CBSE Sample Papers

Note-making is an advanced writing skill which is gaining importance due to knowledge explosion. There is a need to remember at least the main points of any given subject. Making notes is a complex activity which combines several skills.

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Note Making Class 11 CBSE Format, Examples

Note-making is an advanced writing skill which is acquiring increasing importance due to the knowledge explosion. There is a need to remember at least the main points of any given subject. Making notes is a complex activity which combines several skills. Note-making is useful as it saves time, energy and the space at the working place, while attending a lecture at school or in college, in a meeting etc. It enhances the confidence to revise the topic whenever we want.

Note-making basically involves noting the main points of whatever is read or heard, as one cannot be expected to remember all that one has read.

Types of Passages
The Note-making passage could be anyone of the following types
(i) Factual (550-600 words) A factual passage includes some facts about the physical aspects of a subject. It includes instructions, descriptions and reports. It helps the students to get a detailed view of the subject and develop a complete mental picture of a specific person, place, object or being.

(ii) Discursive (550-600 words) A discursive passage includes argumentative, interpretative and persuasive text. Such passages may include opinions or feedback. It allows students to arrive at a conclusion through reasoning and understanding rather than intuition. It presents a balanced and objective approach towards the subject being discussed.

Types of Questions
The Note-Making passage in the examination carries and is 550-600 words in length. It consists of two types of Questions
(i) Making Notes of the Given Passage This carries 5 marks split up into 3 marks for the actual notes, 1 mark for the title and 1 mark for the abbreviations listed (minimum 4 abbreviations). We can use title, heading, sub-headings and abbreviations while answer this question.

(ii) Write a Summary of the Given Passage The summary carries 3 marks. It should be grammatically correct and cover all the important points given in the notes. Word limit of the summary should be 80-100 words.

How To Make Good Notes And Summary Of The Given Passage
The following points will help you in making good notes

• Read the passage quickly but carefully. Try to understand main points and supporting details.
  Underline the keywords as you read.
• Notes should be in points and in an appropriate format.
• Organise your ideas into main heading, sub-headings and sub-sub-headings (if possible).
• Abbreviations and symbols are freely used.
• Give title to your notes. Avoid a long sentence.
• While making summary sure that your summary does not exceed 1/3 of the length of the original text.
• The summary should contain only the main ideas and the supporting details.
• Refer back to the original to ensure that your summary is a true reflection of the writer’s ideas.

Uses of Abbreviations in Note-Making
Abbreviation helps in writing the information briefly. The following are some of the ways in which you can use abbreviations.

First few letters of the word are enough to remember what the abbreviation stands.
For example:

• imp for ‘important’
• info for ‘information’
• eval for ‘evaluation’

Remove all (or most of) the vowels from the word and use just the key consonants bunched together.
For example

• mngmt for ‘management’
• mkt for ‘market’
• mktng for ‘marketing’
• dvpt for ‘development’

Some Common Abbreviations

Note Making Solved Examples CBSE Class 11 Pdf

Read the following passages carefully and answer the questions that follow.

Note Making Class 11 Factual Passage 1

What actually is a robot? When different persons have different concepts of robots, the only way of deciding what really is a robot is to look for a definition of the term robot.

The dictionary meaning of a robot is that it is an automatic apparatus or device that performs functions ordinarily ascribed to human beings or operates with what appears to be almost-human intelligence. It is interesting to observe that this meaning does not give a human shape to the robot. In order to dramatise the fact that the robot does the work of a human being, a human shape is given to the robot in science-fiction stories and movies. The human shape is irrelevant as far as the functions of the robot are concerned.

The Robot Institute of America, which is an association of several robot manufacturers gives the following definition of an industrial robot.

“An industrial robot is a reprogrammable, multifunctional manipulator designed to move material, parts, tools or specialised devices through variable programmed motions for the performance of a variety oftasks. ”

The key word in this definition is ‘reprogrammable’. This means that a robot is capable of being reprogrammed. This feature is the one that distinguishes it from a fixed automation. A fixed automation is designed to do one, and only one, specific task. If the specifications of the tasks change even slightly, the fixed automation becomes incapable of performing the task it was designed to perform according to one fixed specification. However, a robot can be reprogrammed to perform even when the specifications are changed drastically. The original program is simply erased and the new program takes care of the changed tasks.

The characteristic that a robot can be reprogrammed to handle a variety of tasks makes the robot a flexible device. Because of the flexibility offered by robots, manufacturing systems which use robots are called Flexible Manufacturing Systems (FMS).

Karel Capek was responsible for introducing the word robot. Sir Isaac Asimov is the one who coined the word robotics. According to Asimov, robotics is the science of dealing with robots. Hence robotics involves a scientific study of robots. The study includes design, selection of materials of proper quality for the components, fabrication, study of various motors required for moving the components, design of electronic circuits, computers and computer programming, and control of robots. Since robots and robotics are still in the developing stages, a considerable amount of research is required and is being pursued. Robotics involves various disciplines-mechanical engineering, material science, electronics, computer science, computer engineering, and control systems, to name just a few. Depending on the area in which robots are to be used, robotics includes disciplines such as biology, medical science, psychology, agriculture, mining, outer space engineering etc.

Basically, there are two types of robots: fixed and mobile. A fixed robot is attached to a stationary platform. A fixed robot is analogous to a human standing or sitting in one fixed location while doing his work with his hands. A mobile robot moves from place to place. Mobility is given to robots by providing wheels or legs or other crawling mechanisms. A mobile robot can be given a human shape, but the actual shape has nothing to do with the functions of the robot. Wheeled locomotion is good for smooth terrains. For rugged terrain, legged locomotion is preferable. A mobile robot should have at least three wheels or legs for stability.

Questions
(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Robots and Robotics-Introduction Notes
I. Robot Definition
(i) Diet meaning
(a) auto apparatus
(b) performs funcs ascribed to humans
(c) human shape irrelevant for functioning
(ii) RIA defines robot
(a) reprogrammable – different from fixed automation
(b) Flexible – used in FMS

II. Robotics
(i) Karel Capek introduced word robot
(ii) Isaac Asimov defined Robotics – science dealing with robots
(iii) Study includes steps:
Design → Selection of mtrl → fabrication → motor selection → EC design → Computers and comp progmg Robot Ctrl

III. Disciplines involved in Robotics
(a) Electronics
(b) Material Science
(c) Computer Engineering
(d) Control Systems
(e) Mechanical Engineering
(f) Computer Science

IV. Robot Types
(i) Fixed
(a) stationary
(b) analogous to standing human
(ii) Mobile – mobility due to
(a) wheels – good for smooth terrain
(b) legs – good for rugged terrain
(c) another crawling mech

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
A robot is a flexible reprogrammable automatic device that works just like human beings and operates with almost man-like intelligence. Robotics is the scientific study of robots. It includes design, selection of proper materials, design of electronic circuits, computers and computer programming and controls.

Robotics is a combination of many disciplines – electronics, material science, computer engineering, computer science, mechanical engineering etc. Robots can be fixed or mobile. A mobile robot moves from place to place with the help of wheels or legs or other crawling mechanisms.

Note Making Class 11 Discursive Passage 1

Information is power. It is predictable, therefore, that those in authority will seek to manipulate others through the control of data. However, all information in a democratic society should be freely available unless there are specific, well-formulated reasons for withholding it in the interest of security.

The Freedom of Information (FOI) functions at a number of different levels: in itself, for the fulfilment of all other rights and as an underpinning of democracy.

Information held by public bodies is not only for the benefit of officials, politicians or other designated people associated with the organisation, but also for the public as a whole. Unless there are good reasons for withholding such information, all interested parties should be able to access it. More importandy, freedom of information is a key component of transparent and accountable government. It plays a key role in enabling citizens to see what is going on within government, and in exposing corruption and mismanagement. Transparent and open government is also essential if voters are to be able to assess the performance of elected officials and if individuals are to exercise their democratic rights effectively, for example, through timely protests against new policies, or by using their vote against candidates who have indulged in undemocratic activity.

Freedom of expression and access to information is a fundamental right and must be held as a cornerstone of democracy. In its absence, government can, and often does, behave with impunity. It is argued, however, that it is not an absolute right – the International Covenant on Civil and Political Rights (ICCPR) for instance, specifies certain permissible constraints. One of these is the right of the state to withhold information ‘for the protection of national security or of public order, or of public health and morals’. This is irascibly vague and provides many loopholes for governments to use this wording as a basis for restricting information that is inconsistent with their ambitions.

The public’s right to know is an intrinsic part of informed public debate, which has traditionally been dependent on the freedom to receive and impart information without government interference. However, it may also be argued that this does not mean a right to receive any type of information from the government. It is of paramount importance that any restrictions on information or expression regarding security matters must designate in law only the specific and narrow categories of information absolutely necessary to protect a legitimate national security concern.

A threat to national security can be defined as ‘any expression or information that is intended to incite imminent violence, or is likely to incite violence’. In addition, there must be a direct and immediate connection between the expression and the likelihood or occurrence of such violence. The public interest in having information at all times must remain a priority consideration in any FOI Bill, and that any denial of this right should be subject to independent review.

Along these lines, in a seminal judgment in 1982, the Supreme Court held that, ‘The concept of an open Government is the direct emanation from the right to know, which seems to be implicit in the right of free speech and expression. disclosure of information in regard to the functioning of government must be the rule, and secrecy an exception, justified only where the strictest requirement of public interest so demands’.

Questions
(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Freedom of Information (FOI)

Notes
I. Information
(i) Pwr
(ii) Access: Officials, politicians, public
(iii) Should be freely avlbl

II. Importance
(i) Fulfil rights
(ii) Supports dmcrcy

III. Functions
(i) Transparent and accessible Govt
(ii) Citizens aware of the workings of Govt
(iii) Expsg crptn and msmng

IV. Freedom of Expression and Freedom of Information
(i) Infmddbt
(ii) Fndmntl but not abslt
(iii) In public interest
(iv) Withhold if
(a) NS affected
(b) Likely to incite violence
(v) SC judgement supports

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
Freedom of Information (FOI) is essentially important for the fulfilment of public rights and as a support for democracy. Information is power and thus, its access must not be limited to officials or politicians but should include the public. Its function is to assure a transparent and accountable government, inform the public about the workings within the government and expose corruption and mismanagement. Freedom of expression and access to information are imperative for an informed public debate. They are fundamental but not absolute rights, with restrictions for information of national security or with potential to incite violence, as supported by a Supreme Court judgement.

Note Making Practice Factual Passages and Summary Writing Examples Pdf

Read the following passages carefully and answer the questions that follow.

Note Making Class 11 Factual Passage 1

The Mayan civilisation of Mexico and Central America is one of the ancient world’s most fascinating, prolific and mysterious civilisations. They left their mark on the region’s culture, architecture, cuisine, and language — and left an indelible impression on the imagination of the modern world. Who were they? How were they able to build such an impressive civilisation of towering temples and sophisticated artwork in the middle of the harsh rainforests of Meso-America? And why did they vanish?

The earliest Mayans lived along the Pacific coast of what is now Guatemala and can be dated to about 1800 BC; by 1000 BC they were also living in Guatemala’s southern lowlands. The period from about 1800 BC to about AD 250 is referred to as the Pre-classic, a time when the early Mayans lived as farmers in small villages along rivers and other bodies of water, hunting game, tending gardens and making use of the abundant natural foods found in the region’s marshes and seasonal swamps.

In time, strong rulers began wielding power over these communities and the Mayan culture grew in complexity. Cities rose from the forest floor, boasting of stone temples with stuccoed and painted facades created at the behest of elite rulers. People in the new power centres communicated over long distances and traders using the same routes carried luxury goods such as cacao beans, jade ornaments, quetzal feathers and jaguar pelts.

The Classic period, AD 250-900, is the time of the civilisation’s greatest glory and of the greatest depths of political intrigue between rival cities. During these centuries, the Mayans erected coundess stelae, stone monuments inscribed with portraits and hieroglyphs that recorded dynastic histories — the births, marriages and conquests of the ruling families. There were dozens of important regional capitals at the time, and among the most important were.

Tikal in Guatemala and its fierce rival Calakmul in Mexico, Palenque in southern Mexico, Caracol in Belize and Copan in Honduras. The Classic period is known for artistic and intellectual splendour. The Mayans developed a complex religious and ritual system that considered rulers divine beings and called for blood sacrifices. They also grasped the numerical notion of zero, created agricultural timetables and sophisticated calendars to track the heavens, and made beautiful polychrome pottery as well as exquisite ornaments, murals, and carved decorations.

But the Classic Mayans were also known for their rancorous political fighting and for being extremely bellicose — warfare was always on the horizon. One by one, the cities in the southern Mayan lowlands fell to each other, their downfall often recorded on stelae in the conquering city. By AD 900 most of the important Classic period cities had collapsed, and their remaining populations had scattered into the surrounding forests. The last date recorded on stelae that archaeologists have found so far is from AD 909 in Tonina, in southern Mexico.

Among the factors that help explain why the civilisation collapsed were the endemic warfare, overpopulation, degradation of the environment, and drastic climate change and drought. While the cities and ceremonial centres to the southern lowlands were being reclaimed by the jungle, the Mayans living to the North were gaining prominence, rising to amazing heights during the post-classic period (AD 900-1502), wonderful and wealthy cities in Mexico’s Yucatan Peninsula flourished, most famous among them being Chichen ltza. Yet it too fell victim to political infighting and by AD 1200 had collapsed.

The Mayans never truly disappeared. Centuries after the major cities were abandoned, small groups of Mayans continued to live in the area. It was they who met and resisted the Spanish conquistadors after the first contact in 1502. And today, more than six million Mayans live in Mexico, Guatemala and Belize, speaking 28 languages and blending ancient and modern ways.

Note Making Class 11 Factual Passage Questions

(a) On the basis of your reading of the above passage make notes on it using headings and sub- headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:

(a) Title The Mystery Behind Mayan Civilisation

Notes
I. Questions Regarding Mysteries
(i) who were they?
(ii) how did they create impressive civilisation?
(iii) why disappeared?

II. The Pre-Classic Period (1800 BC – AD 250)
(i) 1800 -1000 BC used in Guatemala
(ii) farmers in small villages
(iii) ruled by strong rulers
(iv) complex culture – architecture, comn, trade dvlpd

III. The Classic Period (AD 250 – 900): Glory
(i) pltcl conspiracies
(ii) countless monuments
(a) recorded dynastic histories
(iii) many regional capitals came up
(iv) complex religious & ritual system
(v) excellence in maths
(vi) notion of zero
(vii) made agricultural timetables
(viii) beautiful art & craft

IV. The Post-Classic period (AD 900 -1502): Downfall
(i) most important cities collapsed
(ii) reasons
(a) endemic warfare
(b) overpopulation
(c) degradation of envrmt
(iii) northern Mayans survived
(vi) resisted Spanish conquistadors
(v) now live in Mexico, Guatemala 81 Belize

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
The Mayan civilisations of Mexico and central. America is one of the mysteries civilisation. From the monuments discovered there, their history can be traced back to 1800 BC, when they lived in Guatemala. They reached the peak of their glory during the Classic period (AD 250 – 900), which saw magnificence in architecture, intellectual excellence including mathematics, along with a rise in complex religious systems and rituals. Subsequently their downfall occurred due to endemic warfare, overpopulation and environmental degradation. The remnant Mayans still live in Mexico, Guatemala & Belize.

Note Making Class 11 Factual Passage 2

You may never want to fly kites to keep away evil spirits, as the Chinese have done for centuries, or to make rain, as the Tibetans did, but some more modern and western uses may tempt you to try experimenting yourself along similar lines. Ancient and medieval Chinese sources, describe kites being used for measuring distances, testing the wind, lifting men, signalling and communication for military operations.

The earliest known Chinese kites were flat (not bowed) and often rectangular. Later, tailless kites incorporated a stabilising bowline. Kites were decorated with mythological motifs and legendary figures; some were fitted with strings and whistles to make musical sounds while flying. From China, kites were introduced to Cambodia, India, Japan, Korea and the western world.

The most widespread use of kites in modern times has been for meteorological investigations. Everybody knows about how Benjamin Franklin, the great American scholar and statesman, sent a kite up in 1752 during a thunderstorm to prove that lightning was caused by electricity. He produced sparks at ground level from a key hung on the wet line as the current flowed down it.

A second investigator repeated Franklin’s experiment shortly afterwards and was killed. By sending up instruments on kites it has been possible to make readings of air pressure, temperature, speed, direction and humidity. Although thermometers had been sent up long before, it was not until 1894, that a self-reading thermometer, a thermograph, was sent up by a kite. The army, navy and air force have used kites in various ways for decades. Another Korean version of the invention of the kite tells how a general used one to carry a line across a stream. This line then formed the basis of a bridge.

Lines are still occasionally flown from point to point in this way using kites. At sea, kites have often been used to carry a line to distressed ships in rough weather. Kites, especially box and bow kites, have been used as gunnery targets. They are easy to make and cheap to use and will stand quite a lot of punishment before they cease to fly. Apart from their use as targets, kites have been used by the army to fly flags, for aerial photography over enemy trenches, for suspending flares over targets during night fighting, for carrying a man over enemy lines, for dragging torpedoes etc to a target area.

They have been used by both military and civil authorities for raising, transmitting and receiving aerials to obtain improved wireless reception. As a matter of fact, the first long-distance short wave transmission of all made use of an aerial flown on a kite. When Marconi made the famous transatlantic transmission, he raised his receiving aerial some 400 feet on a kite. During World War II the RAF developed ‘a kite flare’ as part of survival equipment for airmen forced down at sea. When airborne, the kite was attached to a special shock absorber which was fixed to the dinghy.

It was stated that provided there was a 6 mph wind, the kite would stay aloft indefinitely. Some of these kites were brought to Australia and sent to the 6th Australian Division in 1944 for trials to determine whether they were of use in jungle warfare, especially in defining locations. After experiments, the authorities decided that they were of no value for this purpose.

Note Making Class 11 Factual Passage Questions

(a) On the basis of your reading of the given passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Kites and Their History

Notes
I. History of Flying Kites
(i) Chinese in ancient times used them for various purposes
(ii) Tibetans used them for making rain
(iii) Intrdcd to rest of the world from China

II. Modern Uses of Flying Kites
(i) for mtrlgl invstgtns
(ii) started with Benjamin Franklin’s famous expt
(iii) used for
(a) msrg air pressure, temperature, humidity
(b) msrg wind speed and direction

(iv) civil and military purposes of kites
(a) aerial phtgy
(b) improving wireless rcptn
(c) carrying flares
(d) not useful in jungle warfare
(v) other uses
(a) gunnery targets
(b) carrying lines across streams

Key to Abbreviations

(b) Write a summary of the given passage in 80-100 words.
Answer:
In ancient times, kites in China and Tibet were thought to bring rain and keep away evil spirits. The Chinese also used them for other purposes and introduced them to the rest of the world. Benjamin Franklin discovered that electricity produced lightning by flying a kite. Kites are presently used for measuring various atmospheric parameters like air pressure, temperature, wind speed, direction etc. Civil and military purposes of kites include aerial photography, improving wireless reception and carrying flares, but they are not useful in jungle warfare. Kites are also used as gunnery targets and for carrying lines.

Note Making Class 11 Factual Passage 3

Cloud computing is a type of Internet-based computing that provides shared computer processing resources and data to computers and other devices on demand. It is a model for enabling ubiquitous, on-demand access to a shared pool of configurable computing resources (e.g. computer networks, servers, storage, applications and services) which can be rapidly provisioned and released with minimal management effort. Cloud computing and storage solutions provide users and enterprises with various capabilities to store and process their data in third-party data centres that may be located far from the user – ranging in distance from across a city to across the world. Cloud computing relies on sharing of resources to achieve coherence and economy of scale, similar to a utili ty (like the electricity grid) over an electricity network.

As a metaphor for the Internet, ‘the cloud’ is a familiar cliche, but when combined with ‘computing’, the meaning gets bigger and fuzzier. Cloud computing encompasses any subscription based or pay per use service that, in real time over the Internet, extends IT’s existing capabilities.

In a cloud computing system, there’s a significant workload shift. Local computers no longer have to do all the heavy lifting when it comes to running applications. The network of computers that make up the cloud handles them instead. Hardware and software demands on the user’s side decrease. The only thing the user’s computer needs to be able to run is the cloud computing system’s interface software, which can be as simple as a Web browser, and the cloud’s network takes care of the rest.

Advocates of cloud computing claim that cloud computing allows companies to avoid upfront infrastructure costs (e.g. purchasing servers). It also enables organisations to focus on their core businesses instead of spending time and money on computer infrastructure. Proponents also claim that cloud computing allows enterprises to get their applications up and running faster, with improved manageability and less maintenance, and enables Information Technology (ii) teams to more rapidly adjust resources to meet fluctuating and unpredictable business demand.

The goal of cloud computing is to apply traditional supercomputing or high-performance computing power, normally used by military and research facilities, to perform tens of trillions of computations per second, in consumer-oriented applications such as financial portfolios, to deliver personalised information, to provide data storage or to power large, immersive computer games. As the foundation of cloud computing is the broader concept of converged infrastructure and shared services. Companies can scale up as computing needs increase and then scale down again as demands decrease. In 2013, it was reported that cloud computing had become a highly demanded service or utility due to the advantages of high computing power, cheap cost of services, high performance, scalability, accessibility as well as availability.

It’s only in recent years that companies have started renting servers and storage instead of purchasing hardware and running it at huge costs. And with more organisations especially those that rely on India’s outsourcing infrastructure – transferring some of their IT work onto the cloud, companies such as Tata Consultancy Services (TCS), Infosys and Wipro have stepped up to facilitate that shift. They have positioned themselves as enablers between owners and renters.

A report published by IT research and advisory firm Gartner estimates that in India alone the market for cloud-based services will rise by a third to $557 million this year and more than triple by 2018. Cloud computing will become even more prominent in the coming years, with the predicted rapid, continued growth of major global cloud data centres.

Note Making Class 11 Factual Passage Questions

(a) On the basis of your reading of the given passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Cloud Computing

Notes
I. Definition and Meaning of Cloud Computing
(i) servers ntwkd to centralise data storage, access computer services or rscs
(ii) sharing cmptg rscs
(iii) Internet-base cmptg

II. Goal of Cloud Computing
(i) apply tdnl supercomputing or high pfmc cmptg power to perform trillions of computations p/s
(ii) deliver prsnld info in consumer-oriented apps
(iii) provide data storage
(iv) power large, immersive computer games
(v) converge infra and shared services

III. Recent Developments
(i) cos rent servers and storage
(ii) more org relying on India’s outsourcing infra
(iii) TCS, Infosys, Wipro facilitate services
(iv) market expectations
(a) will rise by a third to $ 557 million this year
(b) more than triple by 2018
(v) cloud cmptg to grow steeply in future

Key to Abbreviations

(b) Write a summary of the given passage in 80-100 words.
Answer:
In cloud computing, large groups of remote servers are networked to allow centralised data storage. It is basically internet-based computing and relies on sharing computing resources. Its goal is to apply traditional supercomputing or high performance computing power to perform trillions of computations per second. It can also power consumer-oriented applications. It is based on the broader concept of converged infrastructure and shared services. In recent years major Indian companies like Wipro, TCS and Infosys have started renting servers and storage. More companies are relying on India’s outsourcing infrastructure. The market for India is expected to grow steeply in future.

Note Making Class 11 Factual Passage 4

The effects of plastic bags on the environment are really quite devastating because there is no disposal method that will really help eliminate the problem. While reusing them is the first step, most people don’t do it, because most of them are not durable enough to survive multiple use.

The biggest problem with them is that once they have been soiled, they end up in the trash, which then ends up in the landfill or is burned. Either solution is very poor for the environment. Burning emits toxic gases that harm the atmosphere while landfills hold them indefinitely as part of the plastic waste problem throughout the globe.

One of the greatest problems is that an estimated 300 million plastic bags end up in the Atlantic Ocean alone. These bags are very dangerous for sea life, especially those of the mammal variety. Any hunting mammal can easily mistake the size, shape and texture of the plastic bag for a meal and find its airway cut off. Needless deaths from plastic bags are increasing every year.

The environmental balance of the waterways is being thrown off by the rate of plastic bags finding their way into the mouths and intestinal tracts of sea mammals. As one species begins to die off at an abnormal rate, every other living organism in the waterways is impacted.

The indefinite period of time that it takes for the average plastic bag to break down can be literally hundreds of years. Every bag that ends up in the woodlands of the country threatens the natural progression of wildlife. Because the breakdown rate is so slow, the chances that the bag will harmlessly go away are extremely slim. Throughout the world plastic bags are responsible for suffocation and deaths of woodland animals as well as inhibiting soil nutrients.

The land litter that is made up of plastic bags has the potential to kill over and over again. It has been estimated that one bag has the potential to unintentionally kill one animal per every three months due to unintentional digestion or inhalation.

While it’s a noble thought to place the plastic bags in the recycling bin every week, studies have proven that there are very few recycling plants that actually recycle them. Most municipalities either burn them or send them off to the landfill after sorting. This is because it can be expensive to recycle this type of plastic. It doesn’t melt down easily and is often not fit to be reused in its original form.

The premise of recycling these bags is nice. Yet funding for the upgrading of the recycling units just has not happened and thus less than one per cent of all bags are sent to recycling plants worldwide. Most are left to become a pollution problem in one way or another.

There are always alternatives to plastic bags and the search for more alternatives continues. Paper bags are a possible option but they also take their toll on the environment. The use of trees to increase the production of paper products will also have a negative environmental effect.

Reusable plastic bags are being introduced into regions that want to outlaw the plastic bags altogether. These are stronger and more durable and can be used for three to five trips to the market. Of course, the reusable cloth bag is fast becoming a favourite among environment supporters. While, thus far, no bag is without its issues, these are the bags that are currently recommended for use to help protect environmental concerns.

Note Making Class 11 Factual Passage Questions

(a) On the basis of your reading of the given passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Harmful Effects of Plastic Bags

Notes
I. Plastic bags harmful for Environment
(i) No effective disposal method
(a) trashed in Ifls and held indefinitely
(b) burned but emit harmful gases
(ii) Reuse not practical
(iii) Millions of plastic bags end in Atlantic Ocean
(a) harmful for sea life, particularly mammals -cuts off airway, causing death -adversely affects envtl balance
(b) burned but emit harmful gases
(iv) On land, breakdown period is centuries
(a) suffocate forest animals
(b) inhibit soil nutrients

II. Recycling Impractical
(i) Few rclg plants actually work because
(a) operation expensive
(b) products cannot be used as earlier
(ii) Most bags dumped in ifls
(iii) Cause land pltn

III. Options to Plastic Bags
(i) Paper bags
(a) negative envtl effect due to tree cutting
(ii) Reusable cloth bags
(a) preferred by env supporters
(iii) Redusable piste bags
(a) stronger and more durable

Key to Abbreviations

(b) Write a summary of the given passage in 80-100 words.
Answer:
Plastic bags are harmful for the environment because there is no effective disposal method for them and their reuse is impractical. A large number of plastic bags which ultimately land in the Atlantic Ocean become harmful for sea life, particularly mammals, causing their death and creating an environmental imbalance in the sea.

If dumped on land, they suffocate forest animals and inhibit soil nutrients. Their recycling is impractical because few recycling plants actually work as they are uneconomic. Dumped in landfills, they cause land pollution. Options available are paper bags or reusable plastic bags, the latter being preferred by environmentalists.

Note Making Class 11 Factual Passage 5

The work of the heart can never be interrupted. The reason is that the heart’s job is to keep oxygen rich blood flowing through the body. All the body’s cells need a constant supply of oxygen, especially those in the brain. The brain cells live only for four to five minutes after their oxygen is cut off, and then brain death occurs, leading to the entire body dying.

The heart is a specialised muscle that serves as a pump. This pump is divided into four chambers, two called atria and two called ventricles, connected by tiny doors called valves. The chambers work to keep the blood flowing round the body in a circle with a detour to the lungs to purify the blood by removing carbon dioxide from it and adding oxygen to it.

At the end of each circuit, veins carry the blood to the right atrium, the first of the four chambers. Two-fifths of the oxygen by then is used up and it is on its way back to the lungs to pick up a fresh supply and to give up the carbon dioxide it has accumulated. From the right atrium the blood flows through the tricuspid valve into the second chamber, the right ventricle. The right ventricle contracts when it is filled, pushing the blood through the pulmonary artery, which leads to the lungs. In the lungs the blood gives up its carbon dioxide and picks up fresh oxygen. Then it travels to the third chamber, the left atrium. When this chamber is filled, it forces the blood through the mitral valve to the left ventricle. From here it is pushed into a big blood vessel called aorta, the main artery, and sent round the body through the various arteries.

Fleart disease can result from any damage to the heart muscle, the valves or the ‘natural pacemaker’ of the heart. Electrical impulses from the heart muscle cause our heart to beat (contract). This electrical signal begins in the sino-atrial (SA) node, located at the top of the heart’s upper-right chamber (the right atrium). The SA node is sometimes called the heart’s ‘natural pacemaker’.

If the muscle is damaged, the heart is unable to pump properly. If the valves are damaged blood cannot flow normally and easily from one chamber to another, and if the pacemaker is defective, the contractions of the chambers will become un-coordinated.

Until the twentieth century, few doctors dared to touch the heart. In 1953 all this changed. After twenty years of work, Dr John Gibbon in the USA had developed a machine that could take over temporarily from the heart and lungs. Blood could be routed through the machine, bypassing the heart so that surgeons could work inside it and see what they were doing. The era of open heart surgery had begun.

In the operating theatre, it gives surgeons the chance to repair or replace a defective heart. Many parties have had plastic valves inserted in their hearts when their own was faulty. Many people are being kept alive with tiny battery operated pacemakers; none of these repairs could have been made without the heart-lung machine. But valuable as it is to the surgeons, the heart-lung machine has certain limitations. It can be used only for a few hours at a time because its pumping gradually damages the bloods cells.

Note Making Class 11 Factual Passage Questions

(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title How the Heart Works

Notes
I. Functions of Heart
(i) vital for living
(a) never stop wrkg
(ii) supplies oxygen rich blood to diff parts of body

II. Structure of Heart
(i) divided into 4 chambers connected by vlvs
(ii) blood purified in lungs
(iii) arteries carry pure blood to diff parts of body

III. Causes of Heart Disease
(i) weak heart muscles
(ii) defective vlvs
(iii) defective ‘natural pacemaker’

IV. History of Open Heart Surgery
(i) 1953: Dr Gibbon invents Heart lung m/c
(a) blood could pass through m/c bypassing heart . and lungs
(ii) enabled open heart srgy
(iii) m/c limitations
(a) used only for few hrs at a time because it damages blood cells

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
The heart is a vital organ of the body which never stops working. It supplies oxygen rich blood to all parts of the body. It is divided into four chambers inter-connected by valves. Blood is purified in the lungs and arteries carry it to different parts of the body.

Heart disease has various causes such as weak heart muscles, defective valves or a defective natural pacemaker. The era of open-heart surgery began in 1953 when Dr Gibbon developed the heart-lung machine. Replacement of valves and other areas of a damaged heart is now possible.

Note Making Class 11 Factual Passage 6

The Maasai tribe live on the wide plains in southern and northern Kenya and northern Tanzania. They are among the best known local populations due to their residence near the many game parks of the African Great Lakes, as well as their distinctive customs and dress. The Maasai were famous fighters. They used to raid the neighbouring tribes and carry away their cattle. All the other tribes were afraid of them because of their skills in war.

The Maasai are handsome people, tall and slim with light brown skins, straight noses and long hair. They do not belong completely to the Negro race. They belong mosdy to the same race as the people of ancient Egypt. The ancient Egyptians probably looked like the Maasais of today.

The Maasais live in a very beautiful part of Africa. It consists of miles of rolling grassland, on which you can find thorny bushes and here and there a rocky hill. The people move from one place to another according to the seasons, looking for the grasses and other plants on which their cattle can graze. They have no permanent home. When they want to setde in a place for some time, they build a kind of camp called a ‘Manyatta’, where a few families live for a few weeks or months. Then they move on again, taking their few belongings with them, and burning the old ‘Manyatta’ to the ground.

To make a hut, they take a number of long thin wooden poles and plant them in a circle. Then each pole is bent into a shape of a ‘U* and its other end is also planted in the earth. Now the framework for the hut is ready.

Next, the space between the poles is filled with leaves, and small branches of tree and mud. Then the outside of earth hut is covered or plastered with cow-dung, which quickly becomes hard in the sun. An opening is left for the door but there are no windows. The hut is about 5 feet high, so that grown-up men cannot stand up straight inside his hut. There is no furniture, except perhaps a small wooden stool for the head of the family.

The huts are arranged in a big circle. Around the outside of the circle the Maasais build a thorn fence, about 7 feet high, with several openings so that the people can go in and out with their cattle. After dark, all the openings are closed. Then all the people and cattle in the ‘Manyatta’ are safe from wild animals.

Nowadays there are no wars between the tribes. So a Maasai warrior has very little to do now. But they sometimes go hunting. The Maasais like to kill lions with spears, and a lion-hunt is a great test of courage. The warrior who first kills a lion is given great honour, and he wears the lion’s mane round his neck to show that he is a lion-killer.

The Maasais are fairly well-to-do and intelligent and live comfortable lives. However, most of them are happy to live as their ancestors lived hundreds of years ago. The Tanzanian and Kenyan governments have instituted programmes to encourage the Maasai to abandon their traditional semi-nomadic lifestyle, but the people have continued their age-old customs. Many Maasai tribes throughout Tanzania and Kenya welcome visits to their village to experience their culture, traditions, and lifestyle.

Note Making Class 11 Factual Passage Questions

(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title The Maasai Tribe – Life and History

Notes
I. Maasai Tribe-Famous Fighters
(i) live in Kenya & northern Tanzania
(ii) carried away cattle of nbrg tribes

II. Maasais Handsome People
(i) tall & slim with light brown skins
(ii) straight noses & long hair
(iii) don’t big to Negro groups
(iv) big to people of ancient Egypt

III. Maasais are Nomadic Cattle Herders
(i) move from place to place looking for grass for cattle
(ii) build ‘Manyatta’ – a camp
(iii) use wdn poles to build huts
(a) plant U shaped wdn poles in circle on earth
(b) fill frmwk with leaves, branches & mud
(c) plaster outside with cow-dung
(d) opening kept for door – no windows
(iv) no furniture- wdn stool for family head
(v) put thorn fence around ‘Manyatta’
(a) keeps them safe from wild animals

IV. Nowadays- No War Between Tribes
(i) Maasai warriors go hunting for lions
(a) Lion hunt- test of courage
(ii) lion killer wears lion’s mane as sign
(iii) Maasais live comfortable life
(iv) invite people to experience their lives

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
The Maasai tribe live in Kenya and northern Tanzania. They were famous fighters and attacked other tribes for cattle. They were handsome people and belong mostly to the same race as that of ancient Egypt, and not to the Negro race. They move from place to place looking for grass for their cattle. When they settle in a place they build a camp called ’Manyatta’ with dome shaped wood-frame huts in a big circle. They put a thorn fence around the ’Manyatta’ to save themselves from wild animals. Lion hunting is a test of courage for them. They are intelligent and live comfortable lives.

Note Making Class 11 Factual Passage 7

After creating the world’s fastest mode of transport, the French are now returning to something much more simple, the bicycle (veto in French). On July 15, 2007, 10000 public bicycles were made available to the residents of Paris, in a new experiment on urban transport.

The basic principle is that nobody owns the cycle, but everybody can borrow one. For €29 and a deposit of €150, one can subscribe to a year’s access to the cycles. Cycle-stands have been created outside every metro station in the city. With a magnetic card in hand, one can simply help oneself to a cycle, use it to ride up to one’s destination and park it at the nearest cycle-stand.

It took three years of negotiations before the experiment was put into place, but one week before the launch, nearly 8000 Parisians had signed up for a subscription. The city expects to have nearly 200000 by the end of the year. In the last seven years, Paris has doubled its cycle tracks to 371 km at present.

This emerging new trend has quite a serious impact on urban planning, as rules are changed to suit a growing population of cyclists. Instead of the motor-car, in some places the cyclists have priority, allowing them to use one-way streets and even ignore traffic lights.

Finally, it comes down to a personal choice that the French are making. Cycling is good for one’s health; according to some studies, half an hour of cycling per day can significandy elongate one’s lifespan, reducing stress and hypertension. It is also an efficient tool of weight control. On the other hand, a cycle is a non-polluting form of transport, using no fuel and creating no emissions. Until a few years ago, only 1-5% of Parisians used cycles on a regular basis. Now more of the urban French population is turning to a mode of transport very common in rural France.

The region of Arcachon, on the South-West coast of France, offers several landmarks for tourists but, most of all, it offers an excellent network of cycle routes. These routes, which run along the sea for almost the entire circumference of the basin, originally formed a railroad track used by Germans during World War to transport soldiers and men. However, after the war, the railroad served litde purpose and the path was converted into cycle tracks.

The cycle track that circles the basin is inaccessible to a motor vehicle, however small it may be. It covers a length of nearly 75 to 80 km and, on a sunny day, one can see people of all ages cycling.

Cycles are available in most towns on rent for as litde as €2 an hour. A variety of cycles, tandem bicycles, three-wheelers and cycles with baby carriages, makes it possible for older citizens, mothers with babies and even the physically challenged, to cycle. To make it easier for tourists, cycles rented in one town can be returned in another to the same chain of stores.

The enthusiasm to return to the cycle as a form of transport as well as a hobby is not limited to Arcachon. Gironde also boasts of a network of nearly 600 km of cycle tracks. Bordeaux, the capital of Gironde, is a university town that gives all students free use of bicycles that belong to the town. Further North, Nantes offers free raincoats and backpacks to state employees who cycle to work.

Note Making Class 11 Factual Passage Questions

(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviation wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Revival of Cycling in France

Notes
I. French Experiment in Urban Transport
(i) Public bicycles hired to Parisians
(ii) can xchg bicycles at cycle stands at metro stations
(iii) popular
(a) 8000 signed up before launch
(b) 2 lakh expected by year end
(c) cycle tracks doubled

II. Impact of Experiment
(i) road rules changed
(ii) cycles given priority in some places
(iii) will improve health
(a) t lifespan
(b) + stress
(c) control weight
(d) non-pltg
(iv) reduces pltn

III. Popularity of Cycling in Rural Arcachon Region of France
(i) trsm popular here
(ii) old railway track converted for cycles
(iii) no motor vhcls allowed
(iv) cycles available at many places in rgn
(v) low rent
(vi) dfrt types of cycles available

IV. Similar Schemes in Other Areas of France
(i) Gironde-province has 600 km of cycle tracks
(a) uvrsty in Bordeaux, the capital, allows students fee use of cycles
(ii) Nantes offers govt employees incentives to cycle to work

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
Cycling has been revived as a mode of transport in France, Public bicycles are hired to Parisians, which can be exchanged at various cycle stands, making the experiment popular. Its impact is that road rules have been changed to give cycles priority in some places.

It will improve health, increase lifespan, reduce stress and control weight of people, besides reducing pollution. Cycling is also popular elsewhere in France like the Arcachon region, a popular tourism area, Gironde province and Nantes. All of these have exclusive cycle tracks with cycles of all types hired on low rent or for free.

Note Making Practice Discursive Passages and Summary Writing Examples Pdf

Note Making Class 11 Discursive Passage 1

Fasting, in some form or the other, is part of every religion. In Islam, it is called ‘roza’. The Arabic equivalent of ‘roza’ is sawm. Sawm literally means abstinence, i.e. to refrain from doing something. The ninth month of the Hijri calendar, i.e. Ramzan, has been especially chosen for fasting. Fasting during the month of Ramzan is obligatory for every Muslim, except when he has a genuine reason not to do so.

In every human being there are two faculties to take into consideration: one is desire and the other is reason. In all matters, the individual has to decide whether to follow his desire or his reason. The great merit in fasting is that it trains us to refrain from following our desires and instead always to bow to reason. That is the spirit of sawm.

According to the Prophet of Islam, one who fasts should never stoop to using abusive language; if someone abuses him, he should simply say ‘I am fasting’. Islamic fasting, as far as formal practice is concerned, is to abstain from food and drink. But the actual spirit of fasting is to refrain from indulging in negative thinking and the use of negative language.

Self-control, far from being a negative or passive action, has great value in human behaviour. In life, there are more than 50 per cent of occasions when one should refrain from action and less than 50 per cent of occasions when one should take action. This is the formula for success for both individuals and society.

Self-control is integral to social ethics. If you live alone on an island, there is no need for any control, as the absence of others leaves you free to do whatever you want to do. However, when you are living in a society, you have to give leeway to others. This is what every person on the road does when he drives a car: he either keeps to the left (or to the right depending upon which country he is in) so that he gives way to other cars and can carry on his journey without accidents. This principle is applicable to the entire life of an individual. It entails giving others the chance to live their lives while living one’s own life.

Self-control is a kind of mutual adjustment. When a person adopts the way of self-control, it is far-reaching in effect.

In this way he promotes the culture of self-control in society and indicates to others through his actions that they should follow the path that he is following.

Thus, the way of self-control leads to a better society, while lack of self-control in individuals leads to the destruction of peace. As far as the individual is concerned, self-control serves as a means of personality development. This way of life, in turn, saves others from unnecessary problems.

There is a ‘pre-control’ for exercising self-control and it is thinking. When a person adopts a life of self-control, at all times he first thinks about what path he should tread. Only after considerable thought does he plan out his course of action. A life lived in this way will necessarily be marked by creative thinking. In addition, self-control contributes to one’s intellectual development and turns one into a man of wisdom.

In Islam, fasting is worship – for God. Fasting is the kind of worship which is simultaneously for the sake of God and man. Thus, if fasting is observed in the right spirit, in all sincerity, it will make an individual pious and responsible.

Note Making Class 11 Discursive Passage Questions

(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Tjte Traditional Culture of Self-restraint Notes

I. Fasting
(i) roza in Islam
(ii) refrain from doing smth
(iii) Ramzan, ninth month of Hijri clnd
(iv) oblgtry for every Muslim
(v) train to refrain from folwg our desires, howto reason
(vi) worship – for God
(vii) observed in right spirit – make individual pious and responsible

II. Teachings of Islam
(i) during fasting
(a) should not use abusive lang
(b) abstain from food and drink
(c) refrain from-ve thkg

III. Self-control: Need and Importance
(i) great value in human behaviour
(ii) formula for success for indvls and society
(iii) integral to social ethics
(iv) a kind of mutual adjsmt
(v) lack of it leads to destruction of peace
(vi) means of personality devpt

IV. Exercising Self-Control
(i) ‘pre-control’ i.e. thkg
(ii) thoughtful course of action
(iii) marked by creative thkg
(iv) cntrbs to intellectual devpt
(v) makes man wiser

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
Fasting is known as ‘roza’ in Islam, which means to refrain from doing something. It is obligatory for every Muslim, wherein one should refrain from using abusive language, negative thinking, food and drink. It is worship for God. Fasting basically teaches self-control, which is observed as a formula for success for individuals and society. Self-control is a kind of mutual adjustment and leads to personality development. Exercising self-control requires ‘pre-control’, that is thinking. It contributes to intellectual development and a thoughtful course of action to lead a wiser life.

Note Making Class 11 Discursive Passage 2

Just a few years ago, we witnessed how a national project, the India-based Neutrino Observatory (INO), which is to study fundamental particles called neutrinos, was subject to a barrage of Questions from environmentalists, politicians and others ever since it was cleared. The project, which involves the construction of an underground laboratory, was initially to be located in the Nilgiris but later, on grounds that it was too close to tiger habitat, was moved to a cavern under a rocky mountain in the Bodi West Hills region of Theni district, about 110 Kilometres West of Madurai in Tamil Nadu. The already much-delayed and important physics project needs to be explained.

India has been among the pioneers in neutrino research, the first of such laboratories having been established in the 1960s. We led neutrino research when our physicists used a gold mine at Kolar in Karnataka to set-up what was then the world’s deepest underground laboratory. This was called the Kolar Gold Field Lab. In 1965, it enabled researchers to detect atmospheric neutrinos. In 1992, when the mine became uneconomical, the laboratory was shut down. With that, we lost our advantage in understanding the most mysterious particle in the universe. INO may now reclaim this advantage and our global leadership.

Most of the advanced countries are already working vigorously in neutrino science with dedicated labs. These include the United States, Russia, France, Italy, China, Japan and South Korea. India is set to not only join this league, but also become a key player in global efforts in neutrino science. The Magnetized Iron Calorimeter (ICAL) being set-up at INO will be among the largest ever in the world, weighing over 50000 tonnes.

Neutrinos, first proposed by Swiss Scientist Wolfgang Pauli in 1930, are the second most widely occurring particle in the universe, only second to photons, the particles which make up light. In fact, neutrinos are so abundant among us that every second, there are more than 100 trillion of them passing right through each of us – we never even notice them.

This is the reason why INO needs to be built deep into the earth – 1300 metres into the earth. At this depth, it would be able to keep itself away from all the trillions of neutrinos produced in the atmosphere and which would otherwise choke an over-the-ground neutrino detector. Neutrinos have been in the universe literally since forever, being almost 14 billion years old – as much as the universe itself.

From experiments so far, we know that neutrinos have a tiny mass, but the ordering of the neutrino mass states is not known and is one of the key Questions that remain unanswered till today. This is a major challenge INO will set to resolve, thus completing our picture of the neutrino.

Neutrinos are very important for our scientific progress and technological growth for three reasons. First, they are abundant. Second, they have very feeble mass and no charge and hence can travel through planets, stars, rocks and human bodies without any interaction.

In fact, a beam of trillions of neutrinos can travel thousands of kilometres through a rock before an interaction with a single atom of the rock and the neutrino occurs. Third, they hide within them a vast pool of knowledge and could open up new vistas in the fields of astronomy and astrophysics, communication and even in medical imaging, through the detector spin-offs.

While this should be a moment of joy, there is also some scepticism, partly arising due to the fact that the neutrino, though so abundant, is a silent stranger to most people.

Note Making Class 11 Discursive Passage Questions

(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Race for the Neutrino

Notes
I. India-based Neutrino Observatory
(i) subject of Questions from envlsts & others
(ii) involves cnstrn of underground lab
(iii) initially to be located in Nilgiris
(iv) later moved to Bodi West Hills in Tamil Nadu

II. India’s Position in Research
(i) pioneer
(ii) 1st lab estd in 1960s
(iii) Kolar in Karnataka: world’s deepest underground lab
(a) anabled detection of atmospheric neutrinos
(b) lab shut down in 1992
(iv) magnetized Iron Calorimeter
(a) set up at INO
(b) among largest ever in world

III. Understanding Neutrinos
(i) 1 st proposed by Swiss Scientist Wolfgang Pauli
(ii) 2nd most widely occurring particle
(iii) labs to be built deep into earth
(iv) in atmosphere, detector would Choke
(v) have tiny mass & no charge
(vi) mass states ordering unknown

IV. Importance of Neutrinos
(i) scientific progress & tchgl growth
(a) abundant
(b) can travel w/o interaction

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
India-based Neutrino Observatory (INO) was subject to Questions from many groups. It involved construction of an underground laboratory, which was supposed to be located in the Nilgiris, but was later moved to Bodi West Hills in Tamil Nadu.

India had been among the pioneers in neutrino research and the first lab was set up in 1960, but was shut down in 1992. Understanding neutrinos has become essential due to their wide occurrence.

They have been found to have tiny mass with unknown order and no charge. They are important for scientific progress and technological growth.

Note Making Class 11 Discursive Passage 3

Fashion is a force – a powerful force of constantly altering patterns of change and growth. Its constant movement affects the fate of the designers and manufacturers who distribute it, and of course, the lives of the consumers, who follow what it dictates. All of its facts taken together add up to a multimillion dollar industry. Fashion today means mega bucks.

Fashion is also a science. Surprising, isn’t it? However, it is well known that it involves known facts and basic principles, and its actions and reactions can be predicted, as these are based on those facts and principles. Fashion is one of those distinct and unique trades that is highly dependent on the environment and the changes that are continuously taking place in it. These have to be understood by the designers if they want to become successful.

For one to make it to the top in the fashion business and stay there, one has to continue to discover and innovate to fulfil the needs and wants of the customers. For this, most of the top designers such as Yves Saint Laurent, Karl Lagerfeld, Liz Claiborne, etc all rely upon their creativity backed by years of invaluable experience. In this line of work, instinct and intuition play a very major role besides the knowledge of past successes and failures.

As the power of fashion to influence our lives grows, a number of misconceptions about it continue to abound. The most common of these is that the designers and retailers dictate what the fashion will be, by accepting or rejecting the styles and trends that are offered. They are truly, as one ‘fashion guru’ once said, “Variety vultures”. However, it is not so – actually customers dictate the trends.

The second misconception is that fashion acts as an influence on women only. However, actually, men today are as much influenced by, and responsive to, fashion, as women. In point of fact, the male fashion industry has been growing at a dizzying rate. Yes, there was a time when menswear was not exacdy worth talking about. It was staid and unimaginative. But that does not mean that men did not dress up according to the latest trends of the day.

There were changes in Western dressing that followed the dictates of the designers and the fashionable elite trend-setters. These were the fashion world’s drainpipes in the 60s, the popular safaris in the 70s, the denims in the 80s and the ethnic wear that has caught on these days.

Fashion today is more lifestyle oriented and quite practical. The modern male and female want to dress differently for office and leisure. Designers are becoming more daring so that the women as well as the men have a wide choice. There are different designs for every moment of a busy social schedule – from work, lunch to afternoon tea, cocktails, dinner and gala banquets.

Lastly, fashion is the force that causes women to raise and lower their skirt length, straighten or fizz their hair and change from sportswear to dressy clothes. Fashion is also that force which influences men to grow or shave off their moustaches and beards, choose wide or narrow ties and lapels, and change from casual jeans into three piece suits and tuxedos. It is indeed this dynamic and varied force that adds spice and colour to our lives.

Note Making Class 11 Discursive Passage Questions

(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Fashion – A Life Force

Notes
I. Constantly Altering Patterns Affect
(i) dsnrs
(ii) mfrs
(iii) lives of consumers

II. Fashion means Multimillion Dollar Industry
III. Fashion-A Science
(i) Facts & basic principles
(ii) Action & reaction predicted
(iii) Dependent on envt

IV. Fashion – Discover and Innovate
(i) Continue to fulfil needs and wants
(ii) Instinct & intuition play major role

V. Misconception that Designers and Retailers Dictate Fashion
(i) it is consumers who dictate
(ii) influences both women & men equally

VI. Fashion-Western Dressing
(i) Trend setters
(a) Drainpipes in 60s
(b) Safaris in 70s
(c) Denims in 80s
(d) Ethnic wears today

VII. Fashion-Changes
(i) Life-style oriented and practical
(ii) Every ocsn diff dress
(iii) Adds spice and clr to our lives

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
Fashion is a force which keeps changing and affecting all related people. It is a science as it is based on facts and principles. To remain on top in this business, designers have to continually innovate and discover to fulfil people’s needs. Fashion is not dictated by designers and retailers but by consumers. Both women and men are equally influenced by it. Western dressing gave us drainpipes, safaris and denims but now ethnic wears are fashionable. Fashion has become more practical, as people want to change dresses for every occasion. Fashion adds spice, flavour and colour to our lives.

Note Making Class 11 Discursive Passage 4

The problem of unemployment is a serious problem in our country. If millions of people are without any jobs, its effect is very bad. A man without any employment is a burden on others. If he has got to maintain a family, the situation is worse. Such unemployed persons are reduced to poverty. It demoralises them and they are forced to do undesirable things. They may commit crimes. They may create trouble and spread discontent. In fact, they are a source of danger to society and the state.

The causes of unemployment are mainly the rapid growth of population, the prevailing system and under¬development of industry and trade. The population of India is growing very rapidly. It is very difficult to get jobs for all who are in need of it. The British Government had introduced a system of education in this country for carrying on administration only. It is being continued in free India also with very slight changes. The system of education prepares most young men to be clerks. But neither the Government nor private firms can absorb all the educated unemployed persons in their offices for clerical work. Industry and trade have not yet properly developed.

Cottage industries in the villages have been ruined owing to the establishment of large mills and factories in towns. Consequently, many artisans have been thrown out of employment. There has been great pressure on agricultural land because of the growth of population; consequently, many cultivators have got no land for cultivation. All these are mainly responsible for this acute problem of unemployment.

The acute problem of unemployment is a cause of unrest in the country. So the Government is seriously thinking over the matter and trying to find out a remedy. The remedy is to find work for the people. The Government had earlier undertaken five-year plans for the material prosperity of the country. For carrying out these plans many mills and factories had been set up both by the Government and by industrialists. Many new offices had been started. Many educated young men were absorbed in offices as clerks and in mills and factories as skilled workers. Uneducated and unskilled men were being absorbed in mills and factories as labourers. But these measures have been proved inadequate.

Our government is now encouraging the revival of cottage industries in the villages. This will help many villagers to earn a living. Our Government is also trying to develop agriculture. But as yet, it has not been able to cope with the situation fully. The number of unemployed persons is increasing. So our Government should allow establishment of a large number of large and small technical and vocational institutions in the country. Only a limited number of bright young men should try to get higher education in the universities. Most young men try to enter technical or vocational institutions.

After coming out of these, they may find jobs in factories and commercial firms. For this, of course, more factories must be set up throughout the country. Unskilled labourers should be taught various traits in technical institutes. They may find jobs in factories as skilled labourers. They may also set up cottage industries in their villages. Government will have to help them with loans to start their work. It is heartening to find that our Government has already taken some steps in this direction. Nationalised banks are now giving lump sum loans to intending young persons under self employment schemes.

Note Making Class 11 Discursive Passage Questions

(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Unemployment: A Serious Problem

Notes
I. Consequence of Unemployment
(i) poverty
(ii) low morale
(iii) high crime rate
(iv) discontent

II. Causes of Unemployment
(i) rapid growth of ppltn
(ii) prevailing system of edu
(a) prepares young people to be clerks
(iii) underdevelopment of indty & trade

III. Remedy: Role of Government
(i) follow up 5-yr plans
(a) set up many factories
(b) create more job optnts
(ii) allow vocational & technical institutions to open
(iii) help unskilled to become skilled
(iv) revive cottage industries
(v) give loans for self-employment

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
The consequences of unemployment, a serious problem in India, are poverty, low morale, high crime rate and discontent in the population. The causes of unemployment are rapid growth of population, the prevailing system of education which prepares young people to be clerks, and underdevelopment of industry and trade. The remedy is that ‘ the role of Government should change: it should follow up the 5-yr plans by setting up many factories to create more job opportunities. It should allow vocational and technical institutions to open to help the unskilled become skilled. Government should revive cottage industries by giving loans for self-employment.

Note Making Class 11 Discursive Passage 5

Depression is a common problem of modern times. Both the rich and poor suffer from it. According to the World Health Organisation, by the year 2020, depression will become the second leading cause of disease in the world. Many solutions have been prescribed for the problem of depression but most have proved to be ineffective as a complete cure. They may offer temporary relief but fail to resolve the problem permanently.

Meditation is often advised to treat this problem of depression. But meditation focuses on the heart and modern science has established that the heart is merely an organ that pumps blood, whereas many kinds of depression stem from the mind. It is the mind that controls the heart and not vice-versa. In many cases, depression is non-physical and the heart is physical. How can a physical organ resolve a non-physical problem?

We also often hear about physical techniques to counter depression. But the reach of physical techniques is confined to the body and does not extend to the mind.

Many kinds of depression are the result of non-acceptance of reality. The real solution to this problem is the acceptance of reality. While non-acceptance creates the problem, acceptance of reality will solve it.

Our world is one of freedom, competition, challenge and clash of interests. This nature of human life is bound to create problems. No one is exempt from this process. This being so, to de-stress, learn the art of stress management rather than trying to eliminate the stress.

A person may become sad upon facing a loss in business or feeling discriminated against at work. He may give in to anxiety and frustration if he suffers a loss in an election, his love marriage turns into a problem or if he is offended by criticism. In all such cases, a person becomes negative because of being unaware of the real cause. He attributes the cause to another person and holds this person responsible for his difficulties. He fails to realise that all these are due to the law of nature.

If you attribute the cause of the problem to the divine law of nature, it will arouse no negativity, but when you attribute it to a person, it brings on negative thinking. This is because the law of nature is not your rival, whereas you see a person as your competitor. When you attribute the cause of your problem to a rival, it will invariably arouse negative thoughts and cause anger. But when you attribute the cause to the law of nature, because it is not your rival and is equal in its treatment of all, it will lead to introspection.

When you follow nature-based thinking instead of man-based thinking, you will try to discover its wisdom and will realise that whatever has happened is for your betterment. It was to activate your mind and enhance its creativity. It was a means of developing a realistic approach, fostering incentive, making you realise your mistake and helping you to re-plan practically.

When this thought comes to you, your mind will automatically change from negative to positive. You will be grateful towards the law of nature for bestowing this blessing in disguise. This thought will eliminate your stress and you will be able to live normally. This is a good way to help de-stress the mind.

Note Making Class 11 Discursive Passage Questions

(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Depression: Accept It, Tackle It

Notes
I. Depression
(i) common prblm of modern times
(ii) acc to WFIO, will soon become second leading disease,
(iii) prescribed soln
(a) offer temporary relief
(iv) no permanent cure

II. Kinds of Depression and its Cure
(i) non-acceptance of reality
(a) soln – acceptance of reality
(ii) Clash of interests
(a) soln – learn stress mgmt

III. Causes of Stress/Depression
(i) atrbt to another person cause of prblm
(ii) fail to realise law of nature

IV. Ways to De-Stress
(i) atrbt prblm to the divine law of nature
(ii) don’t atrbt cause of problem to a person
(iii) follow nature-based thinking
(iv) this causes realisation that
(a) whatever hpnd is for betterment
(b) means of dvlpg a realistic approach
(c) fostering incentive
(d) helping you to re-plan
(e) understanding mistake
(v) realisation eliminates stress

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
According to the World Health Organisation, depression is expected to become the second leading cause of disease in the world. Prescribed solutions offer temporary relief but offer no permanent solution. The cause is non-acceptance of reality or clash of interests.

Solutions are acceptance of reality and learning to manage stress. Stress is caused by attributing problems to other persons instead of understanding the law of nature. One should realise that whatever has happened is for the betterment. This enables development of a realistic approach to the problem and helps in re-planning. This realisation eliminates stress.

Note Making Class 11 Discursive Passage 6

In Indian homes, the floor of the house is always the best maintained element, cleaned twice a day and wiped down to a sparkling state. In front of the threshold of the home the floor often is decorated with Rangoli and other ritual diagrams. This is true in rural as well as in many urban homes in metropolitan cities. When building a new home, people spend as much money per square foot for a beautiful floor as they would spend on the entire structure. Yet, this pride and obsession for a clean floor suddenly vanish as we step out into the street: the floor of the city.

In Delhi, where 80 percent of the people are pedestrians in some stage of their commuting, least attention is paid to pedestrian paths. Delhi’s sidewalks are too narrow, very poorly maintained and full of potholes, poles, junction boxes and dangerous electrical installations, not to speak of the garbage dumps that stink and stare at the pedestrian. Ashram Chowk is a good case in point where thousands of pedestrians change direction from the Mathura Road radial to the Ring Road. A flyover facilitates the automobiles while the pedestrian is orphaned by the investment-hungry authorities.

One corner of Ashram Chowk has a ridiculous imitation wood sculpture with an apology of a fountain, and across the same chowk, you have the open mouthed, massive garbage dump right on the pedestrian path, in full exhibition for the benefit of the public. These symbols of poor taste and abject apathy are then connected by narrow, dangerous and often waterlogged footpaths for the hapless pedestrians to negotiate. In the night, street lighting in the central median lights up the carriageway for cars and leaves the pedestrian areas in darkness.

Delhi’s citizens leave home and want to get to their destination as fast as they can. No one wants to linger on the road; no leisure walks; no one looks a stranger in the eye. It is on the pedestrian path that the citizen encounters head-on the poor public management and the excuse called ‘multiplicity of authorities’. One agency makes the road, another digs it up to lay cables, a third one comes after months to clear up the mess and the cycle of unaccountability goes on.

Meanwhile crores are spent in repairing the carriageway for vehicles and in construction of flyovers without a care for the pedestrians below. The solution offered is to make an expensive underpass or an ugly foot over bridge, ostensibly for facilitating the pedestrian, while in reality it only facilitates the cars to move faster at the expense of the pedestrians. Take Kashmiri Gate, ITO, Ashram Chowk, AIIMS or Dhaula Kuan. At all these important pedestrian cross-over points the story is the same: they have pulled the sidewalk from under the pedestrians’ feet.

In modern cities across the world, the pedestrian is king. The floor of the city is designed and maintained as an inclusive environment, helping the physically challenged, the old and the infirm, children and the ordinary citizen to move joyfully across the city. Delhi aspires to be a ‘world class city’. Hopefully the authorities would look once again at the floor of Delhi. The pleasure of strolling on the sidewalks is deeply connected to our sense of citizenship and sense of belonging. Pride in the city grows only on a well designed floor of the city.

Note Making Class 11 Discursive Passage Questions

(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Delhi’s Neglected Pedestrians

Notes
I. Floors in Indian homes
(i) well mntnd
(ii) clnd twice a day
(iii) decorated
(iv) home buyers invest on good floors
(v) streets neglected in cmprsn

II. Delhi’s Pedestrian Sidewalks
(i) most people use them for some time
(ii) sdwks poorly made and cltrd due to
(a) potholes
(b) dangerous electrical installations
(c) garbage dumps
(d) being too narrow
(e) waterlogging
(f) dug up due to ‘multiplicity of authorities’
(iii) crossings facilitate vehicles, not pdstns
(iv) lighting on roads, not on sdwks
(v) spending more on road users than pdstns

III. Roads in Other Modern Cities
(i) roads designed for all categories of pdstns
(ii) give them a sense of belonging
(iii) Delhi authorities should improve the situation

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
Floors in Indian homes are well maintained and decorated. Home buyers invest on good floors, but in comparison, the streets are neglected. Delhi’s pedestrian sidewalks, used by most people, are poorly made and cluttered due to various installations or remaining dug up due to a ‘multiplicity of authorities’.

Road crossings facilitate vehicles, not pedestrians, with lighting on roads, not on sidewalks and spending more on road users than on pedestrians. In contrast, modern cities worldwide are better, with roads designed for all categories of pedestrians, . which give them a sense of belonging. Delhi authorities should thus work on improving the situation.

Note Making Class 11 Discursive Passage 7

India is surrounded by water bodies on three sides, yet we face water shortage every year! Consider this – the per capita water availability in India was 3450 cu m in 1951. By 2025, the annual per capita availability of water is expected to fall drastically from the current 1800 cu m per person to between 1200 and 1500 cu m.

Mumbai’s demand for water was 7950 MLD (million litres per day) in 2011. The supply was only around 3100 MLD – a substantial shortfall, but the city receives only 2500 MLD, the balance being lost on account of leakages and pilferage. Delhi Jal Board is able to supply only around 650 million gallons of water per day against the demand of 750 million gallons. According to a World Bank study of 27 Asian cities with population of over one million, Kolkata is the fourth worst performing metro in terms of hours of water availability per day.

The quality of available water is also fast deteriorating. In 1982 it was reported that 70 percent of all available water in India was polluted. The situation is much worse today. Over-extraction of ground water has led to salt water intrusion into coastal aquifers. It has also resulted in problems of excessive fluoride, iron, arsenic and salinity in water, which is currently affecting about 44 million people in India. Ground water is facing an equally serious threat from contamination by industrial effluents and faecal matter, as well as pesticides and fertilisers from farm run-offs.

Unless priority is given quickly to creating an infrastructure to assure availability of water, there may soon be no water to meet the agricultural, domestic and industrial needs of a population that will has tripled in 50 years to one and a quarter billion.

Water management is therefore a major challenge for town planners, builders and architects today, not just in terms of availability of water, but most importantly its quality.

As water shortage increases, alternate sources of water supply are gaining importance. These include sewage recycling, rainwater harvesting, generating water from humidity in the atmosphere etc. Water recycling is a simple, effective and economical solution to conserve water so that more fresh water is available for uses such as drinking, bathing, cooking and laundry.

Rajesh Sharma, Managing Director, Ion Exchange (India) Ltd, opines, “Population, industrialisation and pollution are putting pressure on our limited fresh water resources. There is a limit to increasing water supply because we are running out of sources and the cost of additional facilities is prohibitive. Moreover as industry, which pays heavily for the water it uses, recycles more and more of it, it will be increasingly difficult for municipalities to find the money for subsidy.

Sewage recycle would help reduce infrastructural costs on public water supply systems as well as avoid heavy losses of water through leakages during distribution through public supply pipelines. The best way to solve water scarcity, therefore, is by conserving water and recycling it wherever possible. Recycling must be made mandatory for all new projects – industrial or domestic. It should be promoted for existing buildings also. Apart from priority to watershed development, rainwater harvesting and water recycling, another area we need to address is optimising use of water in agriculture (which uses 70% of the fresh water available) through drip irrigation etc.”

Note Making Class 11 Discursive Passage Questions

(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Tackling Water Scarcity

Notes
I. Water Availability Status
(i) per capita in India: 3450 cu m 951) reduced to1800 cum (today) and will reduce to 1200-1500 cu m (2025)
(ii) Mumbai’s dmd more than triple of supply
(iii) Delhi’s dmd is 15% more than supply
(iv) Kolkata 4th worst performing metro in Asia for water supply

II. Quality of Available Water
(i) groundwater constantly dtrtg
(a) salt water intrusion into coastal aquifers
(b) excessive fluoride, arsenic, iron and salinity
(c) polluted by
– industrial effluents
– faecal matter
– pesticides and fertilisers from farm run-offs

III. Howto Handle the Problems
(i) water mgmt major problem
(ii) promote alternate sources
(a) sewage recycling
(b) rainwater harvesting
(c) water gnrtn from atmospheric humidity
(iii) effective and economical solution to conserve water

IV. Opinion of MD, Ion Exchange (India)
(i) prsr on fresh water resources due to
(a) t population
(b) industrialisation
(c) water pollution
(ii) additional facilities cost prohibitive
(iii) cannot subsidise
(iv) solns suggested
(a) conserve & recycle water
(b) watershed development
(c) optimise use in agriculture

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
Water availability in India is falling steadily, particularly in the metros. The quality of available water is also deteriorating, with 70 per cent of water being polluted due to salinity and excessive presence of fluorides, iron and arsenic. Groundwater is contaminated by industrial effluents, faecal matter and agricultural run-offs.

According to the Managing Director, Ion Exchange (India), we need to prioritise water availability through sewage recycling, rainwater harvesting, water generation from atmospheric humidity etc. In addition watershed development should be done and water use in agriculture must be optimised.

Note Making Class 11 Discursive Passage 8

There is nothing more frustrating than when you sit down at your table to study with the most sincere of intentions and instead of being able to finish the task at hand, you find your thoughts wandering. However, there are certain techniques that you can use to enhance your concentration. “Your concentration level depends on a number of factors,” says Samuel Ghosh, a social counsellor. “In order to develop your concentration span, it is necessary to examine various facts of your physical and internal environment,” she adds.

To begin with, one should attempt to create the physical environment that is conducive to focused thought. Whether it is the radio, TV or your noisy neighbours, identify the factors that make it difficult for you to focus. For instance, if you live in a very noisy neighbourhood, you could try to plan your study hours in a nearby library. In case you are living in a market area, you may want to study at a time when the market is not open.

She disagrees with the notion that people can concentrate or study in an environment with distractions like a loud television, blaring music etc. “If you are distracted when you are attempting to focus, your attention and retention powers do not work at optimum levels,” cautions Ghosh. “Not more than two of your senses should be activated at the same time,” she adds. What that means is that music that sets your feet tapping is not the ideal accompaniment to your books.

Also do not place your study table or desk in front of a window. “While there is no cure for a mind that wants to wander, one should try and provide as litde stimulus as possible. Looking out of a window when you are trying to concentrate will invariably send your mind on a tangent,” says Ghosh.

The second important thing, she says, is to establish goals for oneself instead of setting a general target and then trying to accomplish what you can in a haphazard fashion. It is very important to decide what you have to finish in a given span of time. The human mind recognises fixed goals and targets and appreciates schedules more th^n random thoughts. Once your thoughts and goals are in line, a focused system will follow.

She recommends that you divide your schedule into study and recreation hours. When you study, choose a mix of subjects that you enjoy and dislike and save the former for the last so that you have something to look forward to.

For instance, if you enjoy verbal skill tests more than mathematical problems, then finish Maths first. Not only will you find yourself working harder, you will have a sense of achievement when you wind up.

Try not to sit for more than 40 minutes at a stretch. Take a very short break to make a cup of tea or listen to a song and sit down again. Under no circumstances, should one sit for more than one and a half hours. Short breaks build ’ your concentration and refresh your mind. However, be careful not to overdo the relaxation. It may have undesired effects.

More than anything else, do not get disheartened. Concentration is merely a matter of disciplining the mind. It comes with practice and patience and does not take very long to become a habit for life.

Note Making Class 11 Discursive Passage Questions

(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
Answer:
(a) Title Concentration Techniques

Notes
I. Enhance your Concentration
(i) avoid wdrg thoughts
(ii) idfy phsl & int env
(iii) create focus
(iv) plan study hrs time and Ictn

II. Avoid
(i) distractive env
(ii) divide schedule
(iii) actvtg two senses

III. Setting Goals
(i) fix goals & targets
(ii) study near window
(iii) attempt dfclt tasks first

IV. Discipline your Mind
(i) avoid working long at a stretch
(ii) take very short breaks
(iii) don’t relax too long
(iv) practice & patience help

Key to Abbreviations

(b) Write a summary of the above passage in 80-100 words.
Answer:
It is very frustrating to lose concentration while working. Certain techniques will definitely help to build up concentration. Firstly, the physical and internal environment should be conducive for focused thinking. Avoid noisy areas and other distractions such that not more than two of your senses are active at any time. Secondly, establish definite goals and accomplish them, thus establishing a focused system. Plan, divide and prioritise your schedule. Avoid working long stretches, taking only short breaks to improve your concentration. With patience and practice, concentration will become a lifelong habit.

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Unseen Passage For Class 11 Literary CBSE With Answers

Steps To Attempt Reading Comprehension

The following steps have to be attempt while reading comprehension

• Read each and every line in the Passage carefully. Reading the Passage twice is always favourable as it helps in better understanding and makes it easier for a student to find answers.
• If the title of the Passage is given, read it first as it gives the central insight of the Passage.
• Underline all the difficult words while reading the Passage, as you might be tested on these words in the vocabulary Questions.
• Always give emphasis on the beginning and end of the Passages. These paragraphs often hold the most important information of the Passage.
• While answering be sure that you’ve clearly understood the question. The answer must be relevant to the question.
• Ensure that you answer the question according to the marks it carries. Subjective Questions should be answered in complete sentences.
• Try to use your own language and modify the answer according to the question.
• Answers should be based on the information given/inference derived from the information in the Passage.
• Make sure that you use the same tense in which the question has been asked.
• In MCQ’s analyze the Questions and options carefully before selecting the correct option because some of the four options are often closely related.
• Write the correct question number on each answer sheet to avoid mistakes.

Literary Unseen Passage for Class 11 CBSE English with Answers Pdf

Had Dr Johnson written his own life, in conformity with the ppinion which he has given, that every man’s life may be best written by himself; had he employed in the preservation of his own history, that clearness of narration and elegance of language in which he has embalmed so many eminent persons, the world would probably have had the most perfect example of biography that was ever exhibited.

Wherever narrative is necessary to explain, connect, and supply, I furnish it to the best of my abilities; but in the chronological series of Johnson’s life, which I trace as distinctly as I can, year by year, I produce, wherever it is in my power, his own minutes, letters, or conversation, being convinced that this mode is more lively, and will make my readers better acquainted with him, than even most of those were who actually knew him, but could know him only partially; whereas there is here an accumulation of intelligence from various points, by which his character is more fully understood and illustrated.

Indeed I cannot conceive a more perfect mode of writing any man’s life, than not only relating all the most important events of it in their order, but interweaving what he privately wrote, and said, and thought. Had his other friends been as diligent and ardent as I was, he might have been almost entirely preserved. As it is, I will venture to say that he will be seen in this work more completely than any man who has ever yet lived.

And he will be seen as he really was, for I profess to write, not his panegyric, which must be all praise, but his life; which, great and good as he was, must not be supposed to be entirely perfect. To be as he was, is indeed subject of panegyric enough to any man in this state of being; but in every picture there should be shade as well as light, and when I delineate him without reserve, I do what he himself recommended, both by his precept and his example, as quoted below.

“If the biographer writes from personal knowledge, and makes haste to gratify the public curiosity, there is danger lest his interest, his fear, his gratitude, or his tenderness, overpower his fidelity, and tempt him to conceal, if not to invent.”

Questions
(a) On the basis of your reading of the Passage, answer the following Questions briefly.
(i) What was Dr Johnson’s opinion on autobiographies?
(ii) According to the author, what would have happened if Dr Johnson had written his autobiography?
(iii) How does the author intend to acquaint his readers completely with Dr Johnson’s life?
(iv) What does the author seem most proud of, as mentioned in the Passage?
(v) In the quotation given in the last paragraph of the Passage, what is Dr Johnson concerned about?
(vi) What method of writing Dr Johnson’s biography did the author adopt to make his readers better acquainted with him?
Answer:
(a) (i) Dr Johnson believed that anyone’s life can be best written by the person himself / herself. For him, an autobiography was the best and most comprehensive form of biography.

(ii) According to the author, if Dr Johnson had written his own biography, the world’would have seen the best example of how a biography/autobiography should be written.

(iii) The author intends to acquaint his readers completely with Johnson’s life by following a chronological order, giving an account of his personal thoughts and feelings via his letters and conversation and also converging knowledge about his life from different points.

(iv) The author seems most proud of his thoroughness in obtaining the biographical materials.

(v) In the quotation given in the last paragraph of the Passage, Dr Johnson is concerned that if a biographer only wants to satisfy the public, he will not write honestly by concealing some facts and inventing others.

(vi) The author adopted the method of chronologically narrating Dr Johnson’s life along with his own minutes, letters or conversations.

(b) On the basis of your reading of the Passage, complete the statements given below by choosing the most appropriate option.
(i) It can be inferred from the Passage that Dr Johnson
(a) wrote many biographies
(b) wrote his own autobiography
(c) was against writing his autobiography
(d) did not want the author to write about him
Answer:
(a) wrote many biographies

(ii) Dr Johnson would probably have agreed that
(a) a biography tends to over-praise
(b) an autobiography is always misleading
(c) an autobiographer is the greatest authority on his own life
(d) All of the above
Answer:
(c) an autobiographer is the greatest authority on his own life

(iii) The word is a synonym of ‘panegyric’ used in paragraph 4.
(a) eulogy
(b) myth
(c) portrait
(d) fame
Answer:
(a) eulogy

(iv) In paragraph 1, the word means ‘preserved someone or something in an unalterable state’.
(a) perfect
(b) preservation
(c) frozen
(d) embalmed
Answer:
(d) embalmed

(v) In paragraph 4, the word means ‘describe or portray precisely’.
(a) perfectly
(b) tilted
(c) delineate
(d) precept
Answer:
(c) delineate

(vi) In paragraph 5, the word is the antonym of‘dissatisfy’.
(a) interest
(b) gratify
(c) gratitude
(d) please
Answer:
(b) gratify

Literature Unseen Passage with Questions for Class 11 CBSE Pdf

Literature Passage for Class 11 CBSE Pdf – 1

Justin was always prepared. His motto was “Never throw anything out, you never know when it might come in handy.” His bedroom was so full of flat bicycle tires, bent tennis rackets, deflated basketballs and games with missing pieces that you could barely get in the door. His parents pleaded with him to clean out his room.

“What use is a fish tank with a hole in the bottom?” his father asked. But Justin simply smiled and repeated his motto, “Never throw anything out, you never know when it might come in handy.”

When Justin was away from home, he always carried his blue backpack. He liked to think of it as a smaller version of his bedroom, a place to store the many objects that he collected. It was so worn and stretched that it hardly resembled a backpack anymore. It was full of the kind of things that seemed unimportant, but when used with a little imagination, might come in handy.

Justin had earned a reputation for figuring things out and getting people out of otherwise hopeless situations. Many of his classmates and neighbours sought him out when they needed help with a problem. On the first day of school, his friend Kenny came looking for Justin.

“Do you think you have something in your bag that could help me remember my locker combination?” he asked. “I lost the scrap of paper it was written on. I have science class in two minutes and if I’m late on the first day it’ll make me look bad for the rest of the year.” Kenny looked genuinely worried.

‘Relax,’ Justin said, taking his backpack off and unzipping the top. “Remember how you borrowed my notebook in homeroom to write the combination down? Well, I know how we can recover what you wrote.”

He took the notebook and a soft lead pencil out of his bag. The page that Kenny had written on had left faint indentations on another page in the notebook. Justin held the pencil on its side and rubbed it lighdy over the indentations. Slowly but surely the numbers of the locker combination appeared in white, set off by the gray pencil rubbings.

‘That’s amazing!’ Kenny said. “I owe you one”. And he dashed off to open his locker.

Questions
(a) On the basis of your reading of the passage, answer thefollowing Questions briefly,
(i) What is the author’s purpose in writing this story?
(ii) How does the author achieve this purpose?
(iii) How did Justin justify keeping a fish tank with a hole in the bottom?
(iv) Mention three attributes of Justin’s character.
(v) What was Kenny’s problem which he expected Justin to solve?
(vi) How did Justin solve Kenny’s problem?

(b) Onthe basis ofyour reading ofthe passage, answer the following Questions by choosingthe most appropriate option.
(i) In what way is Justin’s backpack a smaller version of his bedroom?
(a) His parents tell him to clean it all the time
(b) He uses it to carry his books and sports equipment
(c) He uses it as a place to store objects
(d) He’s had it for as long as he can remember

(ii) Why is Justin’s room such a mess?
(a) He never throws anything away
(b) He has no time to clean
(c) He shares the room with his brother
(d) He always forgets to clean his room

(iii) What does the word ‘reputation’ in paragraph 4 mean?
(a) Supporting others
(b) One’s personality
(c) An award
(d) How one is thought of by others

(iv) Which of the following words used in paragraph 8 is a synonym of‘surprising’?
(a) dashed
(b) bravo
(c) indentations
(d) mazing

(v) Which of the following means the same as ‘pleaded with’used in paragraph 1?
(a) pushed
(b) begged
(c) asked
(d) ignored

(vi) Which of the following words used in paragraph 3 is an antonym of‘contracted’?
(a) worn
(b) stretched
(c) carried (d) resembled

Literature Passage for Class 11 CBSE Pdf – 2

Ode To A Nightingale
My heart aches, and a drowsy numbness pains
My sense, as though of hemlock I had drunk,
Or emptied some dull opiate to the drains,
One minute past and Lethe-wards had sunk:
Tis not through envy of thy happy lot,
But being too happy in thine happiness,—
That thou, light-winged Dryad of the trees
In some melodious plot
Of beechen green, and shadows numberless,
Singest of summer in full-throated ease.
O, for a draught of vintage! that hath been
Cool’d a long age in the deep-delved earth,
Tasting of Flora and the country green,
Dance, and Provencal song and sunburnt mirth!
O for a beaker full of the warm South,
Full of the true, the blushful Hippocrene,
With beaded bubbles winking at the brim,
And purple-stained mouth;
That I might drink, and leave the world unseen,
And with thee fade away into the forest dim:
Fade far away, dissolve, and quite forget
What thou among the leaves hast never known,
The weariness, the fever, and the fret
Here, where men sit and hear each other groan;
Where palsy shakes a few, sad, last grey hairs,
Where youth grows pale, and spcccrethin, and dies;
Where but to think is to be full of sorrow
And leaden-eyed despairs,
Where beauty cannot keep her lustrous eyes,
Or new Love pine at them beyond to-morrow.

—by John Keats

Questions
On the basis of your reading of the poem, answer the following Questions briefly.
(i) What does the poet declare in the first four lines of the poem?
(ii) What reason does the poet give for feeling ‘a drowsy numbness’?
(iii) What longing is expressed by the poet in the second stanza?
(iv) What is the poet’s desire in the third stanza?
(v) How is this desire of the poet graphically illustrated by him?
(vi) What is the basic theme of this extract from the poem?

(b) On the basis of your reading of the poem, answer the following Questions by choosing the most appropriate option,
(i) What are the feelings expressed by the poet in lines 19-20?
(a) He wants to run away into the forest with the nightingale
(b) He wants to escape from reality by experiencing the nightingale’s feelings
(c) He wants to die after enjoying life like the nightingale
(d) None of the above

(ii) Identify the figure of speech used in the line, ‘With beaded bubbles winking at the brim’.
(a) Simile
(b) Transferred epithet
(c) Metaphor
(d) Personification

(iii) Which word used in the first stanza means ‘poison’?
(a) Hemlock
(b) Opiate
(c) Dryad
(d) Beechen

(iv) Which word used in the second stanza means ‘dug’?
(a) Draught
(b) Delved
(c) Blushful
(d) Beaded

(v) Which word used in the third stanza means ‘worry’?
(a) Pine
(b) Groan
(e) Forget
(d) Fret
(vi) Which word in the last stanza means ‘shining or radiant’?
(a) Palsy
(b) Pale
(c) Lustrous
(d) Leaden

PASSAGE 3
I have said this much because it is my wish that the principles which have guided me in the composition of these memoirs may be understood. I am aware that they will not please every reader; that is a success to which I cannot pretend. Some merit, however, may be allowed me on account of the labour I have undergone. It has neither been of a slight nor an agreeable kind. I made it a rule to read everything that has been written respecting Napoleon, and I have had to decipher many of his autographed documents, though no longer so familiar with his scrawl as formerly.

I say decipher, because a real cipher might often be much more readily understood than the handwriting of Napoleon. My own notes, too, which were often very hastily made, in the hand I wrote in my youth, have sometimes also much embarrassed me.

My long and intimate connection with Bonaparte from boyhood, my close relations with him when he was General, Consul and Emperor, enabled me to see and appreciate all that was projected and all that was done during that considerable and momentous period of time. I not only had the opportunity of being present at the conception and the execution of the extraordinary deeds of one of the ablest men nature ever formed, but, notwithstanding an almost unceasing application to business, I found means to employ the few moments of leisure which Bonaparte left at my disposal in making notes, collecting documents and in recording for history the facts respecting which the truth could otherwise with difficulty be ascertained; and more particularly in collecting those ideas, often profound, brilliant, and striking, but always remarkable, to which Bonaparte gave expression in the overflowing frankness of confidential intimacy. The knowledge that I possessed much important information has exposed me to many inquiries, and wherever I have resided since my retirement from public affairs, much of my time has been spent in replying to Questions. The wish to be acquainted with the most minute details of the life of a famous man is very natural; and the observation on my replies by those who heard them always was, “You should publish your memoirs!”

Questions
(a) On the basis of your reading of the passage, answer the following Questions briefly.
(i) How does the author express his difficulties in writing Napoleon’s memoirs?
(ii) On what basis can we say that Napoleon’s handwriting was very difficult to read?
(iii) How does the author justify his statement that he could understand all that Napoleon actually achieved?
(iv) What method did the author employ to ensure that he could relate afterwards all that happened in Napoleon’s time?
(v) Why is the author pestered by people even after he has retired from public life?
(vi) Why do people want the author to publish his memoirs?

(b) On the basis of your reading of the passage, complete the statements given below by choosing the most appropriate option.
(i) The author is embarrassed, as stated in paragraph 1, because
(a) Napoleon’s handwriting was unreadable
(b) the author’s handwriting was very poor in his youth
(c) he cannot please every reader
(d) None of these

(ii) The author was known to Napoleon Bonaparte since
(a) Bonaparte became General
(b) Bonaparte became Consul and Emperor
(c) birth
(d) boyhood

(iii) The phrase ‘on account of’ used in paragraph 1 means the same as
(a) as a consequence of
(b) under no circumstances
(c) makes up
(d) None of these

(iv) The word ‘scrawl’ used in paragraph 1 means the same as
(a) sayings
(b) method of working
(c) style of dress
(d) careless handwriting

(v) The word ‘conception’ used in paragraph 2 is the synonym of
(a) birth
(b) proposal
(c) death
(d) pregnancy

(vi) The word ‘profound’ used in paragraph 2 is the antonym of
(a) wise
(b) sincere
(c) superficial
(d) comical

Literature Passage for Class 11 CBSE Pdf – 4

Thanks for the start to the lives that we’ve had.
Thanks for the nights that you went without rest.
So many memories, most happy, some sad;
If you weren’t perfect, you still passed the test,
Holding our hands, holding back all the fears.
Thank you sincerely for all of those years.

So many hours that you worked to provide
Multiplied by all the days that we grew,
When we behaved and the times we defied,
Never a doubt we could still count on you,
Making our laughter and drying our tears.
Thank you sincerely for all of those years.

Thanks for the rules that we wished were not there.
Thanks for the wisdom we sometimes denied.
All the attention and all of the care,
All the forgiveness and all of the pride,
Pointing out faults but then calling out cheers.
Thank you sincerely for all of those years.

For the examples you set every day,
Teaching with actions, those lessons hold tight.
We hardly knew just how much you could say
Simply by doing what you knew was right.
Now that we’re older, the logic appears.
Thank you sincerely for all of those years.

Thank you for love not required to be earned,
Not ever fading as time moves along.
You have to know that the love is returned,
Not always showing, but always so strong,
And you still care as your golden time nears.
Thank you sincerely for all of the years.

Questions
(a) On the basis of your reading of the poem, answer the following Questions briefly.
(i) For what all does the poet thank ‘you’ in the first stanza?
(ii) How did ‘you’ teach important lessons of life?
(in) How does the poet express his gratitude to ‘you’ in the last stanza?
(iv) What is the rhyme scheme of the poem?
(v) Which word in the second stanza is the antonym of ‘obeyed’?
(vi) Which word in the third stanza is the synonym of ‘pardon’?

(b) On the basis of your reading of the poem, complete the statements given below by choosing the most appropriate option.
(i) The tone of the poem is
(a) nostalgic
(b) sad
(c) grateful
(d) condemnatory

(ii) The poem is addressed to all
(a) people in general
(b) parents universally
(c) past memories
(d) golden years

(iii) ‘You’ have always worked
(a) tirelessly and selflessly
(b) in a selfish manner
(c) with lots of complaints
(d) with grace

(iv) The poet thanks ‘you’ for the rules which
(a) were badly laid down during childhood
(b) were accepted willingly during childhood
(c) brought happiness during childhood
(d) were not liked during childhood

(v) The phrase ‘to provide’ in the second stanza means
(a) to provide enough time
(b) to provide whatever I asked for
(c) to provide the necessities of life
(d) None of these

(vi) The meaning of the phrase ‘golden time’ in the last stanza is
(a) rebirth
(b) time when your hair will become golden
(c) time when you will go to heaven
(d) old age

Literature Passage for Class 11 CBSE Pdf – 5

Bill believes in achieving his goals through hard work. He also believes that if you are intelligent and know how to use your intelligence, you can reach your goals and targets. From his early days Bill was ambitious, competitive and intelligent. These qualities helped him to attain a great position in the profession he chose. Also, Bill was deemed by his peers and his teachers as the smartest kid on campus;

Bill’s parents came to know their son’s intelligence and decided to enrol him in a private school known for its intense academic environment. That was the most important decision in Bill Gate’s life, where he was first introduced to computers. Bill Gates and his friends were very much interested in computers and formed a ‘Programmers Group’ in late 1968. Being in this group, they found a new way to apply their computer skills in the University of Washington. In the next year, they got their first opportunity in Information Sciences Inc in which they were selected as programmers. ISI (Information Sciences Inc) agreed to give them royalties whenever it made money from any of the group’s programs. As a result of the business deal signed with Information Sciences Inc, the group also became a legal business.

Upon graduating from Lakeside School, Bill enrolled in Harvard University in 1973, one of the best universities in the country. He didn’t know what to do, so he enrolled his name for pre-law. He took the standard freshman courses with the exception of signing up for one of Harvard’s toughest mathematics courses. He did well over there, but he couldn’t find it interesting. He spent many long nights in front of the school’s computer and the next day fell asleep in class. After leaving school, he almost lost himself from the world of computers.

Within a year, Bill Gates dropped out from Harvard. Then he formed Microsoft. Microsoft’s vision is “A computer on every desk and Microsoft software on every computer”. Bill is a visionary person and works very hard to achieve his vision. His belief in high intelligence and hard work has put him where he is today. He does not believe in mere luck or God’s grace, but just hard work and competitiveness. His beliefs are so powerful that they have helped him increase his wealth and his monopoly in the industry.

Questions
(a) On the basis ofyour reading of the passage, answer the following Questions briefly.
(i) What was the most important decision in Bill Gates’ life?
(ii) How did the ‘Programmers Group’ become a legal business? .
(iii) What unusual step did Bill take in Harvard University?
(iv) What factor helped Bill to increase his wealth and his monopoly in the industry?
(v) Why did Bill’s parents enrol him in a private school known for its intense academic environment?
(vi) Why did Bill enrol his name for pre-law at Harvard University?

(b) On the basis of your reading of the passage, complete the statements given below by choosing the most appropriate option.
(i) Bill Gates’beliefs are
(a) hard work and competitiveness
(b) achieving his goals and knowing how to use your intelligence
(c) hard work and knowing how to use your intelligence
(d) None of the above

(ii) Bill Gates dropped out from Harvard within a year because
(a) he was not interested in pre-law
(b) he often fell asleep in class
(c) he spent many long nights in front of the school’s computer
(d) None of the above

(iii) The word in paragraph 1 is the antonym of‘modest’.
(a) great
(b) much
(c) smartest
(d) ambitious

(iv) The word in paragraph 1 is the synonym of ‘implement’.
(a) goals
(b) concern
(c) apply
(d) opportunity

(v) The word ‘freshman’in paragraph 2 means the same as
(a) man smelling fresh
(b) general nature
(c) first year student
(d) college student

(vi) The word ‘monopoly’ in paragraph 3 means the same as
(a) dominance
(b) complete control
(c) cornering the orders
(d) full attention

Literature Passage for Class 11 CBSE Pdf – 6

The man of honesty
The man of Greatness
He is our Mahatma
The father of our nation!

Born in a family
Of cultured background
Grown in a circle
loving parents.

Honest, truthful and simple
Of body so frail yet nimble
With heart so big and true
With gifts but given to few.

Made many mistakes
Realised his faults
Vowed never to repeat them
And never committed them again.

Loved his motherland
Brought her freedom
With the weapon of non-violence
And not a drop of blood-shed.

Bravely to prison he went
Though old and bent
Many a blow did he get
Yet never did he fret.

With guns and knives, he did not fight
Satyagraha was his eternal might
India’s independence he fought and won
Bloodshed and bitterness there was none.

Adopted penance and &sting
Started the Satyagraha
Gave up foreign goods
And inspired wearing Khadi.

Questions
(a) On the basis of your reading of the poem, answer the following Questions briefly.
(i) In what atmosphere was Gandhi born and brought up? (ii) How did Gandhi improve on his faults?
(iii) What was always Gandhi’s strength, although he never used weapons?
(iv) How did Gandhi set an example to others? (v) Which word in stanza 2 is the synonym of ‘enlightened’?
(vi) Which word in stanza 3 is the antonym of ‘strong’?

(b) On the basis of your reading of the poem, complete the statements given below by choosing the most appropriate option.
(i) Gandhi is known as the father of our nation because
(a) he brought freedom to the nation
(b) achieving his goals and knowing how to use your intelligence
(c) hard work and knowing how to use your intelligence
(d) None of the above

(ii) The main characteristic of Gandhi’s ‘weapon’ of non-violence was
(a) Satyagraha
(b) not a drop of bloodshed
(c) no bitterness
(d) None of these

(iii) The paradox with Gandhi was that
(a) though he was frail, he was still nimble
(b) he realised his faults but committed them again
(c) though he had a big heart, he gave few gifts
(d) None of these

(iv) The rhyme scheme of the entire poem is
(a) aabb
(b) abab
(c) abed
(d) mixed

(v) The word ‘fret’ in stanza 6 means the same as
(a) fidget
(b) worry
(c) become grumpy
(d) become joyful

(vi) The word ‘bitterness’ in stanza 7 is the antonym of
(a) sweetness
(b) contentment
(c) goodwill
(d) happiness

Literature Passage for Class 11 CBSE Pdf – 7

We went down the hill and found Jo Harper and Ben Rogers, and two or three more of the boys hiding in the old yard. So we unhitched a boat and pulled it down the river two miles and a half, to the big scar on the hillside, and went ashore. We went to a clump of bushes and Tom made everybody swear to keep the secret, and then showed them a hole in the hill, right in the thickest part of the bushes. Then we lit the candles, and crawled in on our hands and knees. We went about two hundred yards, and then the cave opened up. Tom soon ducked under a wall where there was a hole. We went along a narrow passage and got into a kind of room, all damp and sweaty and cold, and there we stopped. Tom said, “Now, we’ll start this band of robbers and call it Tom Sawyer’s gang. Everybody that wants to join has got to take an oath, and write his name in blood.”

Everybody was willing. So Tom got out a sheet of paper he had written the oath on, and read it. It swore, ‘Every boy to stick to the gang, and never tell any of the secrets; and if anybody done anything to anybody in the gang, whichever boy was ordered to kill that person and his family must do it, and he mustn’t eat and he mustn’t sleep till he had killed them and hacked a cross in their breasts, which was the sign of the gang. And nobody that didn’t . belong to the gang could use that mark, and if he did, he must be sued; and if he done it. again, he must be killed.

And if anybody that belonged to the gang told the secrets, he must have his throat cut, and then have his carcass burnt up and the ashes scattered all around, and his name blotted off of the list with blood and never mentioned again by the gang, but have a curse put on it and be forgot forever.”

Everybody said it was a real beautiful oath, and asked Tom if he got it out of his own head. He said, some of it, but the rest was out of pirate- books and robber-books, and every gang that was high-toned had it.

Questions
(a) On the basis of your reading of the passage, answer the following Questions briefly.
(i) Who were the members of Tom Sawyer’s gang?
(ii) What punishment would be given to anyone who harmed a member of the gang?
(iii) If a band member was ordered to kill a person harming a gang member, what were his constraints?
(iv) What punishment was to be given to somebody who used the sign of the gang without being its member?
(v) If a gang member became a traitor, what was to be his punishment?
(vi) What helped Tom to prepare the lengthy oath?

(b) On the basis of your reading of the passage, complete the statements given below by choosing the most appropriate option.
(i) The leader of the group was
(a) the writer
(b) Tom Sawyer
(c) Jo Harper
(d) None of these

(ii) The boys went to the cave to
(a) write their name in blood
(b) swear to keep the secret
(c) secretly take an oath
(d) secretly form a band of robbers

(iii) The word in paragraph I which means the same as ‘bent quickly’ is
(a) opened
(b) turned
(c) ducked
(d) leaned

(iv) The word in paragraph 2 which is an antonym of ‘keep’ is
(a) got
(b) stick
(c) mentioned
(d) tell

(v) The word in paragraph 2 which is a synonym of ‘cut’ is
(a) hacked
(b) scattered
(c) blotted
(d) forgot

(vi) The word in paragraph 3 which is a synonym of ‘superior’ is
(a) beautiful
(b) high-toned
(c) elaborate
(d) accomplished

I Remember, I Remember

I remember, I remember
The house where I was born,
The little window where the sun
Came peeping in at morn;
He never came a wink too soon
Nor brought too long a day;
But now, I often wish the night
Had borne my breath away.

I remember, I remember
The roses, red and white,
The violets, and the lily-cups
Those flowers made of light
The lilacs where the robin built,
And where my brother set
The laburnum on his birthday,
The tree is living yet!
I remember, I remember
Where I was used co swing,
And thought the air must rush as fresh
To swallows on the wing;
My spirit flew in feathers then
That is so heavy now,
And summer pools could hardly cool
The fever on my brow.

I remember, I remember
The fir trees dark and high;
I used to think their slender tops
Were dose against the sky
Ir was a childish ignorance’
But now it is little joy
To know I’m lrther off from Heaven
Than when I was a boy.

—by Thomas Hood

Questions
(a) On the basis of your reading of the poem, answer the following Questions briefly.
(i) What does the poet mean by, ‘I often wish the night had borne my breath away’ in the first stanza?
(ii) Why is the poet sad in the second stanza?
(iii) What does the poet imply by, ‘My spirit flew in feathers then that is so heavy now’ in the third stanza?
(iv) What is the rhyme scheme of the poem?
(v) What is the meaning of the phrase ‘where the robin built’ in stanza 2?
(vi) What is the meaning of the phrase ‘on the wing’ in stanza 3?

(b) On the basis of your reading of the poem, complete the statements given below by choosing the most appropriate option.
(i) The poet remembers his childhood wIth
(a) pain
(b) nostalgia
(c) unhappiness
(d) love

(ii) The length of the day always seemed…… to the poet.
(a) toolong
(b) tooshort
(c) Justrlght
(d) notright

(iii) The poetS childhood home was perhaps In
(a) atown
(b) abigcity
(c) thecountryslde
(d) Noneofthese

(iv) The tree planted by the poetS brother was a tree.
(a) rose
(b) violet
(c) lilac
(d) laburnum

(v) The word ‘wink’ In stanza 1 Is the synonym of ……………………
(a) llttle
(b) moment
(c) sleep
(d) esrly

(vi) The phrase ‘farther off from heaven’ In the last stanza suggests that the poet Is
(a) sad
(b) somewhat happy
(c) very happy
(d) contented

Literature Passage for Class 11 CBSE Pdf – 9

The Metal Man stands in a dark, dusty comer of the Tyburn College Museum. The visitor who gives it a closer view marvels at the silent tragedy in the set, determined expression and at the peculiar mark upon the chest. It is a six-sided blot, of a deep crimson hue, with strange pink lines radiating from it. Of course it is generally known that the Metal Man was once Professor Thomas Kelvin of the Geology Department.

For some years he had been spending his summer vacations along the Pacific coast of Mexico, prospecting for radium. Evidently he had been successful beyond his wildest dreams. He did not come to Tyburn but we heard stories of him selling millions of dollars worth of salts of radium and giving as much to institutions employing radium treatment. And it was said that he was sick of a strange disorder that defied the world’s best specialists and that he was pouring out his millions in the establishment of scholarships and endowments as if he expected to die soon.

One cold stormy day, when the sea was running high on the unprotected coast which the cottage overlooks, I saw a sail out to the North. Soon a boat had put off in the direction of the shore. The sea was not so rough as to make the landing hazardous, but the proceeding was rather unusual, and, as I had nothing better to do, I went out in the yard before my modest house. When the boat touched shore, four men sprang out and rushed it up higher on the sand.

As a fifth tall man arose in the stern, the four picked up a great chest and started in my direction.
The fifth man, a hard-faced Yankee skipper, walked up to me and said gruffly, “I am Captain McAndrews.”
“I’m glad to meet you, Captain,” I said, wondering. “There must be some mistake. I was not expecting—”
“Not at all,” he said abruptly. “The man in that chest was transferred to my ship from the liner Plutonia three days ago. He has paid me for my services, and I believe his instruction have been carried out. Good day, sir.”
He turned on his heel and started away.
“A man in the chest!” I exclaimed.

Questions
(a) On the basis of your reading of the passage, answer thefollowing Questions briefly.
(i) How had Kelvin been spending his summer vacations?
(ii) What evidence is given in the passage about Kelvin’s success?
(iii) How does the author conclude that Kelvin expected to die soon?
(iv) Why did the author go out in his yard even on the cold stormy day?
(v) How did the author respond to the information given by Captain McAndrews?
(vi) Who do you identify as the ‘man in the chest’ and why?

(b) On the basis of your reading of the passage, answer the following Questions by choosing the most appropriate option.
(i) Where was the Metal Man kept?
(a) In the chest carried by the ship
(b) On the beach near the narrator’s home
(c) In the Tyburn College Museum
(d) None of these

(ii) Why is the Metal Man referred to as a ‘silent tragedy’?
(a) Because he is silent
(b) Because he is dead
(c) Because he has a crimson blot on his chest
(d) None of these

(iii) Which word in paragraph 2 is a synonym of ‘using’?
(a) spending
(b) employing
(c) selling
(d) pouring

(iv) Which word in paragraph 1 is a synonym of‘wonders’?
(a) responsible
(b) expression
(c) marvels
(d) strange

(v) Which of the following words in paragraph 2 is an antonym of‘normal’?
(a) strange
(b) spending
(c) peculiar
(d) abnormal

(vi) Which of the following words used in paragraph 3 means the same as ‘small’?
(a) overlooks
(b) tiny
(c) poor
(d) modest

Discursive writing: expresses opinions. It can be argumentative, i.e. may give reasons, explanations, or explore cause and effect relationship. Passages of this kind are analytical. Sometimes the author presents his views with great depth of reasoning or force of argument with the intention of convincing the reader to his point of view. Such texts have great persuasive power.

Unseen Passage for Class 10 Discursive CBSE with Answers

Looking for an easy way to learn English Grammar? then you are in right place. Here we providing basic English Grammar topics like Tenses Verbs, Nouns, etc…

Steps To Attempt Reading Comprehension

The following steps have to be attempt while reading comprehension

• Read each and every line in the Passage carefully. Reading the Passage twice is always favourable as it helps in better understanding and makes it easier for a student to find answers.
• If the title of the Passage is given, read it first as it gives the central insight of the Passage.
• Underline all the difficult words while reading the Passage, as you might be tested on these words in the vocabulary Questions.
• Always give emphasis on the beginning and end of the Passages. These paragraphs often hold the most important information of the Passage.
• While answering be sure that you’ve clearly understood the question. The answer must be relevant to the question.
• Ensure that you answer the question according to the marks it carries. Subjective Questions should be answered in complete sentences.
• Try to use your own language and modify the answer according to the question.
• Answers should be based on the information given/inference derived from the information in the Passage.
• Make sure that you use the same tense in which the question has been asked.
• In MCQ’s analyze the Questions and options carefully before selecting the correct option because some of the four options are often closely related.
• Write the correct question number on each answer sheet to avoid mistakes.

Discursive Unseen Passage for Class 11 with Answers Pdf

Today’s wars have little in common with the battles of the 19th century. The fighting has gradually moved from clearly defined battlefields to populated areas. Traditional war between armies of opposing states is an exception, while non-international conflicts have become the norm. Nowadays, civilians bear the brunt of armed conflicts.

International humanitarian law has adapted to this change. Appalled by the destruction and suffering caused by the Second World War, states agreed in the four Geneva Conventions of 1949 on comprehensive protection for those who are not or are no longer participating in hostilities — wounded and sick soldiers, prisoners of war and civilians. This cornerstone of international humanitarian law was supplemented in 1977 and 2005 by three additional protocols.

The use of certain weapons, such as biological or chemical weapons, cluster munitions and anti-personnel mines is now widely oudawed. The law has placed barriers to protect the most vulnerable from the brutality of war. Its implementation has also seen a certain amount of progress, such as in the training of soldiers or in the prosecution of the worst war crimes, thanks in particular to the founding of the International Criminal Court (ICC).

Nevertheless, regular serious breaches of international humanitarian law are a cause of suffering. Underlying it all is our collective failure. The contracting states undertook in Article 1 — common to the four Geneva Conventions of 1949 — “to respect and to ensure respect” for these conventions “in all circumstances.” International humanitarian law has, since its conception, lacked mechanisms for encouraging effective compliance. This impotence has often meant death and destruction for those affected by war.

Since the adoption of the first Geneva Convention 150 years ago, international humanitarian law has become a central pillar of the international legal order. Ultimately its provisions serve to protect our key characteristic as human beings: our humanity. This is an irrevocable right. It is based on the belief, forged over centuries and in all our cultures, according to which it is essential to lay down rules if we want to prevent wars from degenerating into barbarism. It is up to our generation to consolidate these achievements and to create an institutional framework to ensure these rules are respected. If it is to be fully effective, the law needs suitable instruments. Never in the history of humankind have we been closer to a solution than we are today.

Questions
(a) On the basis of your reading of the Passage, answer the following Questions briefly.
(i) How are today’s wars different from the wars of the 19th century?
(ii) What is the state of the International humanitarian law’s implementation?
(iii) What is the reason behind the regular breaches of the International humanitarian law?
(iv) How can the law become completely effective?
(v) Which word in paragraph 1 means the same as ‘chief impact of a specified action’?
(vi) Which word in paragraph 2 means ‘dismayed’ or ‘horrified’?
Answer:
(i) Today’s wars mostly take place in populated areas as opposed to 19th century battles which took place in clearly demarcated battlefields. Traditional war between armies of opposing nations has been replaced by non-international conflicts in which civilians become casualties.

(ii) The implementation of this agreement has progressed significantly, particularly in the training of soldiers and the prosecution of war criminals, aided by the founding of International Criminal Court.

(iii) The regular breaches of the International humanitarian law signify a collective failure and are caused due to the lack of a proper mechanism and institutional framework for encouraging effective compliance.

(iv) The law can become completely effective by the creation of a defined institutional framework and adoption of the necessary instruments required to instil and ensure respect for the rules.

(v) The word is’brunt’.
(vi) The word is ‘appalled’.

(b) On the basis of your reading of the Passage, answer the following Questions by choosing the most appropriate option. (iii)
(i) How did the International humanitarian law change between 1977 and 2005?
(a) It abolished use of biological and chemical weapons
(b) It abolished use of cluster munitions
(c) It abolished use of anti-personnel mines
(d) All of the above
Answer:
(d) All of the above

(ii) When and why were the Geneva Conventions adopted?
(a) 1949; to prevent wars from taking place
(b) 1977-2005; to preserve humanity during wars
(c) 1949; to preserve humanity during wars
(d) 100 years ago; to prevent wars from taking place
Answer:
(c) 1949; to preserve humanity during wars

(iii) Which of the following have the contracting states undertaken in Article 1 in all circumstances?
(a) Ensure that the conventions ate implemented
(b) Affirm that the conventions will not be violated I
(c) To respect and to ensure respect for the conventions I
(d) None of the above
Answer:
(c) To respect and to ensure respect for the conventions

(iv) The significant change that the Geneva Conventions of 1949 brought about was that the countries agreed to protect the people who were no longer fighting the war. Which of the following categories of people did it include?
(a) Prisoners of war and civilians
(b) Wounded and sick soldiers
(c) Both (a) and (b)
(d) None of these
Answer
(c) Both (a) and (b)

(v) What does the word ‘irrevocable’ mean in paragraph 4?
(a) irascible
(b) unchangeable
(c) irreparable
(d) irresponsive
Answer
(b) unchangeable

(vi) What does the word ‘forged’ mean in paragraph 4?
(a) imitated/fake
(b) broken
(c) established
(d) barricaded
Answer
(c) established

Discursive Unseen Passage with Questions for Class 11 CBSE Pdf

Discursive Passage for Class 11 CBSE Pdf – 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. 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 his earphones on.

Hundreds of such earphones addicts commute by the Delhi Metro every day. While one should not begrudge anyone their moments of privacy or their love for music, the fact is ‘iPod oblivion’ can sometimes be very dangerous. Recently, I was travelling with my wife on the Delhi Metro. Since the train was approaching the terminus, 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.

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.

Questions
(a) On the basis of your reading ofthe passage, answer the following Questions briefly.
(i) What was not an unusual sight for the author?
(ii) Why didn’t the electrician carry out the work properly?
(iii) Why were the people in the compartment doubtful about the bag?
(iv) Why didn’t anyone come to claim the bag?
(v) What is the meaning of ‘tragicomic’ given in paragraph 2 ?
(vi) What do you understand by the word ‘aisle’ mentioned in paragraph 3?

(b) On the basis of your reading of the passage, complete the statements given below by choosing the most appropriate option.
(i) The reason for people listening to music or using their electronic gadgets while crossing busy roads or travelling on public transport is that they
(a) do not want to be disturbed
(b) want to show how fashionable they are
(c) want to show their independence
(d) All of these

(ii) The electrician had
(a) done his job
(b) done almost nothing
(c) fixed the defective appliance
(d) understood what was to be done

(iii) The author says that we should not resent people
(a) indulging in their love for music
(b) wanting privacy
(c) Both (a) and
(b) (d) Neither (a) nor (b)

(iv) The passengers were stunned because
(a) the youth was careless
(b) the bag contained a bomb
(c) the youth had not been visible anywhere near the bag earlier
(d) None of the above

(v) The word in paragraph 1 which means ‘in spite’ is
(a) exude
(b) anyway
(c) irrespective
(d) regardless

(vi) The synonym of ‘absorbed’ used in paragraph 4 is
(a) recovered
(b) immersed
(c) stunned
(d) soaked

Discursive Passage for Class 11 CBSE Pdf – 2

Like Celine Dion’s Academy Award-winning Titanic theme song, ‘My Heart Will Go On’, the mystery around what led to the sinking of the superliner on 14th April, 1912, it seems, will continue forever. So even one hundred years after the incident happened, we have yet another theory bobbing to the surface.

To recount the old official tale, RMS Titanic was on its way from Southampton to New York when it struck an iceberg just off the coast of Newfoundland. The glancing blow hit the 100-metre long starboard section of the hull, creating a huge fissure in its hull. Seawater rushed inside its six supposedly watertight compartments. Soon all the cabins were flooded and within the next three hours, the ship went down. More than 1,500 people lost their lives in the disaster. According to some hypotheses, Titanic was doomed from the start by the design so many lauded as state of the art.

But not many bought this theory and a legion of stories about the legend began to come out. The latest has been floated by science writer Richard Corfield who says that the rivets that held the ship’s hull together were not according to their specifications in composition or quality and gave way when the ship hit the iceberg. A quick web search, however, reveals that the fascinating thing called the human mind is capable of much more; while one pinned the accident down to a fire inside the ship’s coal bunkers, another one talked about the curse of the Pharaohs because a traveller had with him a sarcophagus containing the mummy of an ancient Egyptian priestess. Other than these glamorous theories, there are the ordinary ones: the helmsman making a steering blunder and the ship moving too fast to win the Blue Riband, a prestigious prize awarded to a ship for making the fastest North Atlantic crossing.

So what makes the Titanic story tick? From the very beginning, its story was tailor-made to be fascinating copy. Investigating it made good business too: from books to research grants to underwater expeditions, not to mention a mega budget movie. In other words, the Titanic story has been done to death. May be the hundredth year is a good time to leave the ship in its watery grave once and for all.

Questions
(a) On the basis of your reading of the passage, answer the following Questions briefly.
(i) How can Celine Dion’s Academy Award-winning theme song be compared with the mystery around what led to the sinking of the Titanic?
(ii) How did the Titanic sink, according to the official story?
(iii) What blunder did the helmsman make and why?
(iv) Who were the people who profited from the Titanic disaster?
(v) Which word in paragraph 1 is the antonym of ‘sinking’?
(vi) Which word in paragraph 2 is the synonym of ‘attractive’?

(b) On the basis of your reading of the passage, complete the statements given below by choosing the most appropriate option. .
(i) The Titanic had started from
(a) Southampton
(b) New York
(c) Newfoundland
(d) Egypt

(ii) According to Richard Corfield, the cause of sinking of the Titanic was
(a) the cursed mummy being carried in the ship
(b) the helmsman moving the ship too fast
(c) the poor quality of the rivets
(d) a fire inside the ship’s coal bunkers

(iii) The prize for the fastest ship to cross the North Atlantic was the
(a) Sarcophagus Prize
(b) Blue Riband
(c) North Atlantic Prize
(d) None of these

(iv) Investigation of the Titanic story led to good business in
(a) ship construction
(b) underwater fishing
(c) tailor-made stories
(d) publishing books

(v) The word in paragraph 2 means ‘large number’.
(a) legion
(b) together
(c) numerous
(d) fastest

(vi) The word in paragraph 3 means ‘remain in the limelight’.
(a) fascinating
(b) tick
(c) prominent
(d) business

Discursive Passage for Class 11 CBSE Pdf – 3

Every event a person sees, and every noise he hears are in ever intance part of a life that has been created for him as a unit. Whether major or insignificant, no event in the universe happens by coincidence. No flower blooms or fades by chance. No man comes into existence or dies out of pure coincidence. No man becomes sick by mistake and neither does his sickness develop in an uncontrolled manner. In each case these occurrences are especially predestined by God, from the very moment they were created.

Destiny is something that you have been creating unconsciously. You can also create it consciously. You can rewrite it; all that we do in the form of a spiritual process is just that. If you can touch the core within you, if you can experience that the source of creation is within you and then shift your whole focus on yourself, you can rewrite your own destiny. This is true as far as I know.

All the time your focus is scattered because what you consider as ‘myself is your house, your car, your wife, your children, your education, your position and your other identities. If I strip you of all these things, including your body and mind, which are just accumulations, you will feel like a nobody.

Once you become a true individual, your destiny is yours. Individual comes from ‘indivisible’ – it cannot be divided any more. It cannot be here and there. Why people in the spiritual process, who are in a hurry for spiritual growth, are not getting into marriage, children and relationships, is because the moment you have a wife or a husband, you fall into a trap. ‘Me’ gets identified with the others. The significance of Sanyasi and Brahmacharya is just shifting your focus on you. When I say ‘you’, it is just ‘you’, not your body or mind.

If you are unable to be like that, you just choose one identity. When you say ‘you’ , make it you and your Guru. You attach yourself to the Guru without any hesitation because you can get as entangled as you want with him but he is not going to get entangled. The moment you are ‘ripe’ you can drop the attachment. With other relationships, it is never so. Even if you want to get free, the others will not let you go.

So, just create a longing to grow, to dissolve, to know. What has to happen will happen. Once you become an individual, your destiny becomes yours. Once your destiny is happening in awareness, the next step will happen by itself, because life within you has the intelligence to choose freedom.

Questions
(a) On the basis of your reading of the passage, answer the following Questions briefly.
(i) How can you rewrite your own destiny, according to the writer?
(ii) Why is your focus scattered when you have possessions and relationships?
(iii) Why are ‘spiritual’ people not getting into marriage, children and relationships?
(iv) Why should you attach yourself to the Guru without any hesitation?
(v) Which word in paragraph 3 is the synonym of ‘snare’?
(vi) Which word in paragraph 4 means the same as ‘involved in complications’?

(b) On the basis of your reading of the passage, complete the statements given below by choosing the most appropriate option.
(i) Destiny can be created
(a) consciously
(c) materialistically

(ii) It can be created by
(a) touching the core inside you
(b) writing and believing
(c) working consciously
(d) working intelligently

(iii) If everything like my house, car etc is taken from me, then I will feel that I have become
(a) everything
(b) nobody
(c) poor
(d) rich

(iv) The writer means ‘ ’ when he uses the word ‘you’ in paragraph 4.
(a) only you
(b) you and your family
(c) you and your Guru
(d) None of these

(v) The word in paragraph 1 which is the antonym of‘physical’is
(a) material
(b) creation
(c) destiny
(d) spiritual

(vi) In paragraph 2, the word is the synonym of‘dispossess’.
(a) focus
(b) strip
(c) remove
(d) consider

Discursive Passage for Class 11 CBSE Pdf – 4

Every single mistake is a blessing in disguise; there are actually untold blessings hidden within every mistake.

Children make many mistakes while learning how to ride a bike or write, and we don’t give it a second thought because we know that through their mistakes they will learn and eventually master what they’re trying to do. So why is it that adults are so hard on themselves? We all make mistakes, and if we didn’t make them we’d never learn anything and we wouldn’t grow any smarter or wiser. We have the freedom to make our own choices, and the freedom to make mistakes. Mistakes can hurt, but if we don’t learn from the mistakes we’ve made, the pain we’ve suffered from them has been for nothing. By the law of attraction, we will make the same mistake over and over again, until the consequences hurt so much that we finally learn from it. This is the very reason why mistakes hurt, so that we do learn from them and don’t make them repeatedly.

To learn from a mistake, we first have to own it, and this is where many people can come undone because they often blame someone else for their mistake. Let’s consider the scenario of being pulled over by the police for speeding and being given a speeding ticket. Instead of taking responsibility for speeding we blame the police because we were caught unawares. But the mistake was ours as-we-ehose to speed.

We are human, we will make mistakes and it’s on of the most beautiful things about being human. But we must learn from our mistakes, lot of unnecessary pain.

So, how do we learn from our mistakes? Gratitude! No matter how bad something may seem, there are always many things to be grateful for. When you look for as many things as you can to be grateful for in a mistake, you magically transform the mistake into a blessing, and blessings attract more blessings.

Today think of a mistake and let it be a lesson learnt. Let it be a blessing. Look for the things to be grateful for. Ask yourself what you have learnt from this mistake. Every blessing you find has a magical power. So, get ready to write out your list in a gratitude journal or type them on a computer.

Questions
(a) On the basis of your reading of the passage, answer the following questions briefly.
(i) What is hidden in a mistake, according to the author?
(ii) How are children different from adults with regard to mistakes?
(iii) How can we gain from a mistake that hurts?
(iv) What do we need to do to learn from our mistakes? .
(v) How can you transform a mistake into a blessing?
(vi) What does the writer mean by the last sentence in the passage?

(b) On the basis of your reading of the passage, answer the following questions by choosing the most appropriate option.
(i) When we are caught for our mistake what is our normal reaction?
(a) We were unprepared
(b) We own up to the mistake
(c) We blame someone else for the mistake
(d) None of these

(ii) What suggestion does the author give for mistakes to become magical?
(a) Every mistake becomes a blessing in disguise
(b) Ask yourself what you have learnt from the mistakes made by you
(c) Learning from mistakes becomes a habit
(d) All of the above

(iii) Which of the following words is the antonym of ‘consequences’ used in paragraph 2?
(a) results
(b) causes
(c) ramifications
(d) outcomes

(iv) Which of the following words is the synonym of ‘eventually’ used in paragraph 2?
(a) ultimately
(b) initially
(c) timely
(d) finally

(v) Which of the following words means the same as ‘caught unawares’ used in paragraph 3?
(a) predisposed
(b) set
(c) ready
(d) unprepared

(vi) Which of the following words is the synonym of ‘grateful’ used in paragraph 4?
(a) unappreciative
(b) happy
(c) thankful
(d) None of these

Discursive Passage for Class 11 CBSE Pdf – 5

If we accept that we cannot prevent science and technology from changing our world, we can at least try to ensure that the changes they make are in the right directions. In a democratic society, this means that the public needs to have a basic understanding of science, so that it can rpake intelligent decisions and not leave them in the hands of experts. At the moment, the public has a rather ambivalent attitude towards science. It has come to expect the steady increase in the standard of living that new developments in science and technology have brought to continue, but it also distrusts science because it doesn’t understand it. This distrust is evident in the cartoon figure of the mad scientist, Frankenstein, working in his laboratory to produce a monster. But the public also has a great interest in science, particularly astronomy, as is shown by the large audiences for television series such as Cosmos and for science fiction.

What can be done to harness this interest and give the public the scientific background it needs to make informed decisions on subjects like acid rain, the greenhouse effect, nuclear weapons and genetic engineering? Clearly, the basis must lie in what is taught in schools. But, in schools, science is often presented in a dry and uninteresting manner.

Children learn it by rote to pass examinations, and they don’t see its relevance to the world around them. Moreover, science is often taught in terms of equations. Although equations are a concise and accurate way of describing mathematical ideas, they frighten most people. When I wrote a popular book recently, I was advised that each equation I included would halve the sales. I included an equation, Einstein’s famous equation, E = mc2. Maybe I would have sold twice as many copies without it.

Scientists and engineers tend to express their ideas in the form of equations because they need to know the precise values of quantities. But for the rest of us, a less exact grasp of scientific concepts is sufficient, and this can be conveyed by words and diagrams without the use of equations.

Questions
(a) On the basis of your reading of the passage, answer the following Questions briefly.
(i) What should we ensure regarding the effects of science and technology on our lives?
(ii) What has the general public come to expect from science and technology?
(iii) How can we tell from the passage that the public has a great interest in astronomy?
(iv) What are the subjects on which people can take better decisions if science is taught in a more interesting way in schools?
(v) Why do scientists and engineers use equations to express their ideas?
(vi) In what way can people who are not scientists or engineers understand scientific concepts without being scared by equations.

(b) On the basis of your reading of the passage, answer the following Questions by choosing the most appropriate option.
(i) The public can make intelligent decisions if it has
(a) an ambivalent attitude towards science
(b) so that they can be guided by the experts
(c) a basic understanding of science
(d) None of these

(ii) The author says science is taught in a dry and uninteresting manner in schools because
(a) children learn it by rote to pass examinations
(b) children don’t see its relevance to the world around them
(c) Both (a) and (b)
(d) Neither (a) nor (b)

(iii) The word ‘ambivalent’used in paragraph 1 is the synonym of
(a) doubtful
(b) decisive
(c) untrusting
(d) equivocal

(iv) The word ‘informed’ used in paragraph 2 is the antonym of
(a) ignorant
(b) sophisticated
(c) intelligent
(d) foolish

(v) The word ‘concise’ used in paragraph 3 means the same as
(a) precise
(b) brief
(c) detailed
(d) perfect

(vi) The word ‘express’ used in paragraph 4 is the synonym of
(a) explicit
(b) speedy
(c) categorical
(d) communicate

Discursive Passage for Class 11 CBSE Pdf – 6

Right from the early Vedic period people have been celebrating the birth of a son, but in those days daughters born into a family were not neglected but were educated properly. This changed during the later Vedic Age and daughters were considered a social burden. Only girls belonging to upper class families enjoyed the right of education and got proper nourishment.

In the medieval period the conditions deteriorated for the females and, even in royal families, girls could not get the same status as boys. In Muslim households they were taught at their homes while Hindu girls were privileged by getting primary education along with boys in schools. The practice of child marriage was excessively observed. However, in the nineteenth century, many social reformers like Raja Ram Mohan Roy, Sir Syed Ahmed Khan, Annie Besant, MG Ranade, Jyotiba Phule, Swami Dayanand Saraswati etc came forward for the emancipation of women in India. Especially Raja Ram Mohan Roy advocated female education.

Since then, there has been tremendous progress in every field but unfortunately girls are still neglected. In most of the families birth of a girl child is not desired, and if accepted, they are considered as inferior to boys and their education is not considered important because it seems a wastage of money to most of the parents. They think it unreasonable because afterwards they would be compelled to spend a heavy amount on their dowry. So, the female literacy rate is unsatisfactory and has a direct impact upon the overall development and growth of the nation.

If India wants to be a developed nation, it must concentrate on female education because if we educate a man, we educate an individual, but if we educate a woman, we educate an entire family. Again the root cause of all problems facing women is lack of education. If all women are educated, then all problems like female infanticide, dowry, female suicides, domestic battering, malnutrition of women, child marriage and other related atrocities would vanish from India. Education provides an essential qualification to fulfil certain economic, political and cultural functions and improves women’s socio-economic status. It brings reduction in inequalities. If their standard of living is improved, it will indirectly uplift the level of society. If they are financially strong, they will take proper care of their children and provide them with good education.

Questions
(a) On the basis of your reading of the passage, answer the following Questions briefly. (1*6 = 6)
(i) In the later Vedic Age, how were only the girls of upper class families privileged?
(ii) How was the method of education of Muslim and Hindu girls different during the medieval period?.
(iii) Why did people consider education of girls a sheer wastage of money?
(iv) What is the root cause of the atrocities against women?
(v) How does financial independence of women help them?
(vi) What does the author say about the difference in educating a man and a woman?

(b) On the basis of your reading of the passage, answer thefollowing Questions by choosing the most appropriate option.
(i) Who was the social reformer who especially advocated female education?
(a) Swami Dayanand Saraswati
(b) Sir Syed Ahmed Khan
(c) Jyotiba Phule
(d) Raja Ram Mohan Roy

(ii) How can education help women?
(a) By ensuring proper care of their children
(b) By eliminating the atrocities inflicted upon them
(c) By eliminating dowry
(d) By helping them get more caring husbands

(iii) Which word in paragraph 1 is the antonym of ‘mourning’?
(a) celebrating
(b) enjoying
(c) weeping
(d) getting

(iv) Which word in paragraph 2 is a synonym of ‘worsened’?
(a) observed
(b) privileged
(c) declined
(d) deteriorated

(v) Which word in paragraph 3 is a synonym of‘obliged’?
(a) compelled
(b) neglected
(c) forced
(d) required

(vi) Which word in paragraph 4 means the same as ‘brutalities’? ‘
(a) problems
(b) tortures
(c) atrocities
(d) infanticides

Discursive Passage for Class 11 CBSE Pdf – 7

To make our life a meaningful one, we need to mind our thoughts, for our thoughts are the foundation, the inspiration and the motivating power of our deeds. We create our entire world by the way we think. Thoughts are the causes and the conditions are the effects.

Our circumstances and conditions are not dictated by the world outside; it is the world inside us that creates the outside. Self-awareness comes from the mind, which means soul. Mind is the sum total of the states of consciousness grouped under thought, will and feeling. Besides self-consciousness we have the power to choose and think. Krishna says: “no man resteth a moment inactive.” Even when inactive on the bodily plane, we are all the time acting on the thought plane. Therefore if we observe ourselves, we can easily mould our thoughts. If our thoughts are pure and noble, naturally actions follow the same. If our thoughts are filled.with jealousy, hatred and greed, our actions will be the same.

Karmically, however, thought or intent is more responsible and dynamic than an act. One may perform a charitable act, but if he does not think charitably and is doing the act just for the sake of gain and glory, it is his thoughts that will determine the result. Theosophy teaches us that every thought, no matter how fleeting, leaves a seed in the mind of the thinker. These small seeds together go to make up a large thought seed and determine one’s general character. Our thoughts affect the whole body. Each thought once generated and sent out becomes independent of the brain and mind and will live upon its own energy depending upon its intensity.

Trying to keep a thought from our mind can produce the very state we are trying to avoid. We can alter our environment to create the mood. When, for instance, we are depressed, if we sit by ourselves trying to think cheerful thoughts, we often do not succeed. But if we mix with people who are cheerful we can bring about a change in our mood and thoughts. Every thought we think, every act we perform, creates in us an impression, like everything else, is subject to cyclic law and becomes repetitive in our mind. So, we alone have the choice to create our thoughts and develop the kind of impressions that make our actions more positive.

Questions
(a) On the basis of your reading ofthe passage, answer the following Questions briefly.
(i) How can we make our lives meaningful and why?
(ii) Why does Krishna say, “no man resteth a moment inactive”?
(iii) How do our thoughts affect the whole body?
(iv) How can we make our actions more positive?
(v) What happens to thoughts that are generated in us and communicated?
(vi) What determines the outcome of charitable actions?

(b) On the basis of your reading of the passage, complete the statements given below by choosing the most appropriate option.
(i) The mind is a sum total of
(a) the power to choose and think
(b) consciousness and unconsciousness
(c) thought, will and feeling
(d) None of these

(ii) We change our mood when we are depressed by.
(a) thinking cheerful thoughts by ourselves
(b) mixing with people who are cheerful
(c) keeping thoughts totally away from our mind
(d) None of these

(iii) The synonym of ‘foundation’ used in paragraph 1 is
(a) basis
(b) support
(c) fundamental
(d) reason

(iv) The antonym of ‘glory’ used in paragraph 3 is
(a) modesty
(b) shame
(c) distinction
(d) sorrow

(v) The word in paragraph 3 which means the same as ‘full of activity’is
(a) energetic
(b) generated
(c) dynamic
(d) vigorous

(vi) In paragraph 4, the word means the same as ‘happening in rotation’. ,
(a) recurrent
(b) rotary
(c) repetitive
(d) cyclic

Discursive Passage for Class 11 CBSE Pdf – 8

It is said that everyone lives by selling something. What you can understand by this statement is that teachers live by selling knowledge, philosophers live by selling wisdom and priests earn their living by selling spiritual comfort. Though it may be possible to measure the value of material goods in terms of money, it is extremely difficult to estimate the true value of the services which people perform for us.

There are times when we would willingly give everything we possess to save our lives, yet we might grudge paying a surgeon a high fee for offering us precisely the same service. The conditions of society are such that skills have to be paid for in the same way that goods are paid for at a shop. Everyone has something to sell.

Tramps seem to be the only exception to this general rule. Beggars almost sell themselves as human beings to arouse the pity of passers-by. But real tramps are not beggars. They have nothing to sell and require nothing from others. In seeking independence, they do not sacrifice their human dignity. A tramp may ask you for money but he will never ask you to feel sorry for him. He has deliberately chosen to lead the life he leads and is fully aware of the consequences. He may never be sure where his next meal is coming from, but he is free from the thousands of anxieties which afflict other people. His few material possessions make it possible for him to move from place to place with ease. By having to sleep in the open, he gets far closer to the world of nature than most of us ever do. He may hunt, beg or steal occasionally to keep himself alive; he may even, in times of real need, do a little work; but he will never sacrifice his freedom.

We often speak with contempt for tramps and put them in the same class as beggars. But how many of us can honesdy say that we have not felt a little envious of their simple way of life and their freedom from any care in the world?

Questions
(a) On the basis of your reading of the passage, answer the following Questions briefly.
(i) What does the author mean by the statement, ‘Everyone has something to sell’?
(ii) What is the difference between a beggar and a tramp?
(iii) How are tramps closer to nature than normal people?
(iv) Why should we feel jealous of a tramp?
(v) Which word in paragraph 2 means the same as ‘feel aggrieved about’?
(vi) Which word in paragraph 3 means the same as ‘cause suffering to’?

(b) On the basis of your reading of the passage, answer the following Questions by choosing the most appropriate option.
(i) Which of the following is difficult to judge?
(a) The actual value of services given by people
(b) The actual value of material goods
(c) Both (a) and (b)
(d) Neither (a) nor (b)

(ii) Which of the following are not selling services?
(a) A surgeon
(b) A teacher
(c) A priest
(d) None of these

(iii) What is the advantage of being a tramp?
(a) You sacrifice your dignity
(b) You are free from the worries which burden normal persons
(c) You are not sure where your next meal will be found
(d) All of the above

(iv) What will a tramp never give up?
(a) His unemployment
(b) His possessions
(c) His dignity
(d) His worries

(v) Which of the following words is the synonym of ‘estimate’ in paragraph 1?
(a) calculate
(b) evaluation
(c) appraisal
(d) determine

(vi) Which word in paragraph 3 is the antonym unconsciously’?
(a) purposefully
(b) occasionally
(c) deliberately
(d) specifically

Factual passages: convey information in a straightforward and direct manner about a particular subject. Usually, the language and style are simple and clear. Factual passages may give instructions or descriptions or report of an event or a new finding.

Looking for an easy way to learn English Grammar? then you are in right place. Here we providing basic English Grammar topics like Tenses Verbs, Nouns, etc…

Unseen Passage for Class 11 Factual CBSE With Answers

Steps To Attempt Reading Comprehension

The following steps have to be attempt while reading comprehension

• Read each and every line in the Passage carefully. Reading the Passage twice is always favourable as it helps in better understanding and makes it easier for a student to find answers.
• If the title of the Passage is given, read it first as it gives the central insight of the Passage.
• Underline all the difficult words while reading the Passage, as you might be tested on these words in the vocabulary Questions.
• Always give emphasis on the beginning and end of the Passages. These paragraphs often hold the most important information of the Passage.
• While answering be sure that you’ve clearly understood the question. The answer must be relevant to the question.
• Ensure that you answer the question according to the marks it carries. Subjective Questions should be answered in complete sentences.
• Try to use your own language and modify the answer according to the question.
• Answers should be based on the information given/inference derived from the information in the Passage.
• Make sure that you use the same tense in which the question has been asked.
• In MCQ’s analyze the Questions and options carefully before selecting the correct option because some of the four options are often closely related.
• Write the correct question number on each answer sheet to avoid mistakes.

Unseen Passage with Questions and Answers for Class 11 CBSE Pdf

Read the following passages carefully and answer the questions that follow.

Factual Unseen Passage for Class 11 CBSE Pdf

The outer solar system is the name of the planets beyond the asteroid belt. These planets are called gas giants because they are made up of gas and ice.

The first stop of our tour is the fifth planet, Jupiter. Jupiter is bigger than three hundred Earths! It is made up of hydrogen and helium and a few other gases. There are violent wind storms that circle around Jupiter. The most famous storm is called the Great Red Spot. It has been churning for more than four hundred years already. At last count, Jupiter has sixty-three known moons and a faint ring around it too.

Next in our space neighbourhood comes Saturn. It is well-known for the series of beautiful rings that circle it. They are made up of tiny bits of frozen dirt and ice. Like Jupiter, Saturn is made up of mostly hydrogen and helium. It is smaller though, at only ninety-five times the size of Earth. Saturn has sixty-two moons.

The seventh planet, Uranus and its twenty-seven moons orbit very far from the sun. In addition to helium and hydrogen, Uranus atmosphere also contains ammonia ice and methane ice. It is a very cold planet, with no internal heat source. One of the strangest things about Uranus is that it is tipped over and orbits the sun on its side at a ninety-degree angle. The twenty-seven moons it has orbit from top to bottom, instead of left to right like our moon.

The eighth planet is Neptune. Like Uranus, it is made up of hydrogen, helium, ammonia ice and methane ice. But unlike Uranus, Neptune does have an inner heat source, just like Earth. It radiates twice as much heat as it receives from the sun. Neptune’s most distinctive quality is its blue colour. Most of the information we know about it came from the Voyager 2 spacecraft passing close by it in 1989.

Pluto is the last and was considered a planet after its discovery in 1930. In 2006, Pluto was demoted and reclassified as a dwarf planet. Pluto exists in the Kuiper belt. That’s just a fancy name for the band of rocks, dust and ice that lies beyond the gas giants. Scientists have found objects bigger than Pluto in this belt. Thus, the outer solar system has many secrets to explore.

Questions
(a) On the basis of your reading of the Passage, answer thefollowing Questions briefly.
(i) What is the Great Red Spot?
(ii) How small is Saturn as compared to Jupiter?
(iii) Why the moons of Uranus are peculiar?
(iv) What is Neptune’s unique quality which distinguishes it from other ‘gas giants’?
(v) What may have been the reason that in 2006 Pluto was demoted and reclassified as a dwarf planet?
(vi) Why are the planets beyond the asteroid belt called ‘gas giants’?
Answer:
(i) The Great Red Spot is one of the violent wind storms that circle around Jupiter. It has already been churning for more than four hundred years.
(ii) As Jupiter is bigger than three hundred Earths and Saturn is 95 times the size of Earth, Saturn is less than 95/300 or less than 32% smaller than Jupiter.
(iii) The moons of Uranus are peculiar because they orbit the planet from top to bottom instead of left to right like our moon.
(iv) Neptune’s one unique quality which distinguishes it from other ‘gas giants’ is its blue colour.
(v) The probable reason was that scientists had found objects bigger than Pluto in the Kuiper belt.
(vi) The planets beyond the asteroid belt are called ‘gas giants’ because they are made up of gas and ice and are very.large in size than Earth.

(b) On the basis of your reading of the Passage, complete the statements given below by choosing the most appropriate option.
(i) The two gases which make up most of Jupiter and Saturn are
(a) hydrogen and ammonia
(b) hydrogen and methane
(c) hydrogen and helium
(d) None of these
Answer:
(c) hydrogen and helium

(ii) The Kuiper belt is an area of rocks, dust, and ice that
(a) is between Jupiter and Saturn
(b) is beyond Pluto
(c) includes Pluto
(d) surrounds Saturn’s rings
Answer:
(c) includes Pluto

(iii) A synonym of ‘faint’ used in paragraph 2 is
(a) indistinct
(b) slight
(c) muffled
(d) unconscious
Answer:
(a) indistinct

(iv) A synonym of ‘circle’ used in paragraph 3 is
(a) group
(b) rotate
(c) band
(d) surround
Answer:
(d) surround

(v) A synonym of ‘tipped’ used in paragraph 4 is
(a) topped
(b) tilted
(c) poured
(d) presented
Answer:
(b) tilted

(vi) A synonym of ‘passing’ used in paragraph 5 is
(a) travelling
(b) short-lived
(c) adopting
(d) overtaking
Answer:
(a) travelling

Factual Unseen Passage Practice Exercises for Class 11 CBSE Pdf

Read the following passages carefully and answer the questions that follow.

Factual Unseen Passage for Class 11 CBSE Pdf – 1

The Chipko (literally ‘to cling’ in Hindi) movement or Chipko andolan is a social-ecological movement that practises the Gandhian methods of satyagraha and non-violent resistance through the act of hugging trees to protect them from being cut.

The Chipko movement started in the early 1970s in Garhwal with growing resentment towards rapid deforestation. The landmark event in this struggle took place on 26th March, 1974, when a group of peasant women in Reni village, Uttarakhand, acted to prevent the cutting of trees and reclaimed their traditional forest rights that were threatened by the contractor system of the state Forest Department. Their actions inspired hundreds of such actions throughout the region. By the 1980s the movement led to the formulation of people-sensitive forest policies, which put a stop to the cutting of trees in regions as far reaching as the Vindhyas and the Western Ghats.

The first recorded event of Chipko however, took place in village Khejrali, Jodhpur, in 1731, when 363 Bishnois led by Amrita Devi sacrificed their lives while protecting Khejri trees, considered sacred by the community, by hugging them, and braved the axes of loggers sent by the local ruler. Today, it is seen as an inspiration and an originator for Garhwal’s Chipko movement.

Though primarily a livelihood movement rather than a forest conservation movement, it went on to become a rallying point for many future movements all over the world and created a model for non-violent protest. It occurred at a time when there was hardly any environmental movement in the developing world, and its success meant that the world immediately took notice. It inspired many eco-groups by helping to slow down rapid deforestation, increase ecological awareness and demonstrate the possibility of people power. Above all, it stirred up the existing civil society in India, which began to address the issues of tribal and marginalised people. So much so that, a quarter of a century later, ‘India Today’ mentioned the people behind the ‘forest satyagraha of the Chipko movement as amongst the hundred people who shaped India.

Today, it is also being seen increasingly as an eco-feminism movement. Women were its backbone and core because they were the ones most affected by the rampant deforestation, which led to a lack of firewood and fodder as well as drinking and irrigation water. In 1987, the Chipko movement was awarded the Right Livelihood Award.

Questions
(a) On the basis of your reading of the Passage, answer thefollowing Questions briefly.
(i) What was the landmark event in Garhwal’s Chipko movement?
(ii) What did the Chipko movement ultimately lead to?
(iii) What event in history was an inspiration for Garhwal’s Chipko movement?
(iv) Why was the Chipko movement awarded the Right Livelihood Award?
(v) Which word in paragraph 4 means the same as ‘attend to’?
(vi) Which word in paragraph 5 is the antonym of‘afforestation’?

(b) On the basis of your reading of the Passage, complete the statements given below by choosing the most appropriate option.
(i) Practitioners of the Chipko movement
(a) are fond of Gandhiji
(b) live in cities
(c) cut trees to prevent hugging
(d) hug trees to prevent their cutting

(ii) They are counted amongst the hundred people that shaped India because they tribals and marginalised people.
(a) hid
(b) highlighted
(c) trivialised
(d) didn’t believe in

(iii) They followed the ideals of.
(a) violence and boycott
(b) boycott and strikes
(c) non-violence and satyagraha
(d) armed protest

(iv) Today it is seen as an eco-feminism movement because
(a) women were its backbone and core
(b) women want their voting rights
(c) women wanted firewood
(d) it was eco-friendly

(v) A synonym of ‘endangered’ used in paragraph 2 is
(a) resentment
(b) struggled
(c) risked
(d) threatened

(vi) A word meaning ‘holding tightly in the arms’ used in paragraph 3 is
(a) protecting
(b) hugging
(c) squeezing
(d) clinging

Factual Unseen Passage for Class 11 CBSE Pdf – 2

There’s no concept of good or bad food in nutrition science. What matters is the amount of food you consume, something that can be measured in terms of portion or size of serving. Portions and sizes vary from country to country and community to community. Large portions are commonly consumed in the advanced economies while smaller size portions are found mostly in developing economies of Africa and Asia.

Incidentally, portion sizes have undergone a considerable change over the years and continue to do so even today. The trend, in general, has been towards consuming larger and larger food portions (expanding waisdines are proof of this). The human mind seems to count the number of portions rather than the portion size. For example, when people say they have only one chapatti for lunch or dinner, they rarely discuss its size.

Short-term studies have also shown that people eat more when confronted with larger portion sizes. A study at a restaurant setting showed that when pasta was served in different portion sizes on different days, people ate larger amounts on being served larger portions, regardless of the taste. Also, studies show that people do not adjust or eat less in subsequent meals if they have already had larger portions.

Technically a portion means the amount of food you choose to eat at one time – at a restaurant, from a package, or at home. A ‘serving’ size indicates the calories and nutrients in a certain serving listed under a product’s ‘nutrition facts’ or a single unit or commonly regarded unit of food. The serving size is not the recommended amount to be eaten.

Sometimes, the portion size and serving size match; sometimes they don’t. For example, one slice of bread equals one serving of bread. But the number of slices you eat would be the number of portions you have eaten, so if you have eaten two slices, you have consumed two portions.

So how do we recognise what’s the right amount of food to eat on a regular basis? Learn to recognise standard serving sizes as they help you judge how much you are eating. It may also help to compare serving sizes to common objects.

Questions
(a) On the basis of your reading of the Passage, answer the following Questions briefly.
(i) What does nutrition science believe in?
(ii) What do expanding waistlines prove?
(iii) What is the difference between a ‘portion’ and a ‘serving’?
(iv) What two facts about people’s eating habits have studies shown?
(v) Which word in paragraph 1 is the synonym of ‘eaten’?
(vi) Which word in paragraph 3 is the antonym of ‘avoided’?

(b) Onthe basis ofyour readingofthePassage, answer the following Questions by choosingthe most appropriate option.
(i) How do portions and sizes vary?
(a) From country to country
(b) From community to community
(c) From developed economies to developing economies
(d) All of the above

(ii) What do people do in subsequent meals after they consume large portion sizes for one meal?
(a) They skip the next meal
(b) They eat less in the next meal
(c) They do not eat less in subsequent meals
(d) They count the calories they have consumed

(iii) What is the recommended amount of food to be eaten?
(a) It is the portion size and not the serving size
(b) It is the serving size and not the portion size
(c) It is measured in terms of slices of bread
(d) It is to be decided by the individual

(iv) What is the technical meaning of a ‘portion’?
(a) The recommended amount of that particular food to be eaten at one time
(b) The amount of calories in the food you choose to eat at one time
(c) The amount of nutrition in the food you choose to eat at one time
(d) The amount of food you choose to eat at one time.

(v) What does the word ‘regarded’ mean in paragraph 4?
(a) esteemed
(b) considered
(c) contemplated
(d) studied

(vi) Which word in paragraph 6 means the same as ‘normal’?
(a) standard
(b) typical
(c) established
(d) right

Factual Unseen Passage for Class 11 CBSE Pdf – 3

Last week was spent glued to TV, watching India getting thrashed by a rejuvenated England at Lord’s. Like most Indians, I too was dispirited by India’s inability to live up to its reputation as the number one team. But at least there was the immense satisfaction of watching the match live and even listening to BBC’s good-humoured Test Match Special on Internet radio.

It was such a change from my schooldays when you had to tune in to a crackling short wave broadcast for intermittent radio commentary. Alternatively, we could go to the cinema, some three weeks after the match, to see a two-minute capsule in the Indian News Review that preceded the feature film.

It is not that there was no technology available to make life a little more rewarding. Yet, in 1971, when BS Chandrasekhar mesmerised the opposition and gave India its first Test victory at the Oval, there was no TV, except in Delhi.

Those were the bad old days of the shortage economy when everything, from cinema tickets to two-wheelers, had a black market premium. Telephones were a particular source of exasperation. By the 1970s, the telephone system in cities had collapsed. You may have possessed one of those heavy, black bakelite instruments but there was no guarantee of a dial tone when you picked up the receiver. The ubiquitous ‘cable fault’ would render a telephone useless for months on end.

What was particularly frustrating was that there was precious little you could do about whimsical public services. In the early 1980s, when opposition MPs complained about dysfunctional telephones, the then Communications Minister CM Stephen retorted that phones were a luxury and not a right. If people were dissatisfied, he pronounced haughtily, they could return their phones.

Inefficiency was, in fact, elevated into an ideal. When capital-intensive public sector units began running into the red, the regime’s economists deemed that their performance shouldn’t be judged by a narrow capitalist yardstick.

The public sector, they pronounced, had to exercise ‘social’ choices. ‘India’, wrote Jagdish Bhagwati (one of the few genuine dissidents of that era), “suffered the tyranny of anticipated consequences from the wrong premises.”

Questions
(a) On the basis of your reading of the Passage, answer the following Questions briefly.
(i) About what was the author satisfied, even though India lost to England at Lord’s?
(ii) What were the options for Indians to watch or listen about cricket matches in England during the author’s schooldays?
(iii) What example does the author give to justify his statement about ‘whimsical public services’?
(iv) How did the government’s economists justify the losses in the public sector units?
(v) Which word in paragraph 1 is the synonym of ‘tremendous’?
(vi) Which word in paragraph 2 means the same as ‘condensed version’?

(b) On the basis of your reading of the Passage, complete the statements given below by choosing the most appropriate option.
(i) The narrator felt dispirited as his team
(a) was the number one team of the world
(b) could not perform as per people’s expectations
(c) could not play even 100 overs
(d) performed like professionals

(ii) BS Chandrasekhar played a crucial role in making India register
(a) its complaint to the match referee
(b) itself as a Test playing team
(c) its first Test win at the Oval
(d) its humiliating loss at the Oval

(iii) Telephones were a source of exasperation because
(a) cable faults made telephones unusable
(b) the telephone system in cities had collapsed
(c) the telephone instruments were heavy
(d) there was no guarantee of a dial tone when you picked up the receiver

(iv) The author calls his schooldays as ‘bad old days’because
(a) almost everything had a black market premium
(b) things were too costly
(c) his teachers would not distribute anything under welfare schemes
(d) he could not get a handsome amount of pocket money

(v) The word in paragraph 2 which means the same as ‘occurring at intervals’is
(a) ubiquitous
(b) exasperation
(c) mesmerised
(d) intermittent

(vi) In paragraph 6, the word is the antonym of ‘lowered’.
(a) promoted
(b) denigrated
(c) elevated
(d) deemed

Factual Unseen Passage for Class 11 CBSE Pdf – 4

Dolphins are highly intelligent marine mammals and are part of the family of toothed whales that include Orcas and pilot whales. They are found worldwide, mostly in shallow seas of the continental shelves, and are carnivores, mostly eating fish and squid. Dolphin colouration varies, but they are generally grey in colour with darker backs than the rest of their bodies. Dolphins consume a variety of prey including fish, squid and crustaceans.

It is difficult to estimate population numbers since there are many different species spanning a large geographic area.

Like bats, dolphins use echolocation to navigate and hunt, bouncing high pitched sounds off objects, and listening for the echoes. Most species live in shallow areas of tropical and temperate oceans throughout the world. Five species live in the world’s rivers.

Dolphins are well-known for their agility and playful behaviour, making them a favourite of wildlife watchers. Many species will leap out of the water, spy-hop (rise vertically out of the water to view their surroundings) and follow ships, often synchronising their movements with one another. Scientists believe that dolphins conserve energy by swimming alongside ships, a practice known as bow-riding.

Dolphins live in social groups of five to several hundred. They use echolocation to find prey and often hunt together by surrounding a school of fish, trapping them and taking turns swimming through the school and catching fish. Dolphins will also follow seabirds, other whales and fishing boats to feed opportunistically on the fish they scare up or discard.

To prevent drowning while sleeping only half of the dolphin’s brain goes to sleep while the other half remains awake so they can continue to breathe.

Dolphins reproduce their kin throughout the year, although in some areas there is a peak in spring and fall. The gestation period is 9 to 17 months depending on the species. When it is time to give birth, the female will distance herself from the pod, often going near the surface of the water. The number of offspring is usually one; twins are rare. As soon as the offspring is born, the mother must quickly take it to the surface so that it can take its first breath.

The baby dolphin will nurse from 11 months to 2 years, and after it is done nursing, it will still stay with its mother until it is between 3 and 8 years old.

Questions
(a) On the basis of your reading of the Passage, answer thefollowing Questions briefly.
(i) What kind of food do dolphins consume?
(ii) What is the habitat of dolphins?
(iii) What actions of dolphins make them favourites of wildlife watchers?
(iv) What is the first action of the mother dolphin when its calf is born?
(v) Which word in paragraph 1 is the antonym of ‘paler’?
(vi) Which word in paragraph 4 is the synonym of ‘confining’?

(b) On the basis of your reading of the above Passage, complete the statements given below by choosing most appropriate option.
(i) Dolphins are mostly found in
(a) deep seas
(b) shallow seas
(c) all kinds of seas
(d) deep rivers

(ii) Dolphins swim alongside ships
(a) to conserve energy
(b) to help ships sail faster
(c) in search of their prey
(d) to attack their prey

(iii) They use echolocation to
(a) find ships in the sea
(b) be with their group
(c) enjoy themselves
(d) find food for themselves

(iv) The dolphin’s brain remains half active while sleeping to
(a) look at its surroundings
(b) save itself from ships
(c) prevent drowning
(d) find its prey

(v) The word ‘agility’ used in paragraph 3 means the same as
(a) slow moving
(b) perfection
(c) quickness
(d) gracefulness

(vi) The word ‘distance’used in paragraph 6 means the same as
(a) far away
(b) withdraw
(c) interval
(d) aloofness

Factual Unseen Passage for Class 11 CBSE Pdf – 5

A vast-blanket of pollution stretching across South Asia is cutting down sunlight by 10 per cent over India, damaging agriculture, modifying rainfall patterns and putting hundreds of thousands of people at risk, according to a new study. The startling findings also indicate that the spectacular economic growth seen here earlier may soon falter as a result of this pollution. The report also says that the haze caused by pollution might be reducing winter rice harvests by as much as 10 per cent.

“Acids in the haze may, by falling as acid rain, have the potential to damage crops and trees. Ash falling on leaves can aggravate the impacts of reduced sunlight on Earth’s surface. The pollution that is forming the haze could be leading to several hundreds of thousands of premature deaths as a result of higher levels of respiratory diseases”, it said. Results from seven cities in India alone, including Delhi, Mumbai, Ahmedabad and Kolkata, estimate that air pollution was annually responsible for 24000 premature deaths in the early 1990s. By the mid 1990s they resulted in an estimated 37000 premature fatalities. “The haze has cut down sunlight over India by 10 per cent (so far) – a huge amount! As a repercussion, the North West of India is drying up”, Professor V Ramanathan said when asked specifically about the impact of the haze over India. Stating that sunlight was going down every year, he said, “We are still in an early stage of understanding the impact of the haze.”

Asked whether the current drought in most parts of India after over a decade of good monsoons was owing to the haze, he said, “It was too early to reach a conclusion. If the drought persists for about four to five years, then we should start suspecting that it may be because of the haze.”

India, China and Indonesia are the worst affected owing to their population density, economic growth and depleting forest cover. The preliminary results indicate that the build up of haze, a mass of ash, acids, aerosols and other particles, is disrupting weather systems, including rainfall and wind patterns and triggering droughts in western parts of the Asian Continent. The concern is that the regional and global impacts of the haze are set to intensify over the next 30 years as the population of the Asian region rises to an estimated five billion people.

Questions
(a) On the basis of your reading of the Passage, answer thefollowing Questions briefly.
(i) How has the haze over South Asia impacted agriculture?
(ii) What were the levels of premature deaths estimated in seven major cities during the 1990s due to respiratory diseases caused by the haze?
(iii) Why is Professor V Ramanathan not giving a definite answer about the effects of the haze?
(iv) What did he say about the effect of the haze on the current drought in most parts of India?
(v) Which countries are most affected by the haze and why?
(vi) Why is there overall concern for Asia over the next 30 years?

(b) On the basis of your reading of the Passage, complete the statements given below by choosing the most appropriate option,
(i) The preliminary results indicated by the build up of haze are that it is
(a) disrupting rainfall and wind patterns
(b) triggering droughts in West Asia
(c) Both (a) and (b)
(d) Neither (a) nor (b)

(ii) The haze consists of
(a) ash, acids, aerosols and other particles
(b) pollution products and aerosols
(c) acid rain and ash
(d) None of these

(iii) An antonym of ‘predictable’ in paragraph 1 is
(a) damaging
(b) shocking
(c) startling
(d) stretching

(iv) In paragraph 2 the word ‘premature’ means the same as.
(a) impulsive
(b) rash
(c) unseasonable
(d) untimely

(v) A synonym of ‘particularly’ in paragraph 2 is
(a) strictly
(b) specifically
(c) individually
(d) definitely

(vi) A synonym of ‘disturbing’ in paragraph 4 is
(a) disrupting
(b) depleting
(c) triggering
(d) interrupting

Factual Unseen Passage for Class 11 CBSE Pdf – 6

There’s a part of India where the tiger may still have a fighting chance; the Western Ghats. The big cat roams free i here and in goodly numbers, from the southern tip right up to Maharashtra, Eight tiger reserves, in Karnataka, Tamil Nadu and Kerala, have been rated ‘good’ to ‘satisfactory’ by the Centre’s 2009 preliminary status report on the tiger. Experts say this is because of good governances, constant surveillance and monitoring, pro-active local tribes, a zealous scientific community, habitat quality and contiguity, and an excellent ‘prey base’, which means plentiful supplies of deer.

In Mudumalai, for instance, tiger numbers are believed nearly to have doubled in recent times. Field Director Rajiv Srivastava says anti-poaching watchers patrol the deep deciduous forests round-the-clock. “The wireless network helps rush them to vulnerable areas when they receive information about movement of suspected poachers”, he adds. Each watcher, mostly from a local tribe, covers 15-20 km daily.

The tiger has also returned to Sathyamangalam sanctuary – erstwhile Veerappan country – after two decades. Some say this is because the guns have fallen silent, along with rising tiger numbers in adjoining Mudumalai and Bandipur, which sends the animals looking for more areas to roam. Scientists working in the field spotted two tigresses with five cubs at two different locations last year. Forest officers estimate that there are at least 10 tigers in the division.

The 2008 status report on tigers by the National Tiger Conservation Authority (NTCA) and Wildlife Institute of India (WII) estimates tiger numbers in the Western Ghats of Karnataka, Tamil Nadu and Kerala at 402, with a lower limit of 336 and upper limit of487. The Bandipur and Nagarhole tiger reserves are almost foil. “High quality research on tigers and their prey base has resulted in a pool of scientific data which facilitates reliable monitoring”, says Ravi Chellam, Country Director, Wildlife Conservation Society (WCS), India programme. WCS staff range across 22000 sq km of forest in Karnataka, tracking tigers to gather data from the field. Every quarter, the WCS shares data with the Karnataka forest department. “Strict protection of the forests by using science is the hallmark of tiger conservation in Karnataka”, says Chellam.

Recently, WCS scientists led by Ullas Karanth used high-tech fecal sampling to tally and assess numbers. Tiger scat is thought to provide a unique DNA signature, allowing researchers to accurately identify individual animals.

Questions
1 (a) Onthebasisofyourreading ofthePassage, answer thefollowing Questions briefly.
(i) Why are tiger reserves in the Western Ghats rated highly?
(ii) What helps anti-poaching watchers in Mudumalai to work effectively and how?
(iii) What two reasons have made tigers return to Sathyamangalam sanctuary?
(iv) What facilitates reliable monitoring, according to the Country Director, WCS India programme?
(v) How does WCS help the Karnataka forest department? .
(vi) What new scientific method is being used to identify individual tigers?

(b) On the basis of your reading ofthePassage, answer the folio wing Questions by choosingthe most appropriate option.
(i) In which states are the tigers being conserved successfully?
(a) Gujarat, Maharashtra, Karnataka and Kerala
(b) Maharashtra, Karnataka and Tamil Nadu
(c) Maharashtra, Karnataka and Kerala
(d) The Western Ghats

(ii) What are the estimated tiger numbers in the Western Ghats of Karnataka, Tamil Nadu and Kerala, according to the 2008 status report by NTCA and WII?
(a) Between 336 and 487
(b) Between 336 and 402
(c) Between 402 and 487
(d) The report is not able give the numbers

(iii) Which word in paragraph 1 means the same as ‘considerable in quantity’?
(a) large
(b) zealous
(c) goodly
(d) fighting

(iv) Which word in paragraph 2 is a synonym of ‘observers’?
(a) witnesses
(b) watchers
(c) numbers
(d) None of these

(v) Which word in paragraph 3 is an antonym of ‘departed’?
(a) resulted
(b) spotted
(c) arrived
(d) returned

(vi) Which of the following words is a synonym of ‘conservation’ used in paragraph 4?
(a) care
(b) preservation
(c) supervision
(d) maintenance

Factual Unseen Passage for Class 11 CBSE Pdf – 7

Vegetables are important protective food and highly beneficial for the maintenance of health and prevention of disease. They contain valuable food ingredients which can be successfully utilised to build-up and repair the body.

Vegetables are valuable in maintaining alkaline reserves in the body. They are valued mainly for their high vitamin and mineral content. Vitamins A, B and C are contained in vegetables in fair amounts. Faulty cooking and prolonged careless storage can, however, destroy these valuable elements.

There are different kinds of vegetables. They may be edible roots, stems, leaves, fruits and seeds. Each group contributes to diet in its own way. Roots are high in energy value and good sources of vitamin B group. Seeds are relatively high in carbohydrates and proteins. Leaves, stems and fruits are excellent sources of minerals, vitamins, water and roughage.

It is not the green vegetables only that are useful. Farinaceous vegetables consisting of starchy roots such as potatoes, sweet potatoes, the tubers and legumes are also valuable. They are excellent sources of carbohydrates and provide energy to the body.

To prevent loss of nutrients in vegetables, we should steam or boil vegetables in their own juices on a slow fire and the water or cooking liquid should not be drained off. Vegetables lose their nutritive and medicinal values if they are boiled hard and for a long time in a large quantity of water.

No vegetable should be peeled unless it is so old that the peeling is tough and unpalatable. In most root vegetables the largest amount of minerals are directly under the skin and these are lost if vegetables are peeled. Soaking of vegetables should also be avoided if taste and nutritive value are to be preserved. Finally, vegetables should not be cooked in aluminium utensils. Aluminium is a soft metal and is acted upon by both food acids and alkalis. There is scientific evidence to show that tiny particles of aluminium from foods cooked in such utensils enter the stomach and that the powerful astringent properties of aluminium injure the sensitive lining of the stomach, leading to gastric irritation as well as digestive and intestinal ailments.

An intake of about 280 grams of vegetables per day is considered essential for maintenance of good health. Of this, leafy vegetables should constitute 40 per cent, roots and tubers 30 per cent and the other vegetables like brinjals and lady fingers the remaining 30 per cent.

Questions
(a) On the basis ofyour reading of the Passage, answer the following Questions briefly.
(i) Why are vegetables called ‘protective food’?
(ii) What valuable nutritive elements do vegetables contain?
(iii) What operations on vegetables before eating them can destroy their valuable nutritive elements?
(iv) Why should vegetables not be cooked in aluminium vessels?
(v) Which word in paragraph 3 means the same as ‘indigestible material which helps food pass through the digestive system’?
(vi) Which word in paragraph 4 means the same as ‘containing starch’?

(b) On the basis of your reading of the Passage, complete the statements given below by choosing the most appropriate option.
(i) Vegetables are cherished for their
(a) maintenance of good health
(b) minerals which are directly under the skin
(c) high vitamin and mineral content
(d) None of the above

(ii) are high in energy value and good sources of vitamin B group.
(a) Fruits
(b) Leaves
(c) Seeds
(d) Roots

(iii) To preserve the nutrients in vegetables, we should
(a) boil vegetables in their own juices
(b) ensure that the cooking liquid is not removed
(c) Both (a) and (b)
(d) Neither (a) nor (b)

(iv) A person needs per day for maintaining good health.
(a) 20 per cent leafy vegetables
(b) roots and tubers 40 per cent
(c) brinjals and ladyfingers 40 per cent
(d) 280 grams of vegetables

(v) The word in paragraph 2 which means the same as ‘available for use if required’is
(a) spare
(b) fair
(c) reserves
(d) storage

(vi) In paragraph 6, the word is the antonym of ‘destroyed’.
(a) peeled
(b) preserved
(c) cooked
(d) lost

Factual Unseen Passage for Class 11 CBSE Pdf – 8

A dance which is created or choreographed and performed according to the tenets of the Natya Shastra is called a classical dance. The two broad aspects of classical dancing are the tandava and the Iosya. Power and force are typical of the tandava; grace and delicacy, of the Iosya. Tandava is associated with Shiva, and lasya with Parvati. Dance which is pure movement is called nritta, and dance which is interpretative in nature is called nritya. The four main schools of classical dancing in India are Bharat Natyam, Kathakali, Manipuri and Kathak.

Bharat Natyam is the oldest and most popular dance form of India. Earlier, it was known by various names. Some called it Bharatam, some Natyam, some DesiAttam and some Sadir. The districts of Tanjore and Kanchipuram in Tamil Nadu were the focal points in the development of Bharat Natyam. It was danced as a solo performance by devadasis (temple dancers) on all auspicious occasions. Later, kings and rich people lent their patronage to it and it started shedding its purely sacred character.

The dancer is directed by the natuvanar, who is a musician and, invariably, a teacher. Another musician plays the cymbals. The music for Bharat Natyam is from the Carnatic School of music. The mridangam (a drum), played on both sides with the hands, provides the rhythm.

The home of Kathakali is Kerala. Kathakali literally means ‘story-play’. It combines music, dance, poetry, drama and mime. Its present form has evolved out of older forms such as Ramanattam and Krishnanattam.

Kathakali dance-dramas last from dusk to dawn. The artistes use elaborate costumes; mask-like make-up and towering head-dresses. The dancers are all males. Female roles are usually played by boys. There is no stage – a few mats are spread on the ground for the audience to sit on. The only ‘stage-lighting’ is a brass lamp fed with coconut oil.

Two singers provide the vocal music. The chenda, a large drum, which is beaten on one side with two slender curved sticks, is an integral part of the Kathakali performance. A metal gong, a pair of cymbals and another drum complete the orchestra. Besides providing the beat, they are also the means by which all the sound-effects are created.

Questions
(a) On the basis ofyour reading of the Passage, answer the following Questions briefly.
(i) What are the differences between the tandava and the lasya?
(ii) What were the various names by which Bharat Natyam was earlier known as?
(iii) What are the components of Kathakali?
(iv) What instruments provide the music for Kathakali, as mentioned in the Passage?
(v) Which word in paragraph 2 is the synonym of ‘central’?
(vi) Which word in paragraph 5 means the same as ‘people watching a presentation’?

(b) On the basis ofyour reading of the Passage, answer the following Questions by choosing the most appropriate option.
(i) What is the Natya Shastral
(a) A scientific study of classical dance
(b) The science of dances
(c) Shiva’s sacred thread
(d) None of these

(ii) When did Bharat Natyam start shedding its purely sacred character?
(a) When the devadasis stopped dancing
(b) When it was danced as a solo performance
(c) When kings and the rich patronised it
(d) When they used Carnatic music

(iii) Which two schools of classical dance are described in the Passage?
(a) Bharat Natyam and Kathak
(b) Kathak and Kathakali
(c) Bharat Natyam and Kathakali
(d) Manipuri and Kathak

(iv) In which drama form the dancers are all males?
(a) Bharat Natyam
(b) Kathakali
(c) DesiAttam
(d) Lasya

(v) Which of the following words is the synonym of ‘delicacy’ in paragraph?
(a) mouth-watering
(b) weakness
(c) difficulty
(d) fineness

(vi) Which word in paragraph 5 is the antonym of ‘simple’?
(a) complicated
(b) towering
(c) elaborate
(d) integral

Direction Look at the words and phrases below. Rearrange them to form meaningful sentences to make a readable passage. Write the corrected sentences in the space provided.

Jumbled Sentences Exercise with Answers for Class 11 Pdf

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Rearrange the Jumbled Sentences with Answers for Class 11 CBSE

Question 1.
P : the water Q : under R : suffocated S : he felt
(a) PQRS
(b) SRQP
(c) PRSQ
(d) PSRQ
Answer:
(b) SRQP

Question 2.
P : he had Q : swallowed R : and choked S : water
(a) PQRS
(b) PQSR
(c) RSPQ
(d) RPSQ
Answer:
(b) PQSR

Question 3.
P : legs up Q : he tried R : to S : bring his
(a) PQRS
(b) QSPR
(c) QRSP
(d) SRPQ
Answer:
(c) QRSP

Question 4.
P : but they Q : became R : and paralysed S : lifeless
(a) PQRS
(b) RQSP
(c) RSPQ
(d) PQSR
Answer:
(d) PQSR

Question 5.
P : generally the Q : is closed R : by nine in the evening S : hospital
(a) PSRQ
(b) PSQR
(c)RSPQ
(d)RPSQ
Answer:
(b) PSQR

Question 6.
P : a great comfort for Pan Singh Q : to find Doctor Sahib R : but it is S : in his room
(a) PQRS
(b) SPQR
(c) RQPS
(d) RPQS
Answer:
(d) RPQS

Question 7.
P : bad luck Q : the doctor R : listens to S : the story of Pan Sindh’s
(a) QRSP
(b) QRPS
(c) SPRQ
(d) PRSQ
Answer:
(a) QRSP

Question 8.
P : Pan Singh’s wound Q : dressed properly R : he feels that S : must be
(a) RPQS
(b) RSQP
(c) RPSQ
(d) PQRS
Answer:
(c) RPSQ

Question 9.
P : the office Q : worked late at R : Charlie S : one night
(a) SRQP
(b) SQPR
(c) RPSQ
(d) RQSP
Answer:
(a) SRQP

Question 10.
P : is a hurry Q : to his apartment R : he was S : to get
(a) RPSQ
(b) RPQS
(c) PQSR
(d) QSPR
Answer:
(a) RPSQ

Question 11.
P : the sub-way Q : so, he decided R : from Grand Central S : to take
(a) QSRP
(b) PQRS
(c) SRQP
(d) QSPR
Answer:
(d) QSPR

Question 12.
P : he ducked Q : into R : an S : arched doorway
(a) PQSR
(b) RQPS
(c) PQRS
(d) SRQP
Answer:
(c) PQRS

Question 13.
P : causes Q : mental agony R : a deep S : physical impairment
(a) SPQR
(b) SPRQ
(c) RQPS
(d) RQSP
Answer:
(b) SPRQ

Question 14.
P : it gives Q : a deep R : birth to S : inferiority complex
(a) PQSR
(b) PRSQ
(c) PRQS
(d) PQRS
Answer:
(c) PROS

Question 15.
P : the person Q : gets alienated R : mainstream of life S : from the
(a) PQSR
(b) PRSQ
(c) PQRS
(d) RSPQ
Answer:
(a) PQSR

Question 16.
P : withdrawal Q : solace in R : he finds S : and self-pity
(a) RQSP
(b) PQSR
(c) SPQR
(d) RQPS
Answer:
(d) RQPS

Question 17.
P : Japan is Q : at present R : blow of a tsunami S : reeling under the
(a) PQRS
(b) PQSR
(c) RSQP
(d) RSPQ
Answer:
(b) PQSR

Question 18.
P : it is a Q : great as the R : catastrophe as S : Second World War
(a) PRSQ
(b) QSRP
(c) PRQS
(d) SQRP
Answer:
(c) PRQS

Question 19.
P : by youngsters Q : healthy home cooked R : is no longer cherished S : food
(a) QSPR
(b) PSQR
(c) SQPR
(d) QSRP
Answer:
(d) QSRP

Question 20.
P : spiders don’t Q : get caught R : own webs S : in their
(a) PQRS
(b) PQSR
(c) PRSQ
(d) PSRQ
Answer:
(b) PQSR

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Error Correction Exercises for Class 11 CBSE with Answers Pdf

Direction Correct the following sentences.

Error Correction Exercises with Answers for Class 10 CBSE Pdf

Question 1.
The Mughals has won the battle of Panipat that take place in 1761.
(a) won, took
(b) wins, taking
(c) win, took
(d) No correction
Answer:
(a) won,took

Question 2.
Nupur has be sing since morning.
(a) has been singing
(b) has singing
(c) has been sings
(d) No correction
Answer:
(a) has been singing

Question 3.
It is ten o’clock. My mother might have arrived now.
(a) may have
(b) could
(c) should have
(d) No correction
Answer:
(d) No correction

Question 4.
You look happy. You may have heard about your promotion.
(a) might have
(b) could have
(c) must have
(d) No correction
Answer:
(c) must have

Question 5.
With a full licence you are allowed to drive other car.
(a) another
(b) any
(c) others
(d) No correction
Answer:
(b) any

Question 6.
An tomato is a fruit not an vegetable.
(a) A, a
(b) The, the
(c) A, the
(d) No correction
Answer:
(a) A, a

Question 7.
They are short of the money, you know.
(a) a money
(b) money
(c) an money
(d) No correction
Answer:
(b) money

Question 8.
I was given a memento by my boss.
(a) give
(b) been given
(c) giving
(d) No correction
Answer:
(d) No correction

Question 9.
They may have been invited to the party.
(a) might had been
(b) might have been
(c) might been
(d) No correction
Answer:
(b) might have been

Question 10.
I will come home what I finished work.
(a) that, finish
(b) when, finishes
(c) when, finish
(d) No correction
Answer:
(c) when, finish

Question 11.
I should be very happy when you come to see me.
(a) will, if
(b) should, if
(c) could, if
(d) No correction
Answer:
(a) wiIl, if

Question 12.
Who are this bags?
(a) Whose, this
(b) Whose, those
(c) Whom, those
(d) No correction
Answer:
(b) Whose, those

Question 13.
They helped to look after each other children,
(a) each other’s
(b) one another
(c) another
(d) No correction
Answer:
(a) each others

Question 14.
Whose is your car, the red ones or the blue one?
(a) Which, one, one’s
(b) What, one, one
(c) Which, one, one
(d) No correction
Answer:
(c) Which, one, one

Question 15.
The black cat were being chase by the white dog.
(a) was being chased
(b) was being chased
(c) was be chased
(d) No correction
Answer:
(a) was being chased

Question 16.
You are supposing to wear a uniform in school.
(a) are suppose to
(b) are supposed to
(c) are supposed
(d) No correction
Answer:
(b) are supposed to

Question 17.
I will come tonight. I will has finish my homework by then.
(a) will have finish
(b) will having finished
(c) will have finished
(d) No correction
Answer:
(c) will have finished

Question 18.
If you moved abroad you could never see them again.
(a) many
(b) should
(c) might
(d) No correction
Answer:
(c) might

Question 19.
Namita wishes she is not so busy.
(a) were not
(b) would not
(c) was not
(d) No correction
Answer:
(c) was not

Question 20.
I will come tomorrow unless I have to look after the children.
(a) until
(b) if
(c) whenever
(d) No correction
Answer:
(d) No correction

Transformation of sentences means to change the form of a sentence without changing its meaning. A simple sentence can be changed into a complex or a compound sentence and vice versa. Similarly, an interchange of affirmative, negative, and interrogative sentences can be done; without changing their meaning. Given below are some of the ways to transform a sentence.

Sentence Transformation Exercises for Class 11 CBSE with Answers Pdf

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Sentence Transformation Exercises for Class 11 CBSE with Answers Pdf

Direction Transform the following sentences into Passive Voice.

Question 1.
We should not encourage indiscipline.
(a) Indiscipline should not encouraged by us.
(b) Indiscipline could not be encouraged by us.
(c) Indiscipline should not be encouraged by us.
(d) It is us who should not encourage indiscipline.
Answer:
(c) Indiscipline should not be encouraged by us.

Question 2.
We will not admit children under ten.
(a) Children under ten are not admitted by us.
(b) Children under ten are not admitted.
(c) Children under ten will are not admitted.
(d) Children under ten will not be admitted by us.
Answer:
(d) Children under ten will not be admitted by us.

Question 3.
We must listen to our teachers.
(a) Our teachers must be listened by us.
(b) Our teachers must be listened to by us.
(c) Teachers must be listened to by us.
(d) Teachers must be listened to.
Answer:
(b) Our teachers must be listened to by us.

Question 4.
Mother looked after the boy.
(a) The boy was looked after by mother.
(b) The boy was looked after by the mother.
(c) The boy is looked after by mother.
(d) The boy is looked after by a mother.
Answer:
(a) The boy was looked after by mother.

Question 5.
He taught me to read Persian.
(a) I was taught to read Persian.
(b) I am being taught to read Persian by him.
(c) I was taught to read Persian by him.
(d) I was taught to read Persian by her.
Answer:
(c) I was taught to read Persian by him.

Direction Transform the following sentences in Active voice.

Question 6.
She was sent an invitation by them.
(a) They sent her invitation.
(b) They sent her an invitation.
(c) They send her an invitation.
(d) They are sending her an invitation.
Answer:
(b) They sent her an invitation.

Question 7.
You will be served lunch on the plane by the cabin crew.
(a) Lunch will be served to you by the cabin crew.
(b) The cabin crew will be serving lunch to you on the plane.
(c) The cabin crew will serve lunch to you on plane.
(d) The cabin crew will serve lunch to you on the plane.
Answer:
(d) The cabin crew will serve lunch to you on the plane.

Question 8.
He was fined ? 1000 by the police for reckless driving.
(a) The police fined him ? 1000 for reckless driving.
(b) Police fined him ? 1000 for reckless driving.
(c) The police fined him? 1000 for driving recklessly,
(d) The police has fined him? 1000 for driving recklessly.
Answer:
(a) The police fined him ? 1000 for reckless driving.

Question 9.
You will be told your results next week by the school.
(a) Your results will be told to you next week by the school.
(b) Your result will be told to you next week by the school.
(c) The school will tell you your result next week.
(d) School will tell you your result next week.
Answer:
(c) The school will tell you your result next week.

Question 10.
Rashi was scolded by the teacher for not completing her assignment.
(a) A teacher scolded Rashi for not completing her assignment.
(b) The teacher scolded Rashi for not completing the assignment.
(c) The teacher scolded Rashi for not completing the assignment.
(d) A teacher will scolded Rashi for her incomplete assignment.
Answer:
(b) The teacher scolded Rashi for not completing the assignment.

Direction Transform the following into Interrogative sentences.

Question 11.
He has been living in Meerut since 2.006.
(a) Has he been living in Meerut for 2.006.?
(b) Has he been living in Meerut since 2.008.?
(c) Has he lived in Meerut since 2.006.?
(d) Has he been living in Meerut since 2.006.?
Answer:
(d) Has he been living in Meerut since 2.006.?

Question 12.
Everyone knows Tendulkar.
(a) Who is not knowing Tendulkar?
(b) Who did not know Tendulkar?
(c) Who does not know Tendulkar?
(d) Who had not known Tendulkar?
Answer:
(c) Who does not know Tendulkar?

Direction Correct the following into Complex sentence.

Question 13.
With your permission I will go away.
(a) If you permit me, I will go.
(b) If you permits me, I will go away,
(c) I will go away after you away me.
(d) If you permit me, I will go away.
Answer:
(d) If you permit me, I will go away.

Question 14.
The guilt of your brother is now clear.
(a) That your brother is guilty is now clear.
(b) That your brother is guilty is clear.
(c) It is now clear as you brother is guilty.
(d) It is now clear that your brother is guilty?
Answer:
(a) That your brother is guilty is now clear.

Direction Correct the sentence into a Simple sentence.

Question 15.
If you work hard, you will succeed.
(a) By working hard you will succeed.
(b) You will succeed if you work hard.
(c) You will succeed if you keep working hard.
(d) You may succeed if you work hard.
Answer:
(b) You will succeed if you work hard.

The following passage has not been edited. There is an error in each line against which a blank is given. Write the incorrect word and the corrected word in your answer sheet against the blank as given in the example. Underline the corrected word that has been supplied.

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Editing Exercises for Class 11 CBSE with Answers Pdf

Direction (Q No 1. to 10) The following passages have not been edited. There is one error in each line. Identify the wrong word and write it with the correction in the spaces given.

Editing Exercises for Class 11 with Answers

Editing Exercises with Answers Example – 1

Answer:
(a) a – the
(b) are is
(c) hot hottest
(d) shine shines
(e) was is
(f) A The
(g) are is
(h) refresh refreshes

Editing Exercises with Answers Example – 2

Answer:
(a) enjoy enjoyed
(b) or and
(c) been be
(d) has have
(e) inspire inspired
(f) has have
(g) who which
(h) find found

Editing Exercises with Answers Example – 3

Answer:
(a) shock shocking
(b) is are
(c) an a
(d) many much
(e) those these
(f) were are
(g) much many
(h) and or

Editing Exercises with Answers Example – 4

Answer:
(a) a the
(b) perceive perceived
(c) a an
(d) bubble bubbling
(e) smell smells
(f) are is
(g) live living
(h) a the

Editing Exercises with Answers Example – 5

Answer:
(a) had has
(b) in of
(c) while from
(d) by in
(e) or and
(f) justifying justified

Editing Exercises with Answers Example – 6

Answer:
(a) the a
(b) made make
(c) are is
(d) that who
(e) an a
(f) Much Many

Editing Exercises with Answers Example – 7

Answer:
(a) the an
(b) are is
(c) are is
(d) tremble trembles
(e) the a
(f) at of

Editing Exercises with Answers Example – 8

Answer:
(a) will could
(b) was am
(c) awful awfully
(d) seemed seems
(e) matters matter
(f) may will

Editing Exercises with Answers Example – 9

Answer:
(a) was is
(b) so as
(c) their his
(d) enjoying enjoy
(e) was is
(f) had has

Editing Exercises with Answers Example – 10

Answer:
(a) eats eat
(b) in at
(c) must will
(d) As If
(e) a the
(f) which where
(g) do does
(h) invisibly invisible

For sentences in the active voice, the subject performs the action; for those in the passive voice, the subject receives the action. Most grammarians recommend using the active voice whenever possible. Here are some examples to help you distinguish between the voices:

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Active and Passive Voice Exercises for Class 11 with Answers CBSE Pdf

In grammar, the voice of a verb describes the relationship between the action that the verb expresses and the participants identified by its arguments (subject, object, etc). When the subject is the agent or doer of the action, the verb is in the Active voice. When the subject is the target or undergoes of the action, the verb is said to be in the Passive voice.
e.g.
Active: Dinesh killed a cat.
Passive: A cat was killed by Dinesh.

1. Examine the following sentences carefully
(a) The man must have eaten five bananas.
(b) Vipin mailed the letter.

2. Now observe the following sentences
(a) Five bananas must have been eaten by the man.
(b) The letter was mailed by Vipin.

In the above sentences, the verbs in 1 (a) have eaten and 1 (b) mailed express the actions done by the subjects the man and Vipin respectively. When the subject of the verb does the action, the voice of the verb is said to be Active.

In sentence 2(a) and 2(b), the verbs have been eaten and were mailed express the actions done on the subjects the man and Vipin respectively. When the subject of the verb in a sentence receives the action, the voice of the verb is said to be Passive. Here the word ‘by’ identifies the sentence as being in Passive voice.

Change of Voice
While changing a verb from Active voice to Passive voice, the following general rules should be followed

• The object of the Active voice is made the subject of the Passive voice.
• The subject of the Active voice is made the object of the Passive voice.
• The Passive voice must contain the third form of the main or finite verb.
• The form of the verb is used according to the tense.

Change of Person

 Formation of Passive Voice

Present Indefinite/Simple
Affirmative
Active: Subject + first form of verb + s, es or first form of verb + object
Passive : Object + is/ am/ are + third form of verb + by + subject

Examples
Active: He writes a letter.
Passive: A letter is written by him.
Active: She sings a song.
Passive: A song is sung by her.
Active: They invite me.
Passive: I am invited by them.

Negative
Active : Subject + do/does not + first form of verb + object
Passive : Object + is/am/are not + third form of verb + by + subject

Examples
Active: I do not distribute newspapers.
Passive : Newspapers are not distributed by me.
Active: She does not buy mobiles.
Passive: Mobiles are not bought by her.
Active: You do not help me.
Passive : I am not helped by you.

Interrogative
Active : Do/does + subject + first form of verb + object?
Passive : Is/am/are + object + third form of verb + by + subject?

Examples
Active: Do you obey your elder brother?
Passive: Is your elder brother obeyed by you?
Active: Does she pluck the flowers?
Passive: Are the flowers plucked by her?

Negative Interrogative
Active : Do/does + subject + not + first form of verb + object?
Passive : Is/am/are + object + not + third form of verb + by + subject?

Examples
Active: Does Mohit not plant a tree?
Passive: Is a tree not planted by Mohit?
Active: Do you not read a book?
Passive: Is a book not read by you?

Present Continuous
Affirmative
Active : Subject + is/am/are + first form of verb + ing + object
Passive : Object + is/am/are + being + third form of verb + by + subject

Examples
Active: My friend is cooking the food.
Passive: The food is being cooked by my friend.
Active: You are teaching me.
Passive : I am being taught by you.

Negative
Active : Subject + is/am/are + not + first form of verb + ing + object
Passive : Object + is/am/are + not + being + third form of verb + by + subject

Examples
Active: She is not purchasing a house.
Passive : A house is not being purchased by her.
Active : I am not cutting a tree.
Passive : A tree is not being cut by me.

Interrogative
Active : Is/am/are + subject + first form of verb + ing + object ?
Passive : Is/am/are + object + being + third form of verb + by + subject?

Example
Active: Are they plucking some flowers?
Passive: Are’some flowers being plucked by them?

Negative Interrogative
Active : Is/am/are+ subject + not + first form of verb + ing + object?
Passive : Is/am/are + object + not + being + third form of verb + by + subject?

Examples
Active: Is he not flying a kite?
Passive: Is a kite not being flown by him?
Active: Are you not singing a song?
Passive : Is a song not being sung by you?
Active: Am I not teaching you English?
Passive : Are you not being taught English by me?

Present Perfect
Affirmative
Active : Subject + has/have + third form of verb + object
Passive : Object + has/have + been + third form of verb + by + subject

Examples
Active : She has taken a cup of tea.
Passive : A cup of tea has been taken by her.
Active : You have found the address.
Passive : The address has been found by you.

Negative
Active : Subject + has/have + not + third form of verb + object
Passive : Object + has/have + not + been + third form of verb + by + subject

Examples
Active: He has not eaten a banana.
Passive: A banana has not been eaten by him.
Active : They have not plucked the flowers.
Passive : The flowers have not been plucked by them.

Interrogative
Active : Has/have + subject + third form of verb + object?
Passive : Has/have + object + been + third form of verb + by + subject?

Example
Active: Have they won the match?
Passive : Has the match been won by them?

Negative Interrogative
Active : Has/have + subject + not + third form of verb + object?
Passive : Has/have + object + not + been + third form of verb + by + subject?

Example
Active : Has he not written this letter?
Passive : Has this letter not been written by him?

Note: there is no Passive: form of Present Perfect Continuous tense.

Past Indefinite
Affirmative
Active : Subject + second form of verb + object
Passive : Object + was/were + third form of verb + by + subject

Examples
Active : Reena employed three hundred men.
Passive : Three hundred men were employed by Reena.
Active : They built three houses.
Passive : Three houses were built by them.

Negative
Active : Subject + did + not + first form of verb + object
Passive : Object + was/were + not + third form of verb + by + subject

Examples
Active : I did not see him.
Passive : He was not seen by me.
Active : You did not pay the bill.
Passive : The bill was not paid by you.

Interrogative
Active : Did + subject + first form of verb + object?
Passive : Was/were + object + third form of verb + by + subject?

Examples
Active : Did Anmol open the shop?
Passive: Was the shop opened by Anmol?
Active : Did she eat the mangoes?
Passive : Were the mangoes eaten by her?

Negative Interrogative
Active : Did + subject + not + first form of verb + object?
Passive : Was/were + object + not + third form of verb + by + subject?

Examples
Active : Did they not enjoy the magic show?
Passive : Was the magic show not enjoyed by them?
Active: Did Bhawna not finish her work?
Passive : Was Bhawna’s work not finished by her?

Past Continuous
Affirmative
Active : Subject + was/were + first form of verb + ing + object .
Passive : Object + was/were + being + third form of verb + by + subject

Examples
Active: I was learning my lesson.
Passive : My lesson was being learnt by me.
Active : They were distributing the sweets among the children.
Passive : The sweets were being distributed by them among the children.

Negative
Active : Subject + was/were + not +’first form of verb + ing + object
Passive : Object + was/were + not + being + third form of verb + by + subject

Example
Active : The former was not ploughing the field.
Passive : The field was not being ploughed by the former.

Interrogative
Active : Was/were + subject + first form of verb + ing + object?
Passive : Was/were + object + being + third form of verb 1 + by + subject?

Example
Active : Were they abusing the others?
Passive: Were the others being abused by them?

Negative Interrogative
Active : Was/were + subject + not + first form of verb + ing + object?
Passive : Was/were + object + not + being + third form of verb + by + subject?

Examples
Active: Was she not driving a motor car?
Passive : Was a motor car not being driven by her?
Active: Were the formers not sowing the seeds?
Passive: Were the seeds not being sown by the formers?

Past Perfect
Affirmative
Active : Subject + had + third form of verb + object
Passive : Object + had + been + third form of verb + by + subject

Example
Active: I had already done my work
Passive: My work had already been done by me.

Negative
Active : Subject + had + not + third form of verb + object
Passive : Object + had + not + been + third form of verb + by + subject

Examples
Active: You had not written a letter.
Passive: A letter had not been written by you.
Active : They had not won the match.
Passive : The match had not been won by them.
Active : He had not played a football match.
Passive : A football match had not been played by him.

Interrogative
Active : Had + subject + third form of verb + object?
Passive : Had + object + been + third form of verb + by + subject?

Example
Active: Had he knocked at the door?
Passive : Had the door been knocked at by him?

Negative Interrogative
Active : Had + subject + not + third form of verb B + object?
Passive : Had + object + not + been + third form of verb + by + subject ?

Examples
Active: Had she not washed the clothes?
Passive : Had the clothes not been washed by her?
Active : Had they not played a cricket match?
Passive: Had a cricket match not been played by them?

Note : There is no Passive : form of Past Perfect Continuous tense.

Future Indefinite
Affirmative
Active : Subject + will/shall + first form of verb + object
Passive : Object + will/shall + be + third form of verb + by + subject

Examples
Active: fife will win the match.
Passive : The match will be won by him.
Active: I shall teach you.
Passive: You will be taught by me.
Active: Kaniala will boil milk.
Passive: Milk will be boiled by Kamala.

Negative
Active : Subject + will/shall + not + first form of verb + object
Passive : Object + will/shall + not + be + third form of verb + by + subject

Examples
Active: They will not watch TV.
Passive : TV will not be watched by them.
Active: I shall not cook rice.
Passive: Rice will not be cooked by me.

Interrogative
Active : Will/shall + subject + first form of verb + object?
Passive : Will/shall + object + be + third form of verb + by + subject?

Examples
Active : Will they praise the Geeta?
Passive: Will the Geeta be praised by them?
Active: Shall we run a race?
Passive : Will a race be run by us?
Negative Interrogative
Active : Will/shall + subject + not + first form of verb + object?
Passive : Will/shall + object + not + be + third form of verb + by + subject?

Example
Active: Will your friend does not invite Abhay?
Passive: Will Abhay not be invited by your friend?

Future Tense
Active : Subject + shall have/will have + third form of verb + object
Passive : Object + shall have been/will have been + third form of verb + by + subject

Examples
Active: They will have planted a tree.
Passive : A tree will have been planted by them :
Active: We shall have sold our house.
Passive: Our house will have been sold by us.
Note: There is no Passive form for Future Continuous and Future Perfect Continuous.

Active and Passive Voice Exercises for Class 11 with Answers CBSE

1. Change the sentences from Active to Passive voice.

1. All the people present cheered the President.
2. Malvika slapped Harish hard.
3. Jim Corbett shot the man-eating tiger.
4. Ashok has written this letter.
5. I have taught this girl English.
6. Our teacher will forgive him for not doing the homework on time.
7. They nominated him for the post.
8. He made a remarkable speech.

Answer:

1. The President was cheered by all the people present.
2. Harish was slapped hard by Malvika.
3. The man-eating tiger was shot by Jim Corbett.
4. This letter has been written by Ashok.
5. This girl has been taught English by me.
6. He will be forgiven by the teacher for not doing the homework on time.
7. He was nominated for The post by them.
8. A remarkable speech was made by him.

2. Change the sentences from Passive to Active voice.

1. We shall be cursed by everyone.
2. The robber has been caught by the police.
3. By whom were you taught Bengali?
4. Why were you punished by the teacher?
5. I was struck by her good looks.
6. Another chance was given to him by his employer.
7. She was dismissed from service by them.
8. A poor blind beggar was knocked down by a bus.

Answer:

1. Everyone will curse us.
2. The police have caught the robber.
3. Who taught you Bengali?
4. Why did the teacher punish you?
5. Her good looks struck me.
6. He was given another chance by his employer.
7. They dismissed her from service.
8. A bus knocked down a poor blind beggar.

3. Change the voice of the following sentences.

1. A thunderstorm often turns milk sour.
2. The whole town was destroyed by the earthquake.
3. The leader was welcomed by the people.
4. The first railway was built by George Stephenson.
5. We expect good news.

Answer:

1. Milk is often turned sour by a thunderstorm.
2. The earthquake destroyed the whole town.
3. The people welcomed the leader.
4. George Stephenson built the first railway.
5. The good news is expected by us.

Change in Modals While Forming Passive Voice

Affirmative
Rule 1.
Active : Subject + modal auxiliary + first form of verb + object
Passive : Object + modal auxiliary + be + third form of verb + by + subject

Examples
Active : He should buy a book.
Passive: A book should be bought by him.
Active: They must speak the truth.
Passive : The truth must be spoken by them.

Rule 2.
Active : Subject + modal auxiliary + have + third form of verb + object
Passive : Object + modal auxiliary + have + been + third form of verb + by + subject

Examples
Active: They may have eaten the food.
Passive : The food may have been eaten by them.
Active : She should have drunk milk.
Passive: Milk should have been drunk by her.
Active : and Passive Voice

Rule 3.
Active : Subject + ought to + first form of verb + object
Passive : Object + ought to + be + third form of verb + subject

Examples
Active : You ought to serve your nation.
Passive: Your nation ought to be served by you.
Active : They ought to respect their parents. .
Passive : Their parents ought to be respected by them.

Negative
Rule 1.
Active : Subject + modal auxiliary + not + first form of verb + object
Passive : Object + modal auxiliary + not + be + third form of verb + by + subject

Example
Active : He should not abuse others.
Passive : Others should not be abused by him.

Rule 2.
Active : Subject + modal auxiliary + not + have + third form of verb + object
Passive : Object + modal auxiliary + not + have + been + third form of verb + by + subject

Example
Active : He may not have done the work.
Passive : The work may not have been done by him.

Rule 3.
Active : Subject + ought + not + to + first form of verb + object
Passive : Object + ought + not + to + be + third form of verb + by + subject

Example
Active: You ought not to insult others.
Passive : Others ought not to be insulted by you.

Interrogative Rule 1.
Active : Modal auxiliary + subject + first form of verb + object?
Passive : Modal auxiliary + object + be + third form of verb + by + subject? ‘

Example
Active : Can our team win the match?
Passive : Can the match be won by our team?

Rule 2.
Active : Modal auxiliary + subject + have + third form of verb + object?
Passive : Modal auxiliary + object + have + been + third form of verb + by + subject?

Example
Active : Will he have eaten the mangoes?
Passive: Will the mangoes have been eaten by him?

Rule 3.
Active : Ought + subject + to + first form of verb + object?
Passive : Ought + object + to + be + third form of verb + by + subject?

Example
Active : Ought we to follow the rules?
Passive: Ought the rules to be followed by us?

Negative Interrogative Rule 1.
Active : Modal auxiliary + subject + not + first form of verb + object?
Passive : Modal auxiliary + object + not + be + third form of verb + by + subject?

Example
Active: Should they not buy a house?
Passive : Should a house not be bought by them?

Rule 2.
Active : Modal auxiliary + subject + not + have + third form of verb + object?
Passive : Modal auxiliary + object + not + have + been + third form of verb + by + subject?

Example
Active : Would Raman not have won the match?
Passive : Would the match not have been won by Raman?

Rule 3.
Active : Ought + subject + not + to + first form of verb + object?
Passive : Ought + object + not + to + be + third form of verb + by + subject?

Example
Active : Ought you not to pollute the air?
Passive : Ought the air not to be polluted by you?

Active and Passive Voice Exercises with Answers Pdf

1. Change the sentences from Active to Passive voice.

1. Our English teacher may conduct an exam today.
2. Do you have to pay the bill before leaving the restaurant?
3. Ravi can give us some information about the job.
4. You must obey the traffic rules.
5. You may forget the rules quickly.
6. You should study the lessons repeatedly.

Answer:

1. An exam may be conducted by our English teacher today.
2. Does the bill have to be paid before leaving the restaurant?
3. We can be given some information about the job by Ravi.
   or
   Some information about the job can be given by Ravi.
4. The traffic rules must be obeyed.
5. The rules may be forgotten quickly.
6. The lessons should be studied repeatedly.

2. Change the sentences from Passive to Active voice.

1. The painting that was painted by Picasso was considered worthy of exhibition in the art gallery.
2. It was thought that the victim was killed with poison.
3. It is being said that too little money is being spent by the government on roads.
4. My bike, which was stolen, was brought back only when a thousand rupee reward was offered.
5. The criminal has been held for further questioning but, as he had a heart attack during the first questioning by the police, he has been sent to the hospital for a week.
6. You could have been told by them that no presents would be accepted by me on my birthday.

Answer:

1. Picassos painting was a worthy exhibit in the art gallery.
2. They thought that poison killed the victim.
3. People are saying that the government is spending too little money on roads.
4. I got back my stolen bike after I offered a thousand rupee reward.
5. The police held the criminal for further questioning but sent him to the hospital for a week because of his heart attack during the first questioning.
6. They could have told you that I will not accept any presents for my birthday.

3. Use the verbs given in brackets after the blanks in either Active or Passive form with the most suitable modal.

1. The entire valley (see) from their mountain home.
2. Rakesh is wearing an expensive gold ring on his fourth finger. He (marry).
3. Five committee members will be unable to attend the next meeting. So, the meeting (postpone).
4. Your daughter has a good voice. Her interest in singing (encourage).
5. According to our teacher, all of our compositions (write) in ink. He won’t accept papers written in pencil.
6. Try to speak slowly when you give your speech; if you don’t, some of your words (misunderstand).
7. Some UFO sightings (not explain) easily by anybody.
8. What? You tripped over a chair at the party and dropped your plate of food into a woman’s lap? You (embarrass)!

Answer:

1. can be seen
2. must be married
3. should be postponed
4. should/must be encouraged
5. must be written
6. maybe misunderstood
7. cannot be explained
8. must have been embarrassed

Some Specific Conditions

Passive Voice of Verbs with Two Objects

Read the following
1. Active: She taught me English.
Passive : I was taught English by her.
or
English was taught to me by her.

2. Active : He gave me a pen.
Passive : I was given a pen by him.
or
A pen was given to me by him.

Note: Here we can observe at any one of the two objects that can be chosen as the subject of the Passive voice.

Passive: Voice of Sentences with Infinitive with ‘to’
Rules to Change Active Voice into Passive Voice
Active : Subject + helping verb + to + first form of verb + object
Passive : Object + helping verb + to be + third form of verb + by + subject

Examples
1. Active: She is to cook the food.
Passive : The food is to be cooked by her.
2. Active : I am to buy the book
Passive : The book is to be bought by me.
3. Active : They have to read Sanskrit.
Passive : Sanskrit has to be read by them.
4. Active : He had to play Hockey.
Passive : Hockey had to be played by him.

Passive Voice of Imperative Sentences
Study the following rules to make the Passive form of – imperative sentences
Rule 1. Let + object + be + third form of verb
Rule 2. Object + should + be + third form of verb
Rule 3. You are ordered/requested/advised + to + first form of verb +
Rule 4. Let + object + be + third form of verb + by +

Examples
1. Active : Open the shop.
Passive : Let the shop be opened.
or
The shop should be opened.
or
You are ordered to open the shop.

2. Active : Write your name.
Passive: Let your name be written.
or
Your name should be written.
or
You are requested (or ordered) to write your name.

3. Active : Call the peon.
Passive : Let the peon be called.
or
The peon should be called.
or
You are ordered to call the peon.

4. Active: Let him learn his lesson.
Passive : Let his lesson be learnt by him.

5. Active : Don’t break the door.
Passive : Let the door not be broken.

6. Active : Let me cook the food.
Passive : Let the food be cooked by me.

Passive Voice Without Agent
(Without ‘does’ or Omission of Subject in Passive Voice)
Active : Someone has stolen my book
Passive : My book has been stolen.
Active : Noonecanbuyit.
Passive : Et cannot be bought.
Active: People always na œachn
Passive: Teachers are always respected

Active and Passive Voice Paragraph Exercises with Answers Pdf CBSE Pdf

1. Rewrite the following sentences in Passive voice.

1. They say that Ashok is a strict disciplinarian.
2. People believe that Savita is in favour of the change.
3. Researchers say that this plant is a remedy for cancer.
4. Market analysts say that this company is in trouble.
5. Animal experts say that these kinds of dogs are very aggressive.
6. They told us not to come back.
7. The hospital staff did not allow me to visit my sick husband.
8. They say these nuts are good for health.
9. They believe him to be dangerous.
10. People say that he is a criminal.

Answer:

1. Ashok is said to be a strict disciplinarian.
2. Savita is believed to be in favor of the change.
3. This plant is said by researchers to be a remedy for cancer.
4. This company is said (by market analysts) to be in trouble.
5. These kinds of dogs are said (by animal experts) to be very aggressive.
6. We were told not to come back.
7. I was not allowed by the hospital staff to visit my sick husband.
8. These nuts are said to be good for health.
9. He is believed to be dangerous.
10. He is said to be a criminal.

2. Rewrite the following imperative sentences in Passive voice in the form given in brackets after each sentence.

1. Please close the door. (request)
2. Practice yoga daily. (advice)
3. Switch off the fan. (command)
4. Respect parents. (suggestion)
5. Please bring me some apples. (request)
6. Follow your dreams. (suggestion)
7. Call the attendant. (command)
8. Do not drink hard drinks. (advice)

Answer:

1. You are requested to close the door.
2. You are advised to practice yoga daily.
3. Let the fan be switched off.
4. Parents should be respected.
5. You are requested to bring me some apples.
6. Your dreams should be followed.
7. Let the attendant be called.
8. You are advised not to drink hard drinks.

3. Rewrite the following passage by changing all the sentences to an Active Voice.

One summer in 1904, a camp was rented by my father on a lake in Maine, and we were taken there for the month of August. Ringworm was got from some kittens, and ‘Pond’s Extract’ had to be rubbed on our arms and legs night and morning. Besides this, the vacation was thought to be a success, and from then on it was thought that there was no place like that lake.

It was returned to summer after summer – always on the first of August, for one month. Since then a saltwater man has been made of me, but sometimes in summer, I am made to wish for the placidity of a lake in the woods by the restlessness of the tides and the fearful cold of the seawater in the afternoon and evening, which is blown across by the incessant wind. A few weeks ago this feeling was experienced by me so strongly that a couple of bass hooks and a spinner were bought and the lake that used to be visited by us was returned to by me for a week’s fishing to be done and for old haunts to be revisited.
Answer:
One summer in 1904, my father rented a camp on a lake in Maine and took us all there for the month of August We all got ringworm from some kittens and had to rub Pond’s Extract’ on our arms and legs night and morning. Besides this, the vacation was a success and from then on none of us ever thought there was any place like that lake.

We returned summer after summer – always on 1st August for one month. I have since become a salt-water man, but sometimes in summer, there are days when the restlessness of the tides and the fearful cold of the seawater and the incessant wind which blows across the afternoon and into the evening make me wish for the -placidity of a lake in the woods. A few weeks ago this feeling got so strong that I bought me a couple of bass hooks and a spinner and returned to the lake where we used to go, for a week’s fishing and to revisit old haunts.

Active And Passive Voice Practice Questions with Answers Pdf

Error Correction
Each of the following sentences is this exercise has an underlined word/phrase and three words/phrases are given after the sentence. If one of the given words/phrases makes the sentence grammatically correct, select the word/phrase as your answer. If the sentence is grammatically correct as it is, choose option (d) as your answer.

Question 1.
The lock is opened by Sakshi.
(a) was
(b) has
(c) were
(d) No correction
Answer:
(a) was

Question 2.
A rat has been caught by my pet cat.
(a) having been
(b) were
(c) have
(d) No correction
Answer:
(d) No colTection

Question 3.
Those robots were manufacture by a Chinese company.
(a) was manufactured
(b) were manufactured
(c) were manufacturing
(d) No correction
Answer:
(b) were manufactured

Question 4.
The test will have been taken by her?
(a) will have to be
(b) will have been
(c) will had to be
(d) No correction
Answer:
(b) will have been

Question 5.
Are animals love by children?
(a) loving
(b) loves
(c) loved
(d) No correction
Answer:
(c) loved

Question 6.
You are requests to guide me
(a) requested
(b) request
(c) been requested
(d) No correction
Answer:
(a) requested

Question 7.
After driven to the hospital Mahima was dropped at her home.
(a) driving
(b) being driving
(c) being driven
(d) No correction
Answer:
(c) being driven

Question 8.
Had this monument never been see by you before?
(a) never seen
(b) never been seeing
(c) never been seen
(d) No correction
Answer:
(c) never been seen

Question 9.
Good news are expected by us.
(a) is been
(b) is
(c) has
(d) No correction
Answer:
(b) is

Question 10.
We are taught English by her.
(a) teaching
(b) been taught
(c) had taught
(d) No correction
Answer:
(d) No correction

Question 11.
The poor ought to be helps by the rich.
(a) helping
(b) helped
(c) having helped
(d) No correction
Answer:
(b) helped

Question 12.
Are some flowers be plucked by them.
(a) plucked
(b) be plucking
(c) being plucked
(d) No correction
Answer:
(c) being plucked

Question 13.
Was their lesson being learn by them?
(a) be learnt
(b) being learnt
(c) learnt
(d) No correction
Answer:
(b) being learnt

Question 14.
Will his ways not been mended by him?
(a) being mend
(b) be mended
(c) being mending
(d) No correction
Answer:
(b) be mended

Question 15.
The old lady was being laughed by the kids.
(a) being laughed at
(b) being laugh at
(c) been laughed at
(d) No correction
Answer:
(a) being laughed at

Question 16.
A new watch were given to be by my father.
(a) was give
(b) was given
(c) was giving
(d) No correction
Answer:
(b) was given

Question 17.
I was told by somebody that there has been a robbery at a jeweller’s shop.
(a) have been
(b) having been
(c) had been
(d) No correction
Answer:
(c) had been

Question 18.
He saw the seminar on personality development being conducted by Sameer.
(a) being conduct
(b) been conducted
(c) being conducting
(d) No correction
Answer:
(d) No correction

Question 19.
By whom are you taught Mathematics?
(a) been taught
(b) teach
(c) being teach
(d) No correction
Answer:
(d) No correction

Question 20.
The test shall not be taken by Rashi.
(a) being taken
(b) be taken
(c) been took
(d) No correction
Answer:
(b) be taken

Tenses: Verb tenses are tools that are used to express time. They refer to the time of an action and tell the time and state of an action. present tense, past tense and future time refer to the time of action and tell the time and state of an action.

Looking for an easy way to learn English Grammar? then you are in right place. Here we providing basic English Grammar topics like Tenses Verbs, Nouns, etc…

Tenses Exercises or Class 11 CBSE With Answers Pdf

Tense is defined as the form of verb that gives the relation between Time and Action. Time is the duration of work and action is the work done. Tense gives the time when the action is done.

There are three phases of time

• time present (now)
• time past (passed)
• time future (yet to come)

Let’s consider the sentences given below
(a) Hari eats a mango. (Present)
(b) Hari ate a mango. (Past)
(c) Hari will eat a mango. (Future)

We can observe that each sentence given above has a different meaning. The reason is that each sentence has a different form of the verb. These different forms of verbs are called tenses. The tense of a verb shows the time of an action or the state of being.

Classification of Tenses with Examples and Their Structure

There are three tenses

• Present Tense
• Past Tense
• Future Tense

Each tense has four forms. Study the chart given below to understand more about all tenses and their forms.

Classification Of Tenses With Three Diagram

Present Tense
Present Indefinite Tense
(Also Called Simple Present Tense)

(a) Statements

Form. Subject + the infinitive (without to) + ………….
When the Subject is Third Person singular, ‘s’ or ‘es’ is added to the first form of the verb.
Examples:

1. I learn my lesson daily.
2. We love our parents.
3. You read the Hindu daily.
4. A cow lives on grass.
5. He/she helps the poor
6. They reach the school in time.

SPELLING RULES:

1. Add ‘es’ to the first form of the verb if it ends in ‘ch’, ‘sh’, ‘o’ or ‘x’: as —teaches, rushes, goes, passes or fixes.
2. If a verb ends in ‘y’ and there is a consonant before ‘y’; change ‘y’ into ‘i ’ and add ‘es’ to the verb; as—
   cry —> cries; fly —> flies; try —> tries
   Exception. If there is vowel before ‘y’ add only ‘s’ to the first form of the verb; as—
   enjoy —> enjoys, obey —> obeys; pray —> prays.
3. To all verbs, add only ‘s’; as
   sits, plays, rims, speaks.

(b) Interrogative Sentences

Form. Do/does + subject + the infinitive (without to) + …………. ?
When the subject is third Person Singular, we use ‘Does’. For other subjects we use ‘do’:
Examples:

1. Do you learn your lesson daily?
2. Does he help the poor?
3. Does she know me?
4. Why does the girl cry?

(c) Negative Sentences

Form. Subject + do not/does not + the infinitive + …………. .
Use ‘does not’ if the subject is third person singular. With other subjects use ‘do not’:
Examples:

1. She does not hate anyone.
2. They do not welcome us.

Exceptions. ‘Never’ is followed by bare infinitive or infinitive + s/es as in statements. The negative sense is conveyed by ‘never’ itself; sis—

1. I never tease animals.
2. She never tells a lie.

(d) Negative Interrogative Sentences

Form. Do not/Does not + subject + the infinitive + …………. ?
Examples: 

1. Don’t you like this new film?
2. Doesn’t she help the poor with money?

(e) Emphatic Use of ‘Do/Does’

Form. Subject + do/does + the infinitive …………..
Examples:

1. She does drink, but not in public.
2. I do go to the gym, but only on Sundays.

Important Note. Use only the first form of the verb after do and does.
Adverbs. The Simple Present Tense is used with the words:
always, often, frequently, generally, usually, sometimes, every day, every week, every month, daily, once a week, twice a week, etc.

The Use of Simple Present Tense

To express a habitual action; as—
I go to the temple daily.
She always speaks the truth.
My grandmother tells us a story every evening.

To express a universal truth; as—
The earth moves round the sun.
The sun rises in the east.
Water freezes into ice at 0°C.

To express a situation or a fact that is permanent; as—
The Taj stands on the bank of the Yamuna.
My house faces north.
This road leads to Ambala.

To express an action which must happen in the near future; as—
Her marriage comes off next month.
Ravi goes to England next year.
We leave at 7 a.m. tomorrow.

To read or write a subordinate clause (of time or condition) when the main clause refers to the future; as
If you come, we shall be happy.
If you work hard, you will pass.
We will not wait here until he comes.
He will come out when the bell rings.

Present Continuous Tense
This tense is used in the following ways
(i) To describe an action in progress and the continuity of the action. e.g.
(a) She is playing tennis.
(b) We are watering the plants.
(c) The passengers are wandering to and fro.

(ii) An action that is not happening at the time of speaking but is in progress. e.g.
(a) He is working in an MNC.
(b) I am teaching in a school.
(c) They are studying in DN college:

(iii) An action that has been pre-arranged to take place in ~ the near future. e.g.
(a) The wedding is going to take place on Sunday.
(b) I am going to attend the class tomorrow.

(iv) Persistent and undesirable habit, especially with adverbs like always, continually, constantly, e.g.
(a) You are always running me down.
(b) He is constantly gazing me.

Rules for Affirmative Sentences
Singular subject + is/am + first form of verb + ing +
Plural subject + are + first form of verb + ing + I + am + first form of verb + ing +
e.g.
(a) I am playing a game.
(b) She is reading a book.
(c) We are going to Shimla.

Rules for Negative Sentences
Singular subject + is + not + first form of verb + ing +
Plural subject + are + not + first form of verb + ing +
I + am + not + first form of verb + ing +
e.g.
(a) Ram is not surfing the internet.
(b) They are not watching a movie.
(c) I am not swimming in the water.

Rules for Interrogative Sentences
Is/are/am + subject + first form of verb + ing + …?
Question word + is/are/am + subject + first form ofverb + ing + ?
e.g.
(a) Is Reena cooking the food?
(b) Are you not writing a letter?
(c) What is Raveena doing here?
(d) Which newspaper are you buying?
(e) Why was the camel not drinking water?

Exceptions for Present Continuous Tense
The following verbs are not normally used in present continuous tense, on account of their meaning

• Verbs of perception or senses, e.g. see, hear, smell, notice, recognise etc.
• Verbs of appearance, e.g. appear, look, seem etc.
• Verbs of thinking, e.g. think, suppose, believe, agree, consider, forget, know, imagine, mean etc.
• Verbs of emotion, e.g. want, wise, desire, feel, love, prefer etc.
• have, own, possess, be (except when used in the passive).

Present Perfect Tense
This tense is used in the following ways
(i) To express an action that has recently been completed, e.g.
(a) She has just taken tea.
(b) I have purchased a book.
(c) They have won the match.
(d) He has come now.

(ii) To describe an action whose time is not given, e.g.
(a) Have you done M.Sc in Maths?
(b) Have you read Shakespeare?

(iii) To describe past events whose effects still exist, e.g. I have finished my work and now I am free.
(iv) To describe actions that started in the past and are continuing until now and possibly into the future, e.g.
I have already used this brand of soap.

(v) To show how a past situation relates to the present, e.g. I’ve done my homework, so I can help you with yours now.

Rules for Affirmative Sentences
Singular subject + has + third form of verb +
Plural subject + have + third form of verb +
e.g.
(a) She has gone to the market.
(b) I have met her.
(c) They have bathed.
(d) It has become dark now.

Rules for Negative Sentences
Singular subject + has + not + third form of verb +
Plural subject + have + not + third form of verb +
e.g.
(a) I have not called him.
(b) The train has not gone.

Rules for Interrogative Sentences
Has/have + subject + third form of verb + ?
Question word + has/have + subject + third form of verb + ……. ?
e.g.
(a) Has she gone to Delhi?
(b) Have they not seen the Taj Mahal yet?
(c) What have they eaten today?
(d) Why has the peon not come yet?

Present Perfect Continuous Tense This tense is used in the following ways
(i) To describe an action that began in the past and is still continuing. e.g.
(a) They have been staying in the village for a long time.
(b) It has been raining since last night.

(ii) To express an action already completed, but whose effect is still continuing. e.g.
I have been running around for the job all day and am now tired.

Rules for Affirmative Sentences
Singular subject + has + been + first form of verb + ing + + for/since +
Plural subject + have + been + first form of verb + ing + + far/since +
e.g.
(a) Arpit has been sleeping since 3 o’clock.
(b) They have been running for three hours. ‘

Rules for Negative Sentences
Singular subject + has + not + been + first form of verb + ing + + for/since +
Plural subject + have + not + been + first form of verb + ing + + for/since +
e.g.
You have not been suffering from fever for one week.

Rules for Interrogative Sentences
Have/has + subject + been + first form of verb + ing + + since/for + ?
Question word + has/have + subject + been + first form of verb + ing + since/for + ?
e.g.
(a) Have you been sleeping since 8 o’ clock?
(b) Has he not been living in this house for a long time?
(c) Why have they been playing football since morning?

TIP We use the Simple Present Tense to describe events that happen in succession, like cricket commentaries, demonstrations of an experiment or asking for and giving instructions. However, the Present Progressive Tense is used for changing and developing situations e.g. Rates of packaged foodstuffs are going up.

Tenses Exercise with Answers for Class 11 CBSE Pdf

1. Fill in the blanks with the correct form of present tense from those given in brackets.

1. I am attempting the Civil Services exam coming up, so I ………………. (am/is) studying hard these days.
2. My grandmother ………………. (carries/carrying) a walking stick when she goes out for a walk.
3. Shashi isn’t at home. She ………………. (is/are) out shopping with our father.
4. Can you speak louder please, I ………………. (am not/cannot) hear you.
5. My widower uncle often ………………. (coming/comes) to our house for lunch on Sundays.
6. Since he changed his job, he ………………. (found/has found) more time to relax and enjoy his hobby.
7. I feel proud of my team as it ………………. (performed/has performed) very well.
8. Look! They ………………. (gossip and while away/are gossiping and whiling away) their time.
9. An apple a day ………………. (keeps/is keeping) the doctor away.
10. By profession, an artist ………………. (creates/is creating) a picture whereas an author ………………. (writes/is writing) a book.

Answer:

1. am
2. carries
3. is
4. cannot
5. comes
6. has found
7. has performed
8. are gossiping and whiling away
9. keeps
10. creates, writes

2. Fill in the blanks in the telephone conversation given below with the correct present tense form of the verb given in brackets.
Sameer : Savita! How (a) ………………. (be) you? This is Sameer.
Savita: Ahhh……Sameer! I (b) ………………. (be) fine. How are you?
Sameer: I’m great, thanks.
Savita: That (c) ………………. (be) good. So, what’s up?
Sameer: Well, I (d) ………………. (has) a problem for you to solve.
Savita: Sure, just say it.
Sameer: My motorcycle (e) ………………. (be) defective. I (f) ………………. (try) to repair it for days. I (g) ………………. (not, know) what is wrong with it. I (h) ………………. (no, can, fix) it.
Answer:
(a) are
(b) am
(c) is
(d) have
(e) is
(f) have been trying
(g) do not know
(h) cannot fix

Past Tense
Past Indefinite Tense
(also called Simple Past Tense)
This tense is used in the following ways
(i) To indicate an action that happened in the past and to report completed actions. It is used often in recounts and narratives. e.g.
(a) We closed the shop at 8 pm.
(b) She met me last year.
(c) I visited the Taj Mahal three months earlier.

(ii) To indicate past habits or repeated events that are now over. e.g.
(a) In those days, my mother gave me some pocket money every day.
(b) I always rode a bike to school when I was young.

(iii) The habitual past can also be expressed by using ‘used to’. e.g.
(a) She used to drink tea in the morning.
(b) My grandfather used to read a few chapters of the Gita every day.

(iv) Sometimes this tense is used without an adverb of time. In such cases, the time may be either implied or indicated by the context. e.g.

• I learned Punjabi in Chandigarh.

(v) To indicate another action which happened in the middle of a longer action. e.g.

• The light went out while I was watching my favourite TV serial.

Rule for Affirmative Sentences
Subject + second form of verb +
e.g.
(a) I played football in the ground.
(b) She sung a song in the party.

Rule for Negative Sentences
Subject + did not + first form of verb +
e.g.
(a) I did not attend the function.
(b) They did not watch television.

Rules for Interrogative Sentences
Did + subject + first form of verb + ?
Question word + did + subject + first form of verb + ?
e.g.
(a) Did you play a game?
(b) Why did she abuse her friends?
(c) When did father go to office?
(d) Why did Supriya not speak the truth?

Past Continuous Tense
This tense is used in the following ways
(i) To indicate an action that was happening at some time in the past. The time of action may or may not be indicated. e.g.

• We were watching TV the whole evening.

(ii) Used with always, continually etc for persistent habits in the past. e.g.

• He was always sulking.

(iii) The past continuous is also used for an action that was going on during a given period or at a period of time in the past,
e.g.

• While Rohan was filling in the hole, his dog was digging another.

Rules for Affirmative Sentences
Singular subject + was + first form of verb + ing +
Plural subject + were + first form of verb + ing +
e.g.
(a) They were making a noise.
(b) She was driving her car.

Rules for Negative Sentences
Singular subject + was + not + first form of verb + ing +
Plural subject + were + not + first form of verb + ing +
e.g.
(a) She was not singing a song.
(b) They were not eating mangoes.

Rules for Interrogative Sentences
Was/were + subject + first form of verb + ing + ?
Question word + was/were + subject + first form of verb + ing + ?
e.g.
(a) Were you eating a mango?
(b) When were the milkmen milking the cow?
(c) Why was the blind boy crying?

Past Perfect Tense
This tense is used in the following ways (i) To indicate an action that was completed before a definite time or before another action that took place in the past. e.g.
(a) Manish reached here after you had gone,
(b) The patient had died before the doctor reached him. .

(ii) It indicates desires in the past that have not been fulfilled.
e.g.

• I wish I had not wasted my time.

(iii) It expresses those conditions of the past that were impossible to fulfill.
If you hag.questioned him earlier, things would have improved.
Rule for Affirmative Sentences
Subject + had + third form of verb +
e.g.

• He had cooked the food.

Rule for Negative Sentences
Subject + had + not + third form of verb + …
e.g.

• They had not attended the function.

Rule for Interrogative Sentences
Had + subject + third form of verb + ?
e.g.
(a) Had she watched a movie?
(b) Why had you not gone to Delhi?

Past Perfect Continuous Tense
This tense is used in the following way
It indicates an action which began in the past and continued up to a certain point of time in the past. e.g.
(a) When we met in Lucknow, she had been studying in city college for 3 years.
(b) At that time, he had been working in the company for two months.

Rule for Affirmative Sentences
Subject + had been + first form of verb +ing + + since/for +
e.g.
(a) You had been suffering from fever since Tuesday.
(b) I had been studying for three hours.

Rule for Negative Sentences
Subject + had + not + been + first form of verb + ing + + since/for +
e.g.
They had not been going to office since 5th July.

Rules for Interrogative Sentences
Had + subject + been + first form of verb + ing + + since/for + ?
Question word + had + subject + been + first form of verb + ing + since/for+ ?
(a) Hatfe!gpu not been reading the book since morning?
(b) Where had he been playing since morning?

Tenses Exercise with Answers Pdf

1. Fill in the blanks with the correct form of past tense by selecting from the options given in brackets.

1. The other employees had already left the office but Kanika ………………. (still worked/was still working) there.
2. A small boy ………………. (fell/was falling) from the train when it was moving at full speed.
3. We saw a bus fallen into a ditch when we ………………. (went/were going) to Mussoorie.
4. Anita ………………. (burnt/was burning) her finger while she was cooking.
5. While I ………………. (waited/was waiting) for my bus Rachita was running after hers.
6. The farmer sold the crop after he ………………. (harvested/had harvested) it.
7. Indians ………………. (had fought/fought) a long struggle before they ………………. (had attained/attained) independence.
8. The train ………………. (departed/had departed) before we reached the station.

Answer:

1. was still working
2. fell
3. were going
4. burnt
5. was waiting
6. had harvested
7. had fought, attained
8. had departed

2. Fill in the blanks with the correct form of past tense of the verbs given in brackets.

1. Binod ………………. (bring up) by his father because his mother died when he was a baby.
2. Ramesh, who ………………. (work) in Kolkata for 10 years, is now seriously ill.
3. I once ………………. (hear) Honey Singh singing live on the stage.
4. Majid, my best friend, ………………. (stay) in Kanpur for the last five years.
5. Kritika (break) her left ankle bone while she ………………. (dance) at the party.
6. Tailor Master, are the clothes I ………………. (give) for stitching ready yet?
7. Parveen ………………. (not/write) a letter to me since last year.
8. Mummy, tell Papa that his phone ………………. (ring) while he ………………. (have) his bath.

Answer:

1. was brought up
2. has been working
3. heard
4. has been staying
5. broke, was dancing
6. had given
7. has not written
8. rang, was having

Future Tense
Future Indefinite Tense (also called Simple Future Tense)
This tense is used in the following ways
(i) To say what we believe or think will happen in future.
e.g.
(a) I believe she will join the office tomorrow.
(b) They will go to college.
(c) We shall win the match.

(ii) Things which we cannot control and are factual,
e.g.

• The Sun will rise at 6:00 AM.

(iii) To indicate an instant decision.
e.g.

• It is our first marriage anniversary.
• I shall give you a precious gift.

Rules for Affirmative Sentences
You/He/She/It/They (Second and Third Person Pronouns) + will + first form of verb +
I/We (First Person Pronouns) + shall + first form of verb + e.g.
(a) He will sell his house.
(b) I shall purchase a new car.

Rules for Negative Sentences
You/He/She/It/They (Second and Third Person Pronouns) + will + not + first form of verb +
I/We (First Person Pronouns) + shall + not + first form of verb +
e.g.
(a) We shall not leave the exams.
(b) My friend will not host dinner this evening.

Rules for Interrogative Sentences
Will/shall+ subject + first form of verb + ?
Question word + will/shall + subject + first form of verb + ?
e.g.
(a) Will she not come in the party?
(b) Who will help him?
(c) Why will your friend not come here?

Future Continuous Tense
This tense is used in the following ways
(i) To indicate an action that will occur in the normal course. e.g.
(a) She will be cooking the food tomorrow.
(b) I will be meeting him tomorrow.

(ii) To indicate an action that will be in progress at a given point of time in the future. e.g.
(a) At this time tomorrow, we shall be attending the party.
(b) We shall be visiting the zoo at this time tomorrow.

Rules for Affirmative Sentences
You/He/She/It/They (Second and Third Person Pronouns) + will + be + first form of verb + ing +
I/We (First Person Pronouns) + shall + be + first form of verb + ing +
e.g.
(a) I shall be teaching my students.
(b) Next year my teacher will be going to China.

Rules for Negative Sentences
You/He/She/It/They (Second and Third Person Pronouns) + will + not + be + first form of verb + ing +
I/We (First Person Pronouns) + shall + not + be + first form of verb + ing +
e.g.
(a) They will not be studying in city college.
(b) I shall not be bathing this evening.

Rules for Interrogative Sentences
Will/shall + subject + be + first form of verb + ing + ?
Question word + will/shall + subject + be + first form of verb + ing + ?
e.g.
(a) Will this boy be wandering in the forest?
(b) How long will they be travelling?

Future Perfect Tense
This tense is used to describe an action which will be completed at some point of time in the future. e.g.
(a) I shall have finished this work by tomorrow.
(b) They will have reached home by now.
(c) I shall have reached the school before the bell rings.

Rules for Affirmative Sentences
You/He/She/It/They (Second and Third Person Pronouns) + will + have + third form of verb + …….
I/We (First Person Pronouns) + shall + have + third form of verb + …….
e.g.
(a) We shall have cooked the food by the evening.
(b) Your examination will have been over by Tuesday.

Rules for Negative Sentences
You/He/She/It/They (Second and Third Person Pronouns) + will + not + have + third form of verb + …….
I/We (First Person Pronouns) + shall + not + have + third form of verb + …….
e.g. (a) I shall not have written the letter by noon.
(b) The passengers will not have reached the station before the train starts.
(c) Your brother will not have read this novel before next Saturday.

Rules for Interrogative Sentences
Will/shall + subject + have + third form of verb + ?
Question word + will/shall + subject + have + third form of verb ? e.g.
(a) Will he not have gone before I reach?
(b) What will he have eaten before he sleeps?

Future Perfect Continuous Tense
This tense is used in the following way
It describes an action that will be in progress over a period of time that will end in the future. e.g.
(a) At noon Anuradha will have been singing songs for an hour.
(b) I will have been working round the clock for twenty-two years next April.

Rules for Affirmative Sentences
You/He/She/It/They (Second and Third Person Pronouns) + will + have + been + first form of verb + ing + …….
i. I/We (First Person Pronouns) + shall + have + been + first form of verb + ing + …….
e.g.
By next April we shall have been leaving for the USA.

Rules for Negative Sentences
You/He/She/It/They (Second and Third Person Pronouns) + will + not + have + been + first form of verb + ing + …….
I/We (First Person Pronouns) + shall + not + have + been + first form of verb + ing + …….
e.g.
(a) I shall not have been writing for half an hour.
(b) Mahima will not have been going to Kanpur for a long time.

Rules for Interrogative Sentences
Will/shall + subject + have + been + first form of verb + ing + …….?
Question word + will/ shall + subject + have + been + first form of verb + ing + …….?
e.g.
(a) Will she has been playing for some time?
(b) Why will you not have been going to school at 8 o’clock?

BE CAREFUL! This tense is not commonly used.

Mixed Tenses Paragraph Exercises with Answers Class 11 CBSE Pdf

1. Fill in the blanks with the correct form of the future tense of the verbs given in brackets.

1. (Now Nikhil ………………… (want) to move to a bigger city for a better job.
2. The famous Dr Prahlad ………………… (operate) on my uncle tomorrow to remove his tumour.
3. Sarla’s mother ………………… (stay) in a rented house after her divorce gets through.
4. Prodipta ………………… (win) the wrestling bout against Vijay this evening, I’m sure.
5. I think Ranjan ………………… (start) his journey tomorrow.
6. Our Maths teacher ………………… (correct) the exam papers by Sunday.
7. I think Anil ………………… (certainly/get) good marks in the Social Science test.
8. By 7 PM, Sameera ………………… (finish) her homework.

Answer:

1. wants
2. will operate
3. will stay
4. will win
5. will start
6. will have corrected
7. will certainly get
8. will have finished

2. Fill in the blanks with the correct form of future tense by selecting from the options given in brackets.

1. The train ………………… (will have left/will leave) from Rajkot by 10 PM.
2. My grandfather will ………………… (have arrived/be arriving) at home by now.
3. The entertainment program ………………… (will have ended/will end) by now.
4. I think that tomorrow Ramita ………………… (is starting/will start) on her new project.
5. My class teacher ………………… (probably assigning/will probably assign) a lot of homework for the summer holidays.
6. The building contractor ………………… (will finishing/will have finished) my new house by next month.
7. I will ………………… (be completing/have completed) this task at this time tomorrow.
8. I ………………… (will be passing/will have passed) my MBA by the time you return from abroad.

Answer:

1. will have left
2. have arrived
3. will have ended
4. will start
5. will probably assign
6. will have finished
7. be completing
8. will have passed

3. Fill in the blanks with the correct form of the verb (mixed tenses) given in brackets.

One day a husband and wife (a) ………………… (drive) to the countryside to visit their friends when they realised they needed to stop for petrol. The man was filling up the car when he (b) ………………… (see) a penguin standing by the petrol pump. He (c) ………………… (think) it was very strange and when he went to the cashier to pay, he asked, “Why is there a penguin standing next to the pump?”

The cashier replied, “I don’t know. It (d) ………………… (be) there all morning.”
Answer:
(a) were driving
(b) saw
(C) thought
(d) has been

Tenses Practice Exercises with Answers for Class 11 CBSE Pdf

Error Correction
Each of the following sentences in this exercise has an underlined word/phrase and three words/phrases are given after the sentence. If one of the given words/ phrases makes the sentence grammatically correct, select the word/phrase as your answer. If the sentence is grammatically correct as it is, choose option (d) i.e. No correction.

Question 1.
When Kovid died he and Nisha had been married for six years.
(a) have been
(b) has been
(c) having been
(d) No correction
Answer:
(d) No correction

Question 2.
If it rained we will get wet.
(a) rains, will bc
(b) raining, will
(c) rains, will
(d) No correction
Answer:
(c) rains, will

Question 3.
I am contributing to my nation’s infrastructure.
(a) contributing
(b) contributed
(c) contributes
(d) No correction
Answer:
(a) contributing

Question 4.
I appeared for the interview today.
(a) appear
(b) has appeared
(c) appearing
(d) No correction
Answer:
(d) No correction

Question 5.
In the last ten years, the problem has almost became an epidemic.
(a) becomes
(b) become
(c) had become
(d) No correction
Answer:
(b) become

Question 6.
She waiting for her sister’s marriage.
(a) waits
(b) is waiting
(c) will waiting
(d) No correction
Answer:
(b) is waiting

Question 7.
Digital downloads having changed the way we listen to music.
(a) been
(b) having been
(c) have
(d) No correction
Answer:
(c) have

Question 8.
Now would be a good time ro your stuff in order.
(a) get
(b) getting
(c) gets
(d) No correction
Answer:
(a) get

Question 9.
Sunil will have arrived in the hospital by now.
(a) has arrived
(b) is arriving
(c) will has arrived
(d) No correction
Answer:
(d) No correction

Question 10.
But nothing has changed in the way we are storing and manage our MP3s.
(a) managed
(b) managcs
(c) managing
(d) No correction
Answer:
(c) managing

Question 11.
Kejriwal p 18 conditions before Sonia and Rajnath.
(a) put
(b) putting
(c) had puts
(d) No correction
Answer:
(a) put

Question 12.
Bru Gold coffeee have an incredible aroma.
(a) having
(b) has
(c) had
(d) No correction
Answer:
(b) has

Question 13.
I have read this book since 10 am.
(a) have been read
(b) have reading
(c) have been reading
(d) No correction
Answer:
(c) have been reading

Question 14.
Does Sakshi g for a walk every morning?
(a) goes
(b) going
(c) will go
(d) No correction
Answer:
(d) No correction

Question 15.
Samir came to meet me after you have leaving.
(a) have left
(b) had left
(c) left
(d) No correction
Answer:
(b) had left

Question 16.
As soon as Meena heard the alarm, she left for work.
(a) hears
(b) hear
(c) will hear
(d) No correction
Answer:
(d) No correction

Question 17.
Watching too many cartoons and junk food consumption are triggers that are lead to obesity in children.
(a) are lead
(b) lead
(c) are leading
(d) No correction
Answer:
(c) are leading

Question 18.
When I left home my brother watch television.
(a) watches
(b) watched
(c) was watching
(d) No correction
Answer:
(c) was watching

Question 19.
The Earth revolved around the sun.
(a) revolves
(b) is revolving
(c) revolve
(d) No correction
Answer:
(a) revolves

Question 20.
All of us have a great time at the party.
(a) had
(b) will having
(c) having
(d) No correction
Answer:
(a) had

What are modal verbs?
Modals (also called modal verbs, modal auxiliary verbs, modal auxiliaries) are special verbs that behave irregularly in English. They are different from normal verbs like “work, play, visit…” They give additional information about the function of the main verb that follows it. They have a great variety of communicative functions.

Looking for an easy way to learn English Grammar? then you are in right place. Here we providing basic English Grammar topics like Tenses Verbs, Nouns, etc…

Modals Exercise for Class 11 CBSE with Answers Pdf

The finites which express the mode or manner of the actions denoted in the principal verb are termed as Modals. This class of helping verbs not only assists in forming questions and negatives, but expresses a wide range of meanings also. These helping verbs are can, could, will, would, shall, should, may, might, must, ought to, have to, has to and had to. These are also known as modal auxiliaries. They express the degree of certainty of the action in the sentence or the attitude or opinion of the writer/speaker concerning the action. Need, dare and used to are called semi-modals.

Nature of Modals
Modals are never used alone. e.g.
(a) I can upon the harmonium. (Incorrect)
(b) I can play upon the harmonium. (Correct)
So, modals have a principal verb with them.

Modals don’t change according to the number or person of the subject. e.g.
(a) I can play.
(b) He can play.
(c) We can play.
(d) They can play.

Modals don’t have the infinitive form. We can’t place ‘to’ with them in order to use them in a sentence. e.g.
(a) We must to get there before time. (Incorrect)
(b) We must get there before time. (Correct)

The following table will help you in understanding the use of modals

Functions of Modals with Examples

Will
(i) To show promise, intention, willingness, determination with the first person (I, we)
e.g.
(a) I will change the system of our organisation. (determination)
(b) We will help you. (willingness)
(c) I will give you a gift of your choice, (promise)

(ii) To express request, invitation, insistence, assumption, characteristic or habit
e.g.
(a) Will you please help me? (request)
(b) She will be in the school during school hours. (assumption)
(c) The lion will usually kill animals, (characteristic, habit)

Negative Form of will: Will not/ Won’t
e.g.
(a) I will not spend my pocket money.
(b) She won’t eat unhygienic food.
(c) They won’t win the match.
(d) My friend will not attend the party.

Would (past form of ‘Will’)
(i) It expresses the past form of ‘will’
e.g.
(a) He informed me that he would dance in my marriage function.
(b) The problem was how he would reach there.

(ii) To express past habit
e.g.
(a) He would drink a cup of coffee in the morning.
(b) My father would get up early in the morning.

(iii) For request
e.g.
(a) Would you please give me your bike?
(b) Would you like to spend this evening with me?

(iv) To express wish
e.g.
(a) I wish she would be healthy.
(b) You would be an engineer.

(v) To express an imaginary condition
e.g.
I would have a big house if I earned 110 crores every year.

Negative Form.of Would: Would not / Wouldn’t
e.g.
She would not get up early in the morning.

Shall
(i) To ask for a suggestion, request, advice with the first person (I, We) in the interrogative
e.g.
(a) Shall we start the class? (advice)
(b) Shall I have a cup of coffee from your shop? (request)
(c) Shall we open a new shop? (suggestion)

(ii) In the second and third person to indicate a threat, warning, command, promise, assurance, and determination
e.g.
(a) You shall go now. (command)
(b) If you sit with bad boys, you shall be punished, (threat)
(c) She shall get a bicycle, (promise)

Negative Form of Shall: Shall not/ Shalln’t
e.g.
(a) She shall not sing tomorrow.
(b) They shall not win the match.
(c) My friend shalln’t be dismissed.

Should (Past form of ‘shall’)
(i) To express duty or obligation
e.g.
(a) I should help my friends, (duty)
(b) You should not be lazy, (obligation)
(c) You should respect your elders, (duty)

(ii) To express an opinion
e.g.
They should be on the way to Jaipur.

(iii) To give or take advice or suggestion
e.g.
(a) We should go to the temple.
(b) We should obey our elders.

(iv) After ‘lest’ when someone expresses fear
e.g.
(a) Walk carefully lest you should fall down.
(b) They started early lest they should miss the train.

Negative Form of Should: Should not /Shouldn’t
e.g.
(a) You should not come to me daily.
(b) You shouldn’t make noise here.
(c) They shouldn’t tease others.
(d) We should not waste our time.

Modals Exercises for Class 10 CBSE with Answers Pdf

1. Fill in the blanks with shall, should, will or would.

1. I …………… leave now as it is very late.
2. You …………… have seen him dancing – he was simply amazing!
3. …………… you like a cup of tea, please?
4. …………… we have lunch together?
5. All citizens …………… abide by the law.
6. I …………… like to have one more pencil.
7. I …………… complete this task as per the procedure.
8. This bucket …………… hold 20 litres of water.
9. To keep fit you …………… take regular exercise.
10. Copies of the report …………… be distributed at the meeting.
11. It’s getting cold now …………… I close the window?
12. I …………… think the cost of the repairs will be about 200 rupees.
13. If Ashok had more free time, he …………… join a sports club.
14. According to newspaper reports the price of petrol …………… not increase even next year.
15. It’s a beautiful day today! …………… we go to the beach?
16. It …………… be easier to find our way if we had a map.

Answer:

1. should
2. should
3. Would
4. Shall
5. should
6. would
7. shall
8. Will
9. should
10. will
11. Shall
12. should
13. would
14. will
15. Shall
16. would

2. Fill in the blanks in the dialogue given below
with may, should, can, could, would, will, shall, might or must.

Anjali was looking out of the window when she noticed the clouds in the sky. “Wow”, she called, “it seems like it (1) ……………. rain”
Anjali: Sarthak! I think you (2) ……………. take the umbrella with you.
Sarthak: Oh no! The umbrella is too big! I (3) ……………. not carry it by myself. I (4) ……………. rather leave it at home.
Anjali: What are you talking about? You (5) ……………. get wet for sure!
Sarthak: You know, Anjali, people (6) ……………. get wet. It’s not the end of the world. (7) ……………. I just go without it?
Anjali: No, you (8) ……………. not. Seema told her husband that he (9) ……………. leave without his umbrella and look what happened to him.
Sarthak: What happened to him?
Anjali: (10) ……………. you please stop talking and take your umbrella with you?
Sarthak: There aren’t that many clouds in the sky. It (11) ……………. not rain after all.
Anjali: You (12) ……………. be joking.
Sarthak: Well, a man (13) ……………. do what a man (14) ……………. do. I (15) ……………. take the umbrella. (16) ……………. I take anything else?
Anjali: If I were you I (17) ……………. be happy to take an umbrella.
Sarthak: I (18) ……………. like to be happy, but it’s too heavy!
Answer:

1. may
2. should
3. can
4. would
5. will
6. can
7. Can
8. can
9. could
10. Would
11. might
12. must
13. must
14. must
15. will
16. Should
17. would
18. would

Can
(i) To express an ability, capability, capacity or power e.g.
(a) I can lift 60 kg.
(b) She can pass the MBA examination.
(c) Can you understand the English language?
(d) I can grant you leave.
(e) She can swim across the river.

(ii) To show the possibility
e.g.
(a) She can fall on the road.
(b) I can go there.

(iii) To take or give permission e.g.
(a) Can I sit here?
(b) You can park your scooter here.

Negative Form of Can: Cannot /Can’t e.g.
(a) She can’t run fast.
(b) They cannot climb on the mountain.
(c) I cannot speak against you.

Could (Past form of ‘can’)
(i) To express ability/talent in the past
e.g.
(a) They could win the game last month.
(b) She could sing beautifully.

(ii) To express polite request
e.g.
(a) Could I have your pen?
(b) Could I ride on your bike?

Negative Form of Could: Could not/ Couldn’t
e.g.
(a) You could not smoke at the railway station,
(b) She couldn’t cook delicious food.

May
(i) To show possibility or probability
e.g.
(a) You may attend the school today.
(b) She may win the match.

(ii) To give or take permission
e.g.
(a) May I come in?
(b) Yes, you may come in.

(iii) To wish or pray
e.g.
(a) May you get well soon!
(b) May God bless you with a child!

(iv) To show a purpose
e.g.
(a) My friend is joining a new company, so that he may achieve his target.
(b) He is working hard so that he may win.

Negative Form of May: May not/ Mayn’t
e.g.
(a) It may not rain today.
(b) She mayn’t attend the meeting.

Might (past form of‘may’)
(i) To express less possibility e.g.
(a) He might help us.
(b) She might be a winner in the competition.

(ii) For permission e.g.
(a) Might I begin to reveal the truth?
(b) Might I start speaking?

(iii) To express guess e.g.
That might be Rohit.

Negative Form of Might: Might not/ Mightn’t
e.g.
(a) It might not rain.
(b) She mightn’t talk to me this evening.

TIP ‘May’ and ‘might’ can be used interchangeably to express possibility. However, we usually use ’might’ when something is less likely and ’may’ when it is more likely.

Must
(i) To express necessity or obligation
e.g.
(a) You must take part in the competition.
(b) We must love our motherland.

(ii) To indicate assumption or conclusion
e.g.
(a) She must be here in the evening.
(b) Mr AK Gupta must be a good teacher.

(iii) In case of prohibition
e.g.
You must not bunk school.

Negative Form of Must: Must not/ Mustn’t
e.g.
(a) You must not play in sunlight.
(b) You must not write your name on the walls.
(c) You mustn’t make a fuss over this.

Have to/ Has to/ Had to
(i) To express obligation or compulsion (While talking about rules, laws)
e.g.
(a) I have to reach school early.
(b) She has to work late in the office.
(c) They had to follow the instruction.

Negative Form of Have to : Don’t have to
e.g.
(a) I don’t have to cook the food at home.
(b) She doesn’t have to work till late in the office.

Fill in the Blanks with Modals with Answers Class 10 CBSE Pdf

1. Fill in the blanks in the passage given below with can, could, couldn’t, must or might.
Before this year, I (a) …………… move out of my parents’ house because I did not have a job. But now that I have finished college and have a job, I realise that living at home (b) …………… drive my parents and me crazy.

Unfortunately, it’s not so easy to find a flat on rent in the city. Without an agent, you (c) …………… not be able to find all the available listings. Because of my agent’s help, I found a wonderful flat this morning and signed the lease. Before now, I couldn’t sign a lease, but now I (d) …………… because I am twenty-one.

I asked my friends to help me move because I knew that I (e) …………… fit all my possessions into my little car. My best friend said, “I (f) …………… help you move next Sunday.” He added, “I (g) …………… help in the morning as I am free.” My father also offered to help me move. He (h) …………… be really eager to have me move out!
Answer:
(a) couldn’t
(b) could
(c) might
(d) can
(e) couldn’t
(f) might
(g) could
(h) must

2. Fill in the blanks with have to, had to, must or must not.
(a) I …………… be at the meeting by 10.1 will probably take a taxi.
(b) You …………… remember to pay the rent tomorrow – the landlord is very strict about paying on time.
(c) The answer in the book …………… be wrong!
(d) You …………… not submit the application if it has not been completely filled up.
(e) You …………… be so rude! Why don’t you try saying ‘please’ once in a while?
Answer:
(a) must, have to
(b) must
(c) must
(d) must
(e) must not

Ought to
(i) To express moral obligation or duty
e.g.
(a) You ought to respect your parents.
(b) You ought to serve the nation.
(c) We ought to help our relatives.
(d) We ought to speak the truth.

(ii) To give advice
e.g.
You ought to study hard to achieve success.

Negative Form of Ought to: Ought not to/ Oughtn’t to
e.g.
(a) You ought not to hate your neighbours.
(b) You oughtn’t to insult your elders.

Use of ‘Need, Need to’,
‘Dare’ and ‘Used to’
Need and dare are considered semi-modals because they can be used either as modal auxiliaries or as main verbs.

Need/Need to
As a modal auxiliary verb in negative terms, it indicates the absence of obligation. It expresses the speaker’s authority or advice and is used for the present and the future, e.g. You needn’t type this letter.
(i) The interrogative is formed by inversion, e.g. Need I speak to him?
(ii) Its past is had needed to in the affirmative sentence, need not have in the negative and need have in the interrogative.
e.g.
(a) Need I have gone to him?
(Interrogative in the past)
(b) I had needed to go to him.
(Affirmative in the past)
(c) You needn’t have gone to meet him.
(Negative in the past)
(d) You need to go to the barber-your hair are too
long. (Affirmative in the future)

Dare
As a modal auxiliary, dare refers to being bold and courageous. The negative is formed by dare not and the interrogative by inversion,
e.g.
(a) Dare we talk to them?
(b) dare not disturb them.

Used to
(i) A discontinued habit or a past situation which is no more in the present.
e.g.
He used to drink daily. (Now he does not drink)

(ii) Something existing in the past.
e.g.
This used to be a dense jungle before.

Modals Exercises with Answers Pdf

1. Fill in the blanks with suitable modals from the box below.
should, might, can, could, have to, must

1. She ………………… be exhausted after such a long flight.
2. You ………………… research the route a little more before you set sail.
3. When you have a small child in the house, you ………………… not leave small objects lying around.
4. ” ………………… you hold your breath for more than a minute?” “No, I can’t.”
5. Jasprit’s house is really large! It ………………… have taken a long time to build.
6. Please look after my baby for two hours as I ………………… bring my mother from the station.
7. I ………………… speak Gujarati fluently when I was a child.
8. The teacher said we ………………… read the book if we needed extra credit.

Answer:

1. must
2. should
3. must
4. Can
5. must
6. have to
7. could
8. should

2. Fill in the blanks with either ought to or need to.

1. You ………………… switch off the light when you leave the room.
2. You ………………… get up very early in the morning if you want to catch the Shatabdi train.
3. I ………………… replace the front tyre of my bike as it is totally worn out.
4. We ………………… hurry if we want to reach Gwalior by nightfall.
5. Ravi ………………… give evidence at the court tomorrow.
6. You ………………… park in the designated parking space only, otherwise, you may be fined.
7. All children ………………… obey their parents.
8. You ………………… drive carefully in bad weather.

Answer:

1. ought to
2. need to
3. need to
4. need to
5. ought to
6. ought to
7. ought to
8. ought to

3. Fill in the blanks in the passage about football given below with either must not or need not.

The teams (1) ………………… have more than 11 players on the field during a match. But there (2) ………………… even be 11 players playing for each team. Players (3) ………………… wear anything which might injure another player. Players (4) ………………… play the ball with their feet only; they can use their head and body, but not their hands. Substituted players (5) ………………… return to the game. Players (6) ………………… leave the game without the referee’s permission. Players (7) ………………… hold or catch an opponent. The referee (8) ………………… send a player off if he has committed a foul for the first time in the game.
Answer:

1. must not
2. need not
3. must not
4. need not
5. need not
6. must not
7. must not
8. need not

Modals Practice Exercises with Answers for Class 11 CBSE Pdf

Error Correction
Each of the following sentences in this exercise has an underlined word/phrase and three words/phrases are given after the sentence. If one of the given words/phrases makes the sentence grammatically correct, select the word/phrase as your answer. If the sentence is grammatically correct as it is, choose option (d) as your answer.

Question 1.
Walk slowly lest you might fall down.
(a) should
(b) could
(c) can
(d) No correction
Answer:
(a) should

Question 2.
One ought to respect one’s elders.
(a) may
(b) could
(c) would
(d) No correction
Answer:
(d) No correction

Question 3.
Tendulkar would play cricket when he was 3.
(a) shall
(b) can
(c) could
(d) No corrçction
Answer:
(c) could

Question 4.
Should you hit the nail on the head?
(a) Must
(b) Can
(c) Shall
(d) No correction
Answer:
(b) Can

Question 5.
Revneet may come to the party today evening.
(a) can
(b) ought
(c) have to
(d) No correction
Answer:
(d) No correction

Question 6.
You will not take so many leaves.
(a) must
(b) must not
(c) ought to
(d) No correction
Answer:
(b) must not

Question 7.
Should you please lend me your scooter?
(a) Could
(b) Must
(c) Might
(d) No correction
Answer:
(a) Could

Question 8.
Vimal is going to a new company so that he can get a good sa1ary
(a) should
(b) must
(c) may
(d) No correction
Answer:
(c) may

Question 9.
If I get selected for the exam, I could go on a vacation.
(a) would
(b) can
(c) must
(d) No correction
Answer:
(a) would

Question 10.
I wish she would pass the exam
(a) could
(b) must
(c) can
(d) No correction
Answer:
(a) could

Question 11.
You can follow the traffic rules
(a) may
(b) will
(c) must
(d) No correction
Answer:
(c) must

Question 12.
Sudhir might allow me to come late in the evening.
(a) can
(b) must
(c) ought to
(d) No correction
Answer:
(d) No correction

Question 13.
Look at the time. The match would have started.
(a) will have
(b) could have
(c) shall have
(d) No correction
Answer:
(a) will have

Question 14.
It was half-past six. My brother will have finished work. :
(a) could have
(b) ought to
(c) would have
(d) No correction
Answer:
(c) would have

Question 15.
If we don’t hurry we could be late.
(a) should
(b) need to
(c) dare
(d) No correction
Answer:
(d) No correction

Question 16.
You cannot spend a lot of money on presents.
(a) need
(b) dare not
(c) need not
(d) No correction
Answer:
(c) need not

Question 17.
I need to go for a morning walk when I was in Delhi.
(a) used
(b) used to
(c) have to
(d) No correction
Answer:
(b) used to

Question 18.
No one dare to go there.
(a) may
(b) ought not
(c) need
(d) No correction
Answer:
(d) No correction

Question 19.
Medical facilities may be free.
(a) ought not
(b) ought to
(c) shall
(d) No correction
Answer:
(b) ought to

Question 20.
Najtjlc would have done well in life but he did not believe in himself.
(a) shall have
(b) will have
(c) could have
(d) No correction
Answer:
(c) could have