AHSEC| CLASS 11| ALTERNATIVE ENGLISH| QUESTION PAPER - 2020| H.S. 1ST YEAR
2020
ALTERNATIVE ENGLISH
Full Marks: 100
Pass Marks: 30
Time: Three hours
The figures in the margin indicate
full marks for the questions.
UNIT-I
(Reading an Unseen
Passage and a Poem)
1.Read the passage given below and answer the questions that follow:
I was not
regarded as a dunce at the high school. I always enjoyed the affection of my
teachers. Certificates of progress and character used to be sent to the parents
every year. I never had a bad certificate. In fact, I even won prizes after I
passed out of the second standard. In the fifth and the sixth, I obtained
scholarships of rupees four and ten respectively, an achievement for which I
had to thank good luck more than my own merit. For the scholarships were not
open to all, but reserved for the best boys amongst those coming from the
Sorath Division of Kathiawad. And in those days there could not have been many
boys from Sorath in a class of forty or fifty.
My own
recollection is that I had not any high regard for my ability. I used to be
astonished whenever I won prizes and scholarships. But I very jealously guarded
my character. The least little blemish drew tears from my eyes. When I merited,
or seemed to the teacher to merit a rebuke, it was unbearable for me. I
remember having once received corporal punishment. I did not much mind the
punishment, as it was considered my deserts. I wept piteously. That was when I
was in the first or second standard. There was another such incident during the
time when I was in the seventh standard.
Dorabji Edulji
Gimi was the Headmaster then. He was popular among boys, as he was a
disciplinarian, a man of method and a good teacher. He had made gymnastics and
cricket compulsory for the boys of the upper standards. I disliked both. I
never took part in any exercise, cricket or football, before they were made
compulsory. My shyness was one of the reasons for this aloofness, which I now
see was wrong. I then had the false notion that gymnastics had nothing to do
with education. Today I know that physical training should have as much place
in the curriculum as mental training.
I may mention,
however, that I was none the worse for abstaining from exercise. That was
because I had read in books about the benefits of long walks in the open air,
and having liked the advice, I had formed a habit of taking walks, which has
still remained with me. These walks gave me a fairly hard constitution.
The reason for
my dislike of gymnastics was my keen desire to serve as a nurse to my father.
As soon as the school closed, I would hurry home and begin serving him.
Compulsory exercise came directly in the way of this service. I requested Mr.
Gimi to exempt me from gymnastics so that I might be free to serve my father.
But he would not listen to me. Now it so happened that one Saturday, when we
had our school in the morning, I had to go from home to the school for
gymnastics at 4 o'clock in the afternoon. I had no watch, and the clouds
deceived me. Before I reached the school the boys had all left. The next day,
Mr. Gimi examining the roll, found me marked absent. Being asked the reason for
absence, I told him what had happened. He refused to believe me and ordered me
to pay a fine of one or two annas (I cannot now recall how much).
I was convicted
of lying! That deeply pained me. How was I to prove my innocence? There was no
way. I cried in deep anguish. I saw that a man of truth must also be a man of
care. This was the first and last instance of my carelessness in school. I have
a faint recollection that I finally succeeded in getting the fine remitted.
The exemption
from exercise was of course obtained, as my father wrote himself to the
Headmaster saying that he wanted me at home after school. But though I was none
the worse for having neglected exercise, I am still paying the price of another
neglect. I do not know whence I got the notion that good handwriting was not a
necessary part of education, but I retained it until I went to England. When
later, especially in South Africa, I saw the beautiful handwriting of lawyers
and young men born and educated in South Africa. I was ashamed of myself and
repented of my neglect. I saw that bad handwriting should be regarded as a sign
of an imperfect education.
I tried later to
improve mine, but it was too late. I could never repair the neglect of my
youth. Let every young man and woman be warned by my example, and understand
that good handwriting is a necessary part of education. I am now of the opinion
that children should first be taught the art of drawing before learning how to
write. Let the child learn his letters by observation as he does different
objects, such as flowers, birds etc., and let him learn handwriting only after
he has learnt to draw objects. He will then write a beautifully formed hand.
Questions:
(a) State
True or False: 1/2x4=2
(i) Dorabji
Edulji Gimi was a disciplinarian.
(ii) The
speaker never received any corporal punishment.
(ii) According
to the passage, a man of truth does not need to be careful.
(iv) In fact,
Gymnastics has a major role to play in education.
(b) When did the
speaker obtain scholarships? 1
(c) To which
division of Gujarat did the speaker belong? 1
(d) Why did the
speaker dislike Gymnastics? 2
(e) Reproduce,
after the speaker, the suggestions about learning handwriting. 2
(f) Who can the
speaker be? What kind of student had s/he been? 1+1=2
2. Read the poem given below and on the basis of your
reading, answer the following questions:
What is life, if
full of care,
We have no time
to stand and stare,
No time to stand
beneath the boughs
And stare as
long as sheep and cows.
No time to see,
when woods we pass,
Where squirrels
hide their nuts in grass.
No time to see,
in broad daylight,
Streams full of
stars like skies at night.
No time to turn
at Beauty's glance,
And watch her
feet, how they can dance.
No time to wait
till her mouth can
Enrich the smile
her eyes began.
A poor life this
if, full of care,
We have no time
to stand and stare.
(a) Enlist the
things found in the poem that we have no time to stand and stare. 2
(b) What is the
poet's attitude towards a life full of care? 1
(c) Where do the
squirrels hide their nuts? 1
(d) Identify a
simile used in the poem. 1.
UNIT-II
(Poetry and Prose)
[Poetry]
3. Answer either (a) or (b):
(a) But believe
me, son,
I want to be
what I used to be
when I was like
you. I want
to unlearn all
these muting things.
Most of all, I
want to relearn
how to laugh,
for my laugh in the mirror
shows only my
teeth like a snake's bare fangs!
I. Answer
any two of the following: 1x2=2
(i) Who is the
"son" referred to in the passage? 1
(ii) What does
the speaker want to relearn? 1
(iii) What are
the "muting things" in the present context? 1
II. Explain
the reasons behind the speaker's desire of unlearning'. 3
Or
Why, do you
think, the poet finds snake's bare fangs in the mirror? 3
(b) Oh, God of
May have mercy.
Bless these
withered bodies
with the passion
of your resurrection;
make their dead
veins flow with blood again.
I. Answer
any two of the following: 1×2=2
(i) Who is
being invoked in the passage? 1
(ii) Whose
"withered bodies" have been referred to here?
(iii) Name the
poet of the above lines. 1
II.
Explain how the concept of resurrection is associated with the given context. 3
Or
What are the
reasons behind the withered condition indicated here? Analyse. 3
4. Answer any one of the following questions in about 80
words: 5
(a) Do you feel
that "The Daffodils" proves the Wordsworthian dictum about poetry
being the spontaneous overflow of powerful emotions recollected in tranquillity?
Argue.
(b) Show how the
poet has explored the theme of keeping promise in his poem "The
Listeners".
5. Answer any three of the following questions within 25
words each: 2×3=6
(a) Why does the
speaker consider the scene of the daffodils to be 'wealth'?
(b) What is the
significance of yellow in the description of the tree leaves?
(c) Who stood
"perplexed and still"? Why?
(d) Why have the
eyes of the modern man been compared to a block of ice?
(e) Each of the
poems included in your syllabus deals with the idea of hope or expectation in
different manner. Elaborate.
6. Answer any two of the following questions: 3×2=6
(a) Mention any
three poetic devices used in the poem "The Daffodils”. Explain them along
with their contexts.
(b) Give the
context of each of the dimensions mentioned below from "When Autumn
Came" -
(i) botanical
(ii)
sociological
(c) The poem
"The Listeners" actually presents before the readers the absence of
the listeners. Justify with the help of the title.
(d) What are the
different sorts of faces a modern man tends to make? Why is it so?
7. Answer any three of the following questions in one
sentence each: 1x3=3
(a) Name the
manifesto of Romantic poetry.
(b) Identify the
animal accompanying the traveller.
(c) Who wrote
the novel "The Voice"?
(d) Choose the
correct option:
Faiz Ahmed Faiz
is -
(i) a
revolutionary poet
(ii) an Urdu
lyric poet
(iii) Both (i)
& (ii)
[Prose]
8. Answer either (a) or (b):
(a) "To
avoid this calamity, I have decided to feign insanity..... Hamlet's device,
after a fashion.... you can't marry if you're mad, as you know."
(i) Who is the
speaker here? 1
(ii) What is the
calamity? 1
(iii) Explain
"Hamlet's device". 2
(iv) Give the
adjective of "fashion" and the noun of "insane". 1/2+1/2=1
(b) "I
can't say I did, Mrs. B. I should feel obliged to you, if you could accommodate
me with a more protuberant bolster, Mrs. B.
(i) Give the
full name of Mrs. B. Who was she? 1+1=2
(ii) What is the
meaning of the word "protuberant"? 1
(iii) Why does
the speaker want the other person to change his bolster? 2
9. Answer any one of the following questions in 80 words:
5x1=5
(a) "When
all the eagles and fish are gone and the waters killed by pollution, only then
will we realize that money cannot be eaten." Discuss the statement.
(b) There are a
lot of people in the world, and I have to accommodate my liberty to their
liberties. Give your opinion on the issue.
(c) Do you think
that the play Box and Cox" is a farce? Give reasons for your answer.
10. Answer any two of the following questions within 25
words each: 2×2=4
(a) Why did
Kondrashkin allow Pyotr to come to his house and meet Anastasia?
(b) What is
"keep the home fires burning"? What kind of person is associated with
it?
(c) Write a
short note on the title "The Many and the None".
(d) What were
the professions Box and Cox had been involved in?
11. Answer any two of the following questions within 40
words each: 3×2=6
(a) What were
the various statements made by Pyotr in order to avoid marriage? Mention any
three.
(b) What is the
difference in the liberty one has in dressing and in playing the tramboline at
night?
(c) Assess the
appropriateness of the comparison between the ship losing nuts to the loss of
bio-diversity.
(d) The special
use of language has helped inciting comedy and humour in "Box and
Cox". Illustrate.
12. (a) Give the meaning of any one of the following
words: 1
(i) succumb
(ii) ballad.
(b) Give the
synonyms of any two of the following words: 3
(i) banality
(ii) purloin
(iii)
charismatic
(c) Give the
antonyms of any two of the following words 2:
(i) sweet
(ii) monarchy
(iii) bachelor
UNIT-III
(Grammar)
13. Make sentences with any two pairs of words to
illustrate the difference in meaning between them: 2x2=4
access/excess;
fair/fare; device/devise; walk/wake; moral/morale; jealous/zealous
14. Fill in the blanks with the suitable form of the
verbs given in the brackets: (any three) 1x3=3
(a) We
________(support) him provided he joins us.
(b) If I were
there, I ______(try) to help them.
(c) Had you been
a bit careful in your classes, you _______(ability) answer the questions
correctly.
(d) If she had
known it earlier, she ______(protest) against dowry.
(e) Unless you
suffer a lot, your soul ______(not enhance).
15. Add question tag to the following: (any four) 1/2x4=2
(a) The patient
can hardly take any solid food, _______?
(b) Everyone
joined the mission, ________?
(c) The artist
knows the way within, _______?
(d) We had not
been given any opportunity, _______?
(e) There will
be a meeting tomorrow, _________?
(f) Add question
tag, _______?
(g) Let's plant
saplings, ________?
16. Fill in the blanks with appropriate prepositions:
(any six) 1/2x6=3
(a) We are not
accustomed ______such a situation.
(b) You have to
put up _______the police investigation.
(c) The knife
was thrown _______the dustbin.
(d) The murder
was committed the day _______yesterday.
(e) Please, call
_______the forensic officer.
(f) The children
should refrain themselves _______entering the crime scene.
(g) Guard
_______criminals.
(h) We can look
forward ________the High Court for justice.
17. Fill in the blanks with appropriate articles where
necessary: (any six) 1/2x6=3
(a) _____man is
mortal.
(b) The vacation
has come to _______close.
(c) I came
across ______one-eyed man yesterday,
(d) He is
______honest man.
(e) They are
going to buy ________RCC building.
(f) He is one of
________best teachers.
(g)
________Times of India appears daily.
(h) This is
_______book I have been looking for.
18. Identify five nouns and five adjectives in the
sentences given below: 1/2×10=5
From a statue of
him we can see that Socrates was rather ugly. His head was almost bald; his
eyes were set deep in his large face; he had a great broad nose and coarse
lips, and his figure was clumsy. But he had a modest and kindly expression. He
went about bare-footed, wearing an old robe; and he spent his time in the
streets, the market-place, shady corners of the temples, or quiet country-lanes
and meadows.
UNIT-IV
(Creative Writing
Skill)
19. Write a paragraph in about 180-200 words on any one
of the following: 8
(a) Chandrayan
II
(b) Your
favourite book
(c) Use of
Internet for Educational Purposes
(d) Outdoor
Games.
20. Develop a story from the given outline: 7
A dog and a
monkey travelling together—a basket of bread on the donkey's back-both felt
hungry-donkey ate grass on the roadside - dog asked for bread - donkey
refused-wolf appeared - donkey requested dog to save dog refused -"who eat
alone must also fight alone."
Or
Write a
substance of the passage given below: 7
Man is the
architect of his own fate. If he makes a proper division of his time and does
his duties accordingly, he is sure to improve and prosper in life; but if he
does otherwise, he is sure to repent when it is too late, and he will have to
drag a miserable existence from day to day. To kill time is as culpable as to
commit suicide, for our life is nothing but the sum-total of hours, days and
years. Youth is the seed-time of life. In youth the mind is pliable and soft
and can be moulded in any form we like. If we lose the morning hours of life we
shall have to repent afterwards.
***
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