• 
  It is a fact that I almost drowned makes me very careful about water safety whenever I go swimming.
• The amount they receive in wages is greater than twenty years ago.
• Playing a game regularly is better than to read books always.
• It is one of the best speeches that ever been made in the General Assembly.
• Ever since they had heard about the burglaries in neighbourhood they kept on the light all the time and close all the doors and the windows very carefully.
• When Susan realised that all of her bottles of the nail polish dries out she decides to keep them for decoration.
• It was late in night and a boy rode his bike along the path when suddenly he stopped in shock as his head lamp was not working anymore.
• The girl told the conductor that she lost her train ticket and knew not how she would get home.

DOWNLOAD NOW

TIME ALLOWED: THREE HOURS
PART-I(MCQS): MAXIMUM 30 MINUTES
PART-I (MCQS) MAXIMUM MARKS = 20
PART-II MAXIMUM MARKS = 80

NOTE: (i) Part-II is to be attempted on the separate Answer Book.
(ii) Attempt ALL questions from PART-II.
(iii) All the parts (if any) of each Question must be attempted at one place instead of at different places.
(iv) Write Q. No. in the Answer Book in accordance with Q. No. in the Q.Paper.
(v) No Page/Space be left blank between the answers. All the blank pages of Answer Book must be crossed.
(vi) Extra attempt of any question or any part of the question will not be considered.

                                                                                          PART-II

Q. 2. Write a précis of the following and suggest a suitable title: (20)

Nizar Hassan was born in 1960 and raised in the village of Mashhad, near Nazareth, where he has lived with his
family. He studied anthropology at Haifa University and after graduating worked in TV. Starting in 1990, he
turned to cinema. In 1994, he produced Independence, in which he pokes his Palestinian interlocutors about what
they think of the bizarre Israeli notion of their “independence”. They have stolen another people’s homeland and
call the act “independence”! Hassan dwells on that absurdity.
As the world’s attention was captured by the news of Israel planning to “annex” yet a bit more of Palestine and
add it to what they have already stolen, I received an email from Nizar Hassan, the pre-eminent Palestinian
documentary filmmaker. He wrote to me about his latest film, My Grandfather’s Path, and included a link to the
director’s cut. It was a blessing. They say choose your enemies carefully for you would end up like them. The
same goes for those opposing Zionist settler colonialists. If you are too incensed and angered by their daily dose of
claptrap, the vulgarity of their armed robbery of Palestine, you would soon become like them and forget yourself
and what beautiful ideas, ideals, and aspirations once animated your highest dreams. Never fall into that trap. For
decades, aspects of Palestinian and world cinema, art, poetry, fiction, and drama have done for me precisely that:
saved me from that trap. They have constantly reminded me what all our politics are about – a moment of poetic
salvation from it all.
Nizar Hassan’s new documentary is one such work – in a moment of dejection over Israel’s encroachment on
Palestinian rights and the world’s complicity, it has put Palestine in perspective. The film is mercifully long,
beautifully paced and patient, a masterfully crafted work of art – a Palestinian’s epic ode to his homeland. A
shorter version of My Grandfather’s Path has been broadcast on Al Jazeera Arabic in three parts, but it must be
seen in its entirety, in one go. It is a pilgrimage that must not be interrupted.

Q. 3. Read the following passage carefully and answer the questions given at the end. (20)

In its response to 9/11, America has shown itself to be not only a hyperpower but increasingly assertive and ready
to use its dominance as a hyperpower. After declaring a War on Terrorism, America has led two conventional
wars, in Afghanistan and Iraq, demonstrating its overwhelmingly awesome military might. But these campaigns
reveal something more: America’s willingness to have recourse to arms as appropriate and legitimate means to
secure its interests and bolster its security. It has set forth a new doctrine: the right of pre-emptive strike when it
considers its security, and therefore its national interests, to be at risk. The essence of this doctrine is the real
meaning of hyperpower.
Prime Minister Tony Blair has consistently argued that the only option in the face of hyperpower is to offer wise
counsel. But increasingly this is a course that governments and people across the world have refused. The
mobilisation for war against Iraq split the United Nations and provoked the largest anti-war demonstrations the
world has ever seen. And through it all, America maintained its determination to wage war alone if necessary and
not to be counselled by the concerns of supposedly allied governments when they faithfully represented the wishes
of their electorates. Rather than engaging in debate, the American government expressed its exasperation. The
influential new breed of neoconservative radio and television hosts went much further. They acted as ringmasters
for outpourings of public scorn that saw French fries renamed ‘freedom fries’ and moves to boycott French and
German produce across America. If one sound-bite can capture a mood, then perhaps it would be Fox News’ Bill
O’Reilly. At the height of the tension over a second Security Council resolution to legitimate war in Iraq, Mr
O’Reilly told his viewers that the bottom line was security, the security of his family, and in that matter ‘There’s
no moral equivalence between the US and Belgium’. It is, in effect, the ethos of hyperpower articulated and made
manifest in the public domain of 24-hour talk. And America’s willingness to prosecute war has raised innumerable
questions about how it engages with other countries. Afghanistan has seen the removal of the Taliban. But there
are no official statistics on the number of innocent civilians dead and injured to achieve that security objective.
The people of Afghanistan have witnessed a descent into the chaos that preceded the arrival of the Taliban, a
country administered not by a new era of democracy under the tutelage of the hyperpower, but merely by the
return of the warlords. Beyond Kabul, much of the country remains too insecure for any meaningful efforts at
reconstruction and there is enormous difficulty in bringing relief aid to the rural population.

Questions: (4 marks each)
1. Why does the doctrine of power set by neo-imperial America deny space to counselling?
2. What is the essence of ‘moral equivalence’ whereas War has no moral justification?
3. Why do countries occupied and under the tutelage of hypepower have no peace?
4. Arguably Europe and hyperpower US are at cross purposes over the concept of war. Are they? Why?
5. What Tony Blair’s meant by ‘wise counsel’, and did it prevail?

Q. 4. Correct only FIVE of the following: (10)

(i) They were lieing in the sun.
(ii) He will not come without he is asked.
(iii) John as well as Harry bear witness to it.
(iv) The crew was now on board and they soon busied themselves in preparing to meet the coming storm.
(v) Could I have piece of please?
(vi) Is there a sport club near by?
(vii) The coat is quite big.
(viii) It’s only a short travel by train.

Q. 5. (a) Punctuate the following text, where necessary. (05)

That familiarity produces neglect has been long observed the effect of all external objects however great or
splendid ceases with their novelty the courtier stands without emotion in the royal presence the music
tramples under his foot the beauties of the spring with little attention to their fragrance and the inhabitant of
the coast darts his eye upon the immense diffusion of waters without awe wonder or terror.
Re-write the following sentences (ONLY FIVE) after filling in the blanks with appropriate
Prepositions. (05)
(i) The knavish wolf was able_____ convince the pig to let him _____ his home.
(ii) I looked this word ____ in the dictionary, but I still don't understand it.
(iii) I need to learn these verbs ___ heart ___ tomorrow.
(iv) The morgue is redolent___ the odor of deceased individuals.
(v) He is cogitating___ some means of revenge.
(vi) He was reticent___ do anything about the problem.
(vii) His body is impervious___ moisture.
(viii) Ahmad applied ___ the bank for a loan.

Q. 6. Use only FIVE of the pairs of words in sentences clearly illustrating their meanings. (10)

(i) Gibe, Jibe (ii) Epigram, Epigraph
(iii) Brawl, Bawl (iv) Crib, Crypt
(v) Barmy, Balmy (vi) Peat, Petite
(vii) Monogamous, Monogenous (viii) Postilion, Posterior

DOWNLOAD NOW 

ENGLISH (Précis & Composition)

TIME ALLOWED: THREE HOURS
PART-I(MCQS): MAXIMUM 30 MINUTES
PART-I (MCQS) MAXIMUM MARKS = 20
PART-II MAXIMUM MARKS = 80

NOTE: (i) Part-II is to be attempted on the separate Answer Book.
(ii) Attempt ALL questions from PART-II.
(iii) All the parts (if any) of each Question must be attempted at one place instead of at different places.
(iv) Write Q. No. in the Answer Book in accordance with Q. No. in the Q.Paper.
(v) No Page/Space be left blank between the answers. All the blank pages of Answer Book must be crossed.
(vi) Extra attempt of any question or any part of the question will not be considered.

                                                                                  PART-II

Q. 2. Write a précis of the following passage and also suggest a suitable title: (20)

Manto was a victim of some kind of social ambivalence that converged on self-righteousness, hypocrisy, and mental obtuseness.
His detractors branded him as vulgar and obscene and implicated him into a long-dawn legal battle questioning the moral validity
of his writings. Without being deterred by their negative tactics, he remained firm in his commitment to exploring the stark realities
of life offensive to the conservative taste of some self-styled purists. In the line of Freud, he sought to unravel the mysteries of sex
not in an abstract, non-earthly manner but in a palpable, fleshy permutation signifying his deep concern for the socially disabled
and depressed classes of society, like petty wage-earners, pimps, and prostitutes.
For Manto, man is neither an angel nor a devil, but a mix of both. His middle and lower middle class characters think, feel and act
like human beings. Without feigning virtuosity, he was able to strike a rapport with his readers on some of the most vital sociomoral issues concerning them. As a realist, he was fully conscious of the yawning gap between appearance and reality; in fact,
nothing vexed him more than a demonstrable duality in human behaviour at different levels of the social hierarchy. He had an
unjaundiced view of man’s faults and follies. As a literary artist, he treated vulgarity discreetly --- without ever sounding vulgar in
the process. Like Joyce, Lawrence, and Caldwell, in Manto’s work too, men and women of the age find their own restlessness
accurately mirrored. And like them, Manto was also ‘raised above his own self by his sombre enthusiasm’.


Q. 3. Read the following passage carefully and answer the questions given at the end. (20)


Globalization is viewed by its proponents as a process of cementing economic, cultural and political bonds between peoples of
different countries of the world. One may regard it as a process by which they are welded into a single world society, to be termed
as global society. It means internationalization of production and labour leading to integration of economies of developing and
developed countries into global economy. To quote Rosaberth M.Kanter, “The world is becoming a global shopping mall in which
ideas and products are available everywhere at the same time.”
Globalization is a natural outcome of computer networking and electronic mass communication. Information technology has made
it possible for nations of the world to contact one another beyond their national borders. Besides, globalization is also promoted
through the growth and proliferation of multinational companies and corporations that operate as transporter networks. Anyhow the
flow of capital technology and labour across the borders of countries has accentuated the process of globalization.
Deregulation, liberalism and privatization being assiduously pursued in the developing countries are some other manifestations of
globalization. These countries are opening their economies to follow these trends. The size of the public sector is shrinking for the
private sector to assume an increasingly important role in the economic development of the Third World countries. The downsizing
of the public sector is in line with the spirit of market economy. This is suggested as a measure to cover up their fiscal deficit.


Questions: (4 marks each)

1. Define globalization. 2. What is electronic mass communication?
3. What does the term Third World denote? 4. What is privatization?
5. Explain ‘liberalism’ in the above context.


Q. 4. Correct only FIVE of the following: (10)

(i) I won him in the race. (ii) He said that I am playing chess.
(iii) Unless you do not try, you will never succeed. (iv) He wrote with ink.
(v) What country he belongs to? (vi) When he reaches to manhood, he will visit to England.
(vii) The new session commences from February 1st, 2020. (viii) Please send this letter on my address.


Q. 5. (a) Punctuate the following text, where necessary. (5)

Letters between relatives and friends are called personal letters the most important thing in such letters is the content don’t
begin with a hackneyed phrase like I was delighted to get your letter received your letter or I have often thought of writing to
you use a vigorous clear chatty style
(b) Re-write the following sentences (ONLY FIVE) after filling in the blanks with appropriate Prepositions.(5)
(i) I was annoyed -------- him. (ii) This train is bound ------- Gujrat.
(iii) The pistol went ------- by accident. (iv) He kept ------- asking silly questions.
(v) He was knocked ------- by the bus. (vi) Do not meddle ------- my affairs.
(vii) The meeting was put -------- by the Chairman. (viii) He rounded -------- his speech with a quote from Ghalib.

Q. 6. Use ONLY FIVE of the following in sentences which illustrate their meanings. (10)

(i) To break the ice (ii) Nip in the bud (iii) See eye to eye with (iv) For good
(v) Tamper with (vi) The small hours (vii) Keep up appearances (viii) Prima facie

DOWNLOAD NOW

TIME ALLOWED: THREE HOURS
PART-I(MCQS): MAXIMUM 30 MINUTES
PART-I (MCQS) MAXIMUM MARKS = 20
PART-II MAXIMUM MARKS = 80

NOTE:(i) Part-II is to be attempted on the separate Answer Book.

(ii) Attempt ALL questions from PART-II.
(iii) All the parts (if any) of each Question must be attempted at one place instead of at different places.
(iv) Candidate must write Q. No. in the Answer Book in accordance with Q. No. in the Q.Paper.
(v) No Page/Space be left blank between the answers. All the blank pages of Answer Book must be crossed.
(vi) Extra attempt of any question or any part of the attempted question will not be considered.

 PART-II

Q. 2. Write a précis of the following passage and also suggest a suitable title: (20)

I think modern educational theorists are inclined to attach too much importance to the negative virtue of not interfering
with children, and too little to the positive merit of enjoying their company. If you have the sort of liking for children
that many people have for horses or dogs, they will be apt to respond to your suggestions, and to accept prohibitions,
perhaps with some good-humoured grumbling, but without resentment. It is no use to have the sort of liking that
consists in regarding them as a field for valuable social endeavour, or what amounts to the same thing as an outlet for
power-impulses. No child will be grateful for an interest in him that springs from the thought that he will have a vote to
be secured for your party or a body to be sacrificed to king and country. The desirable sort of interest is that which
consists in spontaneous pleasure in the presence of children, without any ulterior purpose. Teachers who have this
quality will seldom need to interfere with children's freedom, but will be able to do so, when necessary, without causing
psychological damage.
Unfortunately, it is utterly impossible for over-worked teachers to preserve an instinctive liking for children; they are
bound to come to feel towards them as the proverbial confectioner's apprentice does towards macaroons. I do not think
that education ought to be anyone's whole profession: it should be undertaken for at most two hours a day by people
whose remaining hours are spent away from children. The society of the young is fatiguing, especially when strict
discipline is avoided. Fatigue, in the end, produces irritation, which is likely to express itself somehow, whatever
theories the harassed teacher may have taught himself or herself to believe. The necessary friendliness cannot be
preserved by self-control alone. But where it exists, it should be unnecessary to have rules in advance as to how
"naughty" children are to be treated, since impulse is likely to lead to the right decision, and almost any decision will be
right if the child feels that you like him. No rules, however wise, are a substitute for affection and tact.

Q. 3. Read the following passage carefully and answer the questions that follow: (20)

When I returned to the common the sun was setting. The crowd about the pit had increased, and stood out black against
the lemon yellow of the sky-a couple of hundred people, perhaps. There were raised voices, and some sort of struggle
appeared to be going on about the pit. Strange imaginings passed through my mind. As I drew nearer I heard Stent's
voice: "Keep back! Keep back!" A boy came running towards me. "It's movin'," he said to me as he passed; "it’s
screwin' and screwin' out. I don't like it. I'm goin' home, I am." I went on to the crowd. There were really, I should
think, two or three hundred people elbowing and jostling one another, the one or two ladies there being by no means the
least active. "He's fallen in the pit!" cried someone. "Keep back!" said several. The crowd swayed a little, and I elbowed
my way through. Everyone seemed greatly excited. I heard a peculiar humming sound from the pit. "I say!" said
Ogilvy. "Help keep these idiots back. We don't know what's in the confounded thing, you know!" I saw a young man, a
shop assistant in Woking I believe he was, standing on the cylinder and trying to scramble out of the hole again. The
crowd had pushed him in. The end of the cylinder was being screwed out from within. Nearly two feet of shining screw
projected. Somebody blundered against me, and I narrowly missed being pitched onto the top of the screw. I turned,
and as I did so the screw must have come out, for the lid of the cylinder fell upon the gravel with a ringing concussion. I
stuck my elbow into the person behind me, and turned my head towards the Thing again. For a moment that circular
cavity seemed perfectly black. I had the sunset in my eyes. I think everyone expected to see a man emerge-possibly
something a little unlike us terrestrial men, but in all essentials a man. I know I did. But, looking, I presently saw
something stirring within the shadow: greyish billowy movements, one above another, and then two luminous
disks-like eyes. Then something resembling a little grey snake, about the thickness of a walking stick, coiled up out of
the writhing middle, and wriggled in the air towards me-and then another. A sudden chill came over me. There was a
loud shriek from a woman behind. I half turned, keeping my eyes fixed upon the cylinder still, from which other
tentacles were now projecting, and began pushing my way back from the edge of the pit. I saw astonishment giving
place to horror on the faces of the people about me. I heard inarticulate exclamations on all sides. There was a general
movement backwards. I saw the shopman struggling still on the edge of the pit. I found myself alone, and saw the
people on the other side of the pit running off, Stent among them. I looked again at the cylinder and ungovernable terror
gripped me. I stood petrified and staring. A big greyish rounded bulk, the size, perhaps, of a bear, was rising slowly and
painfully out of the cylinder. As it bulged up and caught the light, it glistened like wet leather. Two large dark-coloured
eyes were regarding me steadfastly. The mass that framed them, the head of the thing, was rounded, and had, one mightsay, a face. There was a mouth under the eyes, the lipless brim of which quivered and panted, and dropped saliva. The
whole creature heaved and pulsated convulsively. A lank tentacular appendage gripped the edge of the cylinder, another
swayed in the air. Those who have never seen a living Martian can scarcely imagine the strange horror of its
appearance. The peculiar V-shaped mouth with its pointed upper lip, the absence of brow ridges, the absence of a chin
beneath the wedge like lower lip, the incessant quivering of this mouth, the Gorgon groups of tentacles, the tumultuous
breathing of the lungs in a strange atmosphere, the evident heaviness and painfulness of movement due to the greater
gravitational energy of the earthabove all, the extraordinary intensity of the immense eyes-were at once vital, intense,
inhuman, crippled and monstrous. There was something fungoid in the oily brown skin, something in the clumsy
deliberation of the tedious movements unspeakably nasty. Even at this first encounter, this first glimpse, I was
overcome with disgust and dread.

Questions:

1. What leads us to believe that this passage is from a science fiction story? (4)
2. How was the crowd behaving? (4)
3. Why did the mood of the crowd alter? (4)
4. What was the narrator’s initial reaction to the “Thing”? (4)
5. Why did the writer feel disgusted? (4)

Q. 4.Correct only FIVE of the following: (10)

(i) He enjoyed during the holidays.
(ii) None of the boys had learnt their lesson.
(iii) He is abusing the money of his father.
(iv) I regret at the delay.
(v) I could not help but laugh.
(vi) I always have and always shall be your friend.
(vii) I was out walking when I saw the new moon in the garden.
(viii) He cried as if he was mad.

Q. 5. (a) Punctuate the following text, where necessary. (5)

a hungry lion slipped out of the forest into a barnyard one evening when he saw a plump donkey his mouth
began to water but just as he was ready to jump on the donkey a rooster crowed he was frightened and so
turned away into the forest again hey look at that cowardly lion the donkey brayed to the rooster i am going
to chase him and the donkey ran after the lion wait the rooster shouted you dont know that but it was too late
the lion had turned and killed the donkey ah my poor stupid friend the rooster said as he watched the lion
eating the donkey the lion wasnt afraid of you but of my crowing
(b) Re-write the following sentences (ONLY FIVE) after filling in the blanks with appropriate
prepositions. (5)

(i) What time do we arrive ______our destination?
(ii) We are flying ______some rough weather; please fasten your seat belts.
(iii) It is warming up; ______noon we should be able to go swimming.
(iv) My parents are not responsible ______my actions.
(v) This pan is ______cooking omelettes.
(vi) ______ poor attendance, this course is being cancelled.
(vii) The police took the men in ______questioning.
(viii) The woman you gave the book ______is my aunt.

Q. 6. Use ONLY FIVE of the following in sentences which illustrate their meanings. (10)

(i) To cast pearls before swine (ii) To step into one’s shoes
(iii) Stuff and nonsense (iv) A wild goose chase
(v) To be ill at ease (vi) Sit on the fence
(vii) In a jiffy (viii) To preen oneself

DOWNLOAD NOW

TIME ALLOWED: THREE HOURS
PART-I(MCQS): MAXIMUM 30 MINUTES
PART-I (MCQS) MAXIMUM MARKS = 20
PART-II MAXIMUM MARKS = 80

NOTE: (i) Part-II is to be attempted on the separate Answer Book.
(ii) Attempt ALL questions from PART-II.
(iii) All the parts (if any) of each Question must be attempted at one place instead of at different places.
(iv) Candidate must write Q. No. in the Answer Book in accordance with Q. No. in the Q.Paper.
(v) No Page/Space be left blank between the answers. All the blank pages of Answer Book must be crossed.
(vi) Extra attempt of any question or any part of the attempted question will not be considered.

                                                                           PART-II

Q. 2. Write a précis of the following passage in about 120 words and also suggest a suitable title: (20)

It is in the temperate countries of northern Europe that the beneficial effects of cold are most manifest. A cold climate
seems to stimulate energy by acting as an obstacle. In the face of an insuperable obstacle our energies are numbed by
despair; the total absence of obstacles, on the other hand leaves no room for the exercise and training of energy; but a
struggle against difficulties that we have a fair hope of over-coming, calls into active operation all our powers. In like
manner, while intense cold numbs human energies, and a hot climate affords little motive for exertion, moderate cold
seems to have a bracing effect on the human race. In a moderately cold climate man is engaged in an arduous, but no
hopeless struggles and with the inclemency of the weather. He has to build strong houses and procure thick clothes to
keep himself warm. To supply fuel for his fires, he must hew down trees and dig coal out of the earth. In the open air,
unless he moves quickly, he will suffer pain from the biting wind. Finally, in order to replenish the expenditure of
bodily tissue caused by his necessary exertions, he has to procure for himself plenty of nourishing food.
Quite different is the lot of man in the tropics. In the neighbourhood of the equator there is little need of clothes or fire,
and it is possible with perfect comfort and no danger to health, to pass the livelong day stretched out on the bare ground
beneath the shade of a tree. A very little fruit or vegetable food is required to sustain life under such circumstances, and
that little can be obtained without much exertion from the bounteous earth.
We may recognize must the same difference between ourselves at different seasons of the year, as there is between
human nature in the tropics and in temperate climes. In hot weather we are generally languid and inclined to take life
easily; but when the cold season comes, we find that we are more inclined to vigorous exertion of our minds and
bodies.

Q. 3. Read the following passage carefully and answer the questions that follow: (20)

The third great defect of our civilization is that it does not know what to do with its knowledge. Science has given us
powers fit for the gods, yet we use them like small children. For example, we do not know how to manage our
machines. Machines were made to be man’s servants; yet he has grown so dependent on them that they are in a fair way
to become his master. Already most men spend most of their lives looking after and waiting upon machines. And the
machines are very stern masters. They must be fed with coal, and given petrol to drink, and oil to wash with, and they
must be kept at the right temperature. And if they do not get their meals when they expect them, they grow sulky and
refuse to work, or burst with rage, and blow up, and spread ruin and destruction all around them. So we have to wait
upon them very attentively and do all that we can to keep them in a good temper. Already we find it difficult either to
work or play without the machines, and a time may come when they will rule us altogether, just as we rule the animals.
And this brings me to the point at which I asked, “What do we do with all the time which the machines have saved for
us, and the new energy they have given us?” On the whole, it must be admitted, we do very little. For the most part we
use our time and energy to make more and better machines; but more and better machines will only give us still more
time and still more energy, and what are we to do with them? The answer, I think, is that we should try to become mere
civilized. For the machines themselves, and the power which the machines have given us, are not civilization but aids to
civilization. But you will remember that we agreed at the beginning that being civilized meant making and linking
beautiful things. Thinking freely, and living rightly and maintaining justice equally between man and man. Man has a
better chance today to do these things than he ever had before; he has more time, more energy, less to fear and less to
fight against. If he will give his time and energy which his machines have won for him to making more beautiful things,
to finding out more and more about the universe, to removing the causes of quarrels between nations, to discovering
how to prevent poverty, then I think our civilization would undoubtedly be the greater, as it would be the most lasing
that there has ever been.

Questions:

1. Instead of making machines our servants the author says they have become our masters. In what sense
has this come about? (4)
2. The use of machines has brought us more leisure and more energy. But the author says that this has
been a curse rather than a blessing. Why? (4)
3. What exactly is the meaning of ‘civilization’? Do you agree with the author’s views? (4)
4. ‘Making more beautiful things’ – what does this expression mean? Make a list of the beautiful things
that you would like to make and how you would make them. (4)
5. Mention some plans you may have to prevent poverty in the world. Who would receive your most
particular attention, and why?

Q. 4.(a) Correct only FIVE of the following: (5)

(i) They only work when they have no money.
(ii) They left the hotel here they had been staying in a motor-car.
(iii) I cannot by no means allow you to do so.
(iv) My friend said he never remembered having read a more enjoyable book.
(v) Going up the hill, an old temple was seen.
(vi) One day the bird did not perform certain tricks which had thought it to his satisfaction.
(vii) I was rather impressed by the manner of the orator than by his matter.
(viii) What an awful weather!
(b) Use punctuation marks where needed in the following sentences: (5)
(i) There is a slavery that no legislation can abolish the slavery of caste
(ii) All that I am all that I hope to be I owe to my angel mother.
(iii) Take away that bauble said Cromwell pointing to the mace which lay upon the table.
(iv) There is only one cure for the evils which newly acquired freedom produces and that cure is
freedom
(v) History it has been said is the essence of innumerable biographies.

Q. 5. (a) Fill the following blanks (any FIVE) appropriate preposition. (5)

(i) _____ a Ford he has a Fiat car
(a) in (b) before (c) besides (d) despite
(ii) I saw him felling a big tree _____ a hatchet.
(a) with (b) through (c) by (d) at
(iii) I must start _____ dawn to reach the station in time.
(a) on (b) at (c) by (d) after
(iv) I have known him _____ a long time.
(a) since (b) from (c) for (d) over
(v) “Will you walk _______ my parlour?”
(a) in (b) to (c) by (d) into
(vi) The public are cautioned ________ pickpockets.
(a) against (b) about (c) of (d) for
(b) Rewrite the following dialogue, written in direct speech, in a paragraph form. (5)
Jack: Hello, Swarup! Swatting away as usual. Come out, man; shut up your old books, and come and
have a game of tennis.
Swarup: I am sorry I cannot do that, Jack. The examination is drawing near, and I want every hour I can get
for study.
Jack: Oh! Hang all examinations! I do not worry about mine. What is the use of them, any way?
Swarup: Well, you can’t get a degree if you don’t pass the examination; and I have set my heart on being a
graduate.
Jack: And pray what good will graduation do you? You may get a clerkship in a government office; but
that’s all, and there are hundreds of fellows who have got their degrees, and are no nearer getting
jobs of any sort.
Swarup: That may be so; but I am not studying so much to pass my examination and obtain my degree, as to
store my mind with knowledge and develop my intellectual faculties.

Q. 6. (a) Explain the difference between the following word pairs (Any FIVE) by using each word in your
own sentences: (5)

(i) Callous, Callus (ii) Born, Borne (iii) Faint, Feint (iv) Dinghy, Dingy
(v) Lose, Loose (vi) Waiver, Waver (vii) Shear, Sheer (viii) Resister, Resistor
(b) Use ONLY FIVE of the following in sentences which illustrate their meaning: (5)
(i) Show and tell (ii) Helter-skelter (iii) To the death (iv) Tilt at windmil 

(v) Het up (vi) The whole ball of wax (vii) It’s about time (viii) Punch-up

DOWNLOAD NOW 

TIME ALLOWED: THREE HOURS
PART-I(MCQS): MAXIMUM 30 MINUTES
PART-I (MCQS) MAXIMUM MARKS = 20
PART-II MAXIMUM MARKS = 80

NOTE:(i) Part-II is to be attempted on the separate Answer Book.
(ii) Attempt ALL questions from PART-II.
(iii) All the parts (if any) of each Question must be attempted at one place instead of at different places.
(iv) Candidate must write Q. No. in the Answer Book in accordance with Q. No. in the Q.Paper.
(v) No Page/Space be left blank between the answers. All the blank pages of Answer Book must be crossed.
(vi) Extra attempt of any question or any part of the attempted question will not be considered.

                                                                                       PART-II

Q. 2. Write a précis of the following passage and also suggest a suitable title: (20)

All the evils in this world are brought about by the persons who are always up and doing, but do not know when they
ought to be up nor what they ought to be doing. The devil, I take it, is still the busiest creature in the universe, and I can
quite imagine him denouncing laziness and becoming angry at the smallest waste of time. In his kingdom, I will wager,
nobody is allowed to do nothing, not even for a single afternoon. The world, we all freely admit, is in a muddle but I for
one do not think that it is laziness that has brought it to such a pass. It is not the active virtues that it lacks but the
passive ones; it is capable of anything but kindness and a little steady thought. There is still plenty of energy in the
world (there never were more fussy people about), but most of it is simply misdirected. If, for example, in July 1914,
when there was some capital idling weather, everybody, emperors, Kings, arch dukes, statesmen, generals, journalists,
had been suddenly smitten with an intense desire to do nothing, just to hang about in the sunshine and consume
tobacco, then we should all have been much better off than we are now. But no, the doctrine of the strenuous life still
went unchallenged; there must be no time wasted; something must be done. Again, suppose our statesmen, instead of
rushing off to Versailles with a bundle of ill-digested notions and great deal of energy to dissipate had all taken a
fortnight off, away from all correspondence and interviews and what not, and had simply lounged about on some
hillside or other apparently doing nothing for the first time in their energetic lives, then they might have gone to their
so-called peace conference and come away again with their reputations still unsoiled and the affairs of the world in
good trim. Even at the present time, if half of the politicians in Europe would relinquish the notion that laziness is crime
and go away and do nothing for a little space, we should certainly gain by it. Other examples come crowding into mind.
Thus, every now and then, certain religious sects hold conferences; but though there are evils abroad that are mountains
high, though the fate of civilization is still doubtful, the members who attend these conferences spend their time
condemning the length of ladies’ skirts and the noisiness of dance bands. They would all be better employed lying flat
on their backs somewhere, staring at the sky and recovering their mental health.

Q. 3. Read the following passage carefully and answer the questions that follow: (20)

Education ought to teach us how to be in love and what to be in love with. The great things of history have been done
by the great lovers, by the saints and men of science, and artists, and the problem of civilization is to give every man a
chance of being a saint, a man of science, or an artist. But this problem cannot be attempted, much less solved, unless
men desire to be saints, men of science, and artists. And if they are to desire that continuously and consciously they
must be taught what it means to be these. We think of the man of science or the artist, if not of the saint, as a being with
peculiar gifts, not as one who exercises, more precisely and incessantly perhaps, activities which we all ought to
exercise. It is a commonplace now that art has ebbed away out of our ordinary life, out of all the things which we use,
and that it is practiced no longer by workmen but only by a few painters and sculptors. That has happened because we
no longer recognize the aesthetic activity of the spirit, so common to all men. We do not know that when a man makes
anything he ought to make it beautiful for the sake of doing so, and that when a man buys anything he ought to demand
beauty in it, for the sake of beauty. We think of beauty if we think of it at all as a mere source of pleasure, and therefore
it means to us ornament, added to things for which we can pay extra as we choose. But beauty is not an ornament to
life, or to the things made by man. It is an essential part of both. The aesthetic activity, when it reveals itself in things
made by men, reveals itself in design, just as it reveals itself in the design of all natural things. It shapes objects as the
moral activity shapes actions, and we ought to recognize it in the objects and value it, as we recognize and value moral
activity in actions. And as actions empty of the moral activity are distasteful to us, so should objects be that are empty
of the aesthetic activity. But this is not so with most of us. We do not value it; do not even recognize it, or the lack of it,
in the work of others. The artist, of whatever kind, is a man so much aware of the beauty of the universe that he must
impart the same beauty to whatever he makes. He has exercised his aesthetic activity in the discovery of the beauty in
the universe before he exercises it in imparting beauty to that which he makes. He has seen things in that relation in his
own work, whatever it may be. And just as he sees that relation for its own sake, so he produces it for its own sake and
satisfies the desire of his spirit in doing so. And we should value his work; we should desire that relation in all things
made by man, if we too have the habit of seeing that relation in the universe, and if we knew that, when we see it, we
are exercising an activity of the spirit and satisfying a spiritual desire. And we should also know that work without
beauty means unsatisfied spiritual desire in the worker; that it is waste of life and common evil and danger, like thought
without truth, or action without righteousness.

Questions:

1. What has been lamented in the text? (4)
2. What is the difference between ordinary man and an artist? (4)
3. How can we make our lives beautiful and charming? (4)
4. What does the writer actually mean when he says, “Beauty is not an ornament to life”? (4)
5. Do art and beauty affect our practical life and morals? Justify whether you agree or disagree. (4)Q. 4.


(a) Correct only FIVE of the following: (5)

(i) In the accident one of my arms was broken and my legs bruised.
(ii) The people who had been raising slogans against the government for many hours they wanted increase
in their salaries.
(iii) You have been working very hard for the last two years. Isn’t it?
(iv) John could hardly do no better than to have caught a bass of such dimensions.
(v) I who have no chance to meet him would rather go with you instead of sitting at home.
(vi) He not only comes there for swimming but also for coaching new swimmers.
(vii) When he visited the fair last time, he bought no less than twenty school bags.
(viii) Ten cattles were grazing in the field.

(b) Re-write the following sentences (Only FIVE) after filling in the blanks appropriately: (5)

(i) I cannot buy this car _____ this price.
(a) for (b) in (c) at (d) on
(ii) Send these books _____ my home address.
(a) on (b) at (c) in (d) to
(iii) Monkeys live _____ trees.
(a) in (b) at (c) upon (d) on
(iv) I said it _____ his face.
(a) at (b) on (c) to (d) upon
(v) The manager _______the receipt of my letter promptly.
(a) accepted (b) realized (c) recognized (d) acknowledged
(vi) Most foreign students don’t like American coffee, and ________ .
(a) I don’t too (b) either don’t (c) neither don’t I (d) neither do I
(vii) We________ take care of our parents when they are old.
(a) could (b) would (c) might (d) ought to
(viii) Yousaf ________in the garden the whole of yesterday.
(a) has dug (b) was digging (c) dug (d) had dug

Q. 5. (a) Choose the ANALOGY of words written in capital letters. Attempt any FIVE. (5)

(i) LION: ROAR
(a) Snake : Slither (b) Goat: Bleat
(c) Lizard : Crawl (d) Elephant : Tusk
(iii) CLOT : BLOOD
(a) Ink: Water (b) Curdle : Milk
(c) Vaporize : Camphor (d) Brew : Coffee
(v) EXPEDITE : HASTEN
(a) Conscript : Write down
(b) Diver : Make harder
(c) Facilitate : Make easiest
(d) Satirize : Praise
(vii) SURGEON : DEXTEROUS
(a) Clown : Fat (b) Actress : Beautiful
(c) Athlete : Tall (d) Acrobat : Agile
(ii) SHADOW : LIGHT
(a) Flood : Rain (b) Image : Object
(c) Reaction : Action (d) House : Bricks
(iv) FEARFUL: COWER
(a) Humble: Boast (b) Weak : Exercise
(c) Arrogant : Strut (d) Wise : Dispute
(vi) WOOD: FURNITURE
(a) Father : Child (b) Tree : Seedling
(c) Soil : Clay (d) Stone : Sculpture
(viii)LECHER : LUST
(a) Pith : Herb (b) Glutton : Greed
(c) Business : Profit (d) Showbiz : Fame

(b) Punctuate the following text, where necessary. (5)

a quaker was one day walking on country road he was suddenly met by a highwayman pointing a pistol the man
exclaimed your money or your life my friend said the quaker I cannot deliver my money for i should be helping thee
in evildoing however exchange is lawful and i will give thee my purse for the pistol the robber agree on receiving
the purse the quaker at once held the pistol at the robbers head and said now friend my purse back or the weapon
may go off fire said the robber there is no powder in the pistol

Q. 6. (a) Explain the difference between the following word pairs (Any FIVE) by using each word in your
own sentences: (5)

(i) Wrath, Wroth (ii) Veracity, Voracity (iii) Subtler, Sutler (iv) Retenue, Retinue
(v) Minute, Minuet (vi) Furor, Furore (vii) Dinghy, dingy (viii) Bony, Bonny
(b) Use ONLY FIVE of the following in sentences which illustrate their meaning: (5)
(i) Spirit away (ii) Plough back (iii) Eager beaver (iv) Ring a bell
(v) Be left holding the baby (vi) Cap in hand (vii) Hold out a carrot (viii) Over the moon

DOWNLOAD NOW