sample question papers - Central Board of Secondary Education

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• does not indulge in self pity • self sufficient & independent • Mardwardt's outlook • pessimist • does not try to overcome his handicap • exploits his handicap and indulges in self pity • becomes a parasite 10. Objectives : To be able to comprehend incidents and evaluate it. Marking : 1 Mark for each value point (4 points) 3 Marks for expression. (1½ + 1½ accuracy and fluency) Value points Lawyer : reasons : • desire for money vanishes • magnanimous in allowing the banker to declare himself the winner by leaving the place five minutes in advance. • reading a lot of books had transformed him OR Value Points : Association with the river— • spends evening with her husband besides river bank • river responsible for her husband's death • river causes havoc in the village • she guards her village with the help of the river to ward off the Japanese. 11. Objectives : To be able to interpret, infer the incidents in the stories. Marking : 1 Mark for one value point 1 Mark for expression. Value points : (1) • Gandhiji became angry and exasperated ½ Mark • he repented for his act. ½ Mark (2) to repay their debt to society, (3) he didn't succumb to temptation (4) though he desperately wanted to confess to Pulak he didn't because he thought of his fans and admirers. 24
FUNCTIONAL ENGLISH CODE NO. : 101 Class – XII Sample Question Paper – I Section A : Reading Max. Marks : 20 1. Read the following passage : 1. I had submitted across an article 'Reforming our education system' recently wherein the need for our educational system to shift its focus from insisting upon remembering to emphasizing or understanding was stressed upon. 2. This article brought back the memory of an interesting conversation between my daughter and myself in the recent times wherein I had learnt that Economics and Physics were a few of the most difficult subjects for her as she had to mug up the answers. Though I offered to help her out with the immediate problem on hand, I learnt subsequently that many a time it pays to mug up the answer properly, because the teachers find it easier to evaluate that way. It seems the more deviation there is from the way the sentences are framed in the textbook, the more risk one runs of losing marks on that count many a time. 3. This reminded me of a training session I had attended at work wherein we were required to carry out an exercise of joining the dots that were drawn in rows of three without lifting the pen and without crossing the trodden path more than once. Thouse the exercise seemed quite simple almost 95 percent of us failed to achieve the required result, no matter how hard we tried. The instructor then informed us cheerily that it happned all the time, because the dots that appeared to fit into a box like formation do not allow us to think out of the box. That was when I realized that all of us carry these imaginary boxes in our minds thanks to our stereotyped upbringing that forces our thinking to conform to a set pattern. 4. "What is the harm in conforming as long as it is towards setting up a good practice". Someone might want to ask. Perhaps, no harm done to others but to the person being confined to "think by rote". It may mean being deprived of rising to the heights he/she is capable of rising to, even without the person being aware of the same. 5. If we instill too much of fear of failure in the children right from the young age, the urge to conform and play safe starts stifling the creative urge which dares to explore, err and explore again. As we know, most of the great inventions were initially considered to be most outrageous and highly impractical. It is because the persons inventing the same were not bothered about being ridiculed and were brave enough to think of the unthinkable these inventions came into being. 6. For many children studies are the most boring aspect of their lives. Learning instead of becoming fun, is being considered the most mundane and avoidable activity thanks to the propagators of an educational system that is more information oriented than knowledge oriented. Too much of syllabus, too many students per teacher, lack of enough hands on exercises, teaching as a routine with the aim of completing the syllabus in time rather than with a goal of imparting knowledge, the curriculum more often than not designed keeping in view the most intelligent student rather than the average student. The peer pressure, great expectations of the parents in an extremely 25
Page 1 and 2: SAMPLE QUESTION PAPERS in English,
Page 3 and 4: FOREWORD Examinations are not merel
Page 5 and 6: Preamble THE CONSTITUTION OF INDIA
Page 7 and 8: ENGLISH CORE CODE NO. : 301 Class -
Page 9 and 10: purposeless reading, purposeless li
Page 11 and 12: (ii) Explain : like a fixed portrai
Page 13 and 14: 3. Ed. not to take the line of leas
Page 15 and 16: Content - • Covering Letter • R
Page 17 and 18: (iv) No, the pilgrims did not empat
Page 19 and 20: ENGLISH CORE CODE NO. : 301 Class -
Page 21 and 22: Scholarships One of the first avenu
Page 23 and 24: OR But ranged as infantry And stari
Page 25 and 26: (2) Scholarship lists (a) NSTS (i)
Page 27 and 28: Format - OR Writer's address, recei
Page 29: Expression : 1 mark (deduct ½ mark
Page 33 and 34: control. Thoughts are a subtle form
Page 35 and 36: 7. The following passage has ten er
Page 37 and 38: FUNCTIONAL ENGLISH Class - XII Samp
Page 39 and 40: Marking : Content 2 marks Expressio
Page 41 and 42: OR Option-2 Objectives : • to wri
Page 43 and 44: Section D : Literature Max. Marks :
Page 45 and 46: FUNCTIONAL ENGLISH CODE NO. : 101 C
Page 47 and 48: All systems of medicine say the thi
Page 49 and 50: (c) conservation of soil, forest, g
Page 51 and 52: FUNCTIONAL ENGLISH Class - XII Samp
Page 53 and 54: Section B : Advanced Writing Skills
Page 55 and 56: 7. Objective : To use grammatical i
Page 57 and 58: Marking Scheme Content : 3 marks Ex
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Page 63 and 64: 17- fuEufyf[kr x|ka'k dks /;ku ls i
Page 67 and 68: vFkok ¼i½ ys[kd gjs&Hkjs isM+ vkS
Page 69 and 70: ¼iii½ og fo|ky; esa vk;k vkSj mlu
Page 71 and 72: ckgj Hkhrj ,dS tkuks ;g xq# Kku crk
Page 73 and 74: ¼[k½ ^bafnz;fyIlq thou ugha gSA*
Page 75 and 76: ¼[k½ fuEufyf[kr eqgkojksa esa ls
Page 79 and 80: ¼x½ dfo dks DydZ ds :i esa fujarj
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8- fdUgha nks iz'uksa ds mÙkj visf
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17- ¼d½ ¼i½ Mwcrs dks fruds dk
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3- fuEufyf[kr iz'uksa esa ls fdlh ,
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13- fuEufyf[kr esa ls fdlh ,d fo"k;
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fganh fganh ¼,sfPNd½ ¼,sfPNd½ d
Page 91 and 92:
O;k[;k&fcanq % ew[kZ eu }kjk HkVdk,
Page 93 and 94:
^jax Hkwfe* ds dFkkud dh izeq[k fo'
Page 95 and 96:
12- izsepan ;qxhu miU;kl&bl ;qx ds
Page 97 and 98:
Page 99 and 100:
'kf'k ls 'kjekuk lh[k x, f'k'kq ?ku
Page 101 and 102:
Page 103 and 104:
¼ii½ uhph tkfr ds cPpksa dks i
Page 105 and 106:
[kwu* if=dk dk laiknuA fnfXot; egkf
Page 107:
13- yxHkx 300 'kCnksa esa fucaèk&y
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sample question papers - Central Board of Secondary Education

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