Strictly according to the CBSE latest syllabus

COREPULLOUT WORKSHEETS

XI

Topicwise Guidelines with Solved Examples Chapterwise and Topicwise Pullout Worksheets Selected Other Important Practice Questions Five Practice Papers with space for writing answers (Based on the guidelines in the latest syllabus)

English

By

Dr. M.M. Sharma M.A., Ph.D.

WithASL

New Saraswati House (India) Pvt. Ltd.EDUCATIONAL PUBLISHERS

New Delhi-110002

We are glad to present Me ‘n’ Mine English (Core) for class XI students.

This invaluable series provides useful practice material to the students.Salient features:Topicwise Guidelines with Solved Examples. A number of sectionwise, chapterwise and topicwise Pullout

Worksheets having variety of questions based on the guidelines in the latest syllabus.

Selected other Important Practice Questions have also been given separately.

Five Practice Papers based on the guidelines in the latest syllabus with ample space for writing answers.

Suggestions from readers are most welcome.

PUBLISHERS’ NOTE...............................................................................

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SYLLABUSOne Paper 3 Hours Marks: 80 + 20 = 100Unitwise Weightage

Unit Areas of Learning Marks

A. Reading Unseen Passages (Two) 12 + 8 = 20 B. Writing Skills & Grammar 4 + 6 + 10 + 10 = 30 50 C. Literature and Long Reading Texts 3 + 9 + 6 + 6 + 6 = 30 30 D. Assessment of Speaking and Listening Skills (i) Listening 10 20 (ii) Speaking 10 Total 100

SECTION A: READING COMPREHENSION 20 Marks

Very Short Answer and MCQ type questions:Two unseen passages (including poems) with a variety of questions including 04 marks for vocabulary such as word formation and inferring meaning. The total range of the 2 passages including a poem or a stanza, should be around 900-1000 words.

1. 550-600 words in length (for note-making and summarising) 08 2. 350-400 words in length (to test comprehension, interpretation and inference) 12 An unseen poem of about 28-35 lines.

The passages could be of any one of the following types:

• Factual passage, e.g., illustrations, description, reports

• Discursive passages involving opinion, e.g., argumentative, persuasive

• Literary passages e.g., extracts from fiction, biography, autobiography, travelogue, etc. In the case of a poem, the text may be shorter than the prescribed word limit.

SECTION B: WRITING SKILLS AND GRAMMAR 30 Marks

Writing Skills

3. Short Answer Questions: Based on notice/poster/advertisement. 04 4. Long Answer Questions: Letters based on verbal/visual input. It would cover all 06 types of letters. Letter types may include: • business or official letters (for making enquiries, registering complaints, asking for and giving

information, placing orders and sending replies) • letters to the editor (giving suggestions on an issue) • application for a job with a bio-data or resume • letter to the school or college authorities, regarding admissions, school issues, requirements/

suitability of courses etc. 5. Very Long Answer Questions: Composition in the form of article, speech, 10 report writing or a narrative (150-200 words)

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Grammar

Different grammatical structures in meaningful contexts will be tested. Item types will include gap-filling, sentence re-ordering, dialogue-completion and sentence-transformation. The grammar syllabus will include determiners, tenses, clauses, modals and change of voice. These grammar areas will be tested using the following short answer type and MCQ type questions: 6. Error correction, Editing task 04 7. Reordering of sentences 04 8. Transformation of sentences 02

SECTION C: LITERATURE TEXTBOOKS AND LONG READING TEXTS 30 Marks

Questions to test comprehension at different levels: literal, inferential and evaluative 1. HORNBILL: Textbook, published by NCERT, New Delhi. 2. SNAPSHOTS: Supplementary Reader, published by NCERT, New Delhi.The following have been deleted:

Name of the Textbook Name of the lessons deleted

Hornbill 1. Landscape of the Soul

2. The Adventure

3. Silk Road

4. The Laburnum Top (Poetry)

Snapshots 5. The Ghat of the only World

9. Very Short Answer Questions based on extract from poetry to test reference to context comprehension and appreciation. 01 × 03 = 03 10. Short Answer Questions based on prose, poetry and plays from both the texts. 03 × 03 = 09 11. Long Answer Question based on the prescribed texts to test global comprehension and extrapolation beyond the texts to bring out the key messages and values. 01 × 06 = 06 12. Long Answer Question based on theme, plot, incidents or event from the 01 × 06 = 06 prescribed novels. 13. Long Answer Question based on understanding appreciation, analysis and 01 × 06 = 06 interpretation of the characters.Note: Value based questions may be given as long answers in the writing or literature sections.

LONG READING TEXTS (Anyone)

With a view to inculcate the habit of reading among the students, CBSE has introduced compulsory reading of a Long Reading Text—Novel in the English Core Course and will be evaluated in the Term-end Assessments. Schools can opt for either one of the texts.Novels AuthorThe Canterville Ghost Oscar Wilde (unabridged 1906 Edition)Up from Slavery Booker T. Washington (unabridged 2000 Edition)

Assessment of Speaking and Listening Skills (ASL) 45 Periods

It is recommended that speaking and listening skills should be regularly taught in the class.

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QUESTION PAPER DESIGNENGLISH CORE XI (Code No. 301) Time: 3 hours Marks: 80 + 20 = 100

Typology Typology ofquestions/ learning

outcomes

MCQI

mark

VeryShort

AnswerQuestion1 mark

ShortAnswer

Question3 marks

ShortAnswer

Question4 marks

LongAnswer

-180-100words

5 marks

LongAnswer

-2120-150words

6marks

VeryLong

Answer150-200words

(HOTS)10 marks

Totalmarks

Overall %

ReadingSkills

Conceptualunderstanding,decoding,analysing, inferring,interpreting,appreciating, literaryconventions andvocabulary,summarising andusing appropriateformat/s

6 6 1 1 ____ ____ 20 20

WritingSkills andGrammar

Reasoning,appropriacy of styleand tone, usingappropriate formatand fluencyinference, analysis,evaluation andcreativity,appreciationapplying oflanguagesconventions,comprehensionusing structuresintegratively,accuracy and fluency

____ 10 ____ 1 ____ 1 1 30 30

LiteraryText booksand longreading text/novel

Recalling, reasoning,appreciating aliterary conventions,inference, analysis,evaluation, creativitywith fluency

3 3 ____ ____ 3 ____ 30 30

Assessmentof SpeakingandListeningSkills

Interaction,reasoning, diction,articulation, clarity,pronunciation andoverall fluency

____ ____ 4(L+S)

20 20

TOTAL 6×1=6 19×1=19 4×3=12 1×4=4 5×5=25 4×6=24 1×10=10 100 100

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CONTENTSSECTION A—READING

Unseen Passages for Comprehension and Note-making Worksheets 1 to 25 ............................................................................................................... 15

SECTION B—WRITING SKILLS & GRAMMAR

Short Writing Tasks (Notice) Worksheets 26 & 27 ............................................................................................................. 75 Short Writing Tasks (Poster) Worksheets 28 & 29 ............................................................................................................. 81 Short Writing Tasks (Advertisements) Worksheets 30 & 31 ............................................................................................................. 87 Letter Writing (Making Enquiries) Worksheet 32 ........................................................................................................................ 95 Letter Writing (Asking for Information) Worksheet 33 ........................................................................................................................ 97 Letter Writing (Business/Official Letters—Complaints) Worksheet 34 ........................................................................................................................ 99 Letter Writing (Placing Order and Sending Replies) Worksheet 35 ...................................................................................................................... 101 Letter Writing (Letters to the Editor) Worksheets 36 to 38 ........................................................................................................... 103 Letter Writing (Application for a Job) Worksheets 39 to 41 ........................................................................................................... 109 Letter Writing (School Issues—Complaints) Worksheet 42 ...................................................................................................................... 115 Letter Writing (School Issues—Making Requests) Worksheet 43 ...................................................................................................................... 117 Letter Writing (School Issues—Suggesting Improvements) Worksheet 44 ...................................................................................................................... 119 Letter Writing (Requirements/Suitability of Courses) Worksheet 45 ...................................................................................................................... 121 Composition (Article Writing) Worksheets 46 to 50 ........................................................................................................... 127 Composition (Speech Writing) Worksheets 51 & 52 ........................................................................................................... 137 Composition (Report Writing) Worksheets 53 to 56 ........................................................................................................... 141 Composition (Writing Narratives) Worksheets 57 to 61 ........................................................................................................... 149 Determiners (Type I: Error Correction) Worksheet 62 ...................................................................................................................... 163 Determiners (Type II: Editing Task) Worksheet 63 ...................................................................................................................... 165 Determiners (Type III: Reordering of Sentences) Worksheet 64 ...................................................................................................................... 167

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Tenses (Type I: Error Correction) Worksheet 65 ...................................................................................................................... 169 Tenses (Type II: Editing Task) Worksheet 66 ...................................................................................................................... 171 Tenses (Type III: Reordering of Sentences) Worksheet 67 ...................................................................................................................... 173 Clauses (Type I: Error Correction) Worksheet 68 ...................................................................................................................... 175 Clauses (Type II: Editing Task) Worksheet 69 ...................................................................................................................... 177 Clauses (Type III: Reordering of Sentences) Worksheet 70 ...................................................................................................................... 179 Modals (Type I: Error Correction) Worksheet 71 ...................................................................................................................... 181 Modals (Type II: Editing Task) Worksheet 72 ...................................................................................................................... 183 Modals (Type III: Reordering of Sentences) Worksheet 73 ...................................................................................................................... 185 Active & Passive Voice (Type I: Error Correction) Worksheet 74 ...................................................................................................................... 187 Active & Passive Voice (Type II: Editing Task) Worksheet 75 ...................................................................................................................... 189 Active & Passive Voice (Type III: Reordering of Sentences) Worksheet 76 ...................................................................................................................... 191 Transformation of Sentences Worksheet 77 ...................................................................................................................... 193

SECTION C—LITERATURE TEXTBOOKS & LONG READING TEXTS

1. HORNBILL (English Reader) POETRY A Photograph (Shirley Toulson) Worksheets 77(a) to 79....................................................................................................... 201 The Voice of the Rain (Walt Whitman) Worksheets 80 to 82 ........................................................................................................... 207 Childhood (Markus Natten) Worksheets 83 to 87 ........................................................................................................... 213 Father to Son (Elizabeth Jennings) Worksheets 88 to 93 ........................................................................................................... 223

PROSE The Portrait of a Lady (Khushwant Singh) Worksheets 94 to 99 ........................................................................................................... 235 We’re Not Afraid to Die... (Gordon Cook and Alan East) Worksheets 100 to 104 ....................................................................................................... 247 Discovering Tut... (A.R. Williams) Worksheets 105 to 108 ....................................................................................................... 257 The Ailing Planet... (Nani Palkhivala) Worksheets 109 to 113 ....................................................................................................... 265

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The Browning Version (Terence Rattigan) Worksheets 114 to 118 ....................................................................................................... 275

2. SNAPSHOTS (Supplementary Reader) The Summer of the Beautiful... (William Saroyan) Worksheets 119 to 123 ....................................................................................................... 285 The Address (Marga Minco) Worksheets 124 to 127 ....................................................................................................... 295 Ranga’s Marriage (Masti Venkatesha Iyengar) Worksheets 128 to 131 ....................................................................................................... 303 Albert Einstein at School (Patrick Pringle) Worksheets 132 to 136 ....................................................................................................... 311 Mother’s Day (J.B. Priestley) Worksheets 137 to 141 ....................................................................................................... 321 Birth (A.J. Cronin) Worksheets 142 to 146 ....................................................................................................... 331 The Tale of Melon City (Vikram Seth) Worksheets 147 to 151 ....................................................................................................... 341

OTHER IMPORTANT PRACTICE QUESTIONS ........................................................... 351

The Canterville Ghost Worksheets 152 to 157 ....................................................................................................... 357

Up From Slavery Worksheets 158 to 163 ....................................................................................................... 369

PROBLEM SOLVING ASSESSMENT Worksheets 164 to 168 ....................................................................................................... 381

CONVERSATION SKILLS .............................................................................................. 391

PRACTICE PAPERS (1 to 5) .......................................................................................... 397

ASSESSMENT OF SPEAKING & LISTENING SKILLS ........................................... 457

Section–AreAding20 Marks

Examination Specifications

SEction A: rEAding 20 Marks

reading unseen Passages for comprehension and note Making

this section will have two unseen passages (including poems) with a variety of questions including 04 marks for vocabulary such as word formation and inferring meaning. the total range of the 2 passages including a poem or a stanza, should be arround 900-1000 words.

1. 350-400 words in length (to test comprehension, interpretation and inference) for:

(a) McQs 6

(b) Very Short Answer Questions 6

An Unseen poem of about 28-35 lines

2. 550-600 words in length for:

(a) note making 5 (b) Summary 3

13gnidaer

Unseen Passage For Comprehension

Unseen Passage for Comprehension, Interpretationand Inference

Question No. 1 (12 Marks)

Try to master the art of comprehension. Follow the following steps:Step 1. Read the given passage carefully. Grasp the general sense.Step 2. Read each question and the options given below it.Step 3. Re-read the passage. Underline these clues/words that answer a particular question.Step 4. Now concentrate on each question. Compare the areas in which answer is located/discussed. Choose

the correct answer.Step 5. Write the correct option against the correct question number in your answer sheet.

1. Read the following passage carefully and answer the questions that follow: 12

gandhi’s views 1. Gandhi never urged anyone to renounce wealth or power. He taught a set of values that might make

happiness less dependant on material possessions. “As long as you desire inner help and comfort from anything, you should keep it,” he suggested tolerantly. Otherwise, he said, you might renounce a worldly asset ‘in a mood of self-sacrifice or out of a stern sense of duty’ but want it back and suffer.

2. “I wholeheartedly detest,” Gandhi declared, “this mad desire to destroy distance and time, to increase animal appetites, and to go to the ends of the earth in search of their satisfaction. None of this is taking the world a step nearer its goal.”

3. Gandhi is known for his successful efforts to liberate India. Actually, for him the development of the Indian into a free man was more important than the freeing of India. Most of Gandhi’s followers in India were not Gandhians and did not share his ideals; they mere accepted his leadership because it smoothed the way to their objective which was an Indian nation without the British but with all the usual attributes of nationhood. For them, national independence was an end, a goal in itself: for him it was a means to a better man and better life, and because his heart was heavy with doubts whether these purpose would be furthered by the manner in which independence was achieved—two bleeding children torn violently from the body of mother India—he did not celebrate on August 15, 1947, the day the Indian nation came into his own world—he was sad and refused congratulations.

4. Gandhi was a nationalist, he loved India, but he was not Indo-maniac. He said he would not hurt England to help India. All the years he fought British-Boer racial discrimination in South Africa and British imperialism in India he never despised or revised ‘the enemy’. He wanted to understand them. The British in India were victims of their past. In liberating India, Gandhi thought he was also freeing England for a new future.

5. For mental health, Gandhi prescribed truth. He brought for himself a unity of what he believed, what he did and what he said. Creed, deed and word for one. This is the integration which is integrity or truth. When utterances conflict with actions and actions with beliefs the individual is split, and sick. Gandhi preached what he practised and practised what he believed. I found him healthy, happy, and light-hearted despite his many sorrows and burdens. He enjoyed inner harmony.

6. ‘Perhaps’, the Indian poet Rabindranath Tagore wrote of Gandhi, ‘he will not succeed. Perhaps he will fail as the Buddha failed and as Christ failed to wean men from their iniquities, but he will always be remembered as one who made his life a lesson for all ages to come.’ —Louis Fischer

14 ro ee n g l s CI xI–h

A. Answer the following questions by choosing the most appropriate option: 1 × 6 = 6 1. The set of values that Gandhiji taught people ......................... . (a) made them renounce wealth or power (b) to give up the mad desire to destroy distance and time (c) made happiness less dependant on material assets (d) to have a spirit of self-sacrifice 2. For Gandhiji, the most valuable object was ......................... . (a) political freedom of India (b) material development of India (c) renouncing worldly assets (d) development of Indians into free people 3. Most of Gandhiji’s followers accepted his leadership because ......................... . (a) they were his dedicated disciples (b) it smoothed the way to their objective (c) they did not share his ideals (d) they had a common objective 4. Gandhiji fought for national independence because ......................... . (a) it was a means to a better man and better life (b) it was an end in itself (c) he thought it worth achieving (d) it was to take the world a step forward 5. The author found Gandhiji healthy, happy and light-hearted because ....................... . (a) he had no sorrows or burdens (b) he had no worldly possessions (c) he enjoyed inner harmony (d) his life was an open book 6. The word ‘material’ in para 1 means ......................... . (a) fabric for clothes/customs (b) information or ideas used in books (c) items used in a performance (d) relating to worldly possessions

B. Answer the following questions in brief: 1 × 6 = 6 1. Why was Gandhiji accepted as leader by his followers? 2. Why did Gandhiji fight for national independence? 3. How can you say that Gandhiji was no Indo-maniac? 4. Why was Gandhiji healthy, happy and light hearted? 5. Find the words from the passage similar in meaning to these words. (a) Hated (para 2) (b) To give up (para 1)

Answers A. 1. (c) made happiness less dependant on material assets 2. (d) development of Indians into free people 3. (b) it smoothed the way to their objective 4. (a) it was a means to a better man and better life 5. (c) he enjoyed inner harmony 6. (d) relating to worldly possessions B. 1. Gandhiji’s leadership smoothed the way to their objectives. 2. Gandhiji fought for national independence because it was a means to a better man and better life. 3. Gandhiji was no Indo-maniac because he never despised or revised the enemy ‘British’. 4. It was his inner harmony that kept Gandhiji healthy, happy and light hearted. 5. (a) Detest (b) Renounce

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Me N Mine English Core For Class-XICBSE (Pullout Worksheets)

Publisher : SChand Publications ISBN : 9789350410981 Author : Saraswati Experts

Type the URL : http://www.kopykitab.com/product/18205

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