INDIA EXAMINATIONS: CBSE PORTAL : (Download) CBSE Class-12 Sample Paper And Marking Scheme 2017-18 : English (Elective)

Tuesday, December 5, 2017

CBSE PORTAL : (Download) CBSE Class-12 Sample Paper And Marking Scheme 2017-18 : English (Elective)

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(Download) CBSE Class-12 Sample Paper And Marking Scheme 2017-18 : English (Elective)

Posted: 05 Dec 2017 02:59 AM PST

(Download) CBSE Class-12 Sample Paper And Marking Scheme 2017-18 : English (Elective)

ENGLISH (ELECTIVE) – NCERT

SESSION -2017-18

MM 100
The question paper is divided into three sections:
Section A- Reading 20
Section-B- Writing and Grammar 30
Section C- Literature 30
Section D- Fiction 20
General Instructions:
(i) All questions are compulsory.
(ii) You may attempt any section at a time.
(iii) All questions of that particular section must be attempted in the correct order

Section-A
(Reading)

1 A : Read the passage given below and answer the questions that follow:
Friends, I visualize a scene. A school having about 50 teachers and 750 students. It is a place of beauty and for fostering creativity and learning. How is it possible? It is because the school management and the Principal selected the teachers who love teaching, who treat the students as their children or grandchildren. The children see the teachers as role models not only in teaching but how they conduct their lives. Above all, I see an environment in which there is nothing like a good student, average student or poor student. The whole school and teacher system is involved in generating students who perform to their best. And above all, what should be the traits the teacher should possess based on teachers’ life both inside the class room and outside the school? When good teachers walk among them, the students should feel the heat of knowledge and the purity of their lives radiate from them. This race of teachers should multiply.

Teachers and parents should preserve the happy smiles on the faces of their children even when they complete their school education. The student should feel confident that ‘I can do it’. He or she should have the self-esteem and the capability to become an employment generator. This transformation can only be brought about by a teacher who has the vision to transform. I have always liked to sit in a class. When I visit schools and colleges in India and abroad, I like to see how teachers teach and students interact in the classroom. Recently, I was in Andhra Pradesh, in a one-teacher school classroom. The school had classes only up to the fifth grade. I was with the students and the teacher was teaching. How happy were the children? The teacher was telling the young students, ‘Dear children, you see the full moon, the beautiful scene in the sky brings smiles and cheers. Remember, as you smile the family also smiles. How many of you keep your parents happy?’ The whole class lifted their hands. They said, they would do it. I also lifted my hand along with the students
I would like to share this event that I witnessed when I was a young boy of about ten years. In our house, periodically I used to see three different unique personalities meet. Pakshi Lakshamana Shastrigal, who was the head priest of the famous Rameshwaram temple and a Vedic Scholar, Rev father Bodal, who built the first church in Rameshwaram island and my father who was an imam in the mosque. All three of them used to sit and discuss the island’s problems and find solutions. In addition, they initiated dialogues between communities with compassion.

These connectivity’s quietly spread in the island like the fragrance from the flowers. The memory of the three men meeting always comes to my mind whenever I discuss the importance of dialogue between religions. India has had this advantage of integration of minds for thousands of years. Throughout the world, the need to have a frank dialogue among cultures, religions and civilizations is being felt now more than ever.
There are some events that bring together the whole world.

We have seen how the launching of Sputnik by the Russians or Niel Armstrong’s stepping on the moon electrified the entire youth of the world. When an Indian origin astronaut along with her colleagues was returning to Earth after a major space mission, the entire world prayed for their safe return. Cricket is followed avidly in the commonwealth while soccer has an European inspiration, and they represent intense competition and admiration across borders. Similarly I have seen many instances of how art and music integrate the minds of the youth.

A few years back, when I met Mr. Vladimir Putin, the president of Russia, we agreed on building a youth satellite where the youth from different countries can work together. Such working together will increase understanding, make them explore new avenues and the spirit of cooperation among the youth globally will prevail, the idea of a youth satellite as a joint venture of countries was born. I am glad, the space agencies of India and Russia put in efforts and the first youth satellite was launched on 20thApril, 2011 from Shriharikota in the state of Andhra Pradesh. I had then suggested to the ISRO team to continue the series of youth satellite, so that you may also use this as a platform to developing collaborative project needed for scientific and technological developments and it’s applications. And above all, it will lead to integration of minds.
Dear friends, if you ask me, how my life has enriched for the last eighty-three years, I have to convey to all of you one message. The message is like this. When I reached the age of seventeen, I had one great companion. That companion was nothing but great books. Throughout my life, books enriched me.

Earth is facing many conflicts both natural and man-made. As a youth, all of you have a responsibility to work for universal harmony by ironing out all the causes of conflicts. Are you ready to do so?
One of the important areas of work is moving towards clean green energy and a clean planet earth. That means it is centered around on a mission for providing a good life to 7 billion people. If all of you work for this singular

1B: Read the poem given below and answer the questions that follows:
The Poet’s Farewell to Life
The fire of this life’s poison has gone out,
No more does it look forward
To the coming of new leaves.
In the grove of the heart,
Burns the lamp of hope;
The path envelop’d in darkness, lighted

By a single ray of light,
As direction is found
By the pole -star
Among the cluster of stars.
Time to wrap up life’s play
Like the yogi fulfilled,
Or like the common man:
Bhishma watching it all
From his hard bed of arrows.

Mellow’d is the summer’s heat, the rain over,
Past is life’s autumn, covered over with golden hair;
Gone the biting winter, the drunken spring,
Filled with the pleasure mangoes bring.
Spent is the expedition fourfold,
The poet’s assault on life, conquering quarters four
Rich with movement, rhythm and vision,
With sound full of significance,
Endowed with imagery, emotion of art and love:
The ringing arithmetic of music, rhyme, meter,
Has already slipped from these fingers.
Playful acts turned to shame-faced silence,
Fatuous the attacks of rival wrestlers with words,
They’ve gone wide of the mark.
This skin, once taut as a leather-shield,
Hangs in folds from the body.
Come morning once again,
Let it be another round of life.(206 words)
(Nirala)

What does the poet mean by" The fire of this life poison"?
What is directing the poet now?
Explain ' spent in the expedition fourfold'.
What makes the sound significant?
With what has the skin been compared to?
Give the gist of the poem in a sentence.
Give the meaning of 'fatuous'.

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(Download) CBSE Class-12 Sample Paper And Marking Scheme 2017-18 : English (Core)

Posted: 05 Dec 2017 02:50 AM PST

(Download) CBSE Class-12 Sample Paper And Marking Scheme 2017-18 : English (Core)

SAMPLE QUESTION PAPER (2017-18)
ENGLISH (CORE)
GRADE XII

Time allowed: 3 Hrs

Maximum Marks: 100
General Instructions:
1. This paper is divided into three sections: A, B and C. All the sections are compulsory.
2. Separate instructions are given with each section and question, wherever necessary. Read these instructions very carefully and follow them.
3. Do not exceed the prescribed word limit while answering the questions.

SECTION-A
(READING
(Marks:30)

1.Read the passage given below :
1. A fisherman, enfeebled with age, could no longer go out to sea so he began fishing in the river. Every morning he would go down to the river and sit there fishing the whole day long. In the evening he would sell whatever he had caught, buy food for himself and go home. It was a hard life for an old man. One hot afternoon while he was trying to keep awake and bemoaning his fate, a large bird with silvery feathers alighted on a rock near him. It was Kaha, the heavenly bird. “Have you no one to care for you, grandpa ?” asked the bird. “Not a soul.” “You should not be doing such work at your age, ” said the bird. “From now on I will bring you a big fish every evening. You can sell it and live in comfort.” True to her word, the bird began to drop a large fish at his doorstep every evening. All that the fisherman had to do was take it to the market and sell it. As big fish were in great demand, he was soon rolling in money. He bought a cottage near the sea, with a garden around it and engaged a servant to cook for him. His wife had died some years earlier. He had decided to marry again and began to look for a suitable woman.

2. One day he heard the royal courtier make an announcement. Our king has news of a great bird called Kaha,” said the courtier. “Whoever can give information about this bird and help catch it, will be rewarded with half the gold in the royal treasury and half the kingdom !” The fisherman was sorely tempted by the reward. Half the kingdom would make him a prince !

3. “Why does the king want the bird ?” he asked. “He has lost his sight,” explained the courtier. “A wise man has advised him to bathe his eyes with the blood of Kaha. Do you know where she can be found ?” “No…I mean …no, no…” Torn between greed and his sense of gratitude to the bird, the fisherman could not give a coherent reply. The courtier, sensing that he knew something about the bird, informed the king. The king had him brought to the palace.
4. “If you have information about the bird, tell me,” urged the king. “I will reward you handsomely and if you help catch her, I will personally crown you king of half my domain.” “I will get the bird for you,” cried the fisherman, suddenly making up his mind. “But Kaha is strong. I will need help.” The king sent a dozen soldiers with him. That evening when the bird came with the fish, the fisherman called out to her to wait. “You drop the fish and go and I never get a chance to thank you for all that you’ve done for me," he said. “Today I have laid out a feast for you inside. Please alight and come in.” Kaha was reluctant to accept the invitation but the fisherman pleaded so earnestly that she finally gave in, and alighted. The moment she was on the ground, the fisherman grabbed one of her legs and shouted to the soldiers hiding in his house to come out. They rushed to his aid but their combined effort could not keep Kaha down.
5. She rose into the air with the fisherman still clinging onto her leg. By the time he realised he was being carried away, the fisherman was too high in the air to let go. He hung on grimly, and neither he nor Kaha were ever seen again.
1.1 On the basis of your understanding of the above passage, answer each of the questions given below by choosing the most appropriate option:
(a) Why was the king desperately looking for Kaha the bird ?
i. The king wanted a pet bird.
ii. A wise man advised the king to capture the bird for good luck.
iii. Kaha was the only heavenly bird with silvery feathers.
iv. The king was blind and required Kaha’s blood for his eyes.
(b) Why did the bird volunteer to bring fish for the old man ?
i. The old man was inexperienced at fishing.
ii. The bird took pity on the old man and wanted to help him.
iii. The bird had caught more fish than required.
iv. The bird wanted to make the old man rich.
(c) What led the courtier to sense that the fisherman might know something about Kaha ?
i. The courtier had observed Kaha alight at the fisherman’s house every evening.
ii. The courtier had seen the fisherman talk to Kaha.
iii. The fisherman fumbled when asked about Kaha.
iv. Word went around that the fisherman was in contact with Kaha.
(d) Which of the following is not true about Kaha ?
i. Kaha was a very considerate bird.

ii. The blood of Kaha was precious.

iii. Kaha was a strong bird.

iv. Kaha saved the fisherman from the King’s wrath.

1.2 Answer the following questions briefly:
a. Why did the fisherman stammer when asked if he knew about the bird ? b. How did the fisherman get Kaha to come down ?
c. What does the phrase ‘rolling in money’ in the passage refer to ? d. Why was the fisherman doubtful about revealing information about Kaha to the courtier ? e. Mention two traits of farmer's character revealed through the story.
f. How did the bird manage to escape?

1.3 Pick out the words/phrases from the passage which are opposite in meaning to the following:
i. Take off (Para 1)
ii. Released (Para 4)

2.Read the passage given below carefully and answer the questions that follow:
1. The youth is a dynamo, an ocean, an inexhaustible reservoir of energy. But this energy cannot be kept in prison. Its basic nature is to flow , to express itself. The youth energy on the basis of the nature of its expression can be divided into four categories.

2. The vast majority of the youth today are with the establishment, whose formula of life is learn, earn, burn, and enjoy. It means learn to operate the modern devices and employ them to earn the maximum amount of wealth to the point of burning the natural resources of the earth , as well as yourself out, and then enjoy your own funeral. This category of youth is intelligent, skilful and hardworking but it lacks insight and foresight. They are self-indulgent and any sense of moral code of conduct is alien to their nature. Neither are they able to see in depth, to find out whether there is a deeper meaning and purpose to their human life, nor have they the capacity to look beyond the tips of their nose to find out the consequences of their way and approach, where it is leading them to. They are the ends unto themselves and enjoyment is the motto of their life.

3. The second category of youth in nature and approach is the same but as it is less privileged and less qualified and skilled; it has lesser opportunities for earning and enjoying. Such youth may be incited to be against the establishment. This opposition takes various forms. When it is well organised and systemic it may take the form of political opposition and even go to the extent of expressing itself in unjust ways. When the opposition is not so intense and organised , it remains content with giving verbal expression to its resentment