Kendriya vidyalaya sangathan regional office

Time- 3hours M.M. 100

General Instructions:
1. The paper is divided into three sections- A, B, and C. All the sections are compulsory

Section A : Reading -30 marks

Section B : Writing -30 marks

Section C : Literature and Long Reading Text –40 marks

2. Separate instructions are given with each section and question, wherever necessary. Read these instructions very carefully and follow them faithfully.

3. Do not exceed the prescribed word limit while answering the questions.

4. Please write down the serial number of the question in the answer sheet before attempting it.

SECTION- A (READING) 30 Marks

1.Read the following poem and answer the questions that follow: 11 marks

Just now the lilac is in bloom’

All before my little room;

And in my flower-beds, I think,

Smile the carnation and the pink;

And down the borders, well I know,

The poppy and the pansy blow….

Oh! There the chestnuts, summer through,

Besides the river make for you

A tunnel of green gloom, and sleep

Deeply above; and green and deep

The stream mysterious glides beneath,

Green as a dream and deep as death.

…. Oh, damn! I know it! And I know

How the May fields all golden show,

And when the day is young and sweet,

Glid gloriously the bare feet

That run to bathe…….

Du lieber got! (oh my God)

Here am I, sweating, sick and hot,

And there the shadowed waters fresh

Lean up to embrace the naked flesh.

Temperamentvoll German Jews (spirited)

Drink beer around;- and there the dews

Are soft beneath a morn of gold.

Here tulips bloom as they are told;

Unkempt about those hedges blows

An English unofficial rose;

And there the unregulated sun

Slopes down to rest when day is done,

And wakes a vague unpunctual star,

Meads towards Haslingfields and cotton

Where das Betreten’s not verboten. (entering is not forbidden)

(if only I could be)

In Grantchester, in Grantchester! –

1.1 On the basis of your reading of the passage, answer the following questions by choosing the best of the given choices 3

a) The poet is recalling the scene at

i) his native village in England ii) his life among the Jews

iii) the poppy and the pansy iv) the smile of the carnation and the pink flower

b) The chestnut trees are growing

i) on the mountaintops ii) besides the stream flowing through the village

iii) in the waters of the stream iv) beneath the cornfields

c)the poet contrasts the planted rows of tulips with

i) the stray rose blooming in a hedge ii) a field of ripe corn

iii) the green waters of the shaded stream iv) a summer’s day

1.2Answer the following questions; 6

a) What are the varieties of flowers blooming in his home in the summer?

b) Why does the stream look dreamy and green?

c) How does the poet contrast his present location with that of his home?

d) Find out how the poet uses satire to heighten the humour of the poem.

e) Why is the poet missing chestnut trees, cornfields….?

f) Where is the poet at present probably in the poem?

1.3 Find out words from the passage which means the same; 2

a) happy (lines 12-16)

b) hug (lines 20-24)

2. Read the passage carefully. 11Marks

1.The discovery that language can be a barrier to communication is quickly made by all who travel, study, govern or sell. Whether the activity is tourism , research, government, policing, business, or data dissemination, the lack of a common language can severely impede progress or can halt it altogether. ‘Common language’ here usually means a foreign language, but the same point applied in principle to any encounter with unfamiliar dialects or styles within a single language. “They don’t talk the same language” has a major metaphorical meaning alongside its literal one.

2. Although communication problems of this kind must happen thousands of times each day, very few such as strikes, lost orders, legal problems, or fatal accidents – even, at times, war. One reported instance of communication failure took place in 1970, when several Americans ate a species of poisonous mushrooms. No remedy was known, and two of the people died within days. A radio report of the case was heard by a chemist who knew of treatment that had been successfully used in 1959 and published in 1963. Why had the American doctors not heard of it seven years later? Presumably because the report of the treatment had been published only in journal written in European languages other than English.

1. 
   Several comparable cases have been reported. But isolated examples do not give an impression of the size of the problem. In the English speaking scientific world, for example, surveys of books and documents consulted in libraries and other information agencies have shown that very little foreign language material is ever consulted. Library requests in the field of science and technology showed that only 13 per cent were for foreign language periodicals.
   
2. 
   The language barrier presents itself in stark form to firms who wish to market their products in other countries. British industry, in particular, has in recent decades often been criticized for its linguistic insularity – for its assumption that foreign buyers will be happy to communicate in English, and that awareness of other language is not therefore a priority. In the 1960s, over two-thirds of British firms dealing with non-English speaking customers were using English for outgoing correspondence; many had their sales literature only in English and as many as 40 per cent employed no one able to communicate in the customers’ languages.
   
3. 
   The criticism and publicity given to this problem since 1960s seems to have greatly improved the situation. Industrial training schemes have promoted an increase in linguistic and cultural awareness. Many firms now have their own translation services; to take just one example in Britain, Rowntree Mackintosh now publish their documents in six languages (English, French, German, Dutch, Italian and Xhosa). Some firms run part-time language courses in the languages of the countries with which they are most involved; some produce their own technical glossaries to ensure consistency when material is being translated. It is now much more readily appreciated that marketing efforts can be delayed, damaged, or disrupted by a failure to take account of the linguistic needs of the customer.
   
4. 
   The changes in awareness have been most marked in English speaking countries, where the realization has gradually dawned that by no means everyone in the world knows English well enough to negotiate in it.
   

1. 
   What are the major effects of the language barrier on the progress of a nation?
   

9. 
   It can slow down or stop progress
   

iii) It can affect the foreign exchange situation

iv) It can affect health services

2. 
   What is communication failure publicized and why?
   

1. 
   When the country revenues fall
   
2. 
   When a war breaks out
   
3. 
   When major consequences occur
   
4. 
   All the above
   

3. 
   What makes linguistic programme successful
   

1. 
   Industrial training schemes
   
2. 
   Popularity of English courses
   
3. 
   Lack of induction courses
   
4. 
   Promotes linguistic chauvinism
   

1. 
   Answer questions ( d ) to (i) briefly 6
   

4. 
   What is the meaning for ‘Linguistic insularity’?1
   
5. 
   What evidence has been collected from the survey of libraries in the English speaking scientific world? 1
   
6. 
   How have British companies tried to solve the problems of language barrier since the 1960s?1
   
7. 
   How are some company trying to satisfy linguistic needs of customers? Mention any two steps taken?1
   
8. 
   Why are some companies provide their glossary?1
   
9. 
   What steps were taken by the companies to avoid deaths due to deadly diseases? 1
   

1. 
   Find words in the passage which means the same as the following. 2
   

1. 
   Hinder (para 1)
   
2. 
   Spread (para 1
   

3 Read the passage and answer the questions that follow: 8Marks

I remember my childhood as being generally happy and can recall experiencing some of the most carefree times of my life. But I can also remember, even more vividly, moments of being deeply frightened. As a child, I was truly terrified of the dark and getting lost. These fears were very real and caused me some extremely uncomfortable moments.

Maybe it was the strange way things looked and sounded in my familiar room at night that scared me so much. There was never total darkness, but a street light or passing car lights made clothes hung over a chair take on the shape of an unknown beast. Out of the corner of my eye, I saw curtains move when there was no breeze. A tiny creak in the floor would sound a hundred times louder than in the daylight and my imagination would take over, creating burglars and monsters. Darkness always made me feel helpless. My heart would pound and I would lie very still so that 'the enemy' wouldn't discover me.

Another childhood fear of mine was that I would get lost, especially on the way home from school. Every morning, I got on the school bus right near my home ‒ that was no problem. After school, though, when all the buses were lined up along the curve, I was terrified that I would get on the wrong one and be taken to some unfamiliar neighbourhood. I would scan the bus for the faces of my friends, make sure that the bus driver was the same one that had been there in the morning, and even then ask the others over and over again to be sure I was in the right bus. On school or family trips to an amusement park or a museum, I wouldn't  let the leaders out of my sight. And of course, I was never very adventurous when it came to taking walks or hikes because I would go only where I was sure I would never get lost.

Perhaps, one of the worst fears I had as a child was that of not being liked or accepted by others. First of all, I was quite shy. Secondly, I worried constantly about my looks, thinking people wouldn't like me because I was too fat or wore braces. I tried to wear 'the right clothes' and had intense arguments with my mother over the importance of wearing flats instead of saddled shoes to school. Being popular was very important to me then and the fear of not being liked was a powerful one.

One of the processes of evolving from a child to an adult is  being able to recognise and overcome our fears. I have learnt that darkness does not have to take on a life of its own, that others can help me when I am lost and that friendliness and sincerity will encourage people to like me. Understanding the things that scared us as children helps to cope with our lives as adults.

(a) On the basis of your reading of the above passage, make notes using headings and subheadings. Use recognizable abbreviations wherever necessary. (5)

(b) Make a summary of the passage in not more than 80 words using the notes made and also suggest a suitable title. (3)

  SECTION- B (WRITING) (30 MARKS)

4. You want to sell off your car as you are leaving the country. Draft a suitable advertisement to be inserted in 'The Hindu'. Write the advertisement in not more than 50 words. 4 

OR

Public taps are always faulty and a lot of water is wasted. Design a poster in not more than 50 words to make people aware of the need for saving water. You are Rohan/Rohin . 

OR

OR

5. 
   A Village pradhan is going to host a debate on “honour killing”. All men, women and old people in the village including officers will come to attend the same. Write your speech on the same. You are Manoj/Mani 10
   

SECTION- C ( LITERATURE) (40 MARKS)

8. Read the following extract from the poem and answer the questions that follow : 4 Marks

When Aunt is dead, her terrified hands will lie

(a) Who is the aunt mentioned here?

OR

(a) What was the poet's childhood fear?

(d) Why is the mother compared to the late winter’s moon?

(b) How do beautiful things help us to live a happy life?

(c) Why did Gandhiji oppose when his friend Andrews offered to stay in Champaran and help the peasants?

(d) Why had the rag pickers come to live in Seemapuri?

(e) Why was Evans called ‘Evans the Break’?

(g)What made Bama want to double up with laughter at the sight of the strange man?

How did the negligence of the prison officers prove to be a boon for Evans? 

Q11. Answer the question in about 100 words.
Sophie was a dreamer. The lesson 'Going Places' reminds us that mere dreams will not help us to accomplish anything. What qualities, do you think, would help Sophie to realize her dreams?6

OR

How does humanity dominate patriotism as per the message given in The Enemy?

OR

Dr. Griffin is a character that possesses common sense and decency. Prove with suitable examples that Kemp is attentive and cautious in contrast to the impulsive Griffin.

OR

Discuss the characteristics of rural as well as urban community as exposed in The Invisible Man. What differences do you come across between the both through your reading of the novel?