Chapter 11: ICSE Class 10 English Language/Grammar solved

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Get textual answers, explanations, solutions, notes, extras, MCQs, PDF of Chapter 11: ICSE Class 10 English Language/Grammar (Total English) workbook solved which comprises Comparison ofAdjectives, Factual Writing, Letters of Complaint, Test Paper – 11. However, the educational materials should only be used for reference, and students are encouraged to make necessary changes.

Comparison of Adjectives

Assignment

Rewrite the following sentences according to the instructions given after each. Change only what you are asked and make a correct sentence. You have to make your sentence say the same thing in a different way.

1. Very few cities are as large as Kolkata. (Begin: Kolkata is …)

Answer: Kolkata is larger than most other cities.

Explanation: This question asks you to change the way we compare things. The first sentence uses the “as…as” style, which is called the Positive Degree. It says that not many cities are the same size as Kolkata. The new sentence must use the “-er than” style, which is called the Comparative Degree. When we change from “Very few…” to the comparative style, we say it is larger “than most other” cities. This means Kolkata is in the top group of big cities, but maybe not the very biggest one.

2. December is the coldest month in Delhi. (Begin: No other month …)

Answer: No other month in Delhi is as cold as December.

Explanation: The first sentence says December is “the coldest.” This is the highest level of comparison, called the Superlative Degree. It means it’s number one. The new sentence starts with “No other month…”, which is a way of saying the same thing but using the Positive Degree (“as…as”). If December is the coldest, it means that “no other month” is “as cold as” December is.

3. I get up earlier than she does. (End : …as I do.)

Answer: She does not get up as early as I do.

Explanation: This is like looking at a see-saw from both sides. The first sentence says “I” am on the “earlier” side compared to “her.” This is the Comparative Degree. To say the same thing using “as…as” (the Positive Degree), we look from her side. If I am earlier, then she is not as early. So, we say “She does not get up as early as I do.”

4. Swati is one of the swiftest runners in school. (Begin: Very few runners in school …)

Answer: Very few runners in school are as swift as Swati.

Explanation: The first sentence says Swati is “one of the swiftest.” This is the Superlative Degree. The phrase “one of the” is important. It means she is in the top group of fast runners, but there might be a few others who are just as fast. To say this using the Positive Degree (“as…as”), we start with “Very few runners…” This shows that only a small number of runners are “as swift as” Swati.

5. No other substance is as hard as diamond. (Use: hardest)

Answer: Diamond is the hardest substance.

Explanation: The first sentence uses the Positive Degree (“No other… as hard as”) to say that nothing beats diamond in hardness. To say this using the word “hardest” (the Superlative Degree), we can simply state that “Diamond is the hardest substance.” Both sentences mean diamond is number one for hardness.

6. Gandhiji was more popular than any other contemporary leader. (Use: ‘most popular’ instead of ‘more popular’)

Answer: Gandhiji was the most popular contemporary leader.

Explanation: The first sentence uses the Comparative Degree. When we say something is “more… than any other,” it’s a special phrase that means it is number one in its group. The word “most popular” is the Superlative Degree, which also means number one. So, “more popular than any other leader” means exactly the same as “the most popular leader.”

7. A living ass is better than a dead horse. (Use: ‘good’ instead of ‘better’)

Answer: A dead horse is not as good as a living ass.

Explanation: This is like the see-saw example in question 3. The first sentence says the living ass is “better” (Comparative Degree). To say this using the word “good” (Positive Degree), we flip it around. If the ass is better, it means the horse is not as good. So, we say, “A dead horse is not as good as a living ass.”

8. Lead is heavier than any other metal. (Use: ‘heavy’ instead of ‘heavier’)

Answer: No other metal is as heavy as lead.

Explanation: The first sentence uses the Comparative Degree “heavier than any other.” As we saw in question 6, this means lead is the number one heaviest metal. To say this using the word “heavy” (the Positive Degree), we use the structure “No other…” So, we say “No other metal is as heavy as lead.”

9. Aruna is less strong than Jaya. (Use: ‘stronger than’)

Answer: Jaya is stronger than Aruna.

Explanation: The first sentence uses “less… than” to show that Aruna has a smaller amount of strength. To use the word “stronger,” we just have to look at it from Jaya’s side. If Aruna is less strong, it must mean that Jaya is more strong, or “stronger.”

10. She is as fresh as a flower. (Begin: A flower …)

Answer: A flower is not fresher than she is.

Explanation: The first sentence says “she” and “a flower” are equal in freshness (“as fresh as”). This is the Positive Degree. If two things are equal, then one cannot be “more” than the other. So, if we start the sentence with “A flower…”, we have to say that it is “not fresher than” she is.

11. Mt. Everest is the highest mountain. (Begin: There is …)

Answer: There is no other mountain as high as Mt. Everest.

Explanation: The first sentence says Mt. Everest is “the highest” (the Superlative Degree). This means it is number one. Another way to say this is to state that no other mountain can match it. The sentence structure “There is no other…” allows us to do this using the Positive Degree (“as high as”).

12. He is not the best boy in the class. (Begin: He is not better than …)

Answer: He is not better than some other boys in the class.

Explanation: “Not the best” means there is at least one boy who is better than him, or maybe a few who are as good as him. It doesn’t mean he is the worst; he could be second or third best. The new sentence needs to use “not better than.” Since he’s not number one, he is “not better than” the boy or boys who are at the top. So we say he is not better than “some other boys.”

13. Kalidasa is the greatest of Indian poets. (Use: ‘greater’ instead of the greatest)

Answer: Kalidasa is greater than any other Indian poet.

Explanation: This is another example of changing from the Superlative Degree (“the greatest”) to the Comparative Degree (“greater”). When something is “the greatest,” it means it is “greater than any other” one in its group. Both phrases mean the same thing: Kalidasa is number one.

14. A rainbow is one of the most beautiful sights. (Begin: Very few sights …)

Answer: Very few sights are as beautiful as a rainbow.

Explanation: This is just like question 4. The phrase “one of the most beautiful” (Superlative Degree) means a rainbow is in the top group of beautiful sights, but not necessarily the only one. To express this using the Positive Degree, we start with “Very few…” This tells us that only a small number of sights are “as beautiful as” a rainbow.

15. This town is not so clean as that town. (Use: ‘cleaner’)

Answer: That town is cleaner than this town.

Explanation: The first sentence says “this town” is “not so clean as that town.” This is a negative comparison in the Positive Degree. It means “this town” has less cleanliness. If this town is less clean, it must mean “that town” is more clean. The word for “more clean” is “cleaner” (the Comparative Degree).

Factual Writing

1. Give a short account of the duties of one of the following: a school prefect, a policeman, a postman.

Answer: Duties of a School Prefect

A school prefect is a student leader whose primary duty is to uphold the discipline and values of the school. A prefect acts as a role model for other students, demonstrating exemplary behavior, punctuality, and adherence to the school’s dress code. One of their main responsibilities is to assist teachers and staff in maintaining order within the school premises, such as during assemblies, in the corridors, and in the canteen. They help ensure that school rules are followed by all students. Prefects are also involved in organizing and managing school events, sports days, and other functions. They serve as a bridge between the student body and the school administration, communicating students’ concerns or suggestions to the authorities. Furthermore, a prefect is expected to be helpful and supportive to younger students, guiding them and helping to create a positive and safe school environment.

Duties of a Policeman

A policeman is entrusted with the crucial responsibility of maintaining law and order, protecting life and property, and preventing crime. A key duty is patrolling assigned areas to deter illegal activities and provide a visible presence that reassures the community. Policemen respond to emergency calls, providing immediate assistance at the scenes of accidents, crimes, or public disturbances. Their work involves investigating crimes by gathering evidence, interviewing witnesses, and apprehending suspects. They are responsible for enforcing traffic laws to ensure road safety for all citizens. A policeman also performs administrative tasks, such as writing detailed reports on incidents and testifying in court. Beyond enforcement, they engage with the community, offering assistance and information to the public, thereby building trust and cooperation between the citizens and the police force.

Duties of a Postman

The duties of a postman are centered on the collection, sorting, and delivery of mail. A postman’s day typically begins at the post office, where he sorts letters, packets, and parcels for his designated delivery route. This requires careful organization to ensure an efficient and accurate delivery process. The primary task is to deliver the mail to residential and business addresses along the route, which may be covered on foot, by bicycle, or by vehicle. For special mail items like registered letters or parcels, a postman is responsible for obtaining a signature from the recipient as proof of delivery. In addition to delivering mail, a postman also collects outgoing mail from post boxes. If a piece of mail cannot be delivered for any reason, it is the postman’s duty to record the reason and return it to the post office for further action.

2. Explain how you would do one of the following:

(a) Prepare a vegetarian meal

Answer: (a) How to Prepare a Vegetarian Meal

Preparing a simple and wholesome vegetarian meal involves a few straightforward steps. The following process outlines how to make a meal consisting of rice, dal (lentil soup), and a vegetable stir-fry.

• First, all the necessary ingredients are gathered. This includes rice, lentils (like toor dal or moong dal), assorted vegetables (such as potatoes, peas, and carrots), cooking oil or ghee, water, and a selection of spices like turmeric powder, cumin seeds, coriander powder, and salt.
• The preparation begins with the rice. One cup of rice is washed thoroughly under running water. It is then placed in a pot with two cups of water and a pinch of salt. The pot is brought to a boil, after which the heat is reduced to a simmer, and the pot is covered. The rice is cooked until all the water has been absorbed.
• Next, the dal is prepared. Half a cup of lentils is washed and placed in a pressure cooker with two cups of water, half a teaspoon of turmeric powder, and salt to taste. It is cooked for about 10-15 minutes or until the lentils are soft and mushy.
• While the dal is cooking, the vegetables are prepared. They are washed, peeled, and chopped into small, even-sized pieces. A pan is heated with a tablespoon of oil. Once the oil is hot, cumin seeds are added. When they begin to splutter, the chopped vegetables are added to the pan along with spices and salt. The vegetables are stirred and cooked until they are tender.
• A final step for the dal is tempering, or ‘tadka’. In a small pan, a teaspoon of ghee or oil is heated. Cumin seeds and a pinch of asafoetida are added. This hot tempering is carefully poured over the cooked dal and stirred in.
• Finally, the meal is assembled. The hot rice, dal, and vegetable stir-fry are served on a plate, ready to be enjoyed.

(b) Make a Greeting Card for your grandfather to wish him on his 75th birthday.

Answer: (b) How to Make a Greeting Card for Your Grandfather’s 75th Birthday

Creating a handmade greeting card is a thoughtful way to wish a loved one a happy birthday. The process requires some basic craft supplies and a little creativity.

• First, the necessary materials are collected. These include a sheet of A4-sized cardstock, some coloured paper, a pair of scissors, glue, coloured pens or markers, and any decorative items like glitter, ribbons, or stickers.
• The base of the card is made by folding the sheet of cardstock neatly in half. This creates a front, a back, and two inside pages.
• Next, the front of the card is designed. The numbers ‘7’ and ‘5’ can be cut out from a contrasting coloured paper and glued onto the center of the cover. A message such as “Happy 75th Birthday, Grandpa!” can be written above or below the numbers. The cover can be further decorated with drawings, stickers, or a simple border.
• After the cover is complete, the inside of the card is attended to. On the right-hand inner page, a personal, heartfelt message is written. This is an opportunity to express love and appreciation, share a cherished memory, and wish him good health and happiness for the year ahead.
• The left-hand inner page can be decorated with a small photograph, a drawing, or simple patterns to add a personal touch.
• Finally, the card is left to dry completely to prevent any smudging of the ink or glue. Once dry, the card is ready to be placed in an envelope and given to your grandfather on his special day.

Test Paper – 11

Question 1

(Do not spend more than 30 minutes on this question.)
Write a composition (300 – 350 words) on any one of the following:

(i) Write a story in which a power cut, on a dark moonless night, plays a significant role.

Answer: The Storm and the Shadow

The old house groaned under the strain of the storm. Rain lashed against the windows, and the wind howled like a tormented spirit. Inside, 12-year-old Leo was alone, his parents delayed by the weather. The night was moonless, a thick blanket of clouds swallowing any hint of light. He sat huddled on the sofa, the flickering lamp casting long, dancing shadows that played tricks on his imagination.

Suddenly, with a final, violent gust of wind, the lamp went out. The television screen died, and the hum of the refrigerator ceased. A profound, unnerving silence descended, broken only by the storm’s fury. Leo’s heart hammered against his ribs. The darkness was absolute, a physical presence that seemed to press in on him from all sides. He fumbled for his phone, its screen a blinding beacon in the gloom. The battery was at 5%.

He needed to find the emergency candles in the kitchen. Groping his way, he shuffled across the living room, his hands outstretched. A floorboard creaked upstairs. He froze. It was probably just the old house settling, he told himself, but the sound repeated, closer this time. It was a slow, deliberate footstep.

Panic seized him. He remembered the news reports about a burglar in the neighbourhood. He flattened himself against the wall, holding his breath. The footsteps descended the main staircase, one agonizing creak at a time. Leo’s mind raced. The kitchen drawer held a heavy rolling pin. It was his only chance.

As the shadow of a figure loomed in the kitchen doorway, Leo lunged, swinging the rolling pin with all his might. There was a yelp of pain and a heavy thud. Just then, the lights flickered back on, flooding the room with brilliance. Sprawled on the floor was not a burglar, but his grandfather, holding a box of candles and rubbing a sore shoulder. He had let himself in with his spare key to check on Leo during the storm. The power cut had turned a simple act of care into a moment of terrifying misunderstanding.

(ii) ‘It is said that faith is taking the first step when you cannot see the whole staircase.’ Narrate an incident to prove the truth of this statement.

Answer: The First Step Toward a Dream

My dream had always been to open a small bakery. I had the recipes, passed down from my grandmother, and a passion for creating joy through food. What I didn’t have was the money. For years, I worked a monotonous office job, saving every penny, but my goal seemed impossibly distant. The staircase to my dream was shrouded in fog; I could barely see the first step, let alone the top.

One day, a small shop in my neighbourhood went up for lease. It was perfect—cosy, with a large front window. The rent was steep, and my savings would only cover the deposit and the first month. Securing a business loan without any collateral seemed hopeless. Every logical part of my brain screamed that it was too risky, that I should wait until I was more secure. The staircase was invisible, and the fall looked certain.

That night, I remembered my grandmother’s words: “You don’t have to see the whole path, just take the next step.” It was a quote she lived by, a testament to her own courage. With a trembling hand and a heart full of fear and hope, I called the landlord and said I would take the shop. That was my first step, taken in blind faith.

The moment I committed, things began to change. Telling my colleagues about my plan, one offered to help design my logo for free. Another, whose uncle was a bank manager, helped me prepare a compelling business plan. The loan, which I had thought impossible, was approved. Friends and family came forward, offering to help paint and set up the shop. Each small act of kindness was another step on the staircase, appearing just as I needed it.

Six months later, ‘The Rolling Pin’ opened its doors. The aroma of fresh bread filled the street, and the community welcomed me with open arms. Looking back, I realise that if I had waited to see the whole staircase, I would still be standing at the bottom. Faith wasn’t about seeing the destination; it was about trusting that the next step would be there when I was ready to take it.

(iii) ‘Attendance in schools should be optional for high school students.’ Express your views either for or against this statement.

Answer: For Optional Attendance in High Schools

The proposition that attendance should be optional for high school students is often met with apprehension, yet it holds the potential to foster a more mature, responsible, and effective learning environment. High school students are on the cusp of adulthood, and treating them as such by granting them autonomy over their attendance can be a powerful tool for personal development.

Firstly, making attendance optional encourages self-discipline and time management. Students would have to weigh the benefits of attending a lecture against other valid educational activities, such as working on a major project, conducting research at a library, or even taking a mental health day to prevent burnout. This decision-making process is a critical life skill that is essential for success in university and the professional world. Instead of being passively herded into classrooms, students would become active agents in their own education, learning to prioritise tasks and manage their schedules effectively.

Secondly, this policy would compel educators to make their classes more engaging. If students are not forced to attend, teachers would have a direct incentive to create lessons that are genuinely interesting, relevant, and valuable. A classroom filled with students who have chosen to be there is a far more dynamic and interactive space than one filled with reluctant attendees. This shift could lead to an overall improvement in the quality of instruction, benefiting the entire student body.

Finally, the traditional attendance model does not cater to diverse learning styles or circumstances. Some students may learn more efficiently through independent study, while others might be dealing with personal issues that make daily attendance a significant burden. An optional attendance policy provides the flexibility needed to accommodate these individual differences, promoting a more inclusive and supportive educational system. By trusting students with this responsibility, we are not encouraging truancy; rather, we are empowering them to take ownership of their learning journey, preparing them for the independence of adult life.

(iv) You were a spectator at a cricket match. Suddenly trouble erupted in the stadium and you witnessed a riot among the crowd. Give a vivid description of the scene.

Answer: When the Game Turned Into Chaos

The air in the stadium was electric. Every boundary was met with a deafening roar, and every wicket with a collective groan. The final over was a nail-biter, with our team needing six runs off the last ball. The batsman swung, the ball soared, and for a heart-stopping moment, it seemed destined for a six. But it fell short, caught just inside the boundary line. The match was lost.

The initial silence of disbelief quickly curdled into something ugly. A plastic bottle flew from the stands, arcing through the air and landing near the victorious team. It was the spark that lit the fuse. Suddenly, a section of the crowd surged forward, their faces contorted with rage. Chants of victory were replaced by angry, incoherent shouts. More bottles and food wrappers rained down onto the pitch.

The scene descended into chaos. People were on their feet, some trying to get a better view, others scrambling to escape. The security guards, hopelessly outnumbered, formed a fragile line but were quickly overwhelmed. A small group began tearing up the plastic stadium seats, brandishing them like weapons. The festive atmosphere of moments before had evaporated, replaced by a palpable sense of menace.

I grabbed my younger brother’s hand, pulling him down behind the relative safety of our row of seats. The noise was a terrifying symphony of smashing plastic, enraged screams, and the shrill blast of police whistles from the stadium entrances. Smoke began to drift from a far corner where a banner had been set on fire, its acrid smell stinging my nostrils. People were pushing and shoving, their faces a mixture of fear and aggression. It was no longer about a game; it was a mob mentality, a wave of collective fury that had swept away all reason. We could only crouch and wait, hoping the wave would pass without swallowing us whole.

(v) Study the picture given below. Write a story or a description or an account of what it suggests to you. Your composition may be about the subject of the picture or you may take suggestions from it; however, there must be a clear connection between the picture and your composition.

Answer: Arthur’s Morning Pill

The 8 a.m. sun streams through the kitchen window, illuminating the dust motes dancing in the air. For Arthur, this is the first ritual of the day. His hand, wrinkled and spotted with age, is steady as he picks up the small white pill. Beside it, a glass of water stands like a clear, silent companion. This tiny tablet is his anchor to the present, a chemical promise of another day of clarity.

He swallows the pill, the cool water a familiar comfort. As he sits at his small wooden table, his gaze drifts to the photographs on the mantelpiece. There’s one of his wife, Eleanor, her smile as bright as this morning’s sun. She’s been gone for five years, but in his mind, she is still here, humming in this very kitchen. Some days, before the pill takes full effect, the memories are foggy, like looking through a frosted glass. He struggles to recall the sound of her laugh or the colour of her favourite dress.

This pill is for his memory. The doctor called it a mild cognitive impairment, a gentle slide into forgetfulness. But for Arthur, it feels like a battle. Each day is a fight to hold onto the precious tapestry of his life—the day he met Eleanor, the birth of their son, the feel of his daughter’s small hand in his. The pill is his weapon, a small, unassuming soldier in his private war against the encroaching shadows.

He looks at his reflection in the window. The face staring back is that of an old man, with weary eyes and lines etched by time. But behind those eyes, the memories are stirring, sharpened by the morning dose. He remembers Eleanor’s laugh now; it sounded like wind chimes. Her favourite dress was blue, the colour of a summer sky. He smiles, a small, private victory. The pill has done its work. For today, at least, Arthur is whole. He is not just an old man with a glass of water; he is a husband, a father, a keeper of a life well-lived.

Question 2

(Do not spend more than 20 minutes on this question.)
Select any one of the following:

(i) Write a letter to a friend congratulating him/her on his/her success on being appointed the Head Boy/Head Girl of his/her school.

Answer:

24-B, Sunlight Colony
New Delhi – 110014

15th July 2023

Dear Rohan,

I was absolutely thrilled when my mother told me the news she heard from your dad. I can’t believe I’m writing to the new Head Boy of St. Xavier’s! Congratulations, my friend! I am so incredibly proud of you.

Honestly, I wasn’t surprised at all. I have always known how dedicated, responsible, and fair-minded you are. You have always been a leader, whether it was captaining our football team or organising the neighbourhood cleanup drive. The school authorities couldn’t have made a better choice. You completely deserve this honour, and I know you will carry out your duties with the same passion and integrity you apply to everything you do.

It’s a huge responsibility, but I have no doubt that you will be a fantastic Head Boy and a great role model for all the students.

I can’t wait to hear all about your new role and responsibilities. Let’s catch up soon to celebrate properly.

Once again, many congratulations on this wonderful achievement.

Your friend,
Amit

(ii) Write a letter to the Municipal Commissioner of your area, complaining about the irregular supply of electricity in your area.

Answer:

Flat 101, Harmony Apartments
Vivek Nagar
Pune – 411052

15th July 2023

The Municipal Commissioner
Pune Municipal Corporation
Shivajinagar
Pune – 411005

Subject: Complaint regarding irregular electricity supply in Vivek Nagar

Dear Sir/Madam,

I am writing to bring to your urgent attention the severe problem of irregular and erratic electricity supply that the residents of Vivek Nagar have been facing for the past two months.

The power cuts have become a daily nuisance, occurring at unpredictable hours and often lasting for several hours at a time. This situation is causing immense hardship to all residents. Students are unable to study for their examinations in the evenings, and household chores that rely on electricity are constantly disrupted. Furthermore, the frequent power fluctuations have led to the damage of expensive electronic appliances in several homes. The lack of electricity at night also raises serious security concerns for the entire locality.

We have lodged several complaints with the local electricity board, but unfortunately, no permanent solution has been provided. The situation continues to deteriorate, making daily life extremely difficult for everyone here.

I request you to kindly look into this matter with the urgency it deserves and take the necessary steps to ensure a regular and stable supply of electricity to our area. We hope for a prompt and positive response.

Thank you for your attention to this matter.

Yours faithfully,
Sunita Sharma
(A resident of Vivek Nagar)

Question 3

(i) Your school is organising an inter-house competition to select the ‘Best Orator’, who will represent your school at the ‘National Inter-School Oration Contest’. Write a notice for your school informing the students of the competition.

Answer:

GREENWOOD HIGH SCHOOL, MUMBAI

NOTICE

15th July 2023

INTER-HOUSE ORATION COMPETITION

This is to inform all students from Classes IX to XII that an Inter-House Oration Competition will be held to select the ‘Best Orator’. The winner will have the honour of representing our school at the prestigious ‘National Inter-School Oration Contest’.

Details of the competition are as follows:

• Date: 28th July 2023
• Time: 10:00 a.m.
• Venue: School Auditorium
• Topic: ‘The Role of Youth in Nation Building’
• Time Limit: 3-4 minutes

Interested students are requested to submit their names to their respective House Captains on or before 22nd July 2023.

For any further queries, please contact the undersigned.

(Signature)
Rhea Kapoor
Head Girl

(ii) Write an email to the Principal of a neighbouring school requesting him/her to send a team of teachers to judge the event.

Answer:

To: principal.dps.pune@email.com
Subject: Invitation to Judge Inter-House Oration Competition

Dear Principal,

Our school, Greenwood High School, is organising its annual Inter-House Oration Competition for students of Classes IX to XII on 28th July 2023, in our school auditorium from 10:00 a.m. onwards. The winner of this event will represent our school at the National level.

To ensure impartial and fair judgment, we would be honoured if you could send a team of two or three of your experienced English teachers to preside as judges for the competition. Your school is renowned for its excellence in literary and cultural activities, and the presence of your faculty would be highly encouraging for our students.

We would be very grateful for your cooperation and look forward to a positive response.

Thank you.

Yours sincerely,
Rhea Kapoor
Head Girl
Greenwood High School
Contact: 9XXXX43210

Question 4

Read the following passage carefully and answer the questions that follow:

Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death. It was her sister Josephine who gave her the sad news in broken sentences. Her husband’s friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard’s name leading the list of the “killed.”

Mrs. Mallard sat with her head thrown back upon the cushion of the chair, quite motionless. She was beginning to recognise one thing that was approaching to possess her, and she was striving to beat it back with her will. When she abandoned herself to her fate, a little whispered word escaped her slightly parted lips. She said it over and over under the breath: “free, free, free!” The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.

She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, was gray and dead. But she saw beyond that bitter moment a long procession of freedom for years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome. There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow creature.

And yet she had loved him, sometimes. Often she had not. What did it matter! What could love count for in the face of this possession of self-assertion which she suddenly recognised as the strongest impulse of her being! “Free! Body and soul free!” she kept whispering. Josephine was kneeling before the closed door with her lips to the keyhole, imploring for admission. “Louise, open the door! I beg; open the door — you will make yourself ill. What are you doing, Louise? For heaven’s sake open the door.”

Louise arose at length and opened the door to her sister’s call. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister’s waist, and together they descended the stairs. Richards stood waiting for them at the bottom. Someone was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident, and did not even know there had been one. He stood amazed at Josephine’s piercing cry; and at Richards’ quick motion to screen him from the view of his wife.

When the doctors came they said Louise had died of heart disease — of the excessive joy that kills.

(i) For each word given below choose the correct meaning (as used in the passage) from the options provided:

1. intelligence (line 5)

(a) mental capacity
(b) news
(c) surveillance
(d) observation

Answer: (b) news

2. striving (line 9)

(a) sweating
(b) scratching
(c) struggling
(d) shirking

Answer: (c) struggling

(ii) Which word in the passage is the opposite of ‘cessation’?

(a) persistence
(b) intelligence
(c) possession
(d) excessive

Answer: (a) persistence

(iii) Answer the following questions briefly in your own words.

(a) How did the news, about the death of Brently Mallard, spread?

Answer: The news of Brently Mallard’s death spread after his name was seen leading the list of those killed in a railroad disaster. His friend, Richards, who was at the newspaper office, received the information and brought it to the Mallard home, where Mrs. Mallard’s sister, Josephine, gently broke the news to her.

(b) What was the one thing that was approaching to possess Mrs. Mallard? What sudden change was noticed in Mrs. Mallard’s appearance?

Answer: The one thing approaching to possess Mrs. Mallard was the realization that she was finally free. A sudden change was noticed in her appearance as the vacant, terrified look left her eyes, which then became keen and bright. Her pulse quickened, and she felt a warmth spread through her body.

(c) What were Mrs. Mallard’s thoughts on her husband’s death and about her future?

Answer: Mrs. Mallard acknowledged that she would mourn her husband, but her thoughts about the future were of a long life of absolute freedom. She looked forward to living for herself, with no one to impose their will upon her, and she welcomed this new independence with open arms.

(d) How did Mrs. Mallard appear, when she opened the door at her sister’s call?

Answer: When Mrs. Mallard opened the door, she had a look of “feverish triumph” in her eyes. She carried herself with the majestic air of a “goddess of Victory,” indicating her newfound sense of liberation and joy.

(e) What was the surprising element brought about at the end of the passage? What was its impact?

Answer: The surprising element at the end was the unexpected return of her husband, Brently Mallard, who was alive and completely unaware of the accident. The impact of his return was that Mrs. Mallard died instantly from the shock of losing her newly-realized freedom.

(iv) Who gave the sad news to Mrs. Mallard? State the impact of the news of Brently Mallard’s death on his wife. Answer in not more than fifty words.

Answer: Mrs. Mallard’s sister, Josephine, gave her the sad news. Initially, Mrs. Mallard was motionless with grief, but this feeling was quickly replaced by a profound sense of liberation. The news of her husband’s death filled her with a triumphant joy for the future freedom she would now possess.

Question 5

(i) Fill in each of the numbered blanks with the correct form of the word given in brackets. Do not copy the passage but write in correct serial order the word or phrase appropriate to the blank space.

Example: (0) bettering

Think of the Nobel Prize and you think of groundbreaking research for ….0…. (better) mankind, but the awards have also honoured some unhumanitarian ….1…. (invent) such as chemical weapons and DDT. Numerous Nobel Prize controversies ….2…. (erupt) over the years: authors who ….3…. (overlook), scientists who claimed their discovery came first. But some of the prizes appear in hindsight to be ….4…. (embarrass) choices.

When the 2013 Nobel Peace Prize went to the organisation for the Prohibition of Chemical Weapons, it was perhaps a way of ….5…. (make) up for the Nobel ‘war prize’ it awarded to German chemist Fritz Haber in 1918. Haber ….6…. (honour) with the chemistry prize for his work on the synthesis of ammonia, which was crucial for developing fertilizers for food ….7…. (produce). But Haber, known as the ‘father of chemical warfare,’ also developed poisonous gases ….8…. (use) in trench warfare in the First World War.

Answer:

1. inventions
2. have erupted
3. were overlooked
4. embarrassing
5. making
6. was honoured
7. producing
8. used

(ii) Fill in the blanks with appropriate words.

(a) I looked at the stars ………………………… the telescope.
(b) He often interferes ………………………… her family matters.
(c) His absence from the meeting was held ………………………… him.
(d) My house is adjacent ………………………… the temple.
(e) I have used ………………………… all the sugar baking this cake.
(f) The country is agog ………………………… the rumours of a deadly virus.
(g) The employees prefer the new rulers ………………………… the old.
(h) Rita was determined to make a success ………………………… her playschool.

Answer:

(a) through
(b) in
(c) against
(d) to
(e) up
(f) with
(g) to
(h) of

(iii) Join the following sentences to make one complete sentence without using and, but or so. Choose the correct option.

1. Please move your car. I do not want to call a policeman.

(a) Your car should be moved as I do not want to call a policeman.
(b) Please move your car as I do not want calling for a policeman.
(c) Please move your car as I do not want to call a policeman.
(d) Please move your car, although I do not want to call a policeman.

Answer: (c) Please move your car as I do not want to call a policeman.

2. You saw me talking to a man yesterday. Did you know that man?

(a) Did you know the man you saw me talking yesterday?
(b) Did you know the man with whom you saw me talking yesterday?
(c) Did you know the man yesterday with whom you saw me talking?
(d) Did you knew the man with whom you see me talking yesterday?

Answer: (b) Did you know the man with whom you saw me talking yesterday?

3. He economises as much as he can. Yet he cannot save much money.

(a) Much money cannot be saved by economising much money.
(b) By him much money cannot be saved, unless he economises as much as he could.
(c) Much money cannot be saved, if he is to economise as much as he can.
(d) Although he economises as much as he can, he cannot save much money.

Answer: (d) Although he economises as much as he can, he cannot save much money.

4. She is very clever. She can do this sum.

(a) She is very clever to do this sum.
(b) She can do this sum because she is very clever.
(c) She is too clever because she can do this sum.
(d) She did this sum as she is too clever.

Answer: (b) She can do this sum because she is very clever.

(iv) Choose the correct option to rewrite the following according to the instructions given after each sentence.

1. He said, “I hope I do not meet these officers again.” (Begin with: He said that …)

(a) He said that I hope if I would meet these officers again.
(b) He said that he hoped he would not meet the officers again.
(c) He said that he hoped that he would meet these officers again.
(d) He said that he hoped he would not meet those officers again.

Answer: (d) He said that he hoped he would not meet those officers again.

2. It would be sensible to take him to hospital, before he collapses. (Begin: We had…)

(a) We had to take him to the better hospital before he collapses.
(b) We had better take him to the hospital before he collapses.
(c) We had a better hospital to take him before he collapses.
(d) We had to take him to the hospital better before he collapses.

Answer: (b) We had better take him to the hospital before he collapses.

3. Rima is not the cleverest girl in the class. (End with: …than Rima)

(a) Many other girls in the class are cleverer than Rima.
(b) Many girls in the class other than Rima are cleverer than Rima.
(c) Many other girls in the class are more cleverer than Rima.
(d) Many other girls of the class are cleverer more than Rima.

Answer: (a) Many other girls in the class are cleverer than Rima.

4. The boy was disobedient and so the teacher punished him. (Use: ‘disobedience’)

(a) The boy was punished for disobedience to teacher.
(b) The teacher punished the boy for his disobedience.
(c) The teacher punished the disobedience boy.
(d) The teacher punished for disobedience to the boy.

Answer: (b) The teacher punished the boy for his disobedience.

5. Alas! That ever a cousin should be false. (Begin with: It is very sad…)

(a) It is very sad for having a false cousin.
(b) It is very sad that a cousin should be false.
(c) It is very sad for a cousin should be false.
(d) It is very sad to be a false cousin.

Answer: (b) It is very sad that a cousin should be false.

6. The captain wished to win the match. (Begin with: The captain wished that…)

(a) The captain wished that the match should be won.
(b) The captain wished that only he could win the match.
(c) The captain wished that he would won that match.
(d) The captain wished that he would win the match.

Answer: (d) The captain wished that he would win the match.

7. No one can deny that he was a great scholar. (Begin with: Everybody…)

(a) Everybody says he is a great scholar.
(b) Everybody agrees him to be a great scholar.
(c) Everybody agrees that he was a great scholar.
(d) Everybody agrees him as a great scholar.

Answer: (c) Everybody agrees that he was a great scholar.

8. As soon as you become an adult, you will have to earn your daily bread. (Begin with: On becoming…)

(a) On becoming an adult you will have to earn your daily bread.
(b) On becoming an adult so that you will earn your daily bread.
(c) On becoming an adult, it is when you will have to earn your daily bread.
(d) On becoming more of an adult, you should be earning your daily bread.

Answer: (a) On becoming an adult you will have to earn your daily bread.