Tom could go anywhere without supervision or permission — he was not governed by a schedule of regular events — I want to feel, in real life, the joy of trading a regular school day for idyllic pursuits like racing with friends, playing marbles and jacks or spitting sunflower seeds — Tom was a very smart child — he always had something to do — he always had a quick retort — the use of reverse psychology to get his friends whitewash the fence is a classic — the ability to wriggle out of a tight situation is another of his enviable skills — Tom’s positive and supportive attitude as well as his bravery came to the fore when he and Becky got lost in the cave— he kept his wits instead of panicking — Tom’s innocence despite his mischievous behaviour is obvious in the Injun Joe episode as well as the burden Tom carried of hiding the truth — spending a day with carefree and freedom-seeking Tom would be like a breath of fresh air in my otherwise predictable pre-planned life. (ii) [Success is not just a destination but a journey filled with struggle and obstacles. At times we get tempted and try to take short cuts to achieve success rather than going through struggles.] Thave always been a conscientious hard working student. Last year, I was selected to represent my school at the National Science Exhibition. Iwas quite excited but unfortunately fell ill with chickenpox and could not work on my project for the exhibition. It was at that time, my brother offered to allow me to use his project as he was working on the same subject for his Practical Exam. Initially, I was tempted but then my conscience did not allow me to do so and I decided to work on my project rather than take the readymade Project. I felt struggle better than borrowed success. I decided which model to develop and planned the entire project. For one week I worked day and night for the model, failed twice but did not give up. Finally, I was able to develop an exceptional working model of a water purifier that was not only low cost but was light weight with an efficacy of 90 per cent. Despite the several sleepless nights the struggle was worth taking: I not only developed my model in the shortest possible time at my disposal but also won the First Prize for my innovative project. I learnt a lesson that I did the right thing by choosing struggle over success and did not get tempted by short cuts for short cuts can cut short success. William Shakespeare has rightly said, ‘It is not in the stars to hold our destiny, but in ourselves.’ UNIT ONE @(iii) tiv) @- For the view: Yes, celebrities should not endorse products because —(i) celebrities are. hy, influencers with massive fan following and the consumers focus more on the celebritig and not on the product; ii) celebrities at times endorse products that are harmful for heal like cigarettes, alcohol, tobacco products which have adverse impact, especially on th youngsters; (ii) celebrities endorse products that make misleading claims and therefor hurt the interest of customers; (iv) some of the endorsements are unethical as they lad authenticity of the endorsement and safety of the consumers; (v) celebrities advertise th endorsed products in an attractive manner and thus, lure the customers to buy then (vi) celebrities charge huge amount of money for endorsing the products, this raises th cost of the product which the customers have to bear. Against the view: No, celebrities should endorse different products because— (i) whe celebrities endorse a product, they aim to gain trust, respect or awareness of the produc (ii) they assure the consumers of the quality of the product, for example athletic footwez» endorsed by professional athletes; (iii) celebrities help consumers differentiate the bran¢y they are endorsing from the others in competition; (iv) when they attach their name toz product, people can easily recall the product attached to their favourite celebrity; at times. people call the product by the name of the celebrity; (v) when the celebrities endorse: product, its sales increase and the companies try to maintain the quality of the product Digitalisation refers to the task of converting business processes over to use digita technologies, ie, by using computers and internet. However, there is a difference betweer ‘digitisation’ and digitalisation. Digitisation refers to simply converting hardcopies ot paper files and documents into digital files and documents. For example, digitisation happen when we scan a picture, upload paper documents or convert a report into PDF format and store it on a computer. Here, the data and information remain the same, only the accessibility and storage change. Digitalisation, on the other hand, means to convet business process over to use digital technologies. For example, making payments smal or big through apps like GPay, Paytm, BHIM, YONO SBI, PayPal, PhonePe, etc. In today’s competitive world, digitalisation has become an important tool for businesse! to stay relevant and thrive. For India, digitalisation is quite significant given its larg population with over 60 per cent living in rural areas. Connecting India together throug! digitalisation has enabled greater access to the benefits and opportunities to a large numbe" of citizens, thereby bridging the economic divide. Through government of India’s ‘Digit? India’ initiative, India has undergone digitalisation at a rapid pace driven by a number ¢* TOTAL ENGLISH®(v) (vi) factors like growing broadband penetration, technological advancements and low cost of data usage. This has enabled India to have access to better services for education, health care and agriculture and has allowed for greater transparency and accountability. The only person you are destined to become is the person you decide to be. This is a famous quote by Ralph Waldo Emerson, American lecturer, poet and essayist. It is a powerful reminder of the truth that we have the power to make choices and take actions that shape our future and determine who we become. Thus, when we decide who we want to be and what we want to achieve, we can decide the future path and take actions that help us to achieve our goals. However, it is not as simple as it appears. It requires firm decision, hard work, perseverance and sacrifice. It is not a question of who we are meant to be, but rather a question of who we decide to become. Although external factors do shape our circumstances, they do not define who we will be. That responsibility lies with each and every individual. For this we need to accept responsibility of our choices and actions and empower ourselves to make positive changes and create the future we desire. Further, we need to realise our strengths, weaknesses, values and beliefs. Finally, we need to surround ourselves with people who believe in us and our potential. So, our destiny is up tous. Ilooked out of the window and ran in fear to close the door. I felt the chill running through my spine as I saw him approaching my house. I had seen a strange looking man with scruffy long white hair, fiery red eyes and a pronounced lump. Actually, Ihad been seeing this man for two to three days hanging around outside my house. After ten minutes of staring at my house, he used to vanish. I wanted to tell my parents but somehow could not muster the courage to tell them. They would scold me for reading horror stories, my favourites. I somehow forced myself to look out of the window. No, he was not there. I felt a such a relief. As I went down the stairs, to my great horror, he was sitting in my drawing room. My heart started pounding and I felt that I would faint. My mother seeing me in such a fearful state took my hands in hers and tried to calm me. She told me that he was an old faithful servant who had worked in our house for years. He had returned to his village when his wife died and stayed there to look after his children. He remained in touch for some years. Now his daughter was suffering from a heart ailment and required surgery so he had come to ask for help. Actually he had forgotten our address and was trying to figure out if he had come at the correct address. This morning when he saw my father entering the house he was sure that he has reached the right address. Phew! What a relief it was. Now I can confess that I was reading a book of horror stories about UNIT ONE @a psychopath who escaped from prison, leaving a trail of destruction. This gave vent t, my imagination and saw this man asa thief, a convict who had run away from prison, ; psychopath and what not. Question 2 (i) Teen Spirit is an inspiring collection of short stories by Raman Ranganathan, a teenager himself. The stories are note worthy for revealing insights into the life of a teenager through the personal experiences of the author. Each story in this collection can be read as a stand- alone story but is best when read collectively as the stories offer a fresh viewpoint on topics that represent the current life of a teenager. The stories tackle teenage issues like bullying, peer pressure, depression, defiant behaviour, bodily changes, mental health, anxiety and social media addiction. Each of the stories not only deals with such issues but also describes how the teenage characters (usually the protagonist) overcome these problems with their indomitable spirit. The stories and their characters are so life-like that every teenager can relate to them and get access to the multitude of perspectives related to their own lives. In conformity with its title, the stories showcase to the teenagers that they have the potential to come out of their shell, overcome challenges and prepare themselves for the life ahead. Overall, it is an engaging book and worth reading by all and teenagers in particular. The book ‘Teen Spirit has been awarded the ‘Best Collection of Stories by a teenager’. Question 2 (i) PROPOSAL FOR SETTING UP BIZNOMICS CLUB Heading/Introduction: To set up ‘BIZNOMICS CLUB’ to encourage young minds to further their business skills and prepare them to excel in future as entrepreneurs. Objectives: = * To provide the students with right knowledge and perspective to improve and mak their business ideas better so that they can understand what ‘business’ and ‘busines skills’ are, * To further enhance the business skills of the young minds and provide them with? platform to establish their own start-ups soon after completing their school education. List of Measures: * Arranging a room for Biznomics Club and providing two teachers to set up this club- + Selecting the students d club,* Arranging lectures by the leading businessman, especially young entrepreneurs. * Arranging Group Discussions, to discuss and find solutions for the real-life problems that an entrepreneur faces. We hope that our Proposal will be accepted so that the ‘Biznomics Club’ can be set up at the earliest. Question 3 () (a) The doctor forbade him from lifting weights. (b) Hunger drove the poor man to steal food. (d The policeman asked him whether he knew what had happened then. (d)_ Sam promised never to do it again. (e) I wish Thad run fast enough to win the race. (i) (@) against (b) for (0 down (d) away (e) down (6) into (g) about (h) down (i) for @) in 1. are leading 2. satisfying 3. having 4. painting 5. transcends 6. observed 7. proves 8. generated 9. required 10. to lead Question 4 @) @) 1. bargain; 2. vexation; 3. chagrin. (b) 1. (B); 2. (A); 3. (A). (ii) (a). The narrator cried out in frustration at his act and the thought of what he has done and what he could have done made him so annoyed that he lost all the pleasure he had of owning the whistle. (b) The act of buying a whistle made the narrator realise that great part of the miseries of mankind are brought upon them by the false estimates they made of the value of things they thought they needed. (©) A man fond of gaining popularity constantly keeps himself busy in politics and neglects his own affairs and thereby, ruins his life by that neglect. UNIT ONE @(iii) Answer: [ om | tis childhood, the narrator made | an extravagant purchase of i |___ whistle by paying four | times the amount required. This [made | him realise that many | people sacrifice their desirable | pleasures Le | the ae | of false happiness. | There are people who remain miserly to accumulate wealth and others | who indulge | in extravagant pursuits | like buying fine dothes, houses | and furniture even if they have to take debt, Besides, | there are those, work continuously their own themselves by should follow to lead good life.A, Tenses and Their Use (2) 8. Composition — Organisation C. Phrasal Verbs N D. Specimen Paper 2 & A. TENSES AND THEIR USE (2) = Future Tense 1. Simple Future Tense: Uses of the ‘will shall’ to refer to the future 1. Predictions: We predict or we say what we think will happen: Who will win on Saturday? The Thunder Team will win on Saturday. 2. In formal style, we say: What will happen to the events that have been arranged? The wedding will take place at St. Andrew's on June 27th. 3. We use shall and will to express hopes and expectations: Thope she will get the job she has applied for. She will get a surprise. Il. Uses of the Future Continuous Tense 1. We use it to emphasise actions that will be in progress in the near or distant future, especially when we imagine ourselves doing something: By this time tomorrow, I will be lying on the beach. The progressive ‘softens’ the effect of will + verb and sounds more polite: When will you finish these letters? (e.g., boss to assistant.) When will you be seeing Mr White? (assistant to his boss) 2. We use the Future Continuous, like the Present Continuous for planned actions: We will be spending the winter in Chennai. It means that we are going to spend the winter in Chennai. Ill. The Future Perfect and the Future Perfect Continuous Tenses 1. We often use the Future Perfect with by and not ...till/until to show that an action will already be completed by a certain time in the future. Tiwill have retired by the year 2025. Twill not have retired till the year 2025. 2. We often use the Future Perfect Continuous with verbs like learn, lie, live, rain, sit, wait and work, which naturally suggest continuity: By this time next week, I will have been working on this book for a year. @ -UNITTWOWV. Uses of the ‘going to’ — future ‘There are four basic uses ofthe ‘going to’ -future: 1, Predictions: We often use ‘going to’ to predict the future, especially when we can see something that is about to happen: Look out! She is going to faint. . Description of a future event: Mark and Tina are going to be married in May. 3. Intentions: We often use going to rather than will in informal style: Iam going to practise the piano for two hours today. 1 am going to be successful one day. |. Planned actions: ‘We use going to as used in the present progressive or future progressive: Weare going to spend the winter in Bhutan. Or Weare spending the winter in Bhutan. Or. We will be spending the winter in Bhutan. Note: We use will when we decide to do something at the moment of speaking: We are lost. [wil sop and ask the way. (-1 have just decided to do this.) ASSIGNMENT’) Fill in the blanks with suitable words or phrases, making use of the words given in brackets: She .. e Pt. for work before the children get home from school. (leave) i Akiro ....1u..... non-stop for fourteen hours before he reaches Japan. (fly) . They sul. te plefack on the great dam by the end of this decade. (complete) | . Radio waves from earth tnewallafor light years before anyone picks them up. (travel), . The President....1™ 02. the Minister before flying back home. (meet) 1 irs. (write) $3 Mller. him tonight. (ee) Jb Pst to take these new tablets four times a day. (have) 179 They nal maa Speke instructions until midnight. (not have) ® TOTAL ENGLISH?GB. COMPOSITION — ORGANISATIO} N» Planning your a composition is essential before commencing the actual writing of your piece. Remember that in ISC examination, planning is recognised as an activity to be assessed, First of all select a topic carefully, based on your interest and knowledge. Usually, your ideas on a chosen topic will come to your mind in a haphazard way when you begin to think about it. It is important that you jot down your ideas in the form of notes. Once all your ideas are written down, you need to assemble them in a logical order. This will provide you with material for a number of separate paragraphs. Remember that a good composition has points organised in three broad categories, namely, Introduction, Body and Conclusion. Here are two methods of planning a composition. Method 1 Method 2 There are a number of ways of putting your ideas down on a paper at the early stage. You could list them as they come to your mind, e.g., Childhood Memories early memories — my house — my room — my parents — relatives — first day at school — friends and neighbours — special events — places I remember. You might find that a diagram or planning ‘web’ (Fig. 1 on the next page) helps you to list your ideas more clearly. The idea here is to write down the title of the work in the centre of a diagram and then list the points you wish to include—think of a cycle wheel and spokes radiating out from the centre. Look at this second way of organising the material for Childhood Memories on the next page. Such a diagram helps you with a number of points for your paragraphs; it also gives you the content of these paragraphs and ensures that you do not lose the line of thought as you develop your essay. ‘ One of the advantages of this method is that you can subsequently develop ideas on each of the spokes as shown on the next page (Fig. 2). Remember that the idea of planning your essay is to give you the structure—especially the Paragraphs—in the finished product. So your next important task is to decide on the order of your paragraphs. UNIT TWOspecial places to events remember (tiendsand a neighbours, early memories@ | bea | oir day my house@) 7 1 at school i i : my room@ ® relatives my parents Fig. Christmas Day birthday a Sey holiday birth of baby sister Mais planing wet for te follwing topics: 1 Advantages of shopping malls,Call for Call in Call off Call on Call up Carry away Carry off Carry on Carry out Carry over Come about Come across Come round Come in Come into Come of Come off Come to € c.purasarverss >) 6. Call (require): The explosive situation calls for an immediate action. (demand): The manager called for an explanation for the peon’s misconduct. (summon): Call in a doctor; she is seriously ill. (cancel): The meeting was called off at the eleventh hour. (go to visit): The Prime Minister called on the President. (to telephone): Call me up tomorrow morning if the matter is urgent. (summon): The soldiers were called up during the war. 7. Carry (to get very excited): The public was carried azoay by his speech. (win): She carried off the first prize. (continue): He carried on the business after his father’s death. (execute): He carried out the wishes of his parents. The officer has carried out his assignment. (postpone): The meeting was carried over to the 19th. 8. Come (happen): How did the incident come about? (find by chance (recover): The patient is coming round. (to change one’s mood or opinion): The Principal is coming round to the views of the teachers. I came across my purse in the kitchen. (arrive): When does the train come in? (to become involved in something): If you want to come in on the deal, you need to decide now. (inherit): My friend came into his father’s property. (be a result of: His success comes of his hard work. (take place): The ceremony did not come off (be a question of, about): When it comes to giving time to others, he shies away. (amount to) Difice expenses come to rupees five hundred per day. UNIT TWO.Come up (arise): Many problems came up during the meeting. Come up to (be equal to): He will come up to the expectation of his teacher. Come upon | (discover or find unexpectedly): He came upon the hidden treasure ing or on abandoned cave. ASSIGNMENT 1 Fill in each blank with an appropriate word or plirae. ° ‘ eAM...ne When the girl became unconscious. off om. 1. The doctor was called 2. The match was called . ... because of the rain. 3, The account was carried .. . to the next page. 4. The gi was carried ..ouiny... by his charming behaviour. up. 6. wanted to hear my mother’s voice so I called her 5. Weill call them this evening to fix the date. ASSIGNMENT 2 Fill in the blanks with words given in the box. 1. Our expenses came 2. She came... r oO 3, How has this problem 60me geen.mdZMF Qa? 4, They will never come .... Pwd... to our views. 5. Your project work does not come... the standard. 6. His wealth comes... To Vea son AOSD. TOTAL ENGUSCommon Errors — Agreement of the Verb with the Subject Rewrite the following sentences correctly: 4 10. .. Either you or I are to attend the meeting. . Measles are a bad disease. "Steps to Indian History are published by Rupa. Either those children or my son have damaged this window. . One of my friends are leaving for Japan today. 5 . a enter wt ges o L Lente at... pulblfabed...J y Bape . The family living next door often quarrels between themselves. . Nobody, not even the committee members, are here. _ ©. Molen, eon t ue dace! atom. eoeromandben muri. Otten Pe» The cow and Yalf are his only ce A Pp. mar ®(Coo pseciNEN PAPER 2 7) (Instructions to students as in the First Specimen Paper) Question 1 Write a composition (in approximately 400 - 450 words) on any one of the following subjey (You are reminded that you will be rewarded for the orderly and coherent presentation oft ‘matter, use of appropriate style and general accuracy of spelling, punctuation and grammar.) a ) Your school arranged a visit to the Parliament House during the Lok Sabha sessiy Describe your visit and the feelings you had. (ii) When we are faced with challenges and difficult situations, we sometimes discos strengths we did not know we had. Narrate your experience when you recognised strength that you were unaware of. (Gi) The gadgets of electronic wizardry have made life completely graceless. Express yo views either FOR or AGAINST the given statement. iv) Boredom. (3) The only person you are destined to become is the person you decide to be. Present ye reflections on this statement. (vi) Write short story which illustrates the truth of the statement, “Don’t judge each dayt the harvest you reap butby the seeds that you plant.” Question 2 Japan was recently hit by a massive earthquake followed by tsunami. Write a newspap report in about 300 words titled: MASSIVE EARTHQUAKE HITS JAPAN ust the points given below. You may include other relevant details. fe Date — intensity of the earthquake— the largest earthquake to strike Ishikawa provi since 1885 and the largest to strike mainland Japan since the 2011 Tohuka earthqud — cause—efter shocks and tsunami — loss of life and property — response and rest operations — widespread destruction — casualties and missing persons. (ii) As the Head of the Theatre Club of your school, you have been given the responsibi of organising a play based on the life of Chhatrapati Shivaji. Write a proposal, in? ‘more than 150 words, outlining the steps you would take to organise this play. {i [The proposal should include: () An introduction; (ii) Objectives; (iti) List of measures to be tl A concluding statement is desirable.) Question 3 — ‘Answer sections (i), (i) and (ii), (In each of the following items, sentence I is complete, while sentence II is * Sapiee sentence II, making it as similar as possible to sentence I. Write sentence i each case. ® TOTAL ENGUS#Example: (2 You can ask for anything: I will give it to you. ax Answer: (z) [will give you whatever you a (I) Iwill give you... @ @ a ae ea ae (All... (b) (DI would prefer to walk to school than go there by car. (1) Twould rather (@ (@)__Inbasketball, the ball may be caught, but a player cannot run with it. 7 (I) In basketball, a player . (4) (1) Wenever imagined that ae win the lotety. een (ID) Littl d...cthsh 7 (©) (He inquired of us whether we were going to play cricket the next 1 Gay. ont >, (I) He said to us, “ ! : V b peratguad ii) Fill in each blank with a suitable word*(Do not write the sentence.) 6] (a) The crow carried a gold chain. (b) Covid carried (©) How did the crisis come (d) How did they come : this document? (e) India cannot easily do ... . with its customs. hy (f) Umais done (g) After his parents’ death, his family has turned him ... (h) The servant was a cheat, they turned him Aga... . () The dogs went ~Rawitositne postman. () Donot go .. he limits prescribed by the Ministry. Answers: (a) (e) @ (b) (h) .. UNIT TWO(ii) Fill in the blanks in the passage given below with the appropriate form of the verb give in brackets. Do not write the passage but write the verbs in the correct order. Two families, within 48 hours, .....(1) (display) profound generosity by ......(2) (consent) to multi-organ donations from their brain-dead loved ones. One heart, four kidneys, two livers, and four corneas from two persons, a 51-year-old man, Bachu from Bharatpur in Rajasthan and a 40-year-old woman, Maya from Haryana | (3) (retrieve) by a team of specialised doctors at the AIIMS, Delhi. The family of Maya also.....(4) (donate) her skin which is now .....(5) (preserve) in the recently (6) (establish) Skin Bank at the Burn & Plastic Centre of AIMS. The organs (7) (allocate) to recipients through the National Organ and Tissue Transplant Organisation (NOTTO). (8) (Offer) a lifeline and a renewed opportunity for those ......(9) (grapple) with critical health challenges, organ donation .....(10) (emerged) as a beacon of selflessness where the gift of life can flourish. § Question 4 Read the passage given below and answer the questions (i), (ii) and (iii) that follow: (1) The fighting had been hard and continuous; that was attested by alll the senses. The very taste of battle was in the air. All was now over; it remained only to succour the wounded and bury the dead. (2) At some little distance from the spot, a man in the uniform of a Federal officer stood leaning against a tree. From his feet upward to his neck his attitude was that of weariness reposing; but he turned his head uneasily from side to side; his mind was apparently not at rest. He was uncertain in which direction to go. (3) He walked straight away into st. The air of confidence with which he now strode along showed that he liar ground; he had recovered his bearings. ind on his left were unregarded as he passed. An occasional ricken wretch whom the relief-parties had not reached, mfortless night beneath the stars with his thirst to ‘unheeded. d, he stopped at last above one which lay at a ra clump of small trees. He looked at it narrowly. id his hand upon its face. It screamed. The officer©) 6) @) 6) 0) (10) (11) (12) i) was Captain Downing Madwell, of a Massachusetts regiment of infantry, a daring and intelligent soldier, an honourable man. In the regiment were two brothers named Caffal Halcrow and Creede Halcrow. Caffal Halcrow was a sergeant in Captain Madwell’s company, and these two men, the sergeant and the captain, were devoted friends. In so far as disparity of rank, difference in duties and considerations of military discipline would permit they were commonly together. They had, indeed, grown up together from childhood. A habit of the heart is not easily broken off. Caffal Halcrow had nothing military in his taste nor disposition, but the thought of separation from his friend was disagreeable; he enlisted in the company in which Madwell was second-lieutenant. Creede Halcrow, the brother of Caffal, was the Major of the regiment — a cynical, man, between whom and Captain Madwell there was a natural antipathy which circumstances had nourished and strengthened to an active animosity. But for the restraining influence of their mutual relation to Caffal these two patriots would doubtless have endeavoured to deprive their country of each other's services. The Captain was now standing at the side of his subordinate and friend. Sergeant Halcrow was mortally hurt. He knelt and made a closer examination. When he rose to his feet, he turned his eyes in different directions as if looking for an enemy. The man who had suffered these monstrous mutilations was alive. At intervals he moved his limbs; he moaned at every breath. He stared blankly into the face of his friend and if touched screamed. Captain Madwell spoke the name of his friend. He repeated it over and over without effect until emotion choked his utterance. His tears splashed upon the livid face beneath his own and blinded himself. He saw nothing but a blurred and moving object, but the moans were more distinct than ever, interrupted at briefer intervals by sharper shrieks. He looked at his friend’s face and the days gone by came before his eyes like a reel and how Halcrow had joined his regiment just for the sake of remaining with him. Now when Halcrow was leaving him he could not let him go alone. He fell down beside his friend’s body to be with him forever. At that moment three men stepped silently forward from behind the clump of young trees which had concealed their approach. Two were hospital attendants and carried a stretcher. The third was Major Creede Halcrow. 20 (a) Given below are three words and phrases. Find the words which have a similar [3] meaning in the passage: (1) assist and support. (2) assense of one’s position (3) _astrong feeling of dislik UNIT TWO.(b) For each of the words given below, choose the correct sentence that uses the san word unchanged in spelling, but with a different meaning from that which; carries in the passage: B (1) airline 8) (A) There was an air of dignity in his walk as he went to the stage. (8) Anair of mystery surrounded him as he talked about the incident. (C) Before going out, he left the quilts outside to air. (D) The room which he rented had an air of luxury. permit (line 22) (A) The foreign nationals working here have to submit a work permit. (8) Iwill go abroad for studies if my parents permit me to go. (©) Theguard did not permit them to take their mobile phones inside the building (0) Thenew roads permit easy access to the highway. Major (line 27) (A). His father was a Major in India Army. (8) The Major ordered his regiment to move ahead. (©) Sonia played a major role in the deal between the two partners. (D) The Captain was promoted to the rank of Major. (ii) Answer the following questions in your own words as briefly as possible: (a) Why did Caffal Halcrow decide to join the army although he did not have an aptitude for it? 2 Q @ (c)_ In what situation did find Caffal Halcrow?(iii), Summarise how did the two friends live and die together, as mentioned in paragraphs 5 to 11. You are required to write the summary in the form of a connected passage in about 100 words. Failure to keep within the word limit will be penalised. [8] Answer: 9000 UNIT TWO. 2)A Agreement of Subject and Verb & Creative Writing C. Phrasal Verbs 1D. Specimen Paper 3 (CA-AGREEMENT OF SUBJECT AND VERB _) The Verb must ag Number and Person. That is to say, the Verb shou be of the same Number and Person as the Subject: Singular Subjects (connected by and) take a Plural Verb; as: He and I are great friends. Karan and his brother were present. (b)_ If two Subjects (joined by and) represent one idea, then the Verb is in the Singular; as: Bread and butter isa necessity, not a luxury. ‘Slow and steady wins the race. (c)_Iftwo Singular Subjects (joined by and) are preceded by each or every, the Verb is Singular; 2s Every boy and every girl wus terrified. Each day and each hour brings us happiness. (@)_Iftwo Singular Nouns refer to the same person or thing, the Verb must be Singular; a= The priest and leader has come. (Only one person is referred to.) The poet and statesman is dead. (Here ‘poet’ and ‘statesman’ refer to the same person.) Note: If the Article is used only once, the two Nouns refer to the same person, and the Vet used is Singular. But, if the Article is mentioned twice, two distinct people are intended and, therefore, the Verb in this case must be in the Plural: The poet and the statesman are dead. (Two people are referred to.) The Principal and the Secretary have arrived. (e) Two or more Singular Subjects connected by or, nor, either... or, neither... nor’, take a Vet in the Singular; as: : (a) Twoor Neither food nor water ms available. Either Reena or Meena is there. Note: (i) When the by or, nor are of different Numbers, the Verb shou! be Plural and ject should be placed near the Verb; as: Neither Re friends were present. Nitin or his are tobe blamed. TOTAL ENGLISH+"(ii) When the Subjects joined by or, nor are of different people, the Verb agrees in person with the one nearest to it; as: Either you or he is correct. Neither my friend nor I am sorry. But, it is better to write: Either you are correct, or he is. Neither my friend is sorry nor Iam. (f) ACollective Noun takes a Singular Verb if the idea of oneness is expressed by the Collective Noun. If the Collective Noun connotes the individuals of the collection, the Verb must be Plural: There is a large number of pupils in the class. A number of students were rewarded. If two Nouns are joined by with or as well as, the Verb agrees with the first Noun, i.e., if the first Noun is Singular, the Verb must be Singular, even if the second Noun is Plural; as: i The king with all his sons was arrested. Suresh, as well as his friends, has failed the examination. Tron as well as coal is found in Jharkhand. (h) Either, neither, each, everyone, many a, must be followed by a Verb in the Singular; as: Everyone was given a prize. Either of the two leaders is competent. Many a boy is tempted to do mischief. Neither of the two applicants is suitable. Each of the elements is found in this State. (i) When none of is used with a plural noun or pronoun (such as them), or a singular noun that refers to a group of people or things, both singular and plural verbs can be used. For example, None of them is coming tonight. None of them are coming tonight. None of the family was/were present. Errors due to Proximity (a) There is an erroneous tendency among students to make the Verb agree in Number with a Noun near it, instead of its proper Subject. When you are confused, make sure of the Subject of the Verb. Examples: The quality of the apples is good. UNIT THREE &(The subject of ‘is’ is quality and not the apples. Hence, the correct verb is ‘is’ a not ‘are’). The cost of all the food articles has risen. One of his speeches has been circulated, (b) A Relative Pronoun agrees in Number and Person with its Antecedent; as: Tama man who shuns (not shun) popularity. Raviiis one of those men who take (not takes) advantage of others. () Some Nouns which are plural in form, but singular in meaning take a Singular Verb;a, The news is good. Physics is a difficult subject for some. Fill in the blanks with the correct form of the verb: 1. The quality ofthe pens... 20H... not good. (ceas/tvere) ®, 2. Four thousand rupees... ..a good sum. (is/are) ow at fault. (is/are) 4f24Gee.. given an apple. (was/vere) WatLtn.... present at the meeting. (was/were) 7. The great poet and singer ......¥the... dead, (is/are) 8. Many aman.........04.... present, (was/were) 9, One of the boys... ava... caught. (was/were) The accountant and the .. absent, (was/were) sre hth. insured, (was/twere) uM. i u AAMLH.t... present. (tuas/were) 1 his favourite food. (is/are) OM. at fault, (is/are)€ 3. creative wririne 7) The main purpose of writing a composition is to show your writing ability through a scrutiny of expression of your ideas and their organisation. You will be assessed on how effectively you introduce and conclude your composition. From these two paragraphs, the reader's impression of your work is formed; so it is worth making a little extra effort and spending more time over them. Introduction There are a number of methods you can adopt when you begin your composition, depending on the type of essay you intend to write. The narrative essay could begin with a sudden startling revelation, capturing the reader's attention at once. The argumentative essay could begin with a short anecdote, or perhaps a proverb illustrating the stand you are about to take. The descriptive essay might begin by giving relevant details. Teachers often criticise compositions which begin with the same dull or far-fetched formula: ‘It is Monday, February 24th, and I am John Smith, captain of the Spaceship Superstar.’ Candidates are often criticised for writing factual essays which begin with ‘There are many kinds of ...’ followed by a list. Compare the effect of the two beginnings of an essay on ‘Mountains’: (i) There are many different kinds of mountains; big ones and small ones, steep ones and sloping ones, cold ones and hot ones. (ii) I shall never climb another mountain as long as I live. The second example is more direct, therefore, likely to arouse the reader's interest and make the reader wonder why you have come to the particular decision. The reader will want to read on in order to find out. Conclusion The closing paragraph of your composition is equally important, since it will provide the final impression of your work. Many good essays are ruined because they trail off into dull insignificance as the writer seems to run out of inspiration by concluding with a few weak, meaningless words. You must avoid ending so abruptly that the reader is left wondering what has happened. Examiners complain from time to time that essays have been ended as if candidates had suddenly disappeared before they had time to complete their work! Avoid such extremes in your concluding paragraph. Various endings suggest themselves as suitable for particular types of essays. The argumentative essay is probably best concluded with a short summary of the main points UNIT THREE . ®already made; or else, with a final telling point that will clinch your argument. A su ending in the narrative essay is always something to aim for. The descriptive essay q end effectively with some general impression of various details given in the body o essay. A final look into the future is a suitable way of concluding a reflective essay.) particular method can be used as an ending to many compositions, especially if it is ina thoughtful manner. Paragraphs A paragraph is a collection of sentences on a particular theme of the main topic. When, change the theme, you change the paragraph. A good composition will be characters among other things, by evidence of control over ideas and expression in your paregry You will be rewarded for your structuring skills, such as: | © Your overall plan. © Your paragraphs. © Your sentences within the paragraphs. | Points to Remember © The best way to plan your work is to organise your ideas before expressing ther paragraphs. © A good composition will have: © A limited number of paragraphs—perhaps four or five. © Paragraphs of variable but reasonable length. © Each paragraph consists of material about one topic. x © There should be a link between the paragraphs. © Begin each paragraph leaving about one inch from the left margin.(Cc. parasatverss 7) 9. Do Do away with | (discard): Do away with your superstitions. Do for (ruin): He is done for. Do out of (cheat): The landlords do the illiterate farmers out of their rights. Do over (do again): He will have to do the exercise over as it has many errors. (renovate): | am doing my bedroom over. Do up (comb and fasten): She has done her hair up before the party. (wash and press): That laundry does up clothes well. (arrange): She has to do up the sitting room before the guests arrive. Do with (manage with or without something/somebody): 1 can even do with a little money. Do without (manage without): The poor have to do without the luxuries of life. 10. Drop Drop in (visit without prior information): We dropped in at their house on Sunday. Drop out (leave): He dropped out of the picnic. 11. Draw Draw back (retreat): He drew back when he found that the principal was annoyed. Draw on (depend): He drew on his savings to buy a piece of land. Draw into (drag): She drew me into an argument. Draw. to (attract): They were drawn to each other. Draw up (make or write something that needs careful planning): She has drawn up the plan for us. 12. Fall Fall back on | (use in emergency): Save something now to fall back on in old age. Fall behind (make less progress): If you do not work well, you will fall behind other competitors. Fall in (collapse): The roof fell in. (line up): The officer ordered the soldiers to fall in. || Fall off (decrease) : Textile business falls off during the rainy season. | (desert): False friends fall off in adversity. | UNIT THREE.