sample question papers - Central Board of Secondary Education

More documents

Recommendations

Info

• Fields such as geology, botany, ethnology, archaeology and vedic mythology provide vast stores of knowledge. • Study of fables of India can lead to research on place of origin as many tales common to India and the West. • Sanskrit study will yield valuable insights into its language and a literature which delves into the inner world of mind and spirit. • Growth and influences on languages and various religions can be studied extensively in India. 10. Objectives : To be able to comprehend incidents and evaluate it. Marking Value points : : 1 mark each for the value points given below 3 marks for expression. (½ + ½) fluency and accuracy 4 • temptation to get easy money is quite difficult to resist • materialistic attitude of Baldwin's wife Martha, son John and daughter Evie • reaction of Martha – she weeps when she finds her husband unwilling to give up his honesty. • regards misappropriation of money as a technicality. OR • youth must attain physical strength / fitness by undertaking physical training • intellectual development, youth must have academic ability of the highest order. • patriotism-youth should have urged for unity and progress of nation • spiritualism-youth of today should cut across all narrow barriers and distinctions. 11. Objectives : To be able to understand and interpret the ideas contained in the lessons. Marking : 1 Mark for one value point 1 Mark for expression. 2 × 4 = 8 Marks Value points : • On way to Folkstone, on the companion way-for the upper deck of the ship. • Gandhiji felt that the true text book for the pupil is his teacher • through dialogue • by allowing them to define happiness themselves. 12
ENGLISH CORE CODE NO. : 301 Class – XII Sample Question Paper – II Section A : Reading Max. Marks : 20 1. Read the passage given below and then answer the questions which follow : 12 Marks 1. From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of a learning process which will determine in large measure the sort of person it will become. Language stands head and shoulders over all other tools as an instrument of learning. It is language that gives man his lead in intelligence over all other creatures. No other creature can assemble a list of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this because he possesses language. And if thought depends on language, clearly the quality of an individual's thought will depend on that person's language-rudimentary or sophisticated, precise or approximate, stereotyped or original. 2. Very young babies are soothed by human voice uttering comforting words close to them. This essentially emotional response provides early evidence that feeling is an important component of language learning. Children learn to use language in interaction with other human beings and this learning proceeds best against a background of affectionate feedback from the person who is closest to them. This is seen to perfection in the interaction between parent and baby : eyes locked together, the adult almost physically drawing 'verbal' response from the baby, both engulfed by that unique experience of intimate and joyful 'connecting' which sets the pattern of relationships between two people. 3. Thus, long before they can speak, children are involved in a two-way process of communication which is steadily building a foundation on which their later use of language will be based. Constantly surrounded by language, they are unconsciously building structures in their minds into which their speech and reading will later fit-grammatical constructions, tense sequences and so on. The forms of these structures will depend on the amount and complexity of speech they hear. The fortunate children are those who listen to articulate adults expressing ideas and defending opinions. They will know, long before they can contribute themselves that relationships are forged through this process of speaking and listening; that warmth and humour have a place in the process, as have all other human emotions. 4. Using books is the most important means of ensuring a child's adequate language development. None of us can endlessly initiate and maintain speech with very small children; we run out of ideas or just get plain sick of it. Their lives are limited and the experience just isn't there to provide the raw material for constant verbal interaction, without inevitable boredom on the child's part and desperation on the adult's... 5. Parents and children who share books share the same frame of reference. Incidents in every day life constantly remind one or the other of a situation, a character, an action, from a jointly enjoyed book, with all the generation of warmth and well being that is attendant upon such sharing. All too often, there is a breakdown of communication between parents and children when the problems of adolescence arise. In most cases this is most acute when the give-and-take 13
Page 1 and 2: SAMPLE QUESTION PAPERS in English,
Page 3 and 4: FOREWORD Examinations are not merel
Page 5 and 6: Preamble THE CONSTITUTION OF INDIA
Page 7 and 8: ENGLISH CORE CODE NO. : 301 Class -
Page 9 and 10: purposeless reading, purposeless li
Page 11 and 12: (ii) Explain : like a fixed portrai
Page 13 and 14: 3. Ed. not to take the line of leas
Page 15 and 16: Content - • Covering Letter • R
Page 17: (iv) No, the pilgrims did not empat
Page 21 and 22: Scholarships One of the first avenu
Page 23 and 24: OR But ranged as infantry And stari
Page 25 and 26: (2) Scholarship lists (a) NSTS (i)
Page 27 and 28: Format - OR Writer's address, recei
Page 29 and 30: Expression : 1 mark (deduct ½ mark
Page 31 and 32: FUNCTIONAL ENGLISH CODE NO. : 101 C
Page 33 and 34: control. Thoughts are a subtle form
Page 35 and 36: 7. The following passage has ten er
Page 37 and 38: FUNCTIONAL ENGLISH Class - XII Samp
Page 39 and 40: Marking : Content 2 marks Expressio
Page 41 and 42: OR Option-2 Objectives : • to wri
Page 43 and 44: Section D : Literature Max. Marks :
Page 45 and 46: FUNCTIONAL ENGLISH CODE NO. : 101 C
Page 47 and 48: All systems of medicine say the thi
Page 49 and 50: (c) conservation of soil, forest, g
Page 51 and 52: FUNCTIONAL ENGLISH Class - XII Samp
Page 53 and 54: Section B : Advanced Writing Skills
Page 55 and 56: 7. Objective : To use grammatical i
Page 57 and 58: Marking Scheme Content : 3 marks Ex
Page 59 and 60: fganh fganh ¼dsafnzd½ ¼dsafnzd½
Page 61 and 62: ¼ii½ ^fp=* ikB esa fdlus vkSj D;k
Page 63 and 64: 17- fuEufyf[kr x|ka'k dks /;ku ls i
Page 65 and 66: fganh fganh ¼dsafnzd½ ¼dsafnzd½
Page 67 and 68: vFkok ¼i½ ys[kd gjs&Hkjs isM+ vkS
Page 69 and 70:
¼iii½ og fo|ky; esa vk;k vkSj mlu
Page 71 and 72:
ckgj Hkhrj ,dS tkuks ;g xq# Kku crk
Page 73 and 74:
¼[k½ ^bafnz;fyIlq thou ugha gSA*
Page 75 and 76:
¼[k½ fuEufyf[kr eqgkojksa esa ls
Page 77 and 78:
fganh fganh ¼dsafnzd½ ¼dsafnzd½
Page 79 and 80:
¼x½ dfo dks DydZ ds :i esa fujarj
Page 81 and 82:
8- fdUgha nks iz'uksa ds mÙkj visf
Page 83 and 84:
17- ¼d½ ¼i½ Mwcrs dks fruds dk
Page 85 and 86:
3- fuEufyf[kr iz'uksa esa ls fdlh ,
Page 87 and 88:
13- fuEufyf[kr esa ls fdlh ,d fo"k;
Page 89 and 90:
fganh fganh ¼,sfPNd½ ¼,sfPNd½ d
Page 91 and 92:
O;k[;k&fcanq % ew[kZ eu }kjk HkVdk,
Page 93 and 94:
^jax Hkwfe* ds dFkkud dh izeq[k fo'
Page 95 and 96:
12- izsepan ;qxhu miU;kl&bl ;qx ds
Page 97 and 98:
Page 99 and 100:
'kf'k ls 'kjekuk lh[k x, f'k'kq ?ku
Page 101 and 102:
Page 103 and 104:
¼ii½ uhph tkfr ds cPpksa dks i
Page 105 and 106:
[kwu* if=dk dk laiknuA fnfXot; egkf
Page 107:
13- yxHkx 300 'kCnksa esa fucaèk&y
show all

sample question papers - Central Board of Secondary Education

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?