Parul Target Madhyamik 2024: English Model Set 4
Parul Target Madhyamik 2024: English Model Set 4
Section A: Reading Comprehension (Seen)
1. Read the following passage carefully and answer the questions that follow:
Swami went to school feeling that he was the worst boy on earth. His conscience bothered him. He wasn’t all sure if his description of Samuel had been accurate. He felt he had mixed up the real and the imagined. Swami stopped on the roadside to make up his mind about Samuel. Samuel was not such a bad man after all. Personally he was much more friendly than the other teachers. Swami also felt Samuel had a special regard for him.
Swami’s head was dizzy with confusion. He could not decide if Samuel really deserved the allegations made against him in the letter. The more he thought of Samuel, the more Swami grieved for him. To recall Samuel’s dark face, his thin moustache, unshaven cheek and yellow coat filled Swaminathan with sorrow.
A. Write the correct alternatives to complete the following sentences:
(i) While going to school, Swami felt the prick of his —
(a) sincerity (b) conscience (c) dullness (d) common sense
(ii) According to Swami, Samuel was a/an —
(a) proud person (b) good person (c) ill-tempered person (d) very bad person
(iii) Samuel’s face was —
(a) bright (b) dull (c) dark (d) shiny
(iv) Confusion made Swami’s head —
(a) imbalanced (b) balanced (c) calm (d) irritated
(v) In comparison to other teachers, Samuel was much more —
(a) cordial (b) angry (c) strict (d) educated
B. Complete the following sentences with information from the text:
(i) Swami felt that he had mixed up ______.
(ii) The coat worn by Samuel was ______ .
(iii) ______ had a special affection for Swami.
C. Answer the following questions:
(i) Why was Swaminathan sorrowful?
(ii) How was Samuel as a person?
2. Read the poem and answer the questions given below:
They said: ‘We are the oak-trees and your own true family.
We are chopped down, we are torn up, you do not blink an eye.
Unless you make a promise now-now you are going to die.
‘Whenever you see an oak-tree felled, swear now you will plant two.
Unless you swear the black oak bark will wrinkle over you
And root you among the oaks where you were born but never grew’.
This was my dream beneath the boughs, the dream that altered me.
When I came out of the oakwood, back to human company,
My walk was the walk of a human child, but my heart was a tree.
A. Write the correct alternatives to complete the following sentences:
(i) The word “They’ refers to the —
(a) human beings (b) oak trees (c) deer (d) roots of the tree
(ii) When the oak trees are chopped down, the poet feels —
(a) sympathy (b) indifference (c) anger (d) sorrow
(iii) The boy is supposed to plant —
(a) one tree (b) two trees (c) three trees (d) four trees
(iv) The dream brought in the poet a —
(a) change (b) gladness (c) fearful feeling (d) sorrowful feelings
B. Answer the following questions:
(i) What did the oak-trees complain?
(ii) How was the poet changed at the end of the poem?
Reading Comprehension (Unseen)
3. Read the following passage carefully and answer the questions that follow:
Gandhiji’s father left Porbandar for Rajkot to become a member of Rajasthaniki. Gandhiji was about seven years old at that time. He was put into a primary school. At that time he was very shy and avoided all company. He was a mediocre student. At the age of twelve, he was admitted to the high school. During this period he never told a lie either to his teachers or to his school mates. He was an introvert and avoided the company of his school-mates. His books and lessons were his sole companions.
There is an incident which occurred at the examination during his first year at the high school. Mr. Giles, the Education Inspector, had come on a visit of inspection. He gave the students five words to write as a spelling exercise. One of the words was ‘Kettle’. Gandhiji mis-spelt it. The teacher tried to prompt him, with the point of his boot, to copy the spelling from the neighbour’s slate. But as a matter of principle Gandhiji could not do so. The result was that all the boys, except Gandhiji, were found to have spelt the very word correctly. But Gandhiji never regretted his behaviour and he could never learn the art of copying. However, this incident did not diminish his respect for his teacher. He had learnt to carry out the orders of his elders, not to scan their actions.
A. Write the correct alternatives to complete the following sentences:
(i) The destination of Gandhiji’s father was —
(a) Porbandar (b) Rajkot (c) Delhi (d) Calcutta
(ii) Gandhiji was put into a primary school at the age of —
(a) five (b) six (c) seven (d) eight years.
(iii) During his school days Gandhiji was —
(a) extrovert (b) introvert (c) timid (d) None of these
(iv) As a student Gandhiji was —
(a) brilliant (b) below average (c) dull (d) moderate
(v) Mr. Giles was a/an —
(a) Education Inspector (b) School Teacher (c) Guardian (d) Education Minister
(vi) The word mis-spelt by Gandhiji was —
(a) ‘Education’ (b) ‘Inspection’ (c) ‘Kettle’ (d) ‘Exercise’
B. Each of the following statements is either True or False. Write ‘T’ for True and ‘F’ for False in the boxes on the right-hand side. Provide suitable line(s) or phrase from the passage in support of your answers:
(i) Gandhiji always enjoyed the company of his schoolmates.
Supporting sentence: ______
(ii) As a student, Gandhiji was very intelligent.
Supporting sentence:______
(iii) After the incident Gandhiji learnt the art of copying fruitfully.
Supporting sentence: ______
C. Answer the following questions:
(i) How was Gandhiji in his childhood?
(ii) When did Mr. Giles come to visit the school?
(iii) How did the teacher try to manage the situation?
(iv) What was the result of the spelling exercise?
Section B: Grammar & Vocabulary
4. Write the correct alternatives to fill in the blanks:
We ______ (listen/listened / have listened) to the broadcast ______ (tells / having told / telling) the people of India that their Bapu ______ (had been / was / is) no more.
5 A. Fill in the blanks with appropriate articles and prepositions:
(i) To walk is ______ make slow progress.
(ii) As he entered the school gate, ______ idea occurred to him.
(iii) We rushed ______ the light house to get some paper.
B. Do as directed:
(1) The teacher was inspecting the home lessons. [Change the voice]
(ii) It was an agonizing walk. [Turn into a complex sentence]
(iii) The guest said, “The cat stuck his claws into me!” [Change into indirect speech]
C. Choose the correct phrasal verbs from the list given below to replace the words underlined. Write the correct phrasal verbs in the boxes on the right-hand side changing the forms, where necessary. There is one extra phrasal verb in the list:
(i) The dowry system should be abolished.
(ii) Some people were chasing the wild elephant.
(iii) My grandfather has recovered after a long time.
[List: take after, come round, do away with, run after]
6. Given below are the meanings of four words which you will find in Question No. 3. Find out the words and write them in the appropriate boxes on the right-hand side:
(i) A shy person ______
(ii) only ______
(iii) careful examination ______
(iv) decrease ______
Section C: Writing Skill
7. Suppose a student of your school is suffering from a fatal disease and he requires for his treatment a lot of money. As the Secretary of the Students’ Welfare Committee, write a NOTICE seeking funds from the students of your school. Points given below (within 100 words):
[Points: Date, time, venue—description of the disease—poor family background—funds to be raised—last date of donation—counter signature.]
8. Write a letter to the Headmaster of your school requesting him to arrange some special classes before the Madhyamik Examination-2024 (within 100 words):
[Points: Revision of entire syllabus—some doubt clearing sessions—solving Test Papers—arrangement of several Mock Test if possible.]
9. Expand the following outline into a story. Add a title and a moral to your story (within 100 words):
[Points: A sweetmeat seller—used to give unjust quantity to customers—a man detected it—asked the reason-replied less to carry—the customer gave less money—reason asked—less to count.]
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