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Take Your English Score to the Next Level in Board Exam, 2024. The Last Lesson CBE Questions of Short Answer Type ( 2 Marks) Q1. “Will they make them sing in German, even the pigeons?” A language loses its significance when it becomes the victim of colonial expansion. Justify with reference to the story. Answer: M. Hamel announced to Franz that they would be learning the German language from the next day onwards . Following the orders from Berlin. German, the oppressor’s language, was being enforced on the French people. When Franz saw some pigeons in the class, he wondered if the Prussians would make these pigeons sing in German too. Franz wondered if the oppressor’s language could also be enforced on birds, an implausible thought. This emotionally volatile statement shows how sad Franz was. Q2. M. Hamel went on to talk of the French language, saying that it was the most beautiful language in the world — the clearest, the most logical.. Explain the emotions of M. Hamel attached to French language in this context. Ans: M. Hamel emphasized the beauty of the French language being the clearest & the most logical of all languages. They all must guard it among themselves and warned his listeners to never forget it. The imposition of German language on the people of Alsace and Lorraine further strengthened M. Hamels's love for French. Being overpowered by patriotic feeling, he explained that for enslaved people, language was a key that could unlock their prison of identity crisis and rescue their motherland and mother tongue from the aggressor. Q3. Suggest some instances given in the text that might raise a question about M. Hamel’s “faithful service” as a teacher. Ans: M. Hamel blamed himself for the following reasons which might question about his faithful service as teacher. (i) Had he not often sent his students to water his flowers instead of learning their lessons, they might have made some more progress in their language learning. (ii) Whenever he wanted to go fishing, he declared holidays for the students. Thus M. Hamel emphasies the fault of the people of Alsace had the habit of putting off learning till the next day. Q4. “I was amazed to see how well I understood it.” Why do you think Franz found the grammar lesson so easy to understand? Ans: Franz was amazed because he was very focused on his study in the class. As it was the last French lesson, he became extra attentive and listened every bit of what M. Hamel delivered with rapt attention. His sudden surge of patriotic feeling for the French language made him understand the grammar lesson in minute detail. He also felt that M. Hamel had never explained everything with so much patience. Q5. Franz saw a huge crowd assembled in front of the bulletin board, but did not stop. How would you evaluate his reaction? Ans: As Franz passed by the town bulletin board, he noticed a crowd there. No good news ever came from bulletin board as they discovered in the past two years. This made him think if some bad news awaited them. Wachter, the blacksmith asked him to slow down as he had plenty of time to get to school. With much trepidation, Franz made it to class, out of breath. At once, he noticed that the school was unusually quiet. Q6. Little Franz is the narrator of the story. The name ‘Franz’ means ‘from France’. In what way does the story being told as a first-person narrative of Franz impact your reading and understanding of the story? Provide at least one evidence from the text to support your opinion. Ans: Franz was emotionally overpowered by patriotic feeling when he said that he suddenly became very sincere & focused in the French Grammar lesson being delivered by M. Hamel in the class. He further said that it seemed Mr. Hamel too gave his utmost best to explain every nuances of grammar in intimate detail. As the situation in the classroom was very emotional, I too feel sad at the plight of Franz & M. Hamel & all the people of France. Their language & identity as a cohesive unit has been held hostage by German annexation of Alasace & Loraaine. I feel empathetic & strongly condemn the policy of territorial expansion by the colonial country. CBE Questions Long Answer-Type ( 5 Marks/ 120-150 words) Q1 Throughout the story, the reader encounters Franz’ account of how school usually was, and what it was like on the last day of class with M. Hamel. In what way can the story be seen as a comment on schooling in general? Do you think the story might also provide advice on what good education entails? Substantiate your argument with relevant instances from the text. In the story we can see that students were not very studious in respect of attainment of learning outcomes. They were very casual in their approach to studies. As M. Hamel himself has pointed out that the people of Alsace had a bad habit of putting off learning till the next day. Not only were the parents were casual , but also Hamel himself who used to send his children to water his garden and declare a holiday whenever he went fishing. Thus the story might serve as a metaphor for school having lackadaisical attitude when it comes to holistic education. The story seems to convey the message that good education entails a more proactive & committed approach to studies. We should value time and give up the practice of putting off our lessons for the next day. Both the students & teachers should be accountable for studies . Otherwise, it might be too late to recover as illustrated in the story. Owing to having a casual attitude towards lessons Franz himself could not learn the mastery of grammar rules. Therefore, both M. Hamel & Franz himself were filled with remorse & repentance on the last day of the French lesson. Q2. M. Hamel distributed new copies that looked like little French flags, and ended the class with an emphatic “Vive La France!”. What do you think might have caused Hamel to demonstrate a sudden surge of patriotism in him? Explain with reference to the story. Ans: After the grammar lesson students had a lesson in writing. That day Hamel had new copies for them written in a beautiful round hand- France, Alsace, France, Alsace. They looked like little flags floating everywhere in the schoolroom. There was silence everywhere. Franz sees the common sight of cursive copy slips from a fresh perspective. Under the circumstance of his native language being removed from his lessons, Franz interprets the slips as flags planted in the territory of the students' desks. A country’s flag is its identity and the student’s writing exercises were also hung from a rod much like a flag. Franz looked up from his writing in between . For forty years Mr. Hamel had been there in the same place. He had sown walnut trees which had grown taller. The hopvine twined about the windows. It must have broken his heart to leave it all forever. Towards the end of the French lesson M. Hamel turned to the blackboard, took a piece of chalk and wrote: ‘Vive La France!’’ Hamel’s sudden departure from his classroom after forty years of dedicated service to the school must have caused a sudden surge of patriotism in him. He was sitting motionless and gazing at various things in the classroom. It really must have broken his heart to leave it all. Q3. Language is the road map of a culture. It tells you where its people come from and where they are going. Justify this statement with reference how Hamel demonstrated his last lesson in the story. Ans: M. Hamel in his last French lesson emphasized the importance of mother tongue and how it binds everybody together. He exhorted all of them to guard their native language though he blamed himself also for neglecting French. He regretted giving them a holiday when he wanted to go fishing. He wished he had not sent them often to water his flowers instead of learning their lessons. The parents too were not very keen for their children to learn. They preferred to put them to work on a farm or at the mills for a little more money than encourage them to study. But after the announcement, all elders sat quietly at the back of the classroom with regret written large on their faces. M. Hamel had new copies for them written in a beautiful round hand- France, Alsace, France, Alsace. They looked like little flags floating everywhere in the schoolroom. Hamel appealed to them again to hold fast to their language as that was the key to their freedom.M. Hamel emphasized the beauty and logic of the French language and warned his listeners to never forget it. He explained that for enslaved people language was a key that could unlock their prison. Every language has its own speciality and the people who speak that language imbibe that speciality. Native language inculcates a sense of pride. A person who doesn’t know his native language is like a slave. Q4. What impact did the Franco-Prussian War have on the school in the village of Alsace, France? Substantiate with reference to the text. The passing of Alsace and Lorraine into Prussian hands brought many significant changes in the lives of Franz, Hamel and others. In school, this change was seen clearly in the absence of 'bustle'. Franz found it 'so strange and solemn. Everybody looked sad and serious. Hamel also undergoes a change. He is not his usual self. For the sake of formality he treats his last day with all the ceremony and last lesson as a kind of holy sermon. He comes wearing the ceremonial dress which he always wore on inspection and prize days. He delivers his last lesson invoking the village folks' conscience to understand the value of liberty. He says that if they hold fast to own language it would be as if they had the key to their prison. Franz undergoes an exemplary change. Earlier he didn't value the French language. But now he is bitter about his loss of freedom. He now understands every bit of grammar when Hamel reads it from his grammar book. Words like "France. Alsace, France, Alsace" appear like little flags floating everywhere in the schoolroom. Lost Spring by Anees Jung CBE Questions of Short-Answer Type ( 2 marks) Q1. ‘But promises like mine abound in every corner of his bleak world’. Explain the context in which the statement was said. Ans: When the author asked Saheb whether he went to school, she immediately realised that Saheb was not going to school because of a larger systemic problem. But still he asked Saheb if he would join if she started a school. Saheb replied in the affirmative and asked the author after a few days if the school was ready. In this context the author said that his promise of opening a school is hollow & such empty promises are available in plenty in his poverty-stricken life. Q2. Why do you think the metaphor 'gold' is used in relation to garbage in the story? Explain with reference to the story. Ans: Garbage is gold to the ragpickers because in the garbage, they hope to get something useful for them, or some money, or some articles which can be sold at the junk shop to fetch them money. For the ragpickers, garbage is a means of their livelihood. For children of the ragpickers, garbage is wrapped in wonder. They find new things in the garbage every day. Q3. Rag picking has accomplished itself as a skill and form of art in Seemapuri. What factors are responsible for abject poverty among the slum dwellers? Ans: Street children or the ragpickers of Seemapuri are forced to either rely on the garbage for their livelihood or work as labourers. These children live in a condition of extreme exploitation throughout their lives due to their poverty. The factors responsible for their abject poverty could be lack of employment, lack of basic facilities like water, schooling, lack of social security, scarcity of food. The settlers of Seemapuri are from Dhaka. They had to migrate to Seemapuri owing to unemployment, hunger & social insecurity. Q4. One person’s trash is another person’s treasure. Discuss the statement in the light of Saheb's rag picking. Ans: In the process of ragpicking, Saheb and other children end up picking up something useful which people discard as garbage. For example, sometimes Saheb finds a rupee, even a ten-rupee note. When he finds a silver coin, he does not stop scrounging because there is hope of finding more. These discarded garbage items are nothing short of treasures for rag pickers like Saheb. Hence the statement is justified. Q5. Why was the author’s advice to Saheb to go to school considered as ‘hollow’? Ans: After asking the question the author realizes that Saheb is not like other children. He is genuinely interested in going to school. He is not going to school because of a larger systemic problem. But as there is no likelihood of a school being built in the foreseeable future in the neighbourhood, the author’s advice to Saheb to go to school is considered as ‘follow’. Q6. Saheb’s full name, Saheb-e-Alam, means ‘lord of the universe’. Explain the irony involved in the statement. Ans; Saheb’s full name, Saheb-e-Alam, means ‘lord of the universe’, and it is the exact opposite of his situation in life. He is poverty-stricken & is deprived of the bare minimum in life. Therefore, his name is a stark contrast to the situation of his life. Q7. Why do you think the author uses a hyperbole when he says that in Firozabad, families make ‘bangles for all the women in the land? Ans: Firozabad is famous in India for the glass – blowing industry. The families have been involved in working at furnaces, welding glass, and making bangles for generations. They make so many bangles that it seemed that they made bangles for all the women of the country. Thus the author uses a hyperbole in saying that it seems that women in Firozabad are involved in making all the bangles of the country. Q8. Do you think Mukesh can contradict the author's claim of his dream looming like a mirage? Give a reasoned answers. Ans: Yes, Mukesh can certainly become a motor mechanic. He wants to go to a garage and learn the skill of a motor car repairing work. He is content to dream of cars that he sees hurtling down the streets of his town. He can certainly break the family tradition of bangle making and thus contradict the claim of the author that Mukesh’s dream looms like a mirage. Q9. ‘She still has bangles on her wrist, but no light in her eyes.’ Mention the health hazards in working in badly lit and poorly ventilated furnaces. Ans: This statement is made in the context of an old woman in Firozabad. She has bangles on her wrist, but no eyesight. This is due to the poorly lit ambience in which they work. The workers make welding pieces of coloured glass into bangles in dark hutments and in the flames of flickering oil lamps. Their eyes are more adjusted to the dark than to the light outside . This makes them blind before they become adults. Q10. Write two instances to prove that the young men echo the lament of their elders in Firozabad. Ans: 1. Mukesh's grandmother, while speaking about her destiny as a bangle maker, implies that breaking away from the family tradition seems impossible. This indicates that young men, like Mukesh, are constrained by the fate and lineage passed down by their elders. 2. The elderly man, who has spent his life making bangles, expresses a sense of resignation in his voice, stating that he knows nothing except bangles. This sentiment implies that the younger generation, represented by the young men, may also feel trapped in the same cycle, devoid of opportunities beyond bangle making, like their predecessors. For CB Based Extract Questions , Click on the link below Lost Spring | | CBE-Based Questions | NCERT Solution |Board Exam 2024 (englishwithadifference.com) CBE-Based Long Answer-Type Questions (5 Marks) Q1.Poverty is not just lack of money; it is not having the capability to realise one’s full potential as a human being. (Amartya Sen). Justify the statement in the light of realising Saheb's & Mukesh's potentials in life. Ans: The statement by Amartya Sen emphasizes that poverty goes beyond the mere absence of financial resources. It encompasses the deprivation of opportunities and capabilities that enable individuals to fulfill their potential as human beings. Let's justify this statement in the context of Saheb and Mukesh's lives: 1. **Saheb's Potential:** Saheb, a young boy living in the slums of Seemapuri, represents the harsh reality of poverty. He works as a ragpicker, spending his days collecting and sorting garbage. His potential to realize a full and enriching childhood is severely compromised due to the need to contribute to his family's income. The lack of access to education and proper nutrition hinders his physical and cognitive development, limiting his chances of breaking free from the cycle of poverty. 2. **Mukesh's Potential:** Mukesh, on the other hand, is part of a family tradition involved in bangle making. While he dreams of becoming a motor mechanic, he faces tremendous societal pressure to continue the family trade. Poverty restricts his ability to access quality education and training, which would be essential for pursuing his desired career. The lack of resources, coupled with the demands of bangle making, impedes his capacity to explore his true potential and hampers his ability to break away from the traditional occupation. In both cases, Saheb and Mukesh are victims of multidimensional poverty. Beyond the lack of financial resources, they face limited access to education, health care, and opportunities for personal development. Their potentials to lead fulfilling lives, explore their talents, and achieve their aspirations are suppressed due to the constraints of poverty. Amartya Sen's statement aptly justifies that poverty not only robs individuals of financial means but also obstructs their capabilities and potential as human beings. Overcoming poverty requires addressing these multidimensional aspects and providing opportunities that empower individuals like Saheb and Mukesh to lead dignified and fulfilling lives. Q2. War and conflict displace people from their homes/ nations. How is this relevant for Saheb & his family? Ans: The relevance of war and conflict displacing people from their homes/nations is evident in the case of Saheb and his family in the story "Lost Spring." Saheb's family is among those who were forced to leave Bangladesh during the 1971 war. The war led to a massive influx of refugees into India, seeking safety and a better life. Many families like Saheb's were uprooted from their homes and forced to start anew in a foreign land, which, in this case, is Seemapuri near Delhi. The impact of war and displacement on Saheb and his family is profound: 1. **Loss of Home and Identity:** The war in Bangladesh deprived Saheb's family of their home and homeland. They had to leave behind everything they knew and cherished, including their cultural and social identity. They became refugees in India, struggling to find a sense of belonging and identity in an unfamiliar environment. 2. **Living in Poverty and Slums:** The aftermath of war and displacement often leads to poverty and destitution. Saheb's family finds themselves living in the slums of Seemapuri, where they have to endure harsh living conditions and lack access to basic amenities like proper housing, sanitation, and education. 3. **Lack of Opportunities:* * Displaced families like Saheb's face limited opportunities for economic and social advancement. The scarcity of resources and the need to survive often force them into low-paying and hazardous occupations, such as rag-picking, which offer little hope for a better future. 4. **Struggle for Identity and Rights:** As refugees, Saheb's family lives without proper documentation or identity. They may face challenges in accessing government services and basic rights, such as education, healthcare, and voting. The story of Saheb's family serves as a poignant reminder of the long-lasting impact of war and conflict on innocent civilians. It highlights how these tragic events force people to leave their homes and nations, disrupting their lives and dreams, and pushing them into a life of poverty and marginalization. Q3. Mukesh insists on being his own master. ‘‘I will be a motor mechanic’’, he announces. Why do you think the author does not agree with Mukesh in this context? Do you think Mukesh can realise his dream one day? Ans: The author's disagreement with Mukesh's assertion to be his own master as a motor mechanic is likely due to the harsh reality of the circumstances in which Mukesh lives. The story of "Lost Spring" highlights the oppressive and unyielding nature of poverty and the family tradition of bangle making, which dominates Mukesh's life. The reasons why the author may not agree with Mukesh's declaration are: 1. Economic Constraints:** Mukesh's family is deeply entrenched in the bangle making business, which is their primary source of income. Breaking away from this traditional occupation would mean risking their livelihood, and the family may not have the financial means to support his pursuit of becoming a motor mechanic. 2. Social and Cultural Norms:* * In the context of the story, the idea of going against the family tradition and opting for a different career might be seen as an act of defiance, which could bring shame to the family. Society often exerts strong pressure on individuals to conform to the roles dictated by their community and caste. 3. Lack of Education and Training:* * Mukesh's dream of becoming a motor mechanic requires access to education and vocational training. However, living in poverty and working from a young age may have deprived him of the necessary skills and qualifications for pursuing this career. Regarding whether Mukesh can realize his dream one day, it's challenging to say definitively based on the information provided in the story. Mukesh's determination and ambition to become a motor mechanic are admirable, but the barriers he faces, such as poverty, lack of education, and family traditions, make his path to realizing his dream arduous. However, stories of hope and perseverance do exist in real life. If Mukesh receives adequate support, access to education, and opportunities for skill development, there might be a chance for him to work towards becoming a motor mechanic in future. Q4. Explain the societal problem in which the bangle makers of Firozabad are caught in Anees Jung’s ‘Lost Spring’. In Anees Jung's "Lost Spring," the bangle makers of Firozabad are caught in a vicious societal problem of intergenerational poverty and exploitation. This problem is multifaceted and has deep-rooted consequences for the families involved. The societal problem can be broken down into several key aspects: 1. Generation Bondage :** The families in Firozabad have been engaged in bangle making for generations, passing down the trade from parents to children. This generational bondage creates a sense of obligation and compels the younger generation, represented by Mukesh, to follow in the footsteps of their ancestors, leaving little room for exploration of other opportunities or aspirations. 2. Lack of Education :** Poverty and the demands of bangle making prevent the children from accessing formal education. They are caught in a cycle where the lack of education perpetuates their poverty, limiting their chances of breaking free from the bangle-making profession. 3. Exploitative Labor:** The glass-blowing industry in Firozabad is known for its exploitative labor practices. Young children, like Mukesh, are forced to work in dingy cells, enduring hazardous conditions that jeopardize their health and well-being. Their labor often goes uncompensated or underpaid, and they lack basic labor rights and protections. 4. Limited Aspirations:** Due to the narrow scope of their lives centered around bangle making, the children's aspirations are confined to the constraints of their circumstances. They are unable to dream beyond their family's traditional occupation and, as a result, are deprived of the chance to explore and realize their full potential. 5. Caste and Social Stigma:* * The bangle makers often belong to lower castes, which further marginalizes them in society. This social stigma compounds their challenges and reduces their access to opportunities for social and economic mobility. 6. Lack of Government Support:** The lack of proper documentation and recognition of their status as refugees or migrants makes it difficult for the bangle makers to access government support or welfare programs. This leaves them vulnerable and without essential resources for their well-being. The societal problem in "Lost Spring" highlights the cycle of poverty and exploitation that entraps the bangle makers and their children, perpetuating a cycle of disadvantage across generations. The story sheds light on the need for comprehensive and systemic interventions to address these issues and create avenues for social mobility, education, and improved living conditions for vulnerable communities like the bangle makers of Firozabad. Q5. How does the story, ‘Lost Spring’ highlight the apathy of society and those in power to end the vicious cycle of poverty? Support your answer with textual evidence. Ans The story "Lost Spring" by Anees Jung effectively highlights the apathy of society and those in power towards ending the vicious cycle of poverty through several instances and textual evidence: 1. Exploitative Labor Conditions:** The story depicts the plight of young children like Saheb and Mukesh, who are forced to work in hazardous conditions, such as rag-picking and bangle making, to support their families. The author portrays how society and those in power turn a blind eye to the exploitation of child labor and fail to implement effective measures to protect these vulnerable children. 2. Lack of Access to Education:** The story emphasizes how poverty restricts children's access to education, perpetuating the cycle of illiteracy and limited opportunities for social mobility. The indifference of society and those in power to invest in education for the marginalized perpetuates the cycle of poverty. 3. Marginalization of Refugees:** The story portrays the marginalization of refugees like Saheb's family, who left Bangladesh during the 1971 war. These families struggle to obtain proper documentation and recognition, denying them access to basic rights and government support. For example, "When Anees visits that place, she comes to know that these ragpickers have lived here for more than thirty years without any identity. They do not have permits but do have ration cards, thanks to the selfish whims and wishes of the politicians." 4. Perpetuation of Traditional Occupations:** The story illustrates how the pressure of tradition and lack of alternatives force young individuals like Mukesh to continue their family's traditional occupation, further cementing the cycle of poverty. For Example, "Mukesh belongs to a family which is engaged in bangle making like many other families. Firozabad is the hub of India’s glass-blowing industry where generation after generation has been involved in this business." Conclusion: The story portrays the apathy of society and those in power through their failure to address these systemic issues and uplift the underprivileged from the cycle of poverty. By highlighting these social injustices, Anees Jung urges readers to recognize and confront the urgent need for systemic change and support for marginalized communities to break free from the cycle of poverty and exploitation. Q6. God-given lineage condemn thousands of children to a life of abject poverty and interfere in realizing their dreams. How has this been issue been portrayed in the story? Do you think Mukesh can be an exception in this regard? Justify your answer with reference to your reading of Mukesh's character traits. Ans: The issue of "god-given lineage" condemning children to a life of abject poverty and interfering with their dreams is evident in the story "Lost Spring." Mukesh's family, like many others in Firozabad, is trapped in the bangle-making tradition that has been passed down through generations. This lineage dictates their occupation and livelihood, leaving little room for exploration of other possibilities. Mukesh's character traits, however, hint at the possibility of him being an exception to this limiting tradition. He is depicted as determined and ambitious, with a strong desire to be his own master and pursue his dream of becoming a motor mechanic. This aspiration stands in contrast to the engrained bangle-making tradition of his family. Furthermore, the fact that he has become acquainted with the term "motor mechanic" indicates that he is curious about the world outside of bangle making. His exposure to the outside world, even if limited, seems to have sparked a desire to explore beyond the confinements of his current life. However, the challenges that Mukesh faces are significant, as they involve breaking free from deep-rooted traditions, overcoming societal pressure, and gaining access to education and opportunities. In conclusion, "Lost Spring" portrays the issue of god-given lineage restricting children's lives and dreams. The story raises awareness of the urgent need for society and those in power to address these systemic issues, provide support, and create opportunities for the younger generation to escape the cycle of poverty and realize their true potential. The Rattrap Q1.How does the peddler’s conception of the world as a rattrap breed in his mind? The peddler's conception of the world as a rattrap stems from his life of poverty and rejection. He views the world as a giant trap filled with bait like wealth and happiness that lures people into misery. This idea is reinforced when he steals the crofter's money and later gets lost in the forest, feeling trapped himself. Q2. Despite his philosophical insights, the vagabond fails to resist temptations. What would you attribute this to? Explain with reference to any instance from the text. Despite his philosophical insights, the vagabond succumbs to temptation, exemplified by his theft of the crofter's money. His poverty and the harshness of life make him cynical, but his moral weakness leads him to steal, believing that wealth will give him security, only to find himself ensnared in his own metaphorical rattrap. Q3. Why did the peddler knock on the cottage by the roadside? How was he treated by the owner of the cottage? The peddler knocked on the roadside cottage seeking shelter from the cold and hunger. The crofter, a lonely man who missed human company, treated him generously, offering food, tobacco, and a place to sleep. The crofter even shared his savings, showing unusual trust, which the peddler later betrayed by stealing the money. Q4. Why did Edla invite the peddler to stay with her family? Edla invited the peddler to stay with her family because she saw him as a poor, unfortunate man in need of kindness, especially during Christmas. Unlike her father, who mistook him for an old acquaintance, Edla genuinely wanted to offer him shelter and comfort, believing that he deserved to experience some joy and dignity. Q5. ‘The man was just as generous with his confidences as with his porridge and tobacco.’ What was the outcome of this? The crofter was generous with both his resources and his trust, revealing his savings to the peddler. This openness led to his downfall, as the peddler, tempted by the money, stole it the next morning. The crofter's generosity, intended to create a bond, ironically resulted in betrayal, deepening the peddler's sense of the world as a rattrap. Q6. Why did the peddler not reveal his identity to the ironmaster? Justify your answer. The peddler didn't reveal his identity to the ironmaster because he feared being exposed as a thief and possibly being handed over to the authorities. When the ironmaster mistook him for an old regimental comrade, the peddler decided to play along, thinking he could get some food and rest without being judged or turned away. Q7. How did the identity of the peddler brought to light? The peddler's true identity was brought to light when Edla noticed that he wasn't the Captain her father had mistaken him for. His rough appearance and behavior raised her suspicions, and when confronted, the peddler confessed, explaining that he had not intended to deceive anyone but simply wanted a warm place to stay. Q8.How did the p eddler realise that he himself had fallen into the rattrap? Give an example to support your answer. The peddler realized he had fallen into the rattrap when, after stealing the crofter's money, he found himself lost in the forest, unable to find his way out. He felt the metaphorical trap closing in on him, as his greed and poor decisions had led him into a situation where he was both physically and morally trapped. Q9. What made the peddler accept Edla Willmansson’s invitation? Explain. The peddler accepted Edla Willmansson's invitation because of her genuine kindness and the respectful manner in which she treated him. Unlike others who had judged or mistreated him, Edla's compassion made him feel valued and gave him a sense of dignity, which he had rarely experienced. This made him trust her and accept her offer. Q10. Why do you think the peddler felt unwonted joy to think ill of the world? The peddler felt unwonted joy in thinking ill of the world because it validated his cynical worldview. Believing the world to be a giant rattrap, he took pleasure in seeing others fall into it, as it reinforced his belief that life was inherently unfair. This justified his actions and allowed him to distance himself from societal norms and expectations. Q11.Why was Edla so kind towards the peddler even after he was discovered? Edla remained kind to the peddler even after discovering his true identity because she empathized with his situation. She understood the hardships he had faced and believed that everyone deserved kindness and a chance to redeem themselves. Her compassion was rooted in her belief in the goodness of people, and she wanted to help him change his life. Q12.How did the peddler react after the ironmaster discovered that he was not the Captain? After the ironmaster discovered that the peddler was not the Captain, the peddler reacted with resignation and silence. He did not try to defend himself or flee; instead, he seemed to accept his fate, knowing that his deception had been uncovered. His demeanor showed a sense of defeat, as if he expected to be punished or thrown out. Q13. How did the peddler pay his gratitude to ironmaster & his daughter? The peddler paid his gratitude to the ironmaster and his daughter by leaving a small gift and a note for Edla. In the note, he returned the money he had stolen from the crofter, explaining that Edla's kindness had touched him and made him want to rectify his mistakes. This act of redemption was his way of thanking them for their compassion. Q14. What kind of hospitality was extended to the peddler on his visit to the ironmaster's house? The peddler received warm hospitality at the ironmaster's house, particularly from Edla, who treated him with respect and kindness. She made sure he was comfortable, offered him food and rest, and even gave him a Christmas present. This stark contrast to how others had treated him before made a profound impact on the peddler, leading to his eventual redemption. Long Answer-Type Questions (5 Marks) Q1. Discuss the significance of Edla Wilmansson's character in the story. How does her kindness impact the vagabond? Edla Wilmansson plays a crucial role in "The Rattrap" by embodying kindness and compassion. Unlike others who view the peddler with suspicion or disdain, Edla treats him with genuine respect and warmth, even after discovering his true identity. Her kindness impacts the vagabond profoundly, leading him to rethink his life choices. The note and the gift he leaves for her at the end symbolize his transformation, influenced by Edla's compassion. Her character underscores the story’s theme of redemption and the power of human kindness. Q2. Explore the theme of personal responsibility in "The Rattrap." How do the characters illustrate this theme? "The Rattrap" explores personal responsibility through the actions of its characters. The peddler initially shirks responsibility, choosing to steal and deceive. However, the kindness shown by Edla Wilmansson makes him reflect on his choices, leading to a change of heart. The ironmaster, on the other hand, assumes responsibility based on mistaken identity, offering the peddler hospitality, which he later regrets. Edla’s unwavering kindness represents a moral responsibility that transcends social norms, demonstrating how individuals can influence others positively. Q3. Discuss the significance of the rattrap seller in the story. How does his interaction with the vagabond contribute to the narrative? The rattrap seller serves as a pivotal character in the narrative, representing the moral struggles of the human condition. His interactions with the vagabond reflect the idea that life can ensnare individuals like a rattrap, luring them with material temptations. The seller’s metaphorical description of the world as a rattrap illustrates his cynicism, which the vagabond initially embraces. However, this encounter also sets the stage for the vagabond’s eventual realization and transformation, highlighting the story’s moral message. Q4. How does Selma Lagerlöf use symbolism throughout the story? Discuss the symbolic significance of the cottage, the iron and copper, and the rattrap itself. Selma Lagerlöf uses symbolism extensively in "The Rattrap." The rattrap itself symbolizes the traps of temptation and greed that can ensnare individuals. The crofter's cottage represents a false sense of security, where the peddler is initially welcomed but later succumbs to temptation by stealing. The iron and copper symbolize the hard, unforgiving world that tests the peddler's morality. Each symbol contributes to the narrative’s exploration of human frailty and the possibility of redemption. Q5. Analyze the role of storytelling in the narrative. How do the stories shared by Edla and the rattrap seller influence the vagabond's transformation? Storytelling plays a significant role in "The Rattrap." The peddler’s tale of the world as a rattrap reflects his worldview, filled with cynicism and distrust. In contrast, Edla’s recounting of her family’s traditions and values offers the peddler a glimpse of kindness and hope. These stories influence the vagabond's transformation, as he begins to see beyond his own narrow perspective. The contrasting narratives illustrate the power of storytelling to shape one’s outlook on life. Q6. Explore the theme of trust in the story. How does trust, or the lack thereof, impact the relationships between the characters? Trust is a central theme in "The Rattrap," influencing the relationships between characters. The crofter trusts the peddler by showing him his money, which the peddler later steals, betraying that trust. Edla Wilmansson, however, extends her trust to the peddler even after learning of his deceit, which ultimately leads to his redemption. The peddler’s experience illustrates the fragility of trust and the possibility of its restoration through genuine acts of kindness. Q7. Reflect on the theme of self-discovery in the story. How does the vagabond's journey lead to self-realization and personal growth? The peddler’s journey in "The Rattrap" is one of self-discovery. Initially, he views the world cynically, believing it to be a rattrap filled with temptations. However, through his interactions with Edla Wilmansson, he begins to reflect on his actions and their consequences. His realization that he has fallen into the metaphorical rattrap of life leads to personal growth, culminating in his decision to leave the stolen money behind as a gesture of repentance. Q8. How did the concept of 'bait' illustrated through the character peddler in the story? Explain with the help of instances given in the story. The concept of 'bait' is illustrated through the peddler’s experiences in "The Rattrap." Temptations like the crofter’s money and the warmth of the ironmaster’s home serve as baits that ensnare the peddler, leading him into moral dilemmas. These instances highlight the dangers of succumbing to material desires, as the peddler realizes that these baits trap him in a cycle of deceit and guilt, reinforcing the story’s moral message. Q9. Both the crofter & Edla Willmansson were kind towards the peddler. But the peddler's attitude towards the both was a mismatch. Why do you think Edla was more persuasive than the crofter in the transformation of the peddler? Make a comparative answer with instances from the text. Both Edla Wilmansson and the crofter show kindness to the peddler, but their influence differs. The crofter’s kindness is rooted in trust, which the peddler betrays by stealing his money. Edla’s kindness, however, is unwavering even after discovering the peddler’s true identity. Her compassionate approach is more persuasive, leading to the peddler’s transformation. Unlike the crofter’s material generosity, Edla’s emotional support inspires the peddler to change, highlighting the deeper impact of her kindness. Q10. Trust is a difficult choice, which may or may not be rewarded. Examine this statement in the light of peddler's action with respect to the crofter & the ironmaster. Trust is a difficult choice in "The Rattrap," and its consequences vary. The crofter’s trust in the peddler is betrayed when the peddler steals his money, demonstrating how trust can be misplaced and lead to disappointment. The ironmaster’s initial trust, based on mistaken identity, turns into anger when he discovers the truth. However, Edla Wilmansson’s trust in the peddler, despite his deception, is rewarded when he leaves the stolen money behind, proving that trust can lead to redemption. Q11. The story also focuses on human loneliness and the need to bond with others. To what extent do you think is the society responsible for man's predicament. Justify your answer in respect to the treatment meted out to the peddler from the lesson 'Rattrap' & Derry from 'On the Face of It.' Ans: "The Rattrap" and "On the Face of It" both explore themes of loneliness and the need for human connection. The peddler’s isolation is exacerbated by society’s harsh treatment, leading him to adopt a cynical worldview. Similarly, Derry in "On the Face of It" feels alienated due to his physical appearance. Society’s lack of compassion contributes to their loneliness. However, characters like Edla Wilmansson and Mr. Lamb show that kindness and acceptance can alleviate loneliness, suggesting that society bears responsibility for creating inclusive environments. Q12. The peddler's instance calls for a need to integrate people from the marginalized sections into the mainstream society. Justify the statement with respect to Edla's demonstration of love, compassion and charity. The peddler’s story in "The Rattrap" highlights the importance of integrating marginalized individuals into mainstream society. Initially shunned and distrusted, the peddler’s experiences reflect the difficulties faced by those on society’s fringes. However, Edla Wilmansson’s demonstration of love, compassion, and charity offers the peddler a chance at redemption. Her actions underscore the transformative power of inclusion, showing that marginalized individuals can change and contribute positively when given support and understanding. VISTAS The Tiger King CBE Questions of Long Answer Type ( 5 Marks) Q1. Discuss the irony in the story "Tiger King" regarding the Maharaja's attempts to avoid his predicted death. How do these attempts contribute to his downfall? Answer: The irony in the story lies in the Maharaja's relentless efforts to avoid his predicted death by a tiger. His obsession with disproving the prophecy leads him to resort to drastic measures like banning tigers, organizing tiger hunts, and caging animals. However, each attempt ironically brings him closer to the tiger that ultimately causes his demise. For example, the story takes an unexpected turn when the Maharaja chooses a wooden toy tiger as a birthday gift for his son. During a playful moment with his son and the toy tiger, a tiny sliver from the wooden toy pierces the Maharaja's right hand. Despite efforts to save him through a surgery conducted by renowned surgeons, the Maharaja does not survive, and the wooden tiger becomes the cause of his death. This twist in the narrative underscores the concept of fate and irony, fulfilling the chief astrologer's prophecy that the cause of the king's death would be a tiger. The wooden toy tiger, representing the hundredth tiger in the Maharaja's obsession with hunting tigers, becomes an unforeseen instrument of his downfall, bringing the prophecy to fruition. The incident serves as a poignant reminder that destiny has its own ways of manifesting, and even the most trivial occurrences can have significant and unforeseen consequences. It also emphasizes the theme of the unpredictability of life and the ultimate inevitability of fate, despite human efforts to manipulate or evade it. 2. Analyze the role of the chief astrologer in the story. What insights does his character provide about the theme of fate versus free will? Answer: In the story "Tiger King" by Kalki Krishnamurthy, the chief astrologer plays a pivotal role in shaping the plot and conveying essential insights about the theme of fate versus free will. The chief astrologer is introduced as a wise and mysterious character who predicts the Maharaja's death, stating that he will be killed by a tiger. Despite the king's disbelief and attempts to avoid the prophecy, the astrologer remains steadfast in his prediction. His unwavering conviction in the power of fate and destiny serves as a constant reminder of the theme throughout the narrative. Insights provided by the chief astrologer's character about the theme of fate versus free will include: 1. The Inevitability of Fate : The astrologer's prophecy and subsequent fulfillment of the king's death by a tiger reinforce the idea that some events in life are predestined and unavoidable. This suggests that there are forces beyond human control, and certain aspects of life are governed by fate. 2. The Limitations of Free Will : Despite the Maharaja's attempts to manipulate events and prove the astrologer wrong, he cannot escape his fate. The character of the chief astrologer showcases the limitations of free will, as human actions may not always alter the course of predetermined events. 3. Acceptance and Humility : The chief astrologer's composed demeanor and unwavering belief in fate represent acceptance and humility in the face of the unknown. His character encourages readers to embrace the unpredictability of life and be humble in acknowledging the things that lie beyond human understanding and control. 4. The Interplay Between Belief and Reality : The character of the chief astrologer highlights the interplay between beliefs and reality. The king's skepticism and arrogance clash with the astrologer's profound belief in his prediction. In the end, the astrologer's prophecy comes true, suggesting that one's beliefs, whether in fate or free will, can influence their actions and experiences. 5. A Lesson in the Complexity of Life : The chief astrologer's character adds depth to the story by portraying life as a tapestry of intricate connections and outcomes. It reminds readers that the paths of fate and free will are intricately woven together, and both play a role in shaping one's life journey. Overall, the chief astrologer in "Tiger King" serves as a conduit for exploring the delicate balance between fate and free will. His unwavering prediction and the subsequent events in the story challenge readers to ponder the mysteries of existence, the role of destiny in human lives, and the significance of acceptance and humility in the face of life's uncertainties. 3. What symbolic significance does the tiger hold in the story "Tiger King"? How does it relate to the themes of conservation and balance in nature? Answer: In the story "Tiger King" by Kalki Krishnamurthy, the tiger holds significant symbolic significance and relates to the themes of conservation and balance in nature. 1. Symbolic Significance of the Tiger: The tiger symbolizes various aspects throughout the story. It represents power, strength, and the untamed forces of nature. The tiger is often associated with fear and danger, reflecting the Maharaja's insecurities and the unpredictability of life. Additionally, the tiger is a recurring motif, embodying the prophecy that the cause of the Maharaja's death will be a tiger. It becomes a symbol of fate and destiny, underscoring the story's exploration of the interplay between fate and free will. Moreover, the tiger's role as the hundredth tiger, unexpectedly found in the form of a wooden toy, adds a touch of irony, highlighting the complexities and twists of destiny. 2. Themes of Conservation and Balance in Nature: The story also touches on themes of conservation and the delicate balance in nature. The Maharaja's obsession with tiger hunting leads to a drastic reduction in the tiger population in his kingdom. His unchecked desire for power and control disrupts the ecological balance, causing chaos and fear among both the tiger population and the people. The proclamation banning tiger hunting by anyone except the Maharaja reflects his attempt to assert authority over nature, but it only leads to unintended consequences. This depletion of tigers in his realm ultimately forces him to seek tigers in his father-in-law's state, contributing to a similar disruption of balance there. This portrayal highlights the importance of preserving wildlife and maintaining ecological harmony, urging readers to consider the consequences of human actions on the natural world. In summary, the tiger in "Tiger King" serves as a multifaceted symbol, representing power, fate, and the untamed aspects of nature. It also plays a crucial role in illustrating the themes of conservation and the delicate balance in nature. 4. How does the story "Tiger King" reflect the concept of karma and the consequences of one's actions? Answer: The story "Tiger King" reflects the concept of karma, which means that our actions have consequences that come back to affect us. In the story, the Maharaja is told by an astrologer that he will die because of a tiger. To avoid this fate, he becomes obsessed with killing tigers. However, his actions lead to the depletion of tiger populations and disrupt the balance of nature. Despite his efforts to avoid the prophecy, he eventually meets his tragic end when a wooden toy tiger, meant as a gift for his son, causes his death. This shows that our actions have consequences, and trying to escape the results of our actions may not always work. The story serves as a reminder that we should be mindful of our actions and treat others and nature with care, as what goes around comes around. 5. How does the story explore the theme of power and its corrupting influence on Maharaja? Answer: The story delves into the theme of power and its corrupting influence on the Maharaja. As the ruler of Pratibandhpuram, the Maharaja holds absolute power, which fuels his desire for control and validation. His obsession with tiger hunting becomes a means to exhibit his authority and strength, as he seeks to prove himself invincible. The unlimited power bestowed upon him results in reckless decision-making, such as banning tiger hunting by others and imposing taxes on a village out of anger. This unchecked power blinds him to the consequences of his actions and leads to the loss of jobs for his officers. The story serves as a cautionary tale, highlighting the dangers of absolute power and the importance of responsible leadership, where power must be wielded with wisdom and empathy. 6. Analyze the symbolic significance of the wooden toy tiger in the story. How does its role as the hundredth tiger add depth to the theme of fate and the consequences of one's actions? Answer: The wooden toy tiger holds significant symbolic importance in the story. It represents the ultimate irony and twist of fate, serving as the hundredth tiger in the Maharaja's obsession with tiger hunting. The wooden toy, meant to be a harmless gift for his son's birthday, becomes the unintended instrument of the Maharaja's downfall. This twist adds depth to the theme of fate, illustrating that destiny can manifest in unexpected and ironic ways. It also emphasizes the consequences of one's actions, as the Maharaja's relentless pursuit of tiger hunting leads to an ironic and fatal outcome. The wooden toy tiger showcases the complexities of life, where the smallest of actions can have profound and unforeseen repercussions, reflecting the unpredictability of destiny. 7. Reflect on the character development of the Maharaja throughout the story. How does his obsession with tiger hunting reveal his inner conflicts and insecurities? Answer: The character development of the Maharaja in the story shows a transformation from an ordinary young ruler to an obsessed and insecure king. Initially, he is portrayed as an extraordinary child, but his insecurity about the prophecy of his death by a tiger drives him to take extreme measures to avoid his fate. His obsession with tiger hunting is a manifestation of his inner conflicts, where he seeks to prove his invincibility and assert control over his destiny. The tiger hunts become a way for him to validate his self-worth and prove himself as a powerful ruler. However, his continuous pursuit of tiger hunting highlights his underlying fear and vulnerability, leading to impulsive and reckless decisions. This inner conflict between his desire for validation and his fear of the prophecy ultimately shapes his tragic fate. 8. Analyze the impact of the Maharaja's impulsive nature on his decision-making and the kingdom's governance. Answer: The Maharaja's impulsive nature significantly impacts his decision-making and the governance of the kingdom. He acts on whims and emotions rather than considering the consequences of his actions. His impulsive decision to impose a tax increase on the village, out of frustration over not finding the hundredth tiger, reflects his lack of rationality and empathy towards his people. His refusal to leave the forest until the tiger is found leads to a prolonged and reckless pursuit, causing unrest and chaos among his officers and subjects. The kingdom's governance suffers as many officers lose their jobs, and the Maharaja's impulsive actions lead to an atmosphere of fear and unpredictability. This impulsive behavior highlights the dangers of hasty decisions in a ruler and emphasizes the need for sound judgment and thoughtfulness in governance. The Third Level Q1. What would have Sam done in Galesburg for his living? Why? [CBSE 2020] Ans: In the story "The Third Level" by Jack Finney, Sam, the protagonist's friend and psychiatrist, would have set up a business selling hay, feed, and grain in Galesburg. The story implies this because in the note he left for the protagonist, Sam mentioned that he had found the third level and that he would be starting a nice little hay, feed, and grain business. This indicates that Sam's true passion was to be in the farming or agricultural business, and he saw the opportunity to fulfill that dream in the past, specifically in Galesburg, Illinois, in the year 1894. Since he couldn't pursue this in the present time, going back to the past gave him a chance to pursue his desired profession. Q2. Why does Sam think that Charlie's visit to Galesburg is a “wakingdream wish fulfilment”? Explain. [CBSE Question Bank 2021] Sam believes Charlie's visit to Galesburg is a "waking-dream wish fulfillment" because Charlie has been expressing a desire to escape from the uncertainties and worries of the modern world. Going back to Galesburg in 1894 provides a way to fulfill that wish and find a peaceful and contented existence. Q3. ‘The Third Level’ belong to the Science Fiction genre of Time Travel. Explain. "The Third Level" by Jack Finney belongs to the genre of science fiction with elements of fantasy and time travel. The story presents a captivating blend of reality and imagination, exploring the concept of a hidden third level at Grand Central Station that allows time travel to the past. Instances from the story that support its classification as science fiction include the protagonist's discovery of a letter from 1894, the existence of the third level, and the possibility of traveling back in time through this mysterious passage. The story blurs the line between present and past, drawing readers into an alternate reality where the protagonist's friend, Sam, mysteriously disappears and communicates from the past. Additionally, the narrative weaves historical details into the plot, mentioning President Garfield's stamp and using authentic currency from 1894. These elements reinforce the story's science fiction theme by incorporating real-world elements into a fantastical and imaginative context. Overall, "The Third Level" is a thought-provoking and entertaining science fiction story that combines elements of time travel, historical references, and the exploration of human desires and aspirations in a captivating way. Q4. Why do you think Charley withdrew nearly all the money he had from the bank to buy old-style currency? [CBSE Question Bank 2021] Ans: Charley withdrew nearly all the money he had from the bank to buy old-style currency because he was determined to find and experience the third level at Grand Central Station. After receiving the note from his friend Sam, who claimed to have found the third level and was now living in 1894, Charley became intrigued and curious about the possibility of time travel. By acquiring old-style currency, Charley believed he could somehow access the past through the third level. He wanted to replicate Sam's experience and travel back to a different time, specifically the year 1894. Charley's decision to invest his money in old-style bills was driven by his strong desire to escape from the worries and uncertainties of the modern world and explore a simpler and more peaceful time in the past. Q5. How would you evaluate Sam’s character? Elucidate any two qualities, and substantiate with evidence from the text. Sam's character can be evaluated as adventurous and brave, as well as caring and thoughtful. 1. Adventurous and Brave: Sam's adventurous spirit is evident from the fact that he was willing to explore the mysterious third level at Grand Central Station, which ultimately led him to travel back in time to the year 1894. Despite the uncertainty and risks involved in such an endeavor, Sam took the leap and embarked on this extraordinary journey. His bravery is also reflected in the way he adapted to his new surroundings in the past and made a life for himself there. He didn't shy away from exploring a different era and making the most of his experiences. 2. Caring and Thoughtful: The evidence of Sam's caring and thoughtful nature can be seen in the note he left for Charley, the protagonist. In the note, Sam expresses his concern for Charley's happiness and invites him and Louisa to join him in the past. He doesn't want his friend to be burdened by the worries of the modern world and encourages him to continue searching for the third level. Sam's decision to communicate with Charley and extend the invitation to join him in 1894 demonstrates his thoughtful and caring nature, as he wants his friend to experience the same joy and contentment he has found in the past. In conclusion, Sam's character in "The Third Level" is characterized by his adventurous and brave spirit, which led him to explore the unknown, as well as his caring and thoughtful nature, which is evident in the way he reaches out to his friend and offers him the chance to experience the same happiness he has found in the past. Q6. At the beginning of the story, Sam is sceptical of Charley’s discovery of the third level. By the end of the story, the reader is told that he found the third level and travelled back in time. How would Sam diagnose himself? Ans: If Sam were to diagnose himself based on his experiences in the story, he would likely consider his time travel to the past and discovery of the third level as a form of "waking-dream wish fulfillment." This is because, at the beginning of the story, Sam is initially skeptical of Charley's claims about the third level and dismisses it as an escapist fantasy. He sees it as Charley's desire to escape from the complexities and challenges of the modern world. However, as the story progresses, Sam becomes more open-minded and curious about the possibility of the third level. He ultimately discovers the hidden passage himself and travels back to the year 1894. This transformation in his beliefs and experiences could lead him to realize that the third level represents a fulfilling and idealized version of the past, a place where he can find contentment and happiness. Sam might diagnose himself as having engaged in a form of wish fulfillment because the third level offers an escape to a simpler, more peaceful time where he can pursue his true passions and desires, such as starting a hay, feed, and grain business. It becomes a way for him to fulfill his deepest wishes and find a sense of fulfillment that he may not have had in his present reality as a psychiatrist in the modern world. Q7. Imagine that you come across Louisa’s diary. What might you find in it about the third level? Compose at least one diary entry based on any of the events from the story, ‘The Third Level’. [CBSE Question Bank 2021] Diary Entry: July 20, 2023 Dear Diary, Today has been an extraordinary day, and I can hardly believe what Charley and I have experienced. It all started with that mysterious note from Sam, Charley's friend and psychiatrist. He talked about this elusive "third level" at Grand Central Station, which supposedly leads to a different time - the year 1894! At first, I couldn't help but think it was all a wild imagination or a prank, but Charley's determination to find it intrigued me. We spent weeks searching, and today, Charley finally discovered the hidden corridor that led to the third level. As we stepped into the past, I couldn't help but feel a mix of excitement and trepidation. The scene that unfolded before us was like a dream - people dressed in nineteenth-century attire, gaslight illuminating the station, and the sound of an old-time locomotive in the distance. We met Sam, just as his note had suggested, and he seemed content and at ease in this simpler world. His excitement was infectious, and he invited us to join him in experiencing life in the past. The idea was both exhilarating and daunting, but the allure of a peaceful existence without the modern world's worries was tempting. As Charley and I stood there, surrounded by the charm of 1894, we couldn't help but wonder about the possibilities. The thought of starting anew, free from the burdens of the present, was enchanting. We didn't make a decision right away, but the experience left us longing for more. The third level holds a promise of a different life, one that may be worth exploring further. Until next time, Louisa Answers from important lessons are being updated on a daily basis. Thanks for subscribing to this premium content. Keep Visiting the site. Recommended Reading The Third Level | CBE Questions | NCERT Solution | Board Exam 2024 (englishwithadifference.com) The Rattrap | NCERT Solution| CBE Based Questions | Board Exam 2024 (englishwithadifference.com) The Rattrap | NCERT Solution| CBE Based Questions | Board Exam 2024 (englishwithadifference.com) Journey To the End of the Earth |CBE Questions | NCERT Solution | Text Translation | Concept Videos (englishwithadifference.com)

Solve the Board Previous Year Questions ( PYQs) and ace your marks in Board Exam in 2025. Q1.Read the following passage and answer the questions that follow (1) Held every year on 21 May, UNESCO leads the celebration of World Day for Cultural Diversity for Dialogue and Development highlighting not only the richness of the world's cultures, but also the essential role of intercultural dialogue for achieving peace and sustainable development. (2) A recent international emergency has proved the intrinsic value of the cultural and creative sector at generating social cohesion, educational resource or personal well-being in times of crisis. It has also underscored the sector's potential to generate economic growth, something which is too often underestimated. (3) With the adoption in September 2015 of the 2030 Agenda for Sustainable Development by the United Nations, and the resolution on Culture and Sustainable Development adopted by the UN General Assembly in December 2015, the message of the World Day for Cultural Diversity for Dialogue and Development is more important rtant than ever. The 17 Sustainable Development Goals (SDGs) can best be achieved by drawing upon the creative potential of the world's diverse cultures and engaging in continuous dialogue to ensure that all members of society benefit from sustainable development. (4) Bridging the gap between cultures is urgent and necessary for peace, stability and development. Cultural diversity is a driving force of development, not only with respect to economic growth, but also as a means of leading a more fulfilling intellectual, emotional, moral and spiritual life. This is captured in the culture conventions, which provide a solid basis for the promotion of cultural diversity. Cultural diversity is thus an asset that is indispensable for poverty reduction and the achievement of sustainable development. (5) At the same time, acceptance and recognition of cultural diversity in particular through innovative use of media and Information and Communications Technologies (ICTs) are conducive to dialogue among civilizations and cultures, respect and mutual understanding. (6) In 2001, UNESCO adopted the Universal Declaration on Cultural Diversity. Next, in December 2002, the UN General Assembly, in its resolution 57/249, declared May 21 to be the World Day for Cultural Diversity for Dialogue and Development, and in 2015, the Second Committee of the UN General Assembly unanimously adopted the resolution on Culture and Sustainable Development, affirming culture's contribution to the three dimensions of sustainable development, acknowledging further the natural and cultural diversity of the world, and recognizing that cultures and civilizations can contribute to, and are crucial enablers of, sustainable development. (7) The day provides us with an opportunity to deepen our understanding of the values of cultural diversity and to achieve the goals of the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions adopted on 20 October, 2005. Answer the following questions based on the above passage: (i) Based on the reading and understanding of the above passage, list 2 points to describe the purpose of UNESCO leading the celebration of World Day for Cultural Diversity for Dialogue and Development. (a) _______ (b) _______ (ii) Select the option that corresponds to the meaning of the following sentence from para (2). The recent international emergency has proved the intrinsic value of the cultural and creative sector at generating social cohesion, educational resource or personal well-being in times of crisis. (A) the real worth of cultural sector at generating social cohesion during pandemics (B) the real worth of creative sector at undermining the social cohesion during an international emergency (C) questioning the real worth of creative sector at generating education resource during an international emergency (D) highlighting the real worth of cultural and creative sector at generating social cohesion and educational resource during an international emergency. (iii) Based on your reading of the passage, examine in about 40 words how Sustainable Development Goals can be achieved. (iv) What is the tone of the writer in the given line from paragraph (4)?       Rationalise your response in about 40 words: "Cultural diversity is an asset." (v) The phrase 'bridging the gap' in paragraph (4) refers to: (A) widening the differences (B) connecting two desparate ideas (C) supporting the bridging (D) filling in the space between two connected things (vi) In sets a-e below, identify two sets of synonyms. a richness and poverty b. intellectual and moral C. reduction and promotion d. essential and intrinsic e. urgent and crucial Options: (A) a and c (B) bande (C) dande (D) band d vii) Complete the sentence appropriately: ( The Second Committee of UN General Assembly in 20 adopted viii) Complete the following sentence:  ________  is urgent and necessary for peace, stability and development. Answer Key I. (i) To highlight richness of world’s cultures. To play essential role of inter-cultural dialogue for achieving peace and sustainable development. (ii) (D) – highlighting the real world of cultural and creative sector at generating social cohesion and educational resource during an international emergency. (iii) Draw upon creative potential of world’s diverse cultures, engage in continuous dialogue to ensure that all members of society benefit from sustainable development. (iv) A positive/appreciative/optimistic statement that highlights/emphasizes on the advantages of a cultural diversity rather than viewing it as a cause of undermining the situation/cultural diversity is dispensable for poverty reduction/cultural diversity important for sustainable development (any other relevant response for tone must be accepted) (v) (B) – 1 mark to be awarded to each child. There is error in the spelling of the word ‘disparate’ which changes the meaning of the word completely. (vi) (C) – (d & e) essential and intrinsic Urgent and crucial (vii) The resolution on cultural and sustainable development, affirming culture’s contribution to the three dimensions of sustainable development. (viii) Bridging the gap between culture 2. Read the following passage based on case study and answer the questions that follow: (1) The National Education Policy 2020 proposes the revision and revamping of all aspects of education, including the educational structure, regulations and governance, to create a new system which is aligned with the aspirational goals of 21st century students. According to the policy, by 2025, at least 50% of learners through the school and higher education system shall have exposure to skill education, for which a clear action plan with targets and timelines are to be developed. (2) The policy aims to overcome the social status hierarchy associated with skill education and integration of skill education into mainstream education in all educational institutions in a phased manner. Beginning with skill exposure at early ages in middle and secondary school, quality skill education will be integrated smoothly into school and higher education. (3) Every child will learn at least one skill and is exposed to several more. This would lead to emphasizing the dignity of labour and importance of various vocations involving Indian arts and artisanship. (4) The development of skill capacities will go hand-in-hand with the development of 'academic' or other capacities. To achieve this objective, secondary schools will have to collaborate with Industrial Training Institutes (ITIs), Polytechnics, Local Industry, etc. Skill labs will also be set up and created in the schools in a Hub and Spoke model, which will allow other schools to use the facility. Higher education institutions will offer skill education either on their own or in partnership with industry and other institutions. Based on your understanding of the extract, answer the questions given below: (1) Based on the reading of the extract, list 2 objectives of NEP 2020 (6) Fill in the blank with appropriate option from those given in the brackets, based on the understanding of paragraph (4) The statement: "The development of skill capacities will go hand-in-hand with the developement of academic or other capacities is a/an (fact/opinion) because it is a/an judgement/objective detail) Loubjective (ill) Select the option that corresponds to the meaning of the statement given below: "According to the policy, by 2025, at least 50% of learners through the school and higher education system shall have exposure to skill education." (A) Maximum 50% learners shall have education exposure to technical (B) Minimum 50% learners shall have exposure to technical eduration (C) Minimum 50% learners shall have exposure to skill education (D) Maximum 50% learners shall have exposure to skill education Based on the understanding of the passage, complete the following statements appropriately The benefit of the hub and spoke model will be ____ (v) Complete the following analogy correctly with a word/phrase from paragraph (3): Racism: Condemn :: _____ : Respect VI. As per the Global Scenario which country has the maximum percentage of students in Skill Education and what can be the possible reason? (vii) Fill in the following blank choosing the most appropriate option from the ones given below: As per NEP 2020, skill exposure will begin at _____ (A) middle and secondary school (B) primary school (C) higher school (D) senior secondary school (viii) Justify the statement: ''The NEP will create an awareness and appreciation of Indian arts and artisanship." Answer Key (i) Overcome social status hierarchy associated with vocational education. integration into mainstream education revision and revamping of all aspects of education aligning aspirational goals of 21st century with education system (Any two points) (ii) An Opinion/a subjective judgement (the combination has to be correct.) (1) (No partial credit) (iii) (C) – minimum 50% learners shall have exposure to vocational education (iv) It will allow other schools to use the facility of skill labs (v) Dignity of labour/labour/artisanship (vi) South Korea – any appropriate reason related to South Korea (vii) (A) – middle and secondary school (viii) any one relevant point from below child will learn at least one skill understand dignity of labour appreciate Indian Arts & Artisanship

Welcome, educators, to a world where learning English grammar is not just about rote memorization but a fun and engaging experience through interactive games. In this blog post, we delve into the realm of English grammar games, exploring how they can revolutionize the way students grasp complex grammar concepts with ease. Why Grammar Games? Grammar is often deemed as a dry and daunting subject by many students. However, with the rise of technology and gamification in education, teaching grammar has taken a whole new exciting turn. English grammar games provide a dynamic platform for students to practice grammar rules in a stimulating and interactive environment. Benefits of Incorporating Games: Engagement: By infusing elements of play into learning, students are more motivated and engaged in the learning process. Games create a competitive and enjoyable atmosphere that encourages active participation. Retention: Through repeated exposure in a playful context, grammar rules become ingrained in students' memory. This leads to better retention and application of grammar concepts in practical scenarios. Types of Grammar Games: Grammar Board Games: These interactive board games encourage students to answer grammar-related questions to advance on the board. They foster collaboration, critical thinking, and problem-solving skills. Online Interactive Quizzes: Digital platforms offer a myriad of interactive quizzes and puzzles that test students' grammar knowledge in a fun and engaging way. These quizzes can be customized to target specific grammar rules. Grammar Escape Rooms: Immersive and challenging, grammar escape rooms task students with solving grammar-related puzzles to "escape." This game type promotes teamwork, communication, and analytical thinking. Implementing Grammar Games in the Classroom: Integrate Games into Lesson Plans: Incorporate grammar games as part of your lesson plans to break the monotony of traditional teaching methods. Games can be used as warm-up activities, review sessions, or even assessment tools. Create a Game-Friendly Environment: Designate a dedicated space in your classroom for game sessions. Ensure the area is conducive to gameplay with sufficient seating arrangements and game materials readily available. Conclusion: In conclusion, English grammar games are a powerful educational tool that transforms grammar learning into an engaging and immersive experience. By leveraging the allure of games, educators can enhance student learning outcomes and foster a deeper understanding of English grammar rules. So, let's embrace the spirit of gamification in education and embark on an exciting journey of exploring innovative ways to engage students with English grammar games. Together, we can make learning grammar a thrilling adventure! Remember, learning should be fun, and with English grammar games, the possibilities are endless! Sample Grammar Game 1 Sample Game 2

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Welcome to our blog page for everything English With A Difference. Learn English Effortlessly. All Posts Spoken English Grammar My Blog Writing English for Competitive Exams Class 9 Assessment Class 10 Assessment Class 11 Assessment Class 12 Assessment YouTube Feed Class VIII Assessment Reading Skill Worksheet Pre-Board Sample Paper X Grammar Worksheet Writing Worksheet Literature Worksheet Listening Worksheet Term II Class X X Pre-Board Question Papers Listening Skill MP3 Audio Literature Lessons Search Monotosh Dey Aug 9 6 min Reading Comprehension: CBSE Board PYQs | Class X | 2024-25 Solve the Board Previous Year Questions ( PYQs) and ace your marks in Board Exam in 2025. Q1.Read the following passage and answer the... 77 Post not marked as liked Monotosh Dey Aug 8 2 min Exploring Innovative Ways to Engage Students with English Grammar Games Welcome, educators, to a world where learning English grammar is not just about rote memorization but a fun and engaging experience... 10 Post not marked as liked Monotosh Dey Aug 6 3 min Independence Day Speech 2024: School & College Students India's Achievements in 2024 and the Challenges lie ahead of Us. Download the PDF of the Speech👇 Introduction Respected Chief Guest,... 149 3 likes. Post not marked as liked 3 Monotosh Dey May 26 3 min Grammar: CBQ Based PYQs | Class IX-X | CBSE Board | Board Exam 2024-25 Solve the Worksheet of Previous Year's Board Exam and ace your marks in English Grammar. Q1. The teacher motivated the students by... 281 6 likes. Post not marked as liked 6 Monotosh Dey May 18 3 min Grammar Worksheet | CBQs |Class IX-X |English | CBSE Board Exam 2024-25 This competency Based Grammar Worksheet is useful for students of Class IX-X CBSE Curriculum 2024-25. 258 2 likes. Post not marked as liked 2 Monotosh Dey May 18 13 min Literature Worksheet III | English Core | Class XII | CBQs | Board PYQs |2024-25 This blog post is for the students of Class XII to practise literature questions, which came in Board Exams in previous years. 82 2 likes. Post not marked as liked 2 Monotosh Dey May 17 7 min Reading Worksheet III | English Core | Class XII | Board PYQs | CBQs Reading Worksheet 1 Read the following passage and answer the questions that follow I know many friends of mine who drink coffee... 245 Post not marked as liked Monotosh Dey Apr 25 11 min Literature Worksheet II:Class XII |CBQs Board PYQs | English Core Practice Previous Years' Questions ( PYQs) and ace your score in CBSE Board Exams. EXTRACT 1 Read the given extracts to attempt the... 74 Post not marked as liked Monotosh Dey Apr 24 8 min Reading Worksheet II : CBQs | Class 12| English| Board Exam 2024-25 Solve Previous Years Questions ( PYQs) from CBSE Board and excel in Reading Skill. Worksheet 1 1 Seagulls, as you know, never falter,... 77 1 like. Post not marked as liked 1 Monotosh Dey Apr 22 6 min English Reading Worksheet V: CBQs | Board PYQs | Class IX-X | 2024-25 Solve our Reading Worksheet to ace your Score in English Worksheet 1 1. Read the passage given below : 1. Hiking is a great source of... 93 Post not marked as liked Monotosh Dey Apr 20 7 min Reading Worksheet 4 | CBQs | Class IX-X Practise our Reading Comprehension Worksheet and ace your marks in English Worksheet 1 1.Mankind’s fascination with gold is as old as... 263 Post not marked as liked Monotosh Dey Apr 19 2 min CBQ Grammar Worksheet: English | Class IX-X | CBSE Board 2024-25 Practise the following questions from grammar to ace your performance in Grammar. Q1. Fill in the blank by choosing the correct option :... 834 1 like. Post not marked as liked 1 Monotosh Dey Apr 18 12 min Literature Worksheet I | XII Board PYQs | English | CBSE Solve the following CBSE Board Exam Questions and ace your marks in Literature. Extract 1 Q1. Read the following extract and answer the... 41 Post not marked as liked Monotosh Dey Apr 17 2 min CBQ Grammar Worksheet | Integrated Grammar | English | Class IX-X | Solve our Board PYQs to score high marks in English Grammar Q1. Fill in the blank by choosing the correct option: You should _______ your... 266 1 like. Post not marked as liked 1 Monotosh Dey Apr 17 6 min Reading Worksheet | Class 12 | CBQs Practise the Worksheet Questions and ace your marks in Board Exams Reading worksheet 1 1.As a form of expression, graffiti is famously... 259 Post not marked as liked Monotosh Dey Apr 3 4 min Literature Worksheet: Board PYQs| CBQs | Class 10 | CBSE Sample Titles: Welcome to My Blog! or Welcome to My World or Welcome to (Blog Name) Q1. Read the following extract and answer the... 79 Post not marked as liked Monotosh Dey Apr 2 6 min Reading CBQs: Reading Worksheet 3 | Class IX-X | CBSE Solve the Competency Based Reading Worksheets 1.Happiness is like the sun; it is often hidden by the clouds of thoughts, worries and... 1,833 1 like. Post not marked as liked 1 Monotosh Dey Apr 1 3 min CBQ Grammar: Integrated Grammar Worksheet | Class IX-X | CBSE Practise the following Competency Based Grammar worksheet from the CBSE PYQs Gap Filling Editing Errors Reported Speech Q. Attempt any... 133 Post not marked as liked Monotosh Dey Mar 25 5 min How to Write Analytical Paragraph: Class X Worksheet for 2024-25 Ace your score in Writing Skill with our Worksheets taken from Previous Years' Questions Analytical Paragraph Q1. The chart below... 1,443 Post not marked as liked Monotosh Dey Mar 24 6 min CBQ Reading Worksheet II: Class IX-X | CBSE Board Exam 2025 Ace your marks in Board Exam 2025 with our Worksheets. Reading Passage 1 (1) Organic food is very popular these days. It can also be very... 588 Post not marked as liked

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Learn the important prepositions that are used in everyday communication.

Learn the important prepositions that are used in everyday communication.