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Guided effort leads to a bright futureUTUT

IX-XII

CBSE ICSE

State

Entrance

X - CBSE - ENGLISH

Table of Contents

Volume Universal Tutorials – X CBSE – English

Table of Contents SECTION A: READING COMPREHENSION ........................... 1

UNSEEN PASSAGES: TYPE I ......................................................................................................................... 1 UNSEEN PASSAGES: TYPE II........................................................................................................................ 4

SECTION B: WRITING ............................................................. 9

1. LETTER WRITING ..................................................................................................................................... 9 2) DIARY WRITING ..................................................................................................................................... 15 3) ARTICLE – WRITING: .............................................................................................................................. 17 4) STORY WRITING..................................................................................................................................... 19

SECTION C: GRAMMAR ....................................................... 23

1) DETERMINERS ....................................................................................................................................... 23 2) TENSES ................................................................................................................................................ 25 3) SUBJECT–VERB AGREEMENT ................................................................................................................ 28 4) NON–FINITE VERBS ............................................................................................................................... 31 5) RELATIVES ............................................................................................................................................ 33 6) CONNECTORS ....................................................................................................................................... 35 7) CONDITIONALS ...................................................................................................................................... 37 8) COMPARISON ........................................................................................................................................ 40 9) AVOIDING REPETITION ........................................................................................................................... 42 10) NOMINALISATION................................................................................................................................. 44 11) MODALS ............................................................................................................................................. 46 12) ACTIVE / PASSIVE................................................................................................................................ 48 13) REPORTED SPEECH ............................................................................................................................ 51 14) PREPOSITIONS .................................................................................................................................... 56 15) INTEGRATED EXERCISE FOR PRACTICE ................................................................................................ 58

I) Gap Filling ................................................................................................................................... 58 II) Editing ........................................................................................................................................ 58 III) Omission ................................................................................................................................... 60 IV) Sentence Reordering: ............................................................................................................. 60 V) Sentence Transformation: ....................................................................................................... 61

ANSWERS: ............................................................................. 63

SECTION A: READING ................................................................................................................................ 63 SECTION B: WRITING ................................................................................................................................ 64 SECTION C: GRAMMAR .............................................................................................................................. 73

SECTION D: MAIN COURSE BOOK ..................................... 76

UNIT 1: HEALTH AND MEDICINE .................................................................................................................. 76 UNIT 2: EDUCATION ................................................................................................................................... 84 UNIT 3: SCIENCE ....................................................................................................................................... 88 UNIT 4: ENVIRONMENT .............................................................................................................................. 90 UNIT 5: TRAVEL AND TOURISM................................................................................................................... 97 UNIT 6: NATIONAL INTEGRATION .............................................................................................................. 103


SECTION E: LITERATURE .................................................. 106

FICTION: ....................................................................................................................................... 106 1. Two Gentlemen of Verona: ................................................................................................ 106 2. Mrs. Packletide’s Tiger ...................................................................................................... 112 3. The Letter .......................................................................................................................... 119 4. A Shady Plot ...................................................................................................................... 126 5. Patol Babu ......................................................................................................................... 131 6. Virtually True ...................................................................................................................... 138

POETRY: ....................................................................................................................................... 144 1. The Frog and the Nightingale ............................................................................................ 144 2. Not Marble, Nor The Gilded Monuments ........................................................................... 153 3. Ozymandias: ...................................................................................................................... 157 4. The Rime of the Ancient Mariner ....................................................................................... 162 5. Snake: ................................................................................................................................ 174

DRAMA: ........................................................................................................................................ 180 1. The Dear Departed ............................................................................................................ 180 2. Julius Caesar ..................................................................................................................... 187

SECTION F: LONG READING TEXT ................................... 199

THE DIARY OF A YOUNG GIRL .......................................................................................................... 199 THE STORY OF MY LIFE ................................................................................................................... 216

SAMPLE PAPER .................................................................. 230


COVER NOTE

Dear students

Our endeavours is to familiarize you with the Board examinations and strengthen your fort

so that you are set on the path to excellence. Read the contents carefully, highlighting important

guidelines and instructions.

Each section as per the Board paper setting pattern has been detailed in the volume. It

will not only provide an understanding of what is expected of the examinee but also provide an

insight on how to prepare oneself to answer the paper.

Remember hard work never goes unrewarded. We wish you all the best!!!

Syllabus


English Communicative (Code No. 101) Class X (2018–19)

SECTION-WISE WEIGHTAGE IN ENGLISH COMMUNICATIVE

Section Total Weightage 80

A Reading Skills 20

B Writing Skills with Grammar 30

C Literature Textbook and Extended Reading Text 30

Note: The annual examination will be of 80 marks, with a duration of three hours.

Section A READING 20 Marks 50 Periods

This section will have two unseen passages of a total of 700 - 750 words as per the details below:

Q.1: A Factual passage 300-350 words with eight Very Short Answer Type (VSA) Questions.

8 marks

Q.2: A Discursive passage of 350-400 words with four Short Answer Type Questions to test inference, evaluation and analysis and four Very Short Answer Type questions to test vocabulary and comprehension (two VSA for vocabulary and two for comprehension).

12 marks

Section B WRITING AND GRAMMAR 30 Marks 60 Periods

Writing

Q.3: Formal Letter (Complaints / Inquiry / Placing order / letter to the editor) in about 100 – 120 words. The questions will be thematically based on the Main Course Book.

8 marks

Q.4: Writing a short story based on a given outline or cue/s in about 200-250 words.

10 marks

Grammar

The Grammar syllabus will include the following areas in class X 1) Tenses 2) Modals 3) Use of passive voice 4) Subject - verb concord 5) Reporting

i) Commands and requests ii) Statements iii) Questions

6) Clauses: i) Noun clauses ii) Adverb clauses iii) Relative clauses

7) Determiners 8) Prepositions

The above items may be tested through test types as given below:


Q.5: Gap filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses.

4 marks

Q.6: Editing or Omission 4 marks

Q.7: Sentences Reordering or Sentence Transformation in context. 4 marks

SECTION C: LITERATURE TEXTBOOK AND EXTENDED READING TEXT 30 Marks 60 Periods

Q.8: One out of two extracts from prose/poetry/play for reference to the context. Four Very Short Answer Questions: Two questions of one mark each for global comprehension and two questions of one mark each on interpretation.

4 marks

Q.9: Four Short Answer type Questions from the Literature Reader to test local and global comprehension of theme and ideas (30-40 words each)

2x4=8 Marks

Q.10: One out of two Long Answer type Questions to assess creativity, imagination and extrapolation beyond the text and across the texts. (100-120 words).

8 marks

Q.11: One out of two very Long Answer Questions on theme, plot involving interpretation, inference and character sketch, in about 200-250 words based on the prescribed novel text for extended reading.

10 Marks

Prescribed Books: Published by CBSE, New Delhi

Interact in English Series Main Course Book Workbook Literature Reader Extended Reading Texts (either one)

Diary of a Young Girl – 1947 by Anne Frank (uploaded on CBSE website) The Story of My Life – 1903 by Helen Keller (unabridged edition)

ENGLISH COMMUNICATIVE COURSE CLASS – X (2018–19)

Textbooks Literature Reader

PROSE 1. Two Gentlemen of Verona 4. A Shady Plot 2 Mrs. Packletide’s Tiger 5. Patol Babu 3. The Letter 6. Virtually True

POETRY 1. The Frog and the Nightingale 4. The Rime of Ancient Mariner 2. Not Marble, nor the Gilded Monuments 5. Snake 3. Ozymandias

DRAMA 1. The Dear Departed 2. Julius Caesar

Syllabus


Main Course Book 1. Health and Medicine 4. Environment 2. Education 5. Travel and Tourism 3. Science 6. National Integration Extended Reading Texts – (either one) Diary of a Young Girl – 1947 June 12, 1942 to August 01, 1944, By Anne Frank (unabridged edition)

OR The Story of My Life – 1903, Chapters 1-23 By Helen Keller (unabridged edition) WORK BOOK* – Suggested Break-up of Units for the purpose of classroom teaching only – NOT FOR TESTING (see the following note). 1 Determiners 8 Comparison 2 Tenses 9 Avoiding Repetition 3 Subject-Verb Agreement 10 Nominalization 4 Non-Finites 11 Modals 5 Relatives 12 Active and Passive 6 Connectors 13 Reported Speech 7 Conditionals 14 Prepositions

Question Paper Design For English Communicative

Time : 3 Hours Class X (Code 101) Max Marks: 80Typology Testing competencies/

learning outcomes VSAQ 1 mark

SAQ 30-40 Words

2 marks

LAQ 100-120 words 8 marks

VLAQ 200-250 words

(HOTS) 10 marks

Marks

Reading Skills

Conceptual understanding, decoding, analyzing, inferring, interpreting and vocabulary.

12 04 --- --- 20

Creative Writing Skills and Grammar

Expressing an opinion, reasoning, justifying, illustrating, appropriacy of style and tone, using appropriate format and fluency. Applying conventions, using integrated structures with accuracy and fluency

12 ---- 01 01 30

Literature Textbook and Extended Reading Text

Recalling, reasoning, appreciating, applying literary conventions, extrapolating, illustrating and justifying etc. Extracting relevant information, identifying the central theme and sub themes, understanding the writer’s message and writing fluently.

04 04 01 01 30

Total 28×01=28 marks

08×02=16 marks 02×08=16 marks

02×10=20 marks

80

Section A: Reading Comprehension 1

Volume Universal Tutorials – X CBSE – English 1

Section A: Reading Comprehension

A reading comprehension exercise consists of a passage upon which questions are set to test the student’s ability to understand the content of the given text and to infer information and meanings from it.

Rules to follow: Read the passage fairly quickly to get the general idea. Read again a little slowly, thereby knowing the details. Study the questions thoroughly. Turn to relevant portions of the passage, read them again

and frame the answers. Write the answers in your own words neatly and precisely. Use complete sentences for the answers. If you are asked to give meanings of any words or phrases, you should express the idea as

clearly as possible in your own words. Certain words require the kind of definition that is given in the dictionary. Take care to frame the meaning in conformity with the part of speech.

Unseen Passages: Type I 1) Read the following passage carefully: [8 M] Chirp for the Sparrow; Tweet for the Sparrow They were once everywhere, chirping and flapping their wings at the window sills, on top of

cupboards and on the branches of trees. Where have all the little sparrows gone? This is the most frequently asked question about sparrows these days.

The association between humans and the house sparrow dates back to several centuries and no other bird has been associated with humans on a daily basis like the house sparrow. It is a bird that evokes fond memories of childhood and adds freshness to households through its presence. Many bird watchers and ornithologists recall with fondness how the house sparrow gave flight to their passion for observing birds. The nests of sparrow dotted almost every house in the neighborhood as well as public places like bus stands and railway stations, where they lived in colonies and survived on food grains and tiny worms.

Unfortunately, the house sparrow has now become a disappearing species. Like all other plants and animals which were once abundant and are now facing an uncertain future, their numbers are also declining across their natural range. A study conducted by the Andhra University, Visakhapatnam highlighted that population of house sparrows fell by over 60 percent even in rural areas of coastal Andhra Pradesh. A survey conducted by the British Trust for Ornithology showed that house sparrow population in Britain has declined by about 58 percent since 1970.

Certainly, there is no one single reason for the decline of the house sparrow. Scientists and experts say that severe changes in the urban ecosystem in recent times have had impact on the population of house sparrows whose numbers are declining constantly. Mobile tower radiation and excessive use of chemical fertilizers are aggravating the problem and have been identified as potent sparrow killers.

There have been many theories put forward for the almost worldwide decline of the house sparrow. It is said that sparrow chicks, which require insect food for their survival in their early days, have not been getting adequate supply from their parents. This has triggered large scale deaths of chicks leading to gradual decline of their population.

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2 Universal Tutorials – X CBSE – English Volume

Urban landscape too, has been dramatically altered over the years. Old houses, with courtyards in front and backyards, have made way for concrete multi-storey, with little greenery. No longer are sparrows able to find the tiny nooks, crannies and holes where they used to build their nests.

Typically, sparrows were never an issue of concern for us with their diminutive presence in our households. Perhaps, it is this diminutive presence because of which even their gradual disappearance has gone unnoticed. Mohammed Dilavar is rightly called the ‘sparrow man of India’ as he has been successful in drawing the attention of the world towards the declining number of house sparrows.

House sparrows are important bio- indicators and their decline is a grim reminder of the degradation of urban environment and the danger from it to the humans in the long run.

Answer the following questions briefly: i) According to the passage, what did the sparrows survive on? ii) What is the main reason for the decline in the house sparrow population? iii) What is the decline shown in the house sparrow population in Britain? iv) What could be the potent sparrow killers? v) What is the reason for large scale deaths of chicks? vi) Which memories do people have of the sparrows? vii) Who is known as the ‘Sparrow Man of India’? viii) What does the decline in the number of sparrows remind us of? 2) Read the passage given below. [8 M] Legends will tell you that flamingoes are no ordinary visitors to Kutch. They were the honored

guests of King Lakho and he had forbidden the hunting of flamingoes, which came to Kutch from various parts of the world every year to breed. For centuries, the region had been a haven for the migratory bird. Today, Flamingo City, an island in the middle of the Rann of Kutch, known the world over as one of the biggest breeding grounds of the Greater Flamingo, is strewn with bodies of hundreds of flamingo chicks. The parents of these chicks have fled the island due to lack of food. Zooplanktons, algae and the small fish that these birds survive on are dying due to a sudden increase in the salinity of the Rann waters. One can even see dead fish floating.

Flamingoes need salt-encrusted, damp mud to build nests. The place where they build their nests has to be inaccessible to predatory cats and birds. It should also have sufficient food. The right mix of sweet and brackish water in the Rann is crucial for the proliferation of planktons and algae that the flamingoes feed on. Faced with starvation flamingoes have fled the island leaving their chicks to fend for themselves. Till date around a thousand flamingoes have died.

Maharaj Kumarshi Himmatsinghji, a member of the royal family of Kutch and an expert on the birds of Kutch, traces the problem of increased salinity in the Rann waters to the construction of dams on rivers that flow into the region. He emphasizes that efforts should be made to ensure that, at least some water flows into the Rann. In fact over the years, the numbers of flamingoes coming to the island have decreased because of the change in salinity of the Rann water. In 1945, Salim Ali, the late ornithologist, had found 5 lakh birds on the island. Since then, the number has not gone above 2.2 lakh. However, the studies carried out on the Flamingo City so far cannot be taken as 100 percent accurate because very few ornithologists have conducted regular studies on flamingoes in the area. The reason: the terrain is so inhospitable that it is simply not possible to visit the place every year.

Says Himmatsinghji, “The ringing of flamingoes is mandatory to conduct accurate and long term studies on the bird. “Unfortunately, ever since Flamingo City was discovered in 1893, not a single bird has been ringed. No wonder questions like from where these birds migrate every year remain only partially answered.



Answer the following questions briefly: i) Why do Ornithologists find it difficult to conduct regular studies on flamingos in the Rann? ii) What is mandatory to conduct long term studies on the bird? iii) Why was Kutch referred to as a haven for flamingoes? iv) Give one necessary condition for the flamingoes to build their nests? v) What is the reason for the death of the flora and fauna in the Rann waters? vi) Why has the salinity in the Rann waters increased? vii) When was the Flamingo City discovered? viii) Where is the Flamingo City? 3) Read the following passage carefully: [8 M] I guess you can say I fled. Once, I desperately needed a break. So, I applied for leave and in no

time was on my way to my brother’s home, 360 kilometers away. I have had rheumatoid arthritis since the age of 12. I can only sit on flat surfaces. My bed, my

portable commode and my wheelchair, all have to be specially made. Each time I go on a long trip, I have to take the whole entourage along. Since the stairs in my brother’s house were too steep for the wheelchair, my sis-in-law took me to look at two other places where I could stay a student’s dormitory and a place at the back of my brother’s house, next to an apple orchard.

From a distance, the trees began to tease me with glistening spots of tempting red. As I wheeled closer, I realized that they were laden with fruit. Each cluster had 20 to 30 big apples. Yet the railings, fencing the orchard, were rusty. Except for the apples, the whole place looked quite dead.

My brother had three children: two boys, ten year old Hakon and seven year old Thomas, and a three year old daughter, whom we affectionately called Meiya, meaning little girl. As soon as the boys came back from school, I’d put my books and manuscripts away in the drawer. Hakon would get my wheelchair ready and push me out on an exploration. Four kids from the neighborhood would tag along uninvited. The contingent of seven–three to eleven year olds, hung round me all day.

“There are plenty of apples in the orchard. It’s such a pity nobody is picking them”, I told the children.

Every child is at once an angel and a devil. The youngsters immediately understood me. They yelled, “Let’s check it out”. We were off.

The orchard stood quietly in the sunlight. The apples were red and enticing. Our gaze was fixed on them. Without losing a moment, the small thieves rushed at the fruits, but the bigger and riper ones were higher up and out of reach. I promptly told the children to fetch a broken table and a piece of wire from the rubbish dump. Then, I showed them how to fashion the wire into a hook. Two of the taller kids stood on the table, one pulling and the second picking the fruits. The others passed them down busily enjoying themselves.

The small thieves admired my ingenuity, ‘Auntie, you are really great’. They ran around everywhere in excitement. They screamed and yelled. In the midst of the commotion, the children’s father suddenly appeared out of nowhere and caught us unawares. The small thieves fled, leaving me, the gang chief neatly cornered. “So, you have turned into a petty thief”, my brother joked. “What if you are arrested?” “Arrested? Me? Do I look like a thief to you?” I sat up in my wheelchair and, feigning innocence, said, “Am I capable of such an act, considering my physical condition?” Laughing, my brother pushed me home. I was not really after the apples. What I was trying to steal was that quality called childhood.

A) Answer the following questions briefly. [4] i) Why did the narrator apply for leave? ii) Why did she carry her portable commode with her?

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iii) Each time he went on a long trip her _____________________. [Complete the statement.] iv) The contingent of seven children from 3 to 11 year old ________. [Complete the statement.] B) Fill in the blanks: [2] My brother (i) ___________ that I had turned myself into a petty (ii) __________. He asked me

what would have happened if I had been (iii) ___________________. I only sat up in my wheelchair (iv) ____________ innocence.

C) Find a word in the passage that means the following: [2] i) a room for several people to sleep ii) movement and excitement

Unseen Passages: Type II 1) Read the following passage carefully. [12 M] Adoption means establishing a bond between a couple (the adopters) and a child the (adoptee)

which is legally, socially and morally equivalent to that between parents and their biological offspring The adoptive couples assume the same rights and responsibilities in relation to the child as in a biological relationship and so does the adopted child towards his adoptive parents.

Adoption has been prevalent in India since ancient times. However, until the recent past, it has been mainly to fulfill the needs of the parents, i.e. to have a male child to perform the last rites, or to acquire an heir to inherit the family name and property. Childless couples or those without a male child usually adopted a child from their own extended family or at least belonging to their own caste and community. The child’s needs were secondary, although usually a strong parent–child bond did develop.

Today, when a couple decides to adopt, the above reasons continue to be a major motivating factor. Almost equally potent is the desire to avoid the stigma attached to barrenness. However, more couples are now having reservations about adopting a child whose parents are known to them and are instead seeking children about whose background they may have little or no information. This is to avoid divided loyalties and possible interference in the care and upbringing of the child they adopt.

While India continues to have a high birth rate, there are also thousands of couples who are childless. In their desperation to become parents, they go from pillar to post and frequently spend thousands of rupees in trying out various methods like in vitro fertilization, which still have a very low success rate. Many approach hospitals and private nursing homes and with the active assistance of medical and other staff, obtain unwanted children born therein, often clandestinely. Unfortunately, not many people seem to be aware of the existence of destitute children in institutions, languishing for want of a loving home, or that there are competent child welfare organizations which can help them to fulfill their desire for a child at the same time ensuring that their interests and those of the child are fully protected from all angles, including the important aspect of confidentiality. Details about such organizations are available with the State Department of Directorate of Social Welfare, and couples seriously considering adoption would do better to approach only such organizations rather than depending on the dubious and unreliable assistance of unauthorized persons in hospitals and nursing homes.

In a metropolitan city like Mumbai, there has been an encouraging rise in the number of legal Indian adoptions taking place from less than 25 adoptions a year from 1970 to 279 in 1990. The adoption of girl children has also been steadily on the increase, although it is still nowhere near the number of male adoptions. With the breaking up of the joint family system, couples are realizing that their sons will not necessarily always be around to look after them in their old age and that there is an equal, if not better chance of their receiving lifelong care and affection from a daughter, as from a son. The situation relating to adoption in more conservative cities and towns, and in the rural areas, is still pretty bleak.



A Answer the following questions briefly: [8] i) What is meant by adoption? ii) What was the reason for adoption until the recent past? iii) Which important aspect makes the child welfare organizations reliable? iv) Where are the details about competent child welfare organizations available? B Find the word in the passage which conveys similar meaning of the following words by

choosing the correct option: [1×4] i) secretly a) morally b) frequently c) steadily d) clandestinely ii) disgrace a) bond b) potent c) assistance d) stigma iii) needy a) dubious b) unreliable c) undivided d) destitute iv) not hopeful a) bleak b) conservative c) secondary d) encouraging 2) Read the following passage carefully. [12 M] 1 These days, it is not unusual to see people listening to music or using their electronic gadgets

while crossing busy roads or travelling on public transport, regardless of the risks involved. I have often wondered why they take such risks. Is it because they want to exude a sense of independence, or is it that they want to tell the world to stop bothering them? Or is it that they just want to show how cool they are? Whether it is a workman or an executive, earphones have become an inseparable part of our lives, sometimes even leading to tragicomic situations.

2 The other day, an electrician had come to our house to fix something. We told him in detail what needed to be done. But after he left, I found that the man had done almost nothing. It later turned out that he could not hear our directions clearly because he had an earphone on. Hundreds of such earphone addicts commute by the Delhi Metro every day. While one should not grudge) anyone their moments of privacy or their love for music, the fact is ‘iPod oblivion’ can sometimes be very dangerous.

3 Recently, I was travelling with my wife on the Delhi Metro. Since the train was approaching the last station, there weren’t too many passengers. In our compartment, other than us, there were only two women sitting on the other side of the aisle. And then suddenly, I spotted a duffel bag. The bomb scare lasted for several minutes. Then suddenly, a youth emerged from nowhere and picked up the bag. When we tried to stop him, he looked at us, surprised. Then he took off his earpieces, lifted the bag, and told us that the bag belonged to him and that he was going to get off at the next station.

4 We were stunned but recovered in time to ask him where he was all this while? His answer: he was in the compartment, leaning against the door totally immersed in the music. He had no clue about what was going on around him. When he got off, earplugs in his hand, we could hear strains of the song.

A) Answer the questions in brief: [8] i) What reasons does the author offer for the people taking risks on the road? ii) Why didn’t the electrician carry out the work properly? iii) Why were the people in the train doubtful about the bag? iv) Why were the passengers stunned?

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B) Find words from the passage which are similar in meaning to the words by choosing the correct option: [4]

i) indivisible of (para 1) a) regardless b) tragicomic c) bothering d) inseparable ii) travel (para 2) a) exude b) commute c) grudge d) spotted iii) absorbed (para 4) a) immersed b) stunned c) surprised d) wondered iv) hint (para 4) a) directions b) clue c) privacy d) scare

PRACTICE EXERCISE:

1) Read the following passage carefully [8 M] Ask people whether credit cards are a necessity or a luxury and most would probably term them

a necessity these days. Credit cards are considered a boon for the ready convenience they confer to the user – you don’t have to worry about carrying enough cash when you go shopping or to a restaurant. Just flash your card, sign and walk out. But there are many who criticize credit cards for the ‘easy money’ syndrome they generate. It is true that many people fall into a debt trap – thanks to the extensive use of their cards. But if you’re careful with your expenses, they can be a handy thing to have around. Hence, you need to consider the term ‘responsible usage’ and understand the actual significance of living on credit.

Remember that using a credit card does not mean ‘free’ credit. In effect, what you are doing is merely postponing payment. While it looks real good to have to pay only one or two thousand a month on your card, remember that you’re paying interest on the amount that you ‘revolve’ from one billing cycle to the next.

But there’s one precaution we should add. Always settle a credit card bill in full for two good reasons. First and foremost, if you are not able to pay up now, you should not have spent it in the first place. Second, the credit charges tend to be extremely high, ranging from 2 per cent to 3 per cent per month.

There is no shortage of cards on offer. Almost every bank has launched a card so the biggest hurdle you face is in trying to choose from amongst them.

So, how does one choose among the various cards on offer? “The factors for choosing a card revolve around certain differentiating features that one card may offer and the others don’t, like acceptability, eligibility, fees, other charges, credit period, cash advance, etc.”

Cards which carry the Master or Visa affiliation are more widely accepted across the country compared to Diners and American Express cards. Similarly, global credit cards are valid even outside India. If you travel regularly within or outside India, these cards would probably suit you the best, due to their acceptability across various outlets.

If your credit card is more of a functional accessory while you shop or entertain in your own town, you will want a higher credit limit. Here, foreign and private banks will give you a higher limit. But if you are a value-for-money person who likes the convenience offered by a card, but will alternate between paying by cash and card, you could consider credit cards offered by the public sector banks. Their entry fees are typically lower. Moreover, if you need them, you get longer credit periods and lower credit charges. But you may not get a very high credit limit.

Many of us nowadays carry more than one card, and under the circumstances, you could use them to segregate your expenses. For example, if your employer reimburses you for certain travel and entertainment expenses, it would be a good idea to charge all official expenses to one card and all personal expenses to the other card. This will help you account for your official expenses easily.

It’s all very well to be a member of the plastic age. Like all good things in life, a credit card privilege has to be enjoyed.



A) Answer the following questions briefly: [4] i) What do most people think about credit cards? ii) Why are credit cards considered a boon? iii) Why do many people criticize credit cards? iv) What is the effect of the extensive use of credit cards on people? B) Fill in the blanks with ONE word only: [2] If your credit card is more of a functional accessory you need a (i) _________ credit limit and

foreign and (ii) _________ banks will give you a higher limit. But if you are a value–for–money

person, you should consider credit cards offered by the (iii) _________ sector banks whose

entry fees are quite (iv) _________.

C) Find a word each in the passage that means the following: [2] i) extra/subordinate ii) obstacle 2) Read the following passage carefully. [12 M] 1 Although everybody has a creative spark, the potential is not always fully utilized. How does one

recognize those who are developing their creative energies to the fullest? Mad painters and tormented poets are only comic stereotypes of the creative personality. The essential traits of creativity are found among a wide variety of less conspicuous creators, people in all walks of life. Unfortunately, the structure of our social and educational environment does not always promote its growth.

2 Generally speaking, creative people often believe their purpose in life is to discover and implement the interrelatedness of things, to make order out of disorder. They also see problems where others see none and question the validity of even the most widely accepted answers. Creative persons are compulsive problem seekers, not so much because they thrive on problems, but because their senses are attuned to a world that demands to be put together, like a jigsaw puzzle scattered on a table.

3 Several tests now in use reveal that highly creative people are much more open and receptive (approachable) to the complexities of experience than less creative people. The creative temperament has a tendency to break problems down into their most basic elements and then reconstruct them into whole new problems, thereby discovering new relationships and new solutions.

4 Highly creative people aren’t afraid to ask what may seem to the naive or silly questions. They ask questions like, “Why don’t spiders get tangled up in their own webs?” and, “Why do dogs turn in circles before lying down?”. Such questions may seem childlike, and in a way they are.

5 Unlike children, creative people appear to have vast stores of patience to draw upon. Months, years, even decades can be devoted to a single problem. The home that encourages inquisitiveness contributes to creative development. The teacher who stresses questions rather than answers and rewards curiosity rather than restricting it, is teaching a child to be creative.

6 To be extremely intelligent is not the same as to be gifted in creative work. The Quiz Kids are often referred to as geniuses. They would undoubtedly score high in memory functions. But it is doubtful whether they are also fluent in producing ideas. Contrary to popular myths that glorify youth, more creative achievements are likely to occur when people grow older. While memory may falter with age, creativity is ageless

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A) Answer the questions in brief i) Why is each person not able to use his/her creativity fully? ii) Mention two of the three traits of highly creative people, that we get to know from the

passage. iii) How can teachers promote creativity among students? iv) What is the most essential prerequisite for full creative functioning? B) Find words from the passage which are similar in meaning to the words by choosing the

correct option: [4] i) Noticeable (para 1) a) Conspicuous b) creative c) comic d) tormented ii) Used to (para 2) a) believe b) attuned c) accepted d) compulsive iii) Approachable (para 3) a) receptive b) creative c) tendency d) basic iv) Commonly held notions (para 6) a) geniuses b) myths c) memory d) ageless

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