sample question papers - Central Board of Secondary Education

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Option–II : Mr. White wished for two hundred pounds. He did get two hundred pounds. The uncanny coincidence was that the very same night Herbert dies at his work spot and the company offers a compensation of 200 pounds. 13. Objective : to test students’ ability to comprehend, interpret and evaluate prose texts Marking : Content : 2 marks Expression : 1 mark (a) by impersonating Jacques Roux- Robichon entertained the audience with his hideous anecdotes. He elaborated on the agonies of the condemned and mirrored the last moments of the guilty. His remorseful speech left the audience spell bound. (b) All her life Mrs. Malik was eager to live in her house but when the actual moment arrived she was hesitant. (c) A truly successful man is one who gives as much as he receives. 14. Objective : • to test students’ ability to comprehend prose texts globally, interpret and evaluate them. Option–l • to test students’ ability to extrapolate. Lisa’s diary entry Value Points 7 Marks • worshipped acting • proposal and rejection • meets Major Doronin • her letter and his reply • confesses her love • after the news of his death performs on stage • is applauded • realizes that play-acting is her destiny Option–II : • Speech • Value points • advice given by the beggar • have a dream • work for your dream • move towards it all the time • don’t take other people’s dream • don’t aspire for more • avoid greed 38
FUNCTIONAL ENGLISH CODE NO. : 101 Class – XII Sample Question Paper – II Section A : Reading Max. Marks : 20 1. Read the following passage : 1. MARIA AURORA COUTO’s Goa: A Daughter’s Story is an extraordinary narrative that weaves together autobiography and collective history, bringing to light a rich social and cultural tapestry little known outside its locus. Couto takes, as her demanding subject, the complex story of the Goan identity as a product of the colonial encounter between the Indic and Iberian cultures, launched by this circumstance on a trajectory distinct from his neighbours in British ruled India. Goa and its people have long had to suffer the foolish stereotypes imposed upon them by Hindi cinema, charter tourism, and fanatical Indianisers: the pernicious myths of the easy - going Goan drunkard, Goa as a kingdom of sun and sand, Goan culture as a European aberration in an Indian environment, are all dispelled by Couto’s treatment, which is distinguished by an elegance and sensitivity, a felicity of touch that masks the labour of archival research and fieldwork. 2. Couto’s inquiry leads her into the records of the Portuguese colonial administration, the reminiscences of the fast-vanishing generation of mandarins, scholars and activists who grew up in colonial Goa. She re-creates vividly for us the lives of thinkers inspired by the drama that was the European Enlightenment. She imparts a flesh-and-blood reality to the generic bugaboo of “conversion”, attesting to the strategic, yet traumatic, choices made by communities faced with the Hobsonian inquisitor’s choice between preservation of religious identity and loss of social and economic prestige. 3. The title of Couto’s book holds its key gesture; the author speaks as the inheritor of various legacies, heirloom dilemmas, family tragedies, and sources of hope and regeneration. It is both a meditation on the persistence and lacunae of collective memory, and also a compelling account of the development of a private self through the momentous passage from colonialism to the post-colonial period. As her father’s daughter, Couto paints a moving portrait of her father, a man devoted to the refinement of sensibility, but at odds with conventional society; she memorializes the graceful, vanished milieu of cultivated intellectuals and gifted artists in Goa and Dharwar, where she grew up during the 1950s. As the daughter of a particular community, whose way of life was forever altered by the arrival ofthe Portuguese in 1510 A.D., Couto reflects on the Saraswat Brahmins of Goa, descendants of Kashmiri scholar-priests who became influential landowners and mandarins, and were locked into a complicated sequence of negotiations with the Portuguese colonialists. 4. By contrast to the simple-minded tale of ruthless conquistadors thrusting sword and cross upon hapless locals, Couto unfolds an intricate fabric of social and religious transactions, demonstrating how concessions alternated with impositions, force was succeeded by relative tolerance; and if conversion to Catholicism was used as a basis to divide Hindu families by the colonial administration, through differentials of property transfer, those who remained unconverted and marginalized staged a comeback through the espousal of trade. One lasting 39
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 and 30: Expression : 1 mark (deduct ½ mark
Page 31 and 32: FUNCTIONAL ENGLISH CODE NO. : 101 C
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: Section D : Literature Max. Marks :
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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