ICSE Class 10 English — All Questions

(i)

Flat no 186, Magnolia High Rise

Nirman Nagar Street

Jaipur 302002

20th

February 2025

Dear Grandma,

I’m comfortably and cosily settled in my new flat. It’s a

delightful set-up offering an enchanting view of a small

garden. But the best thing is the cute, compact kitchen

– almost the size of my palm. But grandma, it is super

convenient with all the appliances in place.

Thanks to you, I have developed my culinary skills

to perfection. I can toss an omelette in a jiffy and make

pancakes to perfection. You also taught me to bake,

steam and fry with no oil sticking to the fritters, and I

enjoy preparing all the stuff. My heart fills with nostalgia

as I think of the ways you persuaded me to learn this ‘survival’ skill. But now I have taken it to the next level.

I enjoy cooking and am really mindful of what I eat and

how I eat.

It’s all because of you, dear Granny. I wish that every

lazy girllike me had a loving soul like your to motivate her

to find her hidden skills.

Hope to hear from you soon. I’ll send some pictures

of my flat and yes, especially of the kitchen.

Warm regards,

Yours lovingly,

Mini

(ii)

42 W Shan Prabhakar

Mythili colony

Perambur 600089

20th

February 2025

The Commissioner

Sachivalay Road

Chennai 600078

Sub: Request for a bus stop

Dear Sir,

The commuters in Perambur district between the railway

station and office complexes are facing considerable

inconvenience due to the lack of properly designated

bus stops. They have to walk a long way to access public

transportation. The elderly and physically challenged

individuals suffer the most.

A bus stop at the location would provide better

accessibility and convenience to the commuters. There

will be fewer three-wheelers and other vehicles jamming

theway.Besides,thiswillenhancecommercialpossibilities

too, empowering the economy of the surrounding rural

areas.

We kindly request you to consider this proposal and

initiate the necessary steps to establish a bus stop at a

suitable location between the Perambur railway station

and the commercial areas. Thank you for your time and

attention.

Yours faithfully,

Shaan Prabhakar

985347601

(i)

Word Medley

Event: Inter School Story Writing Competition

Date: 24th February 2025

Time: 10 a.m. to 12 p.m.

Venue: Hall of Fame, St Alena School

Participate: All students from class 8th to 12 who wish

to participate are required to give their names to Ms

Sheetal on or before 21st February.

Shraddha Mathur

Secretary

Literature Club

(ii)

[email protected]

Invitation to be the honourable Chief Guest and judge at

the Interschool Story Writing Competition.

Dear Sir,

Our school is organising a story writing competition

for students of grades VIII to XII. It gives me immense

pleasure to invite you to inaugurate the event and judge

the competition.

The event will be held on 24th February 2025 from 10

a.m. to 12 p.m., at Hall of Fame, St Alena School.

Sir, it would be a great honour if you could give an

impetus to the programme and address a few words to the

gathering. I cannot see a better person than you to inspire

the budding writers and use your acumen to judge their

submissions.

We sincerely hope you will consider our invitation.. It

will be an honour to have you in our midst.

Thanking you in anticipation

Yours sincerely

Shraddha Mathur

Secretary

Literary Club

St Alena School

(i) 1. Correct option: (c) school bags

Explanation:Thesentencedescribesschoolchildren

carrying satchels across their shoulders, which

refers to school bags used to carry books and other

materials.

2. Correct option: (d) extra

Explanation: The sentence mentions that Jagu used

his “few moments to spare,” meaning the extra

time he had available. “Spare” in this context means

additional or free time.

(ii) Correct option: (c) opened

Explanation: The passage states, “Look,” he said,

swinging open the door at the back and revealing

the machinery to a fascinated Hari who feel as if the

door had “opened” int a new strange house.

Here, “opened” is the opposite of “closed,” as it

refers to making something accessible by moving a

cover or barrier.

(iii) (a)Thestudentsweredressedinfadedandmended

uniforms. Boys wore grey shorts and blue shirts

andgirlsworeskirtsandblouses ofthe same colour.

(b) Jagu was a cheerful character who enjoyed singing

in his local language. He was kind-hearted enough

to offer tea to Hari.

(c) The song revealed Jagu’s sensitive heart and his

willingness to be friendly with Hari. The smile he

gaveHariwhenthelatterseemedtolistensmilingly

to the song was one of acceptance. Hari felt a sense

of belonging to the village because Jagu seemed

friendly. (d) The sentence is “It was just that he was a silent,

hardworking, worried man and had no time and

no gift for speech.” ‘No gift of speech’ reveals that

he was not a talkative man.

(e) The afternoon was hot, still and stifling, and

people preferred to stay indoors rather than going

to the eatery and have hot teas. Hence, there was

practically no footfall at the place.

(iv) Summary

Rough Draft [50 words]

Panwallah invited Hari to see

the workings Of a huge

grandfather clock. Opening the door

at its back, he revealed

the machinery. The interior looked

like a strange house. He

revealed the problem that made

the clock stop and offered

to make Hari his apprentice

or a potential watch mender.

[50]

Panwallah invited Hari to see

the workings of a huge

grandfather clock. Opening the door

at its back, he revealed

the machinery. The interior looked

like a strange house. He

revealed the snag that made

the clock stop and offered

to make Hari his apprentice

or a potential watch mender.

(i) 1 found

2 lying

3 was

4 waved

5 cried

6 shouted

7 hesitated

8 looked

(ii) (a) after

(b) over

(c) up

(d) of

(e) under

(f) over

(g) out of

(h) since

(iii) 1. Correct option: (a) These are fresh mangoes which

I bought yesterday.

Explanation: The sentence correctly combines both

clauses using ‘which’ while maintaining correct

tense and meaning.

2. Correct option: (c) The debating teams were very

happy as they had been declared joint champions.

Explanation: The past perfect tense “had been

declared” is used correctly to indicate that the

declaration happened before their happiness.

3. Correct option: (a) When the rain came down, all the

people ran away.

Explanation: This correctly shows the cause-and-

effect relationship between the rain and the people

running away.

4. Correct option: (d) Although the disciple was wise,

the teacher did not trust him.

Explanation: “Although” correctly introduces the

contrast between the disciple’s wisdom and the

teacher’s distrust.

(iv) 1. Correct option: (a) The teacher told us to come

early the next day as the examination would begin

at eight o’clock.

Explanation:The sentence is correctly reported in

indirect speech with proper tense changes.

2. Correct option: (a) Rahul plays the guitar as well as

the drums.

Explanation: This maintains the original meaning

while correctly using “as well as.”

3. Correct option: (c) She said she would not be

available, didn’t she? Explanation: The correct question tag for a negative

statement is in the positive form. Here ‘did’ is

implied in the revised sentence.

4. Correctoption:(d)Nootherpaintingintheexhibition

is as beautiful as this one.

Explanation: This correctly follows the comparative

structure while maintaining clarity.

5. Correct option: (b) I would rather do aerobics than

yoga.

Explanation: “Rather” is correctly used to express

preference.

(i) Correct option: (d) Caesar’s lifeless body covered in

blood

Explanation: Antony refers to Caesar’s dead body

as a “bleeding piece of earth” to express his sorrow

and rage over Caesar’s assassination.

(ii) Correct option: (a) Caesar’s greed for power and

possession had resulted in his death

Explanation: Brutus justifies the assassination by

saying that Caesar’s ambition led to his downfall,

implying that they killed him to prevent him from

rising to absolute power.

(iii) Correct option: (b) Cinna the poet

Explanation: After Antony’s speech, the angry

Roman mob turns violent. They mistake Cinna

the poet for Cinna the conspirator and kill him,

showing how rage and chaos take over logic and

reason.

(iv) Correct option: (d) Lepidus

Explanation: In Act 4, Scene 1 of Julius Caesar,

Antony refers to Lepidus as “a barren-spirited

fellow” and compares him to a mere beast of

burden, suggesting that he is not fit to rule but

only to carry out orders. Antony and Octavius use

Lepidus for their own purposes but do not consider

him an equal leader.

(v) Correct option: (c) Mark Antony, Octavius Caesar,

Lepidus

Explanation: The Second Triumvirate, formed after

Julius Caesar’s assassination, consisted of Mark

Antony, Octavius Caesar (later Augustus) and

Lepidus.Thisalliancewasestablishedtoconsolidate

power and avenge Caesar’s death, distinguishing it

from the First Triumvirate, which included Julius

Caesar, Crassus and Pompey.

(vi) Correct option: (b) regretful

Explanation: Cassius expresses deep sorrow and

disappointment in this speech. He feels betrayed

and weary of the world, believing that even Brutus,

whom he loves, has turned against him. His words

reflect self-pity and regret, particularly regarding

the state of their friendship and the consequences

of their actions.

(vii) Correct option: (c) the speaker sees both the present

and the past

Explanation: In Haunted Houses by Henry

Wadsworth Longfellow, the speaker perceives

both the present and the past, seeing the ghosts

and memories that linger in the house. However,

the stranger, who is unfamiliar with the place,

can only see what is physically present. The poem

emphasises how past experiences and spirits

remain present for those who have lived in a place.

(viii) Correct option: (d) The beauteous lively dame

Explanation: In The Glove and the Lions by Leigh

Hunt, Count de Lorge sighs for the “beauteous

lively dame”, the lady he admires. She tests his love

by dropping her glove into the lion’s den, expecting

him to retrieve it as proof of his devotion. However,

after successfully retrieving the glove, he throws it

back at her face, realising that her act was driven by

vanity rather than true affection.

(ix) Correct option: (a) (1) is false, but (2) is true

Explanation: The poem illustrates how the natural

world reacts with fear and uncertainty when great

trees fall, describing trembling rocks, hiding lions

and silent small creatures. This supports Statement

2. However, Statement 1 is incorrect because the

poem does not suggest that the world remains

permanently unstable; instead, it portrays an

initial period of grief and disorientation followed

by gradual healing and restoration, emphasising

that although loss is profound, life continues with

renewed awareness.

(x) Correct option: (b) respect for intelligent life

Explanation: Robert Frost observes a tiny mite on

his manuscript and recognises its intelligence,

hesitation and survival instincts. Rather than

harming it, he allows it to rest, appreciating its

display of mind. The poem conveys admiration

for even the smallest forms of intelligence, rather

than love, indifference, or anger, making respect for

intelligent life the best choice.

(xi) Correct option: (d) The wind lies asleep in the arms of

the dawn

Explanation: The given line “And in the sky the

feathered fly turn turtle while they’re winging”,

from The Power of Music uses personification, as

birds are described as turning turtle mid-flight

in response to the song. Similarly, option (d)

personifies the wind by describing it as lying asleep

inthearmsofthedawn,attributinghumanqualities

to natural elements.

(xii) Correct option: (c) He is unable to recognise his own

face

Explanation: In With the Photographer by Stephen

Leacock, the narrator is shocked when he sees

his photograph because the photographer has

heavily altered his facial features. His eyebrows are

redrawn, his mouth is adjusted, and even his hair

is removed. The excessive retouching makes the

narrator question whether the image is truly his,

leading him to ask, “Is it me?” out of disbelief.

(xiii) Correct option: (b) He encourages Martin to use the

stairs

Explanation: Martin’s father dismisses his concerns,

tells him to grow up and be brave, and watches TV

while ignoring Martin’s fear. However, he does

not encourage Martin to use the stairs. Instead, he

criticises Martin for doing so, implying that he is

weak and cowardly.

(xiv) Correct option: (b) 1, 3, 4, 2

Explanation: Leonard Mead loved to walk through

the empty streets at night, enjoying the silence and

solitude of the city. One night, as he was nearing

home, he was suddenly stopped by a police car, a rare sight in a world where walking was considered

unusual. A metallic voice from the car interrogated

him,questioninghisreasonsforbeingoutside.Since

his answers were deemed odd and unacceptable,

he was forced to enter the car and taken away to

the Psychiatric Centre for Research on Regressive

Tendencies.

(xv) Correct option: (b) Ghana

Explanation: Adjoa was born in a small village

in Ghana.

(xvi) Correct option: (a) He was not allowed to teach

French any longer

Explanation: In The Last Lesson, Prussia’s

annexation of Alsace-Lorraine led to an order from

Berlin mandating German as the sole medium of

instruction.M.Hamel,after40years,wascompelled

to leave because teaching French was banned.

(i) Antony states he has come “to bury Caesar, not

to praise him.” He emphasises that his presence

is for a solemn funeral oration, not a celebratory

eulogy. He explicitly denies any intention to praise

Caesar, suggesting neutrality. However, this is a

rhetorical tactic. He knows the crowd expects praise

at a funeral. By claiming he won’t praise Caesar, he

piques their interest and makes his eventual praise,

when it comes, more impactful. His true purpose,

masked by this pretence of objectivity, is to

manipulate the crowd against the conspirators. He

aims to transform public perception of Caesar from

a potential tyrant to a beloved leader, paving his

own path to power. He subtly implies that Caesar’s

good deeds are in danger of being forgotten,

stating, “The evil that men do lives after them; The

good is oft interred with their bones,” thus making

his “neutral” speech all the more necessary and,

therefore, effective.

(ii) Before allowing Antony to address the Roman

citizens, Brutus imposed three strict conditions to

prevent any direct challenge to the conspirators’

narrative. First, Antony was forbidden to blame

the assassins, ensuring that his speech would not

incite the people against them. Second, he had to

speak only after Brutus had addressed the crowd,

allowing the latter to shape public opinion first.

Third,Antonywasrequiredtodeclarethathespoke

with the conspirators’ permission, reinforcing their

authority. Brutus, believing in his own rhetoric,

underestimated Antony’s skill. Antony, though

adhering to these conditions in form, masterfully

circumvented them in spirit. His repeated reference

to “honourable men” drips with irony, subtly eroding

the credibility of Brutus’s words. His ability to work

within these constraints while simultaneously

turning the tide against the conspirators is a

testament to his political acumen.

(iii) Antony masterfully counters Brutus’s claim of

Caesar’s ambition with three key points, each

designed to resonate deeply with the crowd. He

begins by recalling how Caesar refused the crown

three times during the Lupercal festival, asking,

“Was this ambition?” A truly ambitious man would

have seized such power without hesitation. Next,

Antony points to Caesar’s generosity, noting how

he brought wealth to Rome by ransoming captives,

enriching the public treasury rather than himself.

Thisselflessnessstandsinstarkcontrasttothegreed

of an ambitious ruler. Finally, Antony stirs emotions

by reminding the crowd of Caesar’s compassion:

“When that the poor have cried, Caesar hath wept.”

Such empathy, he argues, is not the mark of a

power-hungry tyrant but of a leader who genuinely

cared for his people. These arguments, woven with

restraint and precision, gradually turn the crowd

against Brutus and his conspirators.

(iv) Throughout his funeral speech, Mark Antony

repeatedly refers to Brutus and the other

conspirators as honourable men. At first glance,

this seems like a gesture of respect, aligning with

his claim that he does not seek to discredit them.

However, the repetition of this phrase, “But Brutus

sayshewasambitious,andBrutusisanhonourableman”,

slowly turns into a weapon. Antony subtly shifts its

meaning, transforming it from an affirmation into

a bitter irony. By juxtaposing Brutus’s supposed

honour with examples of Caesar’s generosity and

lack of ambition, such as his refusals of the crown

and his sympathy for the poor, Antony forces

the crowd to question whether Brutus is truly

honourable. The phrase becomes laced with sarcasm,

sowing doubt and indignation among the Romans.

Each repetition chips away at Brutus’s credibility

until the people, inflamed with rage, are ready to

rise against the conspirators.

(v) Antony’s most impactful argument is his reminder

that Caesar refused the crown three times during

the Lupercal festival. This directly contradicts the

idea of ambition, as an ambitious man would have

eagerly accepted such power. The crowd, already

swayed by Antony’s emotional appeal, sees this as

undeniable proof of Caesar’s humility, making it

the most convincing point.

Before Antony’s speech, the citizens view him with

suspicion, as he is associated with Caesar, whom

they now consider a tyrant. However, by the end of

hisspeech,theirfeelingsshiftdramatically.Antony’s

skilful use of rhetoric, emotional appeals and subtle

hints at Caesar’s generosity and compassion turn

the crowd against Brutus and the conspirators. The

citizens,oncesupportiveofBrutus,arenowenraged

and call for revenge, showing how Antony’s words

have completely transformed their loyalty.

(i) Brutussays,“No,Cassius,no”inresponsetoCassius’s

suggestion that he might be captured and paraded

as a prisoner through Rome if they lose the battle.

Brutus, a man of great pride and principle, cannot

bear the thought of being led in disgrace through the streets of the city he sought to liberate. He

would rather die than suffer such humiliation. His

words, “And whether we shall meet again I know not,”

suggest an acknowledgement of the uncertainty

of war. This moment is deeply poignant, as he

and Cassius prepare for what could be their final

battle. The farewell they exchange carries a sense of

inevitability, foreshadowing their impending fates

and reinforcing the tragic weight of their choices.

(ii) Brutus refers to Caesar’s assassination when he

speaks of “the work which the Ides of March begun”.

The conspirators, led by Brutus and Cassius,

assassinated Caesar on the Ides of March, believing

it would restore the Republic and prevent

tyranny. However, their vision of Rome free

from dictatorship was never realised. If Brutus

and Cassius lose the battle, Rome will fall under

the rule of Octavius and Antony, who will likely

establish a new form of autocracy. This marks the

ultimate failure of the conspiracy, as their attempt

to preserve the Republic instead paves the way for

an empire, proving the futility of their actions.

(iii) Earlier in the scene, Cassius tells Messala about a

strange omen he observed while marching from

Sardis to Philippi. Two mighty eagles had perched

on their banners, feeding from the hands of their

soldiers, which he initially took as a good sign.

However, on the morning of the battle, the eagles

vanished, replaced by ravens, crows and kites

circling ominously above them. Cassius, who once

dismissed omens as mere superstitions, begins to

see this as a sign of their impending doom. This

change in his belief underscores his growing sense

of fatalism and foreshadows his tragic end.

(iv) Brutusdiesbyrunningontohisownsword,heldby

his loyal servant, Strato. His death is deeply ironic

because throughout his life, Brutus upheld Stoic

philosophy, which teaches endurance in the face

of suffering and rejection of suicide as an escape

from fate. He had earlier criticised Cato for taking

his own life, calling it cowardly. Yet, in the end, he

does exactly that, choosing death over dishonour.

His suicide marks his final acknowledgement that

their cause has failed, and that Rome will no longer

be what he fought for.

(v) Antony calls Brutus “the noblest Roman of them all”

because, unlike the other conspirators, Brutus did

not kill Caesar out of envy or ambition but out of a

sincere belief in the Republic. He acted with what

hethoughtwasRome’sbestinterestatheart,evenif

his actions were misguided. Antony, despite having

fought against him, acknowledges this purity of

intent. This moment reveals Antony’s ability to

recognise virtue, even in his enemies. Though he

has been ruthless throughout the play, Antony’s

words here show a sense of honour and respect

for true nobility, reinforcing the complexity of his

character.

(i) When the elevator door slid open on the third

floor, it revealed the same fat lady Martin had

encountered earlier that morning. She was an

imposing figure, clad in an old, green coat that

seemed to engulf her. Her face, with its large fleshy

cheeks and absence of a discernible chin, gave her

a somewhat piggish appearance. Her small, sharp

blue eyes, however, were the most striking feature,

fixated on Martin with an unsettling intensity that

made him deeply uncomfortable.

(ii) Martin’s fear of the elevator was multifaceted. The

elevator itself was old and poorly maintained, with

dim lighting, dirty walls and a tendency to shudder

disconcertingly with every stop. Its claustrophobic

dimensions amplified his unease, especially when

other passengers were present. The constantly

malfunctioning door, which slammed shut with

a jarring clang, further exacerbated his anxiety.

Beyond these physical attributes, Martin harboured

a deep-seated fear of being trapped alone inside

the elevator, a fear that was only heightened by the

building’s eerie atmosphere.

(iii) Martin’s fall down the stairs was a direct

consequence of his escalating fear of the fat lady.

Upon seeing her waiting for him on the third floor,

his anxiety reached a breaking point, compelling

him to flee in a blind panic. The dimly lit stairwell

and his haste led to his unfortunate tumble. This

fall resulted in a broken leg, necessitating the use of

crutches and rendering him incapable of using the

stairs, a consequence that would later prove to be a

critical turning point in his predicament.

(iv) The story concludes with a chilling climax that

leaves Martin trapped and helpless. After his father

departs the elevator on the ninth floor, seemingly

oblivious to Martin’s pleas to accompany him, the

elevator stops on the tenth floor where the fat

lady awaits. She quickly steps inside, closing the

door behind her, effectively sealing Martin’s fate.

The element of horror is amplified by her sinister

greeting, “Hello, Martin,” followed by a chilling

laugh as she presses the Stop button, bringing

the elevator to an abrupt halt. This ending leaves

the reader with a sense of dread and unease,

highlighting Martin’s vulnerability and the fat

lady’s malevolent intentions.

(v) Martin’s father views him as a “coward” and a

“fool”, constantly criticising his timidity and lack

of bravery. He seems more concerned with Martin

conforming to traditional notions of masculinity

than with understanding his fears. This reveals

him to be a rather unsympathetic and emotionally

unintelligent character, more focused on outward

appearances than his son’s genuine anxieties. He

appears dismissive and even scornful of Martin’s

concerns, prioritising his own perception of how a

man should behave over his son’s well-being. This

ultimately contributes to Martin’s vulnerability and

isolation, as he is left to face his fears alone.

(i) In the extract, the word that refers to the order

from Berlin mandating that only German be taught

in the schools of Alsace and Lorraine. This decree,

signifying the imposition of Prussian control over

their education and culture, comes as a shock to the

community. The bulletin board outside the town

hall had been a source of distressing news for the

past two years, delivering announcements of lost

battles, military drafts and various orders from the

commanding officer – all grim reminders of the

ongoing war and its consequences.

(ii) Franz, the narrator, vividly describes the typical

start of a school day as a scene brimming with

energy and activity. He recounts the “great bustle”

that permeated the air, audible even from the street

outside. The sounds of desks being opened and

closed, students reciting lessons in unison, their

voices echoing through the classroom, and the

authoritative rap of the teacher’s ruler on the table

all contribute to the vibrant atmosphere. This lively

portrayal captures the essence of a regular school

day, filled with the youthful energy of students and

the ever-present authority of the teacher, creating a

sense of normalcy that is now on the verge of being

disrupted.

(iii) On this particular morning, Franz observes a stark

contrast to the usual commotion. Instead of the

customary hustle and bustle, an unusual silence

pervades the school. The students are already

seated, and M. Hamel walks up and down with

his iron ruler, the atmosphere heavy with a sense

of gravity and foreboding. This unusual quietness

reflects the sombre mood that has settled over the

school in light of the impending changes.

(iv) M. Hamel’s announcement that it was their last

French lesson triggers a wave of regret and remorse

in Franz. He laments his past negligence towards

his studies, recalling his preference for leisurely

activities like searching for birds’ eggs and going

sliding on the Saar. His books, once a burden, now

appear as cherished companions, symbolising the

opportunities he has squandered. The thought of

losing M. Hamel and the familiar comfort of his

French lessons fills him with a sense of loss and

apprehension about the uncertain future.

(v) In his final lesson, M. Hamel passionately urges

his students and the villagers to never forget their

French language and heritage. He emphasises the

importance of preserving their linguistic identity,

especially in the face of occupation, stating that

“when a people are enslaved, as long as they hold

fast to their language, it is as if they had the key

to their prison.” He sees language as a means of

resistance and a symbol of their cultural freedom.

At the end of the lesson, M. Hamel summons all

his strength and writes “Vive La France!” on the

blackboard. These words, meaning “Long Live

France!”, are a powerful declaration of patriotism

and a poignant reminder of their national identity.

Through his final words and actions, M. Hamel

hopes to inspire a sense of pride and unity among

his students and the villagers. He wants them to

remember their French heritage and resist cultural

assimilation.Bydemonstratinghisownunwavering

dedication to his country and language, he aims to

instil in them a sense of resilience and hope for the

future. He wants them to remember that even in

the face of adversity, their language and culture are

worth preserving and fighting for.

(i) The poem opens with King Francis, a jovial

monarch, enjoying a royal spectacle where lions

are engaged in combat within a pit. The scene is

set in a grand arena, with nobles and elegantly

dressed ladies seated around, observing the event

with great interest. Among them sits the Count de

Lorge, accompanied by his beloved, adding a touch

of romance to the already captivating atmosphere.

The presence of the king, the valorous knights, the

elegant ladies, and the fierce lions below creates a

thrilling spectacle that embodies the spirit of the

era.

(ii) Leigh Hunt masterfully employs vivid imagery to

depict the ferocity of the lions. He describes them

as “ramped and roared”, with “horrid laughing

jaws”, which creates a striking visual and auditory

impression. The phrase “they bit, they glared, gave

blows like beams” emphasises their violent and

powerful actions, while “a wind went with their

paws” suggests the immense force behind their

movements. The “bloody foam above the bars” and

the“thunderoussmother”ofsandandmanefurther

enhance the chaotic and intense atmosphere of the

fight. These descriptions not only bring the scene to

life but also convey the raw power and danger of

the lions, making the reader feel as though they are

witnessing the spectacle firsthand.

(iii) The ‘beauteous lively dame’ is the lady admired

by Count de Lorge. She is portrayed as having

“smiling lips and sharp bright eyes,” indicating her

cheerful and alert nature. To test Count de Lorge’s

love and bravery, she deliberately drops her glove

into the lion’s pit, expecting him to retrieve it. Her

action is driven by a desire to prove his devotion

and to gain admiration from the king and the court.

She believes that such a daring act will not only

demonstrate his love for her but also bring her great

glory and recognition. This act reflects her vanity

and the societal expectations of courtly love and

valour.

(a) This line describes the lady’s constant appearance

of cheerfulness and alertness. Her smiling lips

suggest a pleasant and amiable demeanour, while

her sharp bright eyes indicate her keen and lively

nature, which remains consistent and unchanging.

(b) This phrase suggests that the moment is

exceptionally perfect and significant, imbued with a sense of grandeur and importance. It implies

that the situation is ideal for a remarkable and

memorable act, elevating the event to a divine or

extraordinary level.

(c) King Francis remarks that it is far safer and more

comfortable to observe the lions from a distance

rather than being in the pit with them. This

statement underscores the danger and ferocity of

the lions, highlighting the wisdom of staying at a

safe remove from such perilous creatures.

(v) King Francis exclaims “rightly done!” in response

to Count de Lorge’s daring retrieval of the lady’s

glove from the lion’s pit and his subsequent act of

throwing it back in her face. The Count’s action

demonstrates his courage in facing the lions, but

it also signifies his disdain for the lady’s vanity

in testing his love. King Francis applauds this act

because it underscores the distinction between

genuine bravery and mere vanity. The Count

likely behaved in this manner to convey that true

valour is not about performing reckless acts for

superficial approval but about maintaining one’s

dignity and self-respect. His response critiques the

lady’s frivolous challenge and highlights the folly

of risking one’s life for the sake of vain glory. This

act serves as a powerful commentary on the nature

of true courage and the superficiality of societal

expectations.

(i) Initially, the narrator imagined the ‘speck’ to be a

mere particle of dust, possibly blown by his breath.

The use of the word ‘speck’ suggests something

tiny and insignificant, almost negligible in the

grand scheme of things. However, as he observed

it more closely, he realised it was a ‘mite,’ a small,

living creature with its own inclinations and will.

This shift in terminology from ‘speck’ to ‘mite’

reflects the narrator’s growing awareness of the

speck’s complexity and individuality. The choice

of words highlights the narrator’s realisation that

even the smallest beings can possess a form of life

and agency, challenging his initial perception of

insignificance.

(ii) The narrator was engaged in writing when he

spotted the speck. The words “manuscript”

and “pen” from the poem help to confirm this

conclusion. The narrator mentions having his pen

poised in the air, ready to stop the speck with a

period of ink, indicating that he was in the process

of writing. The speck’s movement across the

manuscript further suggests that the narrator was

deeply involved in a literary activity. This context

sets the stage for the narrator’s detailed observation

of the mite, as his focus on writing allowed him to

notice and ponder the tiny creature’s actions.

(iii) The narrator realised he was dealing with

an intelligence when he observed the mite’s

behaviour. The mite paused with suspicion of the

pen, raced wildly, paused again, and then turned

to fly with loathing. These actions indicated a level

of awareness and decision-making that suggested

the mite had its own inclinations and responses to

its environment. The narrator’s observation of these

deliberate actions led him to conclude that the mite

possessed a form of intelligence. This realisation

was significant because it challenged the narrator’s

initial assumption that such a tiny creature could

not exhibit signs of thought or intention.

(iv) Despiteitstinysize,themite’sactionssuchasracing,

pausing and turning implied the presence of feet

that allowed it to express its desire to avoid danger.

The narrator inferred that such precise movements

wouldnotbepossiblewithoutacompletesetoffeet,

which the mite used to navigate its environment

and attempt to escape. This conclusion was drawn

from the mite’s evident ability to move quickly and

change direction, suggesting it had the necessary

physical attributes to do so.

(v) The narrator’s initial response to the speck was

one of curiosity and contemplation. He observed

the mite’s movements and behaviour, noting its

apparent intelligence and will to survive. Despite

his initial intention to stop the mite with a drop of

ink, he eventually decided to let it live, allowing

it to lie on the manuscript until he hoped it slept.

This decision reflects the narrator’s respect for

life and individuality, even in its smallest forms.

He recognises the mite’s display of mind and

intelligence, which resonates with his own values.

This decision reveals the narrator’s empathetic and

thoughtful character, as he chooses to spare the

mite’s life out of a recognition of its intrinsic worth

and a rejection of unnecessary harm. His actions

demonstrate a deep appreciation for the presence

of mind and consciousness, regardless of the form

it takes. The narrator’s decision to let the mite live

underscores his belief in the value of all intelligent

life, no matter how small or seemingly insignificant.

Thisactofmercyandrespectforthemite’sexistence

highlights his compassionate and reflective nature,

as well as his ability to find significance in the

minutiae of life.



(i) Option (a) is correct.

(ii) Option (a) is correct.

(iii) Option (b) is correct.

(iv) Option (b) is correct.

(v) Option (d) is correct.

(vi) Option (b) is correct.

(vii) Option (c) is correct.

(viii) Option (b) is correct.

(ix) Option (c) is correct.

(x) Option (a) is correct.

(xi) Option (d) is correct.

(xii) Option (b) is correct.

(xiii) Option (a) is correct.

(xiv) Option (b) is correct.

(xv) Option (d) is correct.

(xvi) Option (d) is correct.

SECTION B

(i) Portia refers to Bassanio as ‘my lord’.

(ii) Her lord, Bassanio, is in Venice. Bassanio had left in

such a haste because his friend Antonio had been

arrested and he had to return to Venice to rescue

him.

(iii) The ‘secret vow’ that Portia talks means that she

is going to live a life of prayer and contemplation

until her husband comes back from Venice and for

this purpose, she will stay in a monastery.

(iv) Portia asked Lorenzo to manage her household

until her husband returns. She makes this request

because she, accompanied by Nerissa, will stay in

a monastery, a life of prayer and contemplation till

their husbands return. A little later, Portia instructs

her servant Balthazar to take the letter which she

has given him and give it to her cousin, Doctor

Bellario. Balthazar should also bring the notes and

clothes that Doctor Bellario gives and take them to

Venice as soon as possible.

(v) From Portia’s conversation with Nerissa we learn

that they both will dress up as men. The reference

to notes and clothes indicate that Portia and Nerissa

will dress up as lawyers fight the legal battle for

Antonio against Shylock in the court.

I prefer the businesslike Portia that we meet in this

scene because this Portia is more confident and

independent enough to get things done when her

husband is not around.

(i) ‘Principal’ is the amount of money, 3000 ducats,

that Shylock gave to Antonio.

Portia refuses to give the principal amount to

Shylock as according to the agreement,he can only

receive the penalty and not the principal amount.

(ii) The forfeiture is the penalty, i.e. a pound of flesh

from near Antonio’s heart.

According to the agreement, Shylock could only

take ‘a pound of flesh’ from near Antonio’s heart

assuring that not a single drop of blood is dropped

from his body. If Shylock took the forfeiture, he will

surely drop Antonio’s blood and then he will be

sentenced to death.

(iii) The law of Venice also states that if a foreigner

tries to kill a citizen, that citizen will take half of his

goods and the other half will be confiscated by the

state. The life of this foreigner will be at the mercy

of the duke.

(iv) Antonio offers Shylockhis share of half of the goods

owed to him.

He makes this offer on the basis of two conditions,

first that Shylock converts to Christianity and

second that after his death, he will give everything

to his daughter and son-in-law, Lorenzo.

(v) Shylock was in a hurry to leave the courtroom

after the trial because he was not feeling well after

hearing the proceedings in the court.

Shylock can be blamed much for what happened in

the court as he could have easily shown mercy and

forgiven Antonio. He could also have taken 6000

ducats instead of 3000 ducats. But he chose not to

show mercy and did not forgive Antonio.

SECTION C

(i) The children’s mother was an excessive alcoholic

person who died at the threshold of her house. Due

to excessive drinking, the mother had a drunken fit

and died.

(ii) The people of village treated the woman

differently. The woman is ‘scoffed at’ and is ‘angrily

denounced’ by everyone in the village. And so she

has no friends or family.

After the woman died, the anger of the people is

replaced by pity and ‘sorrow’ by ‘denunciation’.

This tells us that people can change and get

emotionally attached to others. Though the people

of the village did not like the woman, after her

death they planned a modest funeral for her and

also looked after her children.

(iii) The names of the three children are John, Kate, and

Maggie. John is a ‘stout lad’, Kate is a ‘bright and

active girl’, and Maggie is ‘hopelessly diseased’.

(iv) After the mother’sdeath, farmerJones takes Johnso

that he could help him with farming. Mrs Ellis takes

Kate as she wanted a bound girl. Initially, nobody

wanted to take Maggie and it was decided that she

would be left in the poorhouse. But later, Mr Joe

Thompson showed pity and took her to his house.

(v) Maggiecanbeconsideredasthe‘AngelinDisguise’.

Maggie turns out to be a blessing in the Thompson home. Initially, he states the fact that he plans on

taking her to the poorhouse possibly the next day.

She agrees somehow, but after spending a day and

night with the small child, with every moment Mrs.

Thompson’s heart grows compassionate tending to

the small orphan girl. Not having a child of her own

or any interests or things to take care of, had led her

to become less compassionate. Caring for the child

gives her a sense of purpose and meaning in her

otherwise dull housewife’s life. Thus, the little girl

notonlychangedherattitudetowardsthembutalso

brought light and joy into their home. She becomes

extra careful for Maggie and gives up the idea of

sending her to the poorhouse. She accepts her as

herchildandcarriesherinherheartaswellasarms.

From a rude, ill-tempered and selfish lady, Mrs.

Thompson becomes a living and compassionate

person. Thompson house is filled with boundless

joy which they had never experienced before. Thus

Maggie, becomes an ‘Angel in disguise’ for the

Thompsons.

(i) Margot is a nine year old girl whose family had

moved from Earth to Venus when she was four

years old.

The author describes Margot as a ‘very frail girl’

who looked as if she had been lost in the rain for

years. She looked very pale as if the rain had taken

the ‘blue from her eyes’, the red from her mouth,

and the yellow from her hair. The author also

describes her as an ‘old photograph’.

(ii) ‘They’ are the classmates of Margot. These children

live on planet Venus. One fact about planet Venus

is that it rains heavily throughout and the sun can

only be seen once in seven years.

(iii) The two words that describe what the children

were experiencing is remorse and guilty.

The mention of Margot’s name affect them because

they had locked her in the closet and so she could

not see the sun.

(iv) The children had eagerly waited to see the sun

that day. This event was special because on planet

Venus it always rained and only after seven years

sun could be seen. That day was the day when the

sun would appear for two hours.

This event meant so much to Margot in particular

because she remembers the warmth of the sun and

she has tried to explain to other children what sun

was like and what sunshine was. But the children

hardly believed her. So now when the sun would

appear the children will agree that whatever

Margot had told them about the sun was true.

(v) Thecentralthemeofthestory“AllSummerinaDay”

isjealousy,bullying,andisolation.Thestoryisabout

a group of children ostracizing and bullying a child

who doesn’t fit in. Margot, who moved to Venus

from Earth several years before, has real memories

of the sun, unlike her classmates who have seen

only constant rain. As sunlight is the experience

thatthechildrenonVenuscherishthemost,Margot

becomes a scapegoat for the children’s frustration

and longing. Their jealousy of her experiences leads

them to a profound act of cruelty, which suggests

that jealousy and deprivation, rather than outright

hatred, are the engines of bullying. The children

are jealous of Margot because, while they can only

speculate about what sunlight is like, Margot spent

her early childhood on Earth. As the classroom

prepares for Venus’ short period of sunlight,

Margot writes a clever poem about the sun. Because

only Margot remembers the sun. The children who

inflict great harm on Margot do so not because

they personally hate her, but because of a very real

sense of deprivation. Margot is unjustly tormented

for having seen the sun, but the children are also

intensely aware that she has access to the thing that

is most scarce and desirable to them. Ultimately, the

story shows that even extremely cruel bullying is

driven by more complicated motives than hatred

alone.

Since the children had always treated Margot

badly, they must have felt ashamed. The only

grounds of discrimination were because Margot

had actually seen the sun and the other children

hadn’t. Now, that they too had seen the sun, they

must have realised why Margot remained sad

and cut off from them. They must have regretted

locking her in the closet and must have felt guilty

that she alone had missed witnessing the sun. The

realisation that Margot had always been right and

they had been wrongly mistreating her must be

very strong among them.

The story is said to end on a note of hope because

the children towards the end realise that they have

treated Margot wrongly and bullied her. There is

a possibility that the children will become friends

with Margot and treat her well.

SECTION D

(i)Thesewordscreateamelancholicmood.Itshows

that the poet is wandering aimlessly and is lonely.

On seeing the daffodils ‘fluttering and dancing’ in

the field, the mood of the poet changes.

(ii) The poet says that when he was wandering lonely

over valleys and hills, he suddenly saw a ‘crowd’

of golden daffodils. These daffodils were ‘fluttering

and dancing’ on a breezy day by the lake. It looked

as if the daffodils were dancing and inviting the

poet to join and enjoy the breeze flowing in the

fields.

(iii) The poet compares this sight to the numerous stars

that ‘twinkle on the milky way’. The shine of the

daffodils is compared to the twinkling of the stars.

The poet seems to be profoundly charmed by the

swaying movement of the flowers due to the breeze

and he remarks that the flowers seem to dance in

exuberance.

(iv) The poet in the line ‘Ten thousand saw I at a glance’

means that at one look he could see innumerable

Oswaal ISC Question Bank Chapterwise & Topicwise, ENGLISH-2, Class-X 8

daffodils as if there were ten thousand of them.

Two other words that create the impression of large

numbers are ‘crowd’ and ‘host’.

(v) The sight of the daffodils being present in large

numbers along the shore of the lake, spellbinds the

poet and he, in a quick glance guesses them to be

‘ten thousand’.

The poet could not help to be happy in such a

joyful company of flowers. He says that he stared

and stared, but did not realise what wealth the

scene would bring him. For now, whenever he

feels “vacant” or “pensive”, the memory strikes

“that inward eye” that is “the bliss of solitude” and

his heart fills with pleasure, “and dances with the

daffodils.”

ThistellsusthatWordsworthisverymuchattached

to the nature and that nature is an important part of

his life. When the poet’s mind is unrestrained by

thedisturbingelementsoftherealworld,herevives

the pleasant and soothing memory of the daffodils

which becomes a source of joy and inspiration for

him, and he feels his heart filled with pleasure and

dancing with the daffodils. So, the nature helps him

cope with the solitude in his life.

(i) The opening lines of the poem describe the

actions of a free bird. It takes a jump and hovers

itself over the wind and travels along with the

current, relishing in the sea of orange sunlight and

proclaiming its freedom. Here, the ‘free bird’ refers

to the people who enjoy the right to take their

decision in life independently and enjoy the bliss of

freedom.

(ii) The poem highlights the plight of the caged bird

for whom freedom is a mere dream. He has lost

the hope of flying freely in the sky with his wings

wide open because his wings are clipped and feet

are tied. He is forced to live in a confined space

and peep between the bars to have a glimpse of the

outside world. He is deprived of the joy of freedom.

The only thing he can do is to open his mouth and

sing. Here, Maya Angelou shares her frustration of

being restricted to enjoy the freedom which should

have been her right as a human being.

(iii) The phrase ‘grave of dreams’ means that the

caged bird who is a captive, knows that his desire

and dream to be free is futile. And so his dreams

culminate into nightmares. To sing, is the only

freedom available to the caged bird. Though his

heart is fearful and unmet, the bird continues to

sing of liberty, something he does not have. The

caged bird’s song is not of sadness but of inspiration

and hope.

(iv) The ‘free bird’ represents the white people and

the ‘caged bird’ represents the people of the black

community.

According to me, in today’s world, the people of

Afghanistan are the caged birds who are struggling

for their freedom against the Talibans.

(This is a sample response. Accept all relevant answer.)

(v) The poem ‘I Know Why the Caged Bird Sings’

reveals Maya Angelou’s feelings about her own

dreams. She has so many dreams that have died

becauseshewasnevergiventhefreedomtoachieve

all that her white counterparts were able to achieve.

Discrimination and racism made up her cage, and

although she sang, she felt her voice was not heard

in the wide world, but only by those nearest to her

cage.

The poem is a contrast between a ‘free bird’ and

a ‘caged bird’. The caged bird possesses its own

limitations. His wings are clipped and feet are tied.

He hardly even gets a chance to see the sky. He has

been placed in a cage that prevents it from flying.

Despite its fear, the cage bird continues to sing for

freedom. The bird opens his mouth to sing because

his desire for freedom and his desire to express

himself cannot be controlled. Whereas a free bird

thinks of another breeze so that he can enjoy the

“sighing trees” i.e., it is free from all worries and

sufferings.



Original Short Story: The story must be original. The Grandfather and the two Grandchildren form the main characters. All three characters must be part of the plot. The story may be in first or the third person and could take any form – i.e. comic, tragic, dramatic or a mystery.

(b) Closed Circuit Television (CCTV) must be installed in every classroom. Give your views either for or against this statement.

Argumentative Composition: Views for or against the motion are to be accepted. Credit is to be given for a cohesive, well-constructed, logical argument and ideas and reasoning based on personal experience. Candidates must establish why CCTV cameras are necessary or not in the Classrooms / schools of today. Candidates must take a clear stand and give valid reasons for the stand taken.

(c) Your class had to conduct a Morning Assembly. Write an account of how you prepared for it, what your role was and what you gained from the experience.

Narrative Composition: This is a personal account of a 15-year-old child of the Morning Assembly in each School. The composition must include planning, motivation and the role played by the students. The composition should also indicate what lessons are learnt through this exercise and why these lessons are so important.

(d) Summers are becoming hotter with each passing year. Write a description of one such very hot day. What did you see and hear as you walked outside? How were birds and animals affected?

Descriptive Composition: The candidate must give a detailed description of a hot summer day. The heat, rising temperatures, humidity or aridity must be included. Images of animals and birds seeking shade and water should make up a part of this composition.

(e) Study the picture given below. Write a story or a description or an account of what it suggests to you. Your composition may be about the subject of the picture or you may take suggestions from it; however, there must be a clear connection between the picture and your composition.

Picture Composition: Accept a wide interpretation. Any relevant ideas taken from the picture should be accepted. However, a mere itemization / listing / description of the picture is to be penalized.

Formal Letter

From address

Date

To address

Subscription

Name + surname/ initial

Formal Letter: Format, Content, Expression

Body:

Kind of club

Your role/ Your duty (Any 1) Head / President / leader/ Plan / organize / carry out activity / motivate

Reasons – Why do you want a club? (Any 2)

Give skills / Spot new talent / exposure / team building / extra activity / improve campus / help others / All-round development

(b) Your friend has not fared well in the recent examinations. Write a letter to him / her

expressing your concern. Give him / her some advice on how to score better marks and offer to help him / her to improve his / her performance.

Informal Letter

Address

Date

Salutation

Subscription

First name

Expressing concern (Any 1)

Sorry / worried / upset / anxious / concerned Advice -(Any 2)

Plan proper study timetable / use study notes / seek teachers’ help / pay attention in class / practice frequently / proper food / rest / relaxation.

Help -(Any 2)

Take my notes / I shall sit with you / I shall help you / I shall take up your work – “I” must be there.

Creative Title – e.g. Question Hour, Quizzitica!, Brain Storm etc.[ English words only] Inter-School Quiz – e.g. Annual Inter school Quiz, Bradley Memorial Inter-School Quiz etc. Date – any date after 22 nd February and before 28 th March.

Time – accept any time – a.m./am/A.M.

Venue – smaller place to larger.

Invite participation, to whom to apply to, etc.

(b) Write an e-mail to the Principal of a neighbouring school requesting him / her to

send a team of three members to participate in the Quiz Competition.

E-mail id

Subject

Salutation

Opening sentence

Closing sentence

Subscription

Expression/Body

Give the meaning of the following words as used in the passage. One word answers or short phrases will be accepted.

(i) Splendid – very good, wonderful, majestic, magnificent, impressive.

(ii) Spotted – saw, sighted, noticed, caught sight of.

(iii) Automatically – by himself, mechanically, with no outward force, instinctively, involuntarily, spontaneously,

(b) Answer the following questions briefly in your own words.

(i) How did the porter assist Billy?

(ii) Why did Billy want to do everything briskly?

(iii) Why did Billy think animals were a good sign in a place like this?

(iv) Which sentence tells you that something strange happened to Billy?

(v) How much did the room cost?

(i) Gave him information / about the Bell Hotel/ (cheap, nearby)

(ii) Wanted to become / (like the big shots in the office, they were fantastically brisk/ they were amazing) anyone from within the brackets.

(iii) Proof that the people were good / they loved and cared for animals. (anything that implies love and care)

(iv) “Then a queer thing happened to him.” (Quote exactly the entire sentence).

(v) Five dollars a night with breakfast.

(c) In not more than 50 words, give a brief account of what Billy saw as he looked through the window of the room.

Points to look for:

1. Bright fire in the hearth

2. Little dog (on the carpet)

3. Pleasant furniture

4. Piano

5. Sofa and stuffed armchairs

6. Parrot in a cage

All Nouns. Implied meaning / the words may be placed in any order / only a description of the room is required. (six things in the room + expression)

Fill in each of the numbered blanks with the correct form of the word given in brackets. Do not copy the passage but write in correct serial order the word or phrase appropriate to the blank space.

1. roamed

2. lived

3. named

4. saw

5. consumed

6. laboured

7. plowing/ploughing

8. turning

9. tending

(b) Fill in each blank with an appropriate word:

(i) The puppy was hiding the sofa.

(ii) Stop worrying your future.

(iii) When I stepped the lift, I found it had stopped working.

(iv) We had to use a bridge to go the river.

(v) I have lived in this town ten years.

(vi) Please switch all lights and fans when you leave the room.

(vii) Ronnie is married my cousin.

(viii) The gift came a birthday card.

Fill in the blanks with an appropriate word:

(i) under / behind/beside

(ii) about

(iii) into

(iv) across

(v) for

(vi) off

(vii) to

(viii) with

(c) Join the following sentences to make one complete sentence without using and, but

or so:

(i) He was very ill. He did not take any medicine.

(ii) You come back from your holiday. We will discuss the problem.

(iii) He remained absent on Friday. It was foolish of him.

(iv) Rahul ran all the way to the bus stop. He missed the bus.

Join the following sentences to make one complete sentence without using and, but or so:

(i) Although / though/ even though he was very ill, he did not take any medicine. In spite of being / Despite being/ very ill, he did not take any medicine

He was very ill, yet/still/ he did not take any medicine. (if the words- ‘very’ ‘any’ missing – no penalty)

(ii) After you come back from your holiday we will discuss the problem.

We will discuss the problem after/ when /you come back from your holiday. (After/ when can be in the beginning or in the middle of the sentence.)

(iii) It was foolish of him to remain absent on Friday.

(iv) In spite of /Despite/ running all the way to the bus stop, Rahul missed the bus. Although/ though/ even though Rahul ran all the way to the bus stop, he missed the bus. Rahul ran all the way to the bus stop yet/still he missed the bus.

(d) Rewrite the following sentences according to the instructions given after each.

Make other changes that may be necessary, but do not change the meaning of each sentence.

(i) The old woman said to Arun, “Can you help me to cross the street?” (Begin: The old woman asked Arun……….)

(ii) As soon as the sun rose over the hills, the fog disappeared. (Begin: No sooner……..)

(iii) It rained so heavily that they could not go for the picnic. (Rewrite: Using ‘too………to’)

(iv) If your friends get here before 7 o’clock we can take them out for dinner. (Rewrite: Using ‘unless’.)

(v) The school captain was elected by the students of classes XI and XII. (Begin: The students………….)

(vi) Greenland is the largest island in the world. (Rewrite: Using ‘larger’.)

(vii) How cruel Shylock was to demand his pound of flesh! (Begin: It was cruel…………..)

(viii) Arun was asked by his mother to explain the missing buttons on his shirt.

(Rewrite: Using ‘explanation’)

Rewrite the following sentences according to the instructions given after each. Make other changes that may be necessary, but do not change the meaning of each sentence.

(i) The old woman asked Arun if he could help her (to) cross the street.

(ii) No sooner did the sun rise over the hills than the fog disappeared / No sooner had the sun risen over the hills than the fog disappeared.

(iii) It rained too heavily for them to go for the picnic

(iv) Unless your friends get here before 7 o’clock we cannot take them out for dinner. We cannot take your friends out for dinner unless they get here before 7o’clock.

(v) The students of Classes XI and XII elected the school captain.

(vi) Greenland is larger than any other island/all other islands in the world.

(vii) It was cruel of Shylock to demand his pound of flesh.

(viii) Arun was asked by his mother to give an explanation for/about the missing buttons on his shirt / Arun’s mother asked him for an explanation about the missing buttons on his shirt.

We hope this information on “ICSE Class 10 English Language Question Papers Solutions 2019” helped students in their exam preparation. To get the year wise ICSE Class 10 Previous Years Question papers along with solutions for other subjects, click here. Keep learning and download BYJU’S App to access interactive study videos.

Describe Antonio’s mood at the beginning of this scene.

• Antonio’s mood: sad / despondent / gloomy / depressed/ melancholic/ weary of the world etc. (Accept any word synonymous with the above) State any two reasons that Antonio’s friends, who were present, gave to explain his mood.
• Salario and Salario say that Antonio’s mind is on his rich merchant ships/ tossing on the ocean
• Antonio was concerned / worried about possible misfortunes – Fear of tempests / mudflats/dangerous rocks that could wreck his ships
• A must be in love
• Not happy because he was sad
• A deliberately wants to appear wise/ grave/ philosophical (Any two)

(ii) What promise did Antonio make to Bassanio immediately after this conversation?

What promise did Antonio make to Bassanio immediately after this conversation?

• His ‘purse’ (wealth)/ unlock wealth/ resources
• His ‘person’ (himself)
• His ‘extremest means’ (every last resource in his possession)
• Extend every help he could (to help Bassanio as long as Bassanio’s plans were as honourable as he himself was)

(iii) What did Bassanio say to Antonio about ‘a lady richly left’ in Belmont?

The ‘lady richly left’ in Belmont is described by Bassanio as:

• Beautiful (fair / fairer than the word)
• Virtuous (of wondrous virtues)
• Called Portia
• He had received ‘fair speechless messages’ sometimes from her eyes
• Her worth and fame attracted renowned suitors (Any three)

He compares her to the golden fleece and her suitors to Jason(s) from Classical mythology.

• Sunny locks
• Not inferior to Portia – Cato’s daughter/ Brutus’ wife
• The world is not ignorant of her worth

(iv) Why was Antonio unable to lend Bassanio the money that he needed? How did he propose to help his friend?

Why was Antonio unable to lend Bassanio the money that he needed?

• All his ‘fortunes were at sea’ (invested in his many merchant ships)
• Antonio has no money
• Has nothing of value (commodity) which he could sell to raise the money needed

How did he propose to help his friend?

Antonio proposes

• that both he and Bassanio should make enquiries among the wealthy merchants
• to see if they can borrow the money –
• (try what my credit in Venice can do)

(v) What does the above extract reveal of the relationship between Antonio and Bassanio?

Mention one way in which this relationship was put to the test later in the play.

What does the above extract reveal of the relationship between Antonio and Bassanio?

• Shows that Antonio and Bassanio were very good friends
• That Bassanio has always relied on Antonio both for financial (money) as well as emotional (love) support.
• Bassanio is assured of Antonio’s love and care. Confides all his plans in him – clear all his debts with Antonio’s help.
• Bassanio exploits Antonio’s love/ trust

Mention one way in which this relationship was put to the test later in the play.

• When Shylock demands his pound of flesh and Antonio is willing to sacrifice his life for Bassanio.
• When Bassanio receives Antonio’s letter in Belmont, he is willing to drop everything – go to Venice
• When Bassanio agrees to give away the wedding ring given to him by Portia – and sacrifice his love (Portia) for Antonio.
• (Any mention of Antonio/ Bassanio being willing to sacrifice anything for the other … wife/ life, etc.)

A court (of justice)/ in Venice

Why was Portia there?

To assist at Antonio’s trial/ to save Antonio from Shylock/ from the bond he had signed with Shylock/ to act as a lawyer/ to help her husband save Antonio. (Any three)

(ii) What reason had Bellario given for his absence?

He was very sick/ ill

Whom had he sent in his stead?

Balthazar / a young doctor of Rome/ Portia in disguise

(iii) Bellario’s letter stated that he had taken some measures to prepare the ‘young and learned doctor’ to deal with the case. What were they?

• explained the details of the ‘controversy’ between Antonio and Shylock
• they had studied many law books together
• Bellario had given Balthazar his opinion/ advice

(iv) What was the ‘difference’ between Shylock the Jew and Antonio the merchant that the Duke was unable to resolve?

• Antonio had borrowed three thousand ducats from Shylock for a period of three months.
• Antonio’s ships had been lost at sea – he was bankrupt and unable to repay the debt.
• Shylock was adamant in demanding his pound of flesh – refusing all offers of money.

(v) How does Portia succeed in saving Antonio?

Portia grants Shylock his bond but says:

• that not one drop of Antonio’s blood must be shed – if it were then all his land and goods would be confiscated by the laws of Venice
• Shylock had to cut out exactly one pound of flesh – if he cut even the smallest bit in excess of a pound Shylock would be put to death.

What does this reveal of her character?

Personal Response: Any plausible answer such as – Portia proves that she is clever/ quick- witted etc.

Giles’ mind was on something else / preoccupied distracted

Why did Giles look ‘dazed’?

Because he had found a London bus ticket hidden inside / the glove that Mollie had worn the previous day

OR

This meant she had been in London on the day of the murder

(ii) What was Trotter attempting to do? Why?

• Trying to trace the telephone line
• Find out if the telephone wires had been deliberately cut

Why?

It would mean that someone wanted to isolate and cut off Monkswell Manor.

(iii) Why did Mrs. Boyle close the window?

She was feeling cold / shivered / to shut out the draught

What did the voice on the radio say about the ‘mechanics of fear’?

Voice on the radio invites the listener to imagine being alone in a room/ Suggests that it is late in the afternoon/ that a door opens softly behind the listener / creates an eerie atmosphere. (Any two)

(iv) How did the murderer mask the sounds of the killing?

By raising the volume of the radio

Who entered the room immediately after the murder?

Mollie

What did this person see?

Mrs. Boyle lying strangled in front of the sofa

(v) Who was the victim?

Mrs. Boyle

Why was the victim murdered?

She had been one of the magistrates who had been responsible for sending the three children to Longridge Farm.

What was the ‘signature tune’ that the murderer whistled?

Three Blind Mice

What is the significance of this tune in the context of the play?

The three blind mice represented the three helpless, innocent children who had been left at the mercy of the cruel farmer and his wife

OR

Death for the three who had been responsible for the ill-treatment of the children

Giles checking on the (telephone) extension/ looking out of the window for signs that the wires had been cut.

Where had Giles been?

Upstairs in the bedroom (Giles and Mollie’s room)

Who had sent him there?

Trotter

(ii) How did Christopher Wren account for his whereabouts at the time of the murder?

• Christopher Wren said he’d been in the kitchen
• Gone to see if he could help Mollie Ralston with any cooking/ he loved to cook.
• After that went upstairs to his bedroom – wanted to be alone / wanted to brush his hair.

(iii) Where was Paravicini at that time?

In the drawing room

What was he doing?

• playing the piano softly
• picking out the tune of ‘Three Blind Mice’/ playing a haunting tune.

(iv) Whom did Giles accuse of having committed the murder?

Christopher Wren

On what did he base this accusation?

Only Christopher fits the description / of the eldest of the three children at Longridge Farm/ Calls him mentally unstable / abnormal / now 23 years old.

(v) Mollie shared her suspicions regarding the identity of the murderer with Trotter, later in this scene.

Whom did she suspect of being the murderer?

Major Metcalf

What reasons did she give for her suspicion?

• Felt Major Metcalf might be the father of the children – the father had been a sergeant serving abroad.
• What if he had come back – maybe after being a prisoner with the Japanese – found his wife died and children had gone through terrible suffering and one had died?
• He might have gone ‘off his head’ and wanted revenge.

• Three children (2 boys and a girl) – The Corrigan children were brought before the court as in need of care and protection.
• They were put in the care of Farmer John Stanning and his wife Maureen Stanning at Longridge Farm
• One of the children subsequently died – result of criminal negligence and persistent ill- treatment – Farmer and wife were sentenced to imprisonment.

(ii) Trotter revealed to Mollie some facts that he had uncovered about her past. What were they?

• That her maiden name was Waring
• She had been a school teacher
• The Corrigan children had attended the school where she had been a teacher.
• Jimmy Corrigan had written her a letter begging for help – she had not replied

(iii) What did Mollie want to forget?

Mollie wanted to forget the case / the guilt and the shame associated with it.

How was she linked with the ‘Longridge Farm affair’?

• Mollie was ashamed because she had been unable to help Jimmy Corrigan when he wrote a letter to his kind teacher (Mollie Waring) begging her to help him and his siblings.
• But Mollie was down with pneumonia at that time and when she finally read the letter weeks later, Jimmy had already died.

(iv) How did Trotter manage to pass himself off as a policeman?

Rang Monkswell Manor from a call box /said he was speaking from police headquarters/ that sergeant Trotter was on his way/ cut the phone wires before he came to the front door.

How had he reached Monkswell Manor?

On skis

(v) What did Trotter reveal to Mollie about his true identify?

Trotter reveals that he was Georgie Corrigan / Jimmy’s elder brother / the oldest of the Corrigan children.

How was Mollie saved at the end of the play?

• Just as he reaches for her neck Ms. Casewell (his sister/ Kathy) enters
• Kathy reveals that she is his sister – reminds him of their time together as children on the farm and gently leads him away

• A skull (of some poor soldier)
• beside a rivulet/ stream/ river

Describe it.

It was large /round / smooth

(iii) Who is referred to as “each other”?

• The English/ Austria
• the French/ Bavaria

What did they fight for?

War of Succession/ victory/ land and power/ no one really remembers the cause of the war. Old Kaspar cannot recall what the English and the French fought over. (Any one)

(iv) To whom are the words in the extract addressed?

Kaspar/ the grandfather

How was this person’s family affected by the war?

His father’s home had been burnt to the ground / He, his wife and child had been forced to flee for their lives/ lost their homes – made refugees by the war/ left with no shelter.

(v) What, according to the poet, are the consequences that are often associated with great and famous victories?

Widespread death and destruction/ countryside wasted far and wide with fire and sword / women and children /pregnant (childing) women new born babies died – thousands of bodies lay rotting in the sun / many thousands of soldiers killed. (Any three)

What message does the poet want to convey to the readers?

Poet’s message – war leads to meaningless death and destruction – wasteful – serves no real purpose – with time the cause of the war is forgotten but the devastating effects linger – makes refugees out of ordinary people/ anti-war (Any one).

The Patriot

Where is he being taken?

To the gallows/ Shambles’ Gate/ scaffold

Why?

To be hanged/ he has lost favour / support of the people.

(ii) Describe the scene when he had walked down the same street a year ago.

Roses / myrtle / flowers strewn in his path/ Large crowds gathered on rooftops to catch a glimpse of him / it seemed as if the roof were heaving and swaying/ The church spires were ablaze with colourful flags/ church bells were rung/ old walls rocked – signs of public adulation all round. (Any three)

(iii) Where does the speaker think all the people had gathered that day?

At the Shambles’ Gate or at the foot of the gallows/ scaffold

Why does he think so?

They would be assured of the best view – ringside view/to watch him being hanged publicly/ the people were angry with him/ No one on the rooftops, only palsied few at the windows (Any two)

(iv) Describe the speaker’s physical condition.

He’s drenched in the rain/ His hands are tied behind his back/ rope cuts into his wrist/ blood trickles down his forehead/ in pain caused by stones flung at him by people. (Any three)

(v) What is the central message of the poem?

• Public adulation is short lived / people are fickle-minded.
• Praise and glory are fleeting – do not last.

(Either there must be two separate points or one message + explanation)

Does the poem end on a note of hope or despair? Give one reason for your answer.

Personal Response:

• Hope
• the patriot believes that God will reward him according to his true merit or any other plausible reason.

OR

• Despair
• Please accept any plausible reason – e.g. he is bitter and disillusioned – believes he did so much for the people, yet they did not appreciate all that he had done.

From many countries

What had brought them together?

The desire to compete / prove themselves / win medals at the Special Olympics/ participate in the Olympic games/ to win glory for their country (Any one)

How had they prepared themselves for the event?

Spent a long time/ many weeks and months in training.

(ii) What was the last event of the day?

The one hundred metres run

How many athletes were participating in this event?

Nine

What signal were they waiting for?

The sound of the gun / pistol

(iii) What happened to the youngest athlete half way through the race?

• Youngest athlete stumbled / staggered
• fell to the ground/ on his knees

How did he respond?

Cried out in frustration and anguish /all his dreams and efforts had been ‘dashed in the dirt.’

(iv) What ‘strange’ turn did the story take at this point?

The other eight athletes stopped in their tracks/ one they turned round/ came back helped him / lifted the lad to his feet/ joined hands / walked to the finish line (Any three).

(v) Why does the poet say that the banner – ‘Special Olympics’ could not have been nearer the mark?

Poet uses Word play (pun)

• Special Olympics – races for people with special needs / specially abled athletes
• The actions of the athletes (descriptions of the actions or a brief paraphrase of the poem) made this event ‘special’ in a different sense – remarkable
• Their actions embodied the true spirit of sportsmanship and took it beyond the level of petty competition.

What human quality does the poem celebrate?

Personal response – the human quality of cooperation / collaboration / compassion / caring etc.

(Anglo-Indian) teacher

Where did he encounter ‘It’?

• On his way home/ back (from the Simla Bazaar)
• In the pine forest
• ‘It’ was sitting on a rock (Any two)

(ii) Where did Mr. Oliver work?

In a school

Why did Life magazine describe this place as the ‘Eton of the East’?

• School was run like an English Public School
• Attended mostly by boys from wealthy Indian families
• Boys wore blazers, caps and ties. (Any two)

(iii) Why had Mr. Oliver approached ‘It’ in the first place?

Oliver spotted the figure of a boy sitting alone on a rock/ boys were not supposed to be out at night/ sensed something was wrong/ boy appeared to be crying / a strange, soundless weeping that make Oliver uneasy. (Any two)

What had he mistaken it for?

A school boy/ miscreant

(iv) What is a lantern?

Lamp with a transparent case (usually made of glass) to protect the flame or bulb – carried by a long handle by which it can be hung.

Who was holding the lantern?

A man / figure who Mr. Oliver mistook for the watchman.

Why did Mr. Oliver feel relieved at the sight of the lantern?

He was afraid/ lantern / light meant hope in the dark / horror-filled night after his strange encounter/ relief from darkness/ calmness and safety – lantern in the hands of a watchman meant safety and help. (Any one)

(v) Briefly describe the meeting between the lantern-bearer and Mr. Oliver.

• Mr. Oliver fled from the strange apparition – he was lost and terrified without his torch to guide him.
• Relieved and filled with hope he stumbled upto the watchman and described his recent terrifying encounter with the creature with no eyes, ears, nose and mouth.
• The watchman lifted the lantern to his face and asked ‘Do you mean it was like this, Sahib? He too had no eyes, ears, no features at all – not even an eyebrow. At that moment the wind blew out the lamp.

State one reason why ‘A Face in the Dark’ could be considered a horror story.

The setting / darkness / strange encounter/ faceless boy/ man/ story is open ended – reader does not know how the story ends. (Any plausible response)

Story set started in the Summer of 1936/ Olympic Games in Berlin/ Germany.

What reason does the narrator Jesse Owens give for the heightened nationalistic feelings at this time?

Hitler’s insistence that his athletes were members of a ‘master/ Aryan/ superior race’ led to heightened nationalistic feelings.

(ii) In which event had Owens been confident of winning a gold medal? Why?

The running broad jump/ long jump

Why?

• A year ago, Jesse Owens had set the world record (26 feet 8-¼ inches as a sophomore at the Ohio State University).
• Had trained for 6 years
• Everyone expected him to win the event with ease. (Any two)

(iii) What had made Owens angry enough to make mistakes?

• Owens had been very confident of winning a gold medal in the running broad jump event.
• He was shocked/ surprised to see /a tall German (Luz Long)/ hitting the pit at over 26 feet in the trial jumps/ Luz Long qualified easily/ He was told that Hitler had kept him (Luz Long) a secret and wanted him to win the broad jump.
• Owens was a negro/ coloured man – he was angry at Hitler’s superior attitude – if Luz Long won it would add to the Nazis Aryan-Supremacy theory/ Owens was determined to prove Hitler wrong. (Any three)

(iv) Name Owens’ rival who approached him at this point.

Luz Long

What advice did this athlete give Owens?

• Long advised Owens to draw a line a few inches in back of the board/ jump or take off from there.
• That would ensure he would not foul/ yet jump far enough to qualify/ it wasn’t important to be first in the trials/ qualifying for the finals was more important. (Any three)

(v) How did the two athletes perform in the finals?

• Luz Long – broke his own personal record
• Owens – set Olympic record (of 26 feet 5 – 5/16 inches)/ won the Gold Medal

What does Jesse Owens consider his ‘Greatest Olympic Prize’?

The friendship that sprang up between himself and Luz Long.

Why?

It proved that it was possible for two people to rise above petty barriers like race and colour – to compete with each other and yet remain the best of friends (or any acceptable reason).

Venus

Describe everyday life on this planet

• Incessant rain / non-stop for 7 years/ thousands and thousands of days of rain.
• Deafening/ drumming/ gushing of water/ sweet fall of showers / concussions of storms /caused tidal waves to wash over the islands.
• A thousand forests grew rapidly/ only to be crushed by the rain / grow again and be crushed once more.
• No sun for 7 years/ people used sun lamps/ lived in underground houses, tunnels (Any three)

(ii) Why was there so much excitement in the school room that morning?

The sun would shine that day for a brief 2 hours/ happened only once in 7 years/ they had waited for this day/ The sun was to appear that day and the children (all 9-year olds) were excited because they had no personal memory of seeing / experiencing the sun /they had only heard of it and were eager to experience it for themselves. (Any two)

What set Margot apart from the other children?

• Margot was different/ she would not play (did not run when they tagged her) with the other children / she refused to sing along with them/ sang only if song was about sun or summer/.
• Her biggest crime was that she had come to Venus only 5 years ago/ so she remembered experiencing the warmth of the sun / the other children picked on her because she was different / they had been on Venus all their lives. (Any two)

(iii) Describe how the planet was transformed when the sun came out and shone briefly over it.

• A sudden silence descended on the planet / as if all loud thunderous sound had been cut
• off in a film about a tornado/ avalanche/ hurricane etc./
• It seemed a beautiful tropical picture had replaced the dreary landscape/
• Everything was still – the silence was deafening/
• The doors opened, and the children could smell the waiting world /
• The sun came out – colour of flaming bronze – it was huge /
• The sky was a blazing blue tile colour /
• The jungle burned with the sunlight / the children rushed out into the springtime/
• The children ran, turned their faces to the sun / took off their jackets / allowed the sun to burn their arms/
• They lay on the rapidly growing plants / and delighted in the feel of the warm sun / they ran and played/ laughed and fell/ breathed the fresh air and listened to the silence
• / didn’t stop running for over an hour.

Why was Margot not able to witness this phenomenon?

Because Margot had been locked into the closet by the other children.

What emotion do you suppose the other children experienced when Margot emerged at the end of the story?

Personal response (on the lines of) – they must have felt guilt /shame/ regret/ remorse/ awareness of wrongdoing/ realization/ solemn/ at having deprived Margot of this marvellous experience – something that she had been yearning for/ could not meet each other’s glance.

They needed certain materials to construct the windmill.

What arrangements had Napoleon made to engage in trade with the neighbouring farms?

• Napoleon arranged to sell a stack of hay and part of the current year’s wheat crop.
• Later on, if they needed more money it would be made up by the sale of eggs for which there was always a market in Willingdon.

(ii) Why did Napoleon’s announcement make the animals uneasy?

• Animals were uneasy because Napoleon was violating some of their earliest resolutions.
• Never to have any dealings with humans
• Never to engage in trade – never to use money.

(iii) What did Squealer say to the animals to ease their doubts and fears?

Squealer assured the animals:

• That the resolution against engaging in trade and using money had never been passed.
• That they were a bunch of lies that had probably been spread by a snowball.
• That the animals had probably dreamt of such resolutions. Asked if they had any written record of such resolutions – this convinced the animals that they were making a mistake.

(iv) Who was Mr. Whymper?

Mr. Whymper was a solicitor living in Willingdon

What had he agreed to do?

To act as intermediary between Animal Farm and the outside world.

Why had he entered into this agreement with Napoleon?

Shrewd man – realised that Animal Farm would need a broker and that the commissions from this would be worth having.

(v) There was a change in the attitude of the humans towards Animal Farm. Comment on this change. What were the signs and symptoms of this change?

Humans continued to hate Animal Farm and did not wish it well, but

• They developed a certain respect for
• The efficiency with which the animals managed their own affairs.
• One symptom – they began to call ‘Animal Farm’ by its proper name – ceased to pretend that it was called Manor Farm.
• The humans stopped supporting Farmer Jones – he had given up all hope of ever getting the farm back and had moved to another part of the town.

• Napoleon had accepted through Whymper, a contract for 400 eggs per week.
• The price of these would pay for enough grain and meal
• To keep the farm going till summer came and conditions were easier.

(ii) How did the hens react on receiving this information?

• The hens were outraged / protested
• They were just getting their clutches ready for the spring sitting
• Said that taking away the eggs now would be like murder.

(iii) The three young black Minorca pullets led the other hens in ‘something resembling a rebellion’. How exactly did they do this?

The hens were determined to thwart Napoleon’s wishes.

• They would fly up to the rafters
• Lay their eggs up there
• The eggs would roll off and smash to bits on the floor.

(iv) What steps did Napoleon take to put down this ‘rebellion’?

Napoleon’s response was swift and merciless

• Ordered that the hens’ rations were to be stopped
• Decreed that any animal giving even a grain of corn to a hen would be punished by death.
• The dogs saw to it that the orders were carried out.

(v) How long did the rebellion last?

Five days – then the hens capitulated and went back to their nesting boxes.

Describe the consequences of the rebellion.

Nine hens had died of starvation – their bodies were buried in the orchard and the animals were told they died of coccidiosis.

What do you learn of Napoleon’s character from the way in which he dealt with the rebellion?

Personal Response – Napoleon proved to be a harsh / ruthless / merciless ruler – did not allow dissent would crush all opposition – dictator – insist on having his own way. (Any two of the above or any other plausible response)

Minimus

How did Napoleon show his approval of the poem?

• Napoleon had the poem inscribed on the wall of the big barn, the opposite end from the Seven Commandments.
• It was surmounted by a portrait of Napoleon in profile + painted by Squealer

(ii) What precautions were taken to ensure Napoleon’s safety?

• Four dogs guarded Napoleon’s bed at night + one dog at each corner
• A young pig named Pinky was appointed to taste all Napoleon’s food before he ate it + lest he be poisoned.

(iii) What single commandment replaced the seven commandments on Animal Farm?

All animals are equal, but some animals are more equal than others.

Mention some of the changes that the animals noticed in the behaviour of the pigs after the new commandment had been put up.

Some of the changes on the Farm: any six of the following:

• Pigs who were supervising the work of the farm all carried whips in their trotters
• Pigs had bought themselves a wireless set
• They were arranging to install a telephone
• They had taken out subscriptions to John Bull, Tit-Bits, and the Daily Mirror
• Napoleon was seen strolling in the farmhouse with a pipe in his mouth
• the pigs took Mr. Jones’ clothes out of the wardrobes and put them on
• Napoleon was seen dressed in a black coat, rat catcher breeches, leather leggings and his favourite sow appeared in Mrs Jones’ Sunday best – a watered silk dress

The insidious revolt led by Buck.

How did it affect the relationship among the dogs?

• The dogs quarrelled and bickered often.
• At times they were so noisy that the camp was like a bedlam.

(ii) What other acts of indiscipline did Buck’s encouragement lead to?

• One night Pike robbed some fish from Spitz and gulped it down under Buck’s protection.
• Another time Dub and Joe fought Spitz and forced him to forego the punishment they deserved.
• Even good – natured Billee was less good natured and did not whine so placatingly
• Spitz lost his aura – no longer feared and respected
• Buck would snarl and bristle / swagger every time he was near Spitz. (Any three)

(iii) What started the dogs off on a chase after supper one night at the mouth of the river Tahkeena?

• Dub unearthed a snow rabbit, blundered and missed.
• In a second the whole team was in full cry.
• Fifty dogs from a nearby Northwest Police camp joined the chase.

(iv) Who led the dogs in the chase?

Buck

What primitive urge did Buck experience during the chase?

• Running down the wild thing (rabbit) – the living meat
• The desire to kill with his own teeth and wash his muzzle to the eyes in blood.

(v) How did Spitz use the chase to try and outwit Buck?

• Spitz left the pack and cut across a narrow neck of land where the creek made a long bend around.
• Spitz hurled himself at Buck at the very moment that Buck make his kill (rabbit).
• Buck was taken by surprise – absorbed in the hunt he had not anticipated Spitz attack

What does this reveal of Spitz’s nature?

Personal Response – Spitz proved to be cold and calculating / shrewd even in the thick of a chase / Spitz was fighting for his survival as an alpha male. (Any other plausible answer)

• New owners of Buck and his fellow huskies
• Mercedes was Charles’ wife
• And Hal’s sister

(ii) What was John Thornton doing when they arrived at his camp?

Thornton was whittling an axe handle from a stick of birch.

Describe his responses to Hal’s questions.

He answered in monosyllables – gave terse advice

Give one reason for his manner.

Because he knew the ‘breed’ he knew Hal was the kind of person who would disregard advice.

(iii) What did Thornton warn them against?

To take no chances on the ice as it was very thin

What reason did he give for his warning?

The ice was very thin and the bottom was likely to drop out of it.

How did Hal respond to Thornton’s advice?

Hal disregarded the advice – said others had warned him not to travel on the ice but he had made it so far – declared that they would travel to Dawson.

(iv) How did Hal manage to get his dogs back on their feet?

By whipping them first and then by using the club.

Why did Buck not respond to Hal’s blows?

• Buck had decided not to respond – he barely felt the blows.
• Buck had a sense of impending doom which persisted – sensed that disaster was at hand – on the ice where his master was trying to drive him.

(v) Describe how Thornton saved Buck’s life.

• Thornton watches in rage as Hal whipped and clubbed the dogs.
• Finally intervened – cut Buck loose from the sled and threatened to kill Hal if he struck Buck again.
• Hal realised that he could not argue with Thornton and that Buck was nearly dead – decided to carry on without Buck
• Shortly after, the sled pulled out Buck and Thornton hear Mercedes scream – watched as a whole section of ice gave way and both dogs and humans disappeared. Only a big hole was left – the bottom had dropped out of the trail.
• Only Buck had survived – thanks to Thornton.

• Men were boasting in the Saloon about their favourite dogs – one stated that his dog could draw a sled loaded with five hundred pounds; a second bragged six hundred and a third seven hundred.
• Buck had a reputation for strength and leadership so these men were targeting Buck and baiting Thornton.
• Thornton listened to these men brag about their dogs and declared that Buck could start a thousand pounds.
• One of the men (Mathewson) ask if Buck could break out such a heavy sled and walk off with it for a hundred yards and Thornton replied that he could. Mathewson bet Thornton a thousand dollars that Buck could not do it.

(ii) How did Thornton feel after he had committed Buck to the wager?

• Thornton could feel a flush of warm blood creeping up his face.
• He realised he had been tricked into the wager.
• He was appalled by the enormity of the burden his boast had placed on Buck.
• He had great faith in Buck’s strength but he had never had to face the possibility of having to test it – Thornton was anxious – wondered if Buck could indeed live up to his boast.

(iii) Give a brief description of how Buck managed to win the wager for Thornton.

• All the men gathered on the street. Mathewson’s sled loaded with a thousand pounds of flour was standing in the street. Its runners had frozen fast to the hard packed snow.
• The team of ten dogs was unhitched and Buck with his own harness was put into the sled – Buck could sense the excitement in the air.
• Thornton was asked to stand far away from Buck and give the command. He knelt beside Buck and whispered something in the dog’s ear. Buck gently nipped Thornton’s hand to show he understood.
• Thornton gave the command – Buck swung first to the right, then to the left – to break out the sled.
• Thornton called out ‘Mush’ – Buck threw his body forwarded – straining at every muscle and sinew in his body – chest low to the ground – head down – claws cutting grooves into the ice with his effort.
• The sled slowly swayed – Buck’s foot slipped – then the sled began to move forward in the series of jerks.
• Slowly the sled gained momentum and began to move along steadily – Thornton ran behind encouraging Buck with his words.
• The crowd began to cheer as Buck approached the end of the hundred yards – and burst into a loud roar when he crossed the line.
• Buck had won the wager for Thornton – a wager that earned him sixteen hundred dollars.

We hope this information on “ICSE Class 10 English Literature Question Papers Solutions 2019” helped students in their exam preparation. To get the year-wise ICSE Class 10 Previous Years Question papers along with solutions for other subjects, click here. Keep learning and download BYJU’S App to access interactive study videos.

(a) The story must be original and must bring out the theme of a special or meaningful gift. The giver and receiver should be the main characters.

(b) Argumentative essay: views for or against the motion are to be accepted. Credit is to be given for a cohesive, well-constructed, logical argument and ideas and reasoning based on personal experience. Candidate must take a clear stand and give valid reasons for the stand taken.

(c) Candidate should give clear sequencing of events, the effort involved, assistance given, result of effort and the lesson learnt. It must be a first-person account. ‘I’ is the central theme.

(d) A description of noise, chatter of children, parents, last minute rush to look at notes, etc.

Teachers trying to solve doubts, give answers, telling them to relax.

Parents asked to leave – the bell. The hush of the hall, prayer, silence, the examination begins.

(e) Picture Composition: Accept a wide interpretation. Any relevant ideas taken from the picture should be accepted. However, a mere itemization / listing / description of the picture is to be penalized.

INFORMAL LETTER	FORMAL LETTER
Address	From address
Date	Date
Salutation	To address
X	Salutation
Subscription	Subscription
First name	Name + surname/initial

(a) Informal Letter (Format, Content, Expression)

Name the animal – cat dog, turtle, gold fish, etc. It must be an animal. Not a toy or gadget.

Reasons – unique, loving, easy to care for, no one has, or everyone else has, I am an

animal lover, we have the space, etc.

Care – cleaning, diet, health, walk, visit to vet, brushing, exercise, training.

(b) Formal Letter (Format, Content, Expression)

Body

Danger – Accident, death, no space to walk, jostling, misbehaviour, road rage, late to

school (Danger should be explained).

Solutions: No parking, one way, patrol by police, school safety brigade, carpooling,

school buses, encourage cycling or walking to school, etc.

(a) Give the meaning of the following words as used in the passage. One-word answers or short phrases will be accepted (meaning should be in the same tense).

(i) battered – damaged, broken, worn out

(ii) mused – spoke thoughtfully, spoke dreamily, thought aloud

(iii) emerged – appeared, came out,

(b) (i) Salary good / steady job

(ii) This is a critical thinking question – plausible answers to be accepted.

Uncle Ken was constantly changing jobs / was not a steady person / irresponsible /

eccentric (implied meaning to be accepted).

(iii) There was only one taxi in Dehra+ (room for another one/ the need was there for another) (any one given in bracket to be accepted).

(iv) “Mohan and I needed no urging.” (Whole sentence to be quoted exactly.)

(v) She was frightened / rash driving / speed / knew Uncle Ken to be an irresponsible driver. (Any two)

(vi) He wanted to turn around + (return home/ drive back/ go back) (Any one in bracket to be accepted).

(c) (i) Points to look for:

1. Knocked it down

2. Emerged on the other side.

3. Brought it to a halt.

4. Maharaja runs to greet them.

5. Beams with pleasure.

6. Invites Ken for a tennis game.

(ii) Any apt title to be accepted (for Precis)

Justification for choice of the title.

(a) Fill in each of the numbered blanks with the correct form of the word given in brackets. Do not copy the passage, but write in correct serial order the word or phrase appropriate to the blank space.

0. beginning

1. sitting

2. peeped

3. had

4. thought

5. making

6. ran

7. took

8. Looked

(b) Fill in the blanks with an appropriate word:

(i) by

(ii) down

(iii) under

(iv) up / down

(v) for

(vi) over

(vii) about/over

(viii) of

(c) Join the following sentences to make one complete sentence without using and, but or so:

(i) (Although/Though/Even though) they have to go to bed early every night, they are allowed to stay up late on Saturdays. /They have to go to bed early every night, (while/whereas) they are allowed to stay up late on Saturdays.

(ii) The children were delighted (that/as/since/because) the exams had been cancelled. / The exams had been cancelled therefore the children were delighted.

(iii) We are neither allowed to play in the sun nor in the rain. / we are not allowed to play either in the sun or in the rain. / Neither are we allowed to play in the sun nor in the rain.

(iv) This is the place where the dog was rescued from its cruel owner. / The dog was rescued from its cruel owner(in/at) this place

(d) Re-write the following sentences according to the instructions given after each. Make other changes that may be necessary, but do not change the meaning of each sentence.

(i) When she had finished the (her) cooking she laid the table.

(ii) Despite being old, he works hard.

(iii) “Please bring (deliver) the parcel, tomorrow” (he/she/I/We/they said to the delivery boy).

(iv) I would rather play a game than watch television.

(v) There is no family that (which) does not have a black sheep.

(vi) This is the most ill-fitting suit (that) I have ever worn.

(vii) Anil is so fast a runner that he (cannot fail to/has to /will/ is sure to/ will surely) come first in the race.

Anil is so fast a runner that he cannot but come first in the race.

(viii) Hardly had the sports meet ended when the children ran on the field.

Hardly did the sports meet end, when the children ran on the field.

We hope students found this information on “ICSE Class 10 English Language Question Papers Solutions 2018” helpful for their exam preparation. They can also access solutions of other subjects of ICSE Class 10 Previous Years Question Papers by clicking here. Stay tuned to BYJU’S for the latest update on ICSE/CBSE/State Boards/Competitive exams. Also, download the BYJU’S App and fall in love with learning.

(i)

• Prince of Morocco/ suitor

He says ‘do not mislike me for my complexion/ it is the shadowed livery of the burnished

sun/ where he was born and brought up

• He says that – his blood is as red as that of ‘the fairest creature northward born’ – that the best regarded virgins’ of his land find him most attractive – that his appearance inspired fear in the most courageous of men. He urges Portia not to judge him by his skin colour.

(ii)

• One of the three caskets contained a picture of Portia. If he chose that casket, then he would have made the right choice.
• His reward – Portia’s hand in marriage.

(iii)

• Casket made of gold.
• He felt that men would be prepared to take a risk only if there was a chance of winning ‘fair returns’.

Says- This casket threatens

He decides that a noble [golden] mind like his should not stoop to such a worthless choice.

He was not prepared to risk anything for lead.

It is damnation to think so base a thought.

The lead casket is too gross to even rib Portia’s cerecloth.

(iv)

• A carrion Death [skull]and a scroll [letter, schedule]
• He was too heartbroken (at having made the wrong choice and lost the chance of winning her hand) to bid her a lengthy (tedious) farewell.
• He is sad, disappointed
• Says- labour lost/ farewell heat, welcome frost/ his hopes are dead

(v) Portia says “A gentle riddance… Let all of his complexion [kind, personality] choose me so”/

She is happy to see him go.

Personal Response:

• She judges a person by outward appearances – she does not wish to marry Morocco
• because of his dark skin/ racist/ racial prejudice/ biased/ does not like vain boastful men/
• considerate of his feelings/ tactful.

(i)

• Avenue in Belmont, outside Portia’s house
• The ring that Portia had given to Bassanio at their wedding – the ring Bassanio had given to the young ‘doctor’ of law for saving Antonio’s life.

(ii)

• Bellario
• That Portia had been the learned ‘doctor’ / lawyer at Antonio’s trial.

(iii)

• Three of Antonio’s merchant ships (argosies) full of riches (richly) had come to harbour quite unexpectedly (suddenly)
• Antonio says, ‘I am dumb’ (speechless) / Says- ‘You have given me my life and my livelihood.’ / He is happy

(iv)

• Nerissa, her lady – in waiting
• Nerissa tells Lorenzo that he and Jessica would inherit all Shylock’s wealth after his (Shylock) death.

(v)

• At Antonio’s urging ‘My Lord Bassanio, let him have the ring;

Let his deserving [He deserves the ring because he saved Antonio] and my love withal / Be valued ‘against your wife’s commandment’

• Bassanio valued Antonio’s friendship highly – could not refuse him – was prepared to risk
• Portia’s anger/ dearest friends/ ready to make sacrifices for one another.

(i)

• Margaret Orme – A society girl / guest at Meldon Court / A friend of Winsor or Adela
• Margaret says this mockingly when she hears the sound of the policeman’s motorbike.

Earlier that evening when Lady Adela had called the Police Station at New Market to report the theft, Inspector Dede had said he was ‘coming like the wind on his motor cycle’.

(ii)

• Canynge wants the Inspector to see the scene of the crime before talking to anyone. / he wants to speak privately to the inspector/ to see the handprints and the footprints
• Margaret finds the entire experience thrilling – the theft, the arrival of the police, the investigation, the possibility of being questioned by the police.

(iii)

• Treisure, Winsor’s butler enters the room.
• Treisure had been asked to check if the stable ladder had been moved/ to bring up Robert

(iv)

• De Levis had sold a horse (Rosemary’s filly) – for a thousand pounds in cash that day.
• De Levis had placed the money in his boot and had locked the boot in his suitcase before he went down for dinner.

After dinner he had counted the money, had placed it under his pillow and locked the door

when he went for his bath.

(v)

• De Levis suspects Dancy
• When Canynge touches Dancy’s sleeve he notices that it was wet – he realises that Dancy had been out in the rain/ Dancy told them he had been indoors all the time
• Canynge believes that Dancy is an officer and a gentleman / that Dancy would never stoop to steal money/ he is gallant/ has a fine record as a soldier/ he was very innocent/ has done daring, risky things

(i)

• The Dancy’s sitting room/ flat Dancy’s
• He had confessed that he had stolen the money.

He had also confessed that, he had given a thousand pounds to a woman – who was

blackmailing him –– It was a debt of honour that he had to pay.

(ii)

• His lawyer wanted him to run away to Morocco, and join the army there/There was a war
• going on in Morocco
• Lawyer felt he was a fine soldier / he could start over again.
• If Dancy remained in England he would be arrested by police/ Him cannot save his wife’s peace of mind/His case has collapsed/ his honour is gone

(iii)

• Mabel promises to keep loving him /to be by his side, always. [She will stick with him/ I don’t care what you did, I’m just the same/ Later she will join him]
• If he were imprisoned, she would wait for him.
• Inspector Dede / a young constable knocks at the door.

(iv)

• Margaret Orme / Major Colford.
• They hear the sound of a pistol shot (in the bedroom).
• Mabel faints when she enters the bedroom and finds her husband (Dancy) had shot himself.

(v)

• Dancy’s letter said – This (suicide) was the only decent thing he could do. The situation was unfair to Mabel (his wife). The only way he could keep faith was by using his pistol. Asks Colford to look after Mabel.
• Personal response (e.g. Dancy did love Mabel in his own way etc.) [reckless, foolish, egoistic, selfish].

(i)

• underneath the tree / on the battlefield.
• Scores of dead bodies [dead figures, soldiers] lay all over the battle field/ Big deep craters on the earth

(ii)

• A sip of water
• he had fought all day and all night without rest/ it will surely do him good/ will ease the pain/ it will quench his thirst

he was wounded (had a small pain in his chest)/ and weary.

(iii)

• A large reddish-brown patch on his shirt / stain of the warm blood mixed with the dust of Asia.
• The poet calls him ‘soldier boy’/ he is full of vim and zest
• The soldier refers to his fatal wound repeatedly as ‘a small pain in my chest/ he smiled/ jokes: it must be fatigue; he’s getting old/says, ‘I count myself lucky’. / Says ‘..before I travel on’

(iv)

• Two hundred soldiers climbed the hill.
• There was an explosion [ the night exploded]/ as they cleared the crest and he was wounded.
• he looked around for aid / but only saw big craters / and dead bodies on the ground/ He
• kept on firing at them/ he tried to do his best.

(v) Personal response: example – guilt, shame, sorrow, anger, tenderness, regret, empathy,

remorse; compassion; disappointment; misery; he feels their wounds pressed the large one in

his heart and the small one of the soldier, etc.

Theme: Devastation caused by war and the senseless loss of young lives/ agony of brave soldiers/ horrors of war/ sense of duty/ highlights the sacrifice made by soldiers/ soldiers have to suffer in a war they did not cause/ / The narrator represents the collective guilt of mankind/ the theme of the poem is courage and bravery/never give up.

(i)

• Professor Sheth – (retired Geography teacher)/ He is a professor/
• He had taught him (the listener) Geography in school/The listener is a student

(ii)

• Three
• One is a Sales Manager, another a Bank Manager – both own cars.
• Third is not doing so well (financially) – ‘Blacksheep’ of the family.

(iii)

• Sarala and Tarala
• They are both married.

Their husbands are ‘very nice boys’.

(iv)

• Sixty-nine
• No major health conditions – free from diabetes, blood pressure, heart attack.
• Sound habit in youth’

(v) Mention any two from examples of Indian Speech and two from examples of Indian thought Examples of Indian Speech:

• By God’s Grace
• How many issues you have?
• I am not against
• Our progress is progressing
• Health is OK
• I am 69, hope to score a century.
• You were so thin, like stick
• If you are coming again this side, by chance

Visit please my humble residence

• I am living just on opposite house’s backside.
• Incorrect use of present continuous tense
• Omission of articles
• Grammatical errors
• Direct translation from Hindi to English

Examples of Indian thought:

• Success in life means owning a car
• Having many children / grandchildren is a matter of pride.
• Daughters are a matter of concern unless they are married off… to ‘nice boys’
• A prosperous person has to look prosperous (overweight)
• False humility (‘humble house’)/ Human achievement is measured by economic success/ Judges by materialistic possessions/ women should be married and confined to their homes/ Judges sons and daughters differently/ Obsession with cricket- hope to score a century/ Pride in speaking in English

(i)

• Kunwar, Sher Singh’s younger brother/Sher Singh Bahadur’s younger son
• When Sher Singh’s mother said the little boy had to be taken to the hospital he was convinced that he would die – the hospital was the last resort of the doomed/ Whoever went to the hospital never came back/ He could see death in his eyes

(ii) He grazed animals / and cultivated his bit of land/ He was a shikari/ Whenever there was an

expedition he was called.

Any two of the following:

• He had a scar down his skull and back and shoulders from rescuing a comrade from a tiger.
• He had a wound on his leg to mark the spot where he had cut and burned his flesh where a snake had bitten him.
• Two fingers missing, and face marked.
• Reputed to have walked 5 miles through the jungle with his puggree tied around his stomach to stop everything from falling out through the torn skin.

(iii) Sher Singh’s mother knew how to carry loads.

• How to sling a load from a band round the forehead and down the back so that the shoulders and the strong muscles of the neck could take heavy weights up and down hills.
• She used her saree / to make a sling for Sher Singh to carry Kunwar in.

(iv) Any three of the following:

• a cobra sunning itself – Sher Singh backed away and the snake slid away without harming him.
• Bear tracks – he was nervous and quickened his steps – managed to avoid an encounter with the bear.
• Herd of wild elephants – the tusker almost discovered the boys – Sher Singh stayed still and prayed fervently. The elephant trumpeted and hurried away.
• Tiger pug marks – indicating the presence of the predator in the vicinity.
• Crossed two icy cold rivers – the second in flood – tied his brother to himself with a grass rope he made and courageously entered the river – almost swept away by the floods.

(v)

• The doctor calls him Sher Singh Bahadur
• To acknowledge the boy’s courage and determination to bring his little brother to the hospital etc./will power/ bravery/ just 12 years old/ all alone/ never gave up/ sense of responsibility and duty.

Exaggeration

• the entire anecdote revolves around a SINGLE DOLLAR that the author Stephen Leacock had lent his friend.
• Leacock is sure he is never going to get it back.
• He will never forget this lost dollar – he would carry the recollection of it to his grave.

Humour

• Every time Leacock meets his friend Todd (the one who borrowed the dollar) he remembers the lost dollar, but the friend has forgotten all about it.
• Leacock expects the dollar to be returned at every encounter – growing frustration when this does not happen.
• When Todd writes to him from Berunda – all Leacock expects is to find the dollar in the envelope – disappointed to find that it is not.
• Leacock goes to meet Todd at the station on his return from Berunda (says the dollar was not on his mind but it was!)
• Leacock drops blatant hints – suggests they take a taxi to the club – later asks Todd if the American Dollar goes at par in Berunda (Stressing the words, hoping Todd would remember – this strategy fails)
• In another context Todd speaks of Poland not repaying her debts – Leacock comments on the irony on this – since Todd still had not returned his dollar.
• Leacock is then troubled by another thought – What if, he, like Todd had borrowed a dollar off someone and then forgotten all about it?!
• He plans to start a ‘Back to Honesty’ movement… more humour in how he plans to go about it.

The concluding lines urge the reader not to leave a copy of this piece of writing where Major Todd of the University Club, Montreal may come across it – It is all too evident that the narrator means exactly the opposite – why else would he supply all of Todd’s contact details?

(i)

• The sheep returned from a piece of waste ground at the other end of the farm/ overgrown with birch saplings.
• Squealer supervised them.
• They were taught to sing – ‘four legs good, two legs better’.

(ii)

• Clover’s voice.
• The sight of Squealer walking on hind legs. / After that, there came a long file of pigs also walking on their hind legs.

Finally, Napoleon – walking upright majestically and carrying a whip.

(iii)

• At first there was a deadly silence. Amazed/ terrified/ huddling together, / the animals watched in silent bewilderment.
• Before they could utter some word of protest, the sheep burst into a tremendous bleating of – ‘four legs good, two legs better’. It went on or five minutes without stopping;

The chance to utter any protest had passed as the pigs had marched back into the Farmhouse.

(iv)

• Clover wanted Benjamin to read the Seven Commandments and tell her if they were the same as they had always been.
• ‘All animals are equal, / but some animals are more equal than others’ / was written there where the Seven Commandments had stood.

(v)

• The faces of the pigs seemed to be melting and changing.The animals could not distinguish between pig and man.The difference had blurred it was impossible to say which was which.
• The irony lies in the fact that the pigs had spearheaded the rebellion to liberate the farm animals from human tyranny – they had now become tyrants themselves – They even looked like the humans they had overthrown. Things had come full circle nothing had really changed for the animals on the farm.

• Early October when corn had been harvested.
• Pigeous warn of the arrival of Jones and his men and half a dozen others from Foxwood and Pinchfield.
• Men were armed with sticks… Jones in the lead with a gun.
• Animals had anticipated that the men would attempt to recapture the farm.
• Snowball was in charge of defence… he had studied Julius Caesar’s Campaigns and employed similar tactics.
• First attack by birds (pigeons and Geese) – was meant to create disorder… the men beat them off easily.
• Second line of attack Muriel, Benjamin and all the sheep led by Snowball rushed forward – prodded and butted the men. Again, the men were too strong.
• At a signal from Snowball all the animals retreated. The men followed shouting in triumph. It was an ambush. As soon as the men entered the yard the three horses, three cows and rest of the pigs that were lying in wait emerged – cut off their retreat.
• Snowball personally attacked Jones – Jones fired wounding Snowball and killing a sheep.
• Boxer reared up and struck a stable boy with his hooves – the boy fell motionless.
• Every animal participated in the attack – even the cat.
• Within 5 minutes the men were driven off
• The animals reassembled in excitement – raised the flag – sang ‘Beasts of England’ many times.
• The sheep that had been killed was given a solemn funeral. Snowball made a speech at the graveside
• Two military decorations created –Animal Hero, First Class…. awarded to Snowball and Boxer

Animal Hero, Second Class… conferred posthumously on dead sheep.

• Animals unanimously decided to call the battle ‘The battle of the Cowshed’ as that was where the ambush had been sprung.

(i)

• the little boy noticed that there was a lady on the bus and politely waited for her to take the seat.
• he is puzzled when she hesitates, moves forward and prefers to stand in the aisle of the moving bus.

(ii)

• a slim, smartly dressed woman.
• She is about to sit – quickly changed her mind preferring to stand in aisle of the bus – because she suddenly notices that the other occupant of the seat was a coloured man.

(iii)

• Conductor repeatedly points out the empty seat

‘Empty seat, beside you lady’

‘Seat here for you, lady’

‘No standing on the bus, lady’

(iv)

• Author is embarrassed / as a black person – quickly rose from the seat – said he had to get off at the next stop – alighted from the bus.
• Conductor seemed to feel betrayed – author felt conductor wanted to confront the woman / challenge her racist attitude and shame her.

(v) Author was on his way to Greenslade Secondary School – he was to join the teaching staff

there.

The encounter on the bus upset him – he felt depressed – the surroundings (London East End)

made him feel even worse. All his positive and optimistic feelings drained away.

• Braithwaite was sitting watching the ducks beside the lake at St. James Park – felt angry and dejected because he had not succeeded at securing a job – had been repeatedly turned down on account of his race and colour.
• A thin, bespectacled old man was sitting beside him – the old man tried to engage him in

conversation – but Braithwaite was in no mood for polite conversation – ignored the old man’s overtures – dismissed him as a garrulous old crank.

• The old man was undeterred – addressed Braithwaite directly – asked if he had been in London long – author tries to be distant – found the topic painful – author continued to ignore him
• Old man spoke kindly, comfortingly – pointed out that life in a big city could get lonesome and difficult … his words caught the author’s attention– author looked closely at him and found he looked scholarly – like a professor – the old man continued to talk – he said that a city was like a battlefield and in order to survive in a city you needed to be a fighter….anyone could exist in a city….the real challenge was to live life and find excitement.
• author was still in no mood for philosophising – he retorts that being a negro, he found existence itself an enormous challenge!
• At this the old man burst out laughing – the author laughed along too. The old man encouraged the author to talk about his troubles – his kind words struck a chord within the author and he suddenly found himself confiding all his troubles in him.
• After listening to the author’s experiences, the old man declared that teaching was the best career option for the author – author pointed out that he had no formal teachers’ training, but the old man said that his University degree would do – he added that the author’s experience and ability would see him through.
• The old man said that the author’s colour and race would not be such a problem in the teaching profession because there was a desperate need for teachers!… especially in the East End – a really tough neighbourhood – so most teachers preferred to seek jobs elsewhere – when the author misinterpreted this observation to be a racist comment the old man chided him for his ‘snobbish’ attitude – author apologised
• the old man urged the author to apply for a teaching position but not to mention the colour of his skin in his application
• after this they chatted amiably about many things – only after they had parted did the author realise that they had not introduced themselves to each other – he didn’t even know the name of the kindly stranger whose wise words and understanding manner had changed the entire course of his life!
• Author followed the old man’s advice – applied for a teacher’s post – was called for an interview – was accepted and sent to the East London Divisional office – from there to Greenslade school.

We hope students found this information on “ICSE Class 10 English Literature Question Papers Solutions 2018” helpful for their exam preparation. They can also access solutions of other subjects of ICSE Class 10 Previous Years Question Papers by clicking here. Stay tuned to BYJU’S for the latest update on ICSE/CBSE/State Boards/Competitive exams. Also, download the BYJU’S App and fall in love with learning.

(a) The story must be original and must begin with the given sentence. The story may take any form but should convey the sequence of events following the narrator finding something amiss as he/ she approaches the front door of his/ her home.

(b) Views for or against the motion are to be accepted. Credit is to be given for a cohesive, well constructed, logical argument and ideas and reasoning based on personal experience. The child should take a clear stand and give valid reasons for whatever stand he takes regarding the topic either for or against the statement.

(c) The candidate must write from his/her own experience. There must be an account of the

problem and solution and stress on the role of the narrator in the resolution.

(d) A clear description of the rain, flooded streets, traffic etc. Also, the difficulty in getting to school and returning with a brief account of the rest of the day.

(e) Accept a wide interpretation. Any relevant ideas taken from the picture should be accepted and there must be a clear connection between the picture and the composition.

Informal Letter	Formal Letter
Address	From Address
Salutation	To Address
X	Salutation
Subscription	Subscription
First name	Name + Surname/Initial

(a) Formal Letter (Format, Content, Expression)

Location: Name of school/ proper postal address of the school

Dangers: Wires hanging / electrocution / death / shock (Any two)

Solution: Send electrician / shut off power / cordon off area (Any two)

(b) Informal Letter (Format, Content, Expression)

Exact Role e.g. announcing/ decorating / participating

Two feelings – joy, pride, achievement, etc.

(a) (i) persisted – kept on, repeated, continued,

(ii) decade – a period of ten years

(iii) intruder – unexpected / unsolicited/ unwanted / uninvited guest / visitor/ encroacher /

trespasser / interloper

(b) (i) He lived alone + was not a good mixer + had few friends + didn’t like spending time in

idle chat.

(ii) Would be told + under doctors’ orders + to have dinner + 8.30 p.m.

(iii) “Bipin Babu felt ill at ease”.

(iv) Bipin Babu says he spent October 1958 + with a friend in Kanpur.

(v) Bipin Babu regrets having paid so much attention / to the intruder.

(vi) Confused / Mystified / Worried / Self-doubt / Lack of confidence in himself/ afraid he was losing his mind

(c) (i) Points to look for:

That Bipin Babu

1. Had had a fall / cut his knee

2. Was given iodine.

3. Parimal Ghosh had arranged a car but Bipin Babu couldn’t go.

4. Dinesh Mukherjee was also in Ranchi.

5. Bipin Babu had stayed in a bungalow.

6. Didn’t like hotel food

7. Always carried a bag with books

8. Talked about family (wife had died, no children) (Any six)

(ii) Expression – Any suitable title dealing only with the précis.

Reasonable justification.

(0) started

My mother (0) __________ (start) school when she (1) __________ (be) six and (2) __________ (stop) the same term. She was unusual in the village as she had a father and brother who (3) __________ (encourage) her to go to school. She was the only girl in a class of boys and claims she was brighter than the boys. But every day she (4) __________ (will)

leave behind her girl cousins (5) __________ (play) at home and she (6) __________ (envy) them. There (7) __________ (seem) to be no point in (8) __________ (go) to school just to end up doing housework.

(b) Fill in each blank with an appropriate word:

(i) She shouted angrily __________ the disobedient boy.

(ii) I asked them to provide us ___________ a guide.

(iii) The tree grew at a dangerous slant and had to be cut __________.

(iv) My daughter believes __________ fairies.

(v) He drew a beautiful diagram __________ the board.

(vi) She battled her way __________ the crowd.

(vii) We were asked to gather __________ the teacher.

(viii) They had to climb __________ the steep pathway to reach the top.

(c) Join the following sentences to make one complete sentence without using and, but or so:

(i) This is the hospital. I was born here.

(ii) The children have been sick for a week. They were unable to go to school.

(c) Join the following sentences to make one complete sentence without using and, but or so:

(i) This is the hospital. I was born here.

(ii) The children have been sick for a week. They were unable to go to school.

(iii) Mrs. Kumar has been a teacher for thirty years. She will now retire.

(iv) We have had no respect for nature. Now we are suffering from the effects of global warming.

(d) Rewrite the following sentences according to the instructions given after each. Make other changes that may be necessary, but do not change the meaning of each sentence.

(i) Not many people read for pleasure these days.

(Begin: Few……………………………)

(ii) Since her childhood Meera has been good in Mathematics.

(End: ……………………………childhood.)

(iii) “We have had no rain since January”, Ramu said.

(Begin: Ramu said that they……………………………)

(iv) It is dangerous as well as illegal to drive a motorcycle without a helmet.

(Begin: It is not……………………………)

(v) He had plenty of wealth but he was not happy.

(Begin: In spite……………………………)

(vi) He was so tired that he could not stand.

(Use: too)

(vii) Every one of them was an experienced mountaineer.

(Begin: There was no……………………………)

(viii) I have never seen a film as bad as this.

(Begin: This is……………………………)

(a)

1. was
2. stopped
3. encouraged
4. would
5. playing
6. envied
7. seemed
8. Going

(b) Fill in the blanks with an appropriate word:

(i) at

(ii) with

(iii) down

(iv) in

(v) on

(vi) through/ into

(vii) around

(viii) up

(c) (i) This is the hospital where (in which) I was born/ I was born in this hospital.

(ii) As the children, had been sick for a week they were unable to go to school. (Also accept

‘because’/ for/ since…)

(iii) Mrs. Kumar who has been a teacher (for more than) thirty years will now retire.

(iv) Having had no respect for nature we are now suffering from the effects of global warming. (Accept variations with ‘as’/ because/ for / since….)

(d) (i) Few people read for pleasure these days.

(ii) Meera has been good in (at) Mathematics since her childhood.

(iii) Ramu said that they had had no rain since January.

(iv) It is not only dangerous but also illegal to drive a motor cycle without a helmet/ It is neither safe nor legal to drive a ….

(v) In spite of being wealthy/ having plenty of wealth he was not happy.

(vi) He was too tired to stand.

(vii) There was no one who was an inexperienced (not an experienced) mountaineer among them.

(viii) This is the worst film I have (ever) seen.

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(i)

• A street in Venice/ a public place in Venice/ Venice
• Shylock
• He is speaking to Bassanio and Antonio./ Antonio / Bassanio.

(ii) Antonio had berated [insulted, criticized, mocked, abused]him / at the Rialto for his

usances (practice of taking interest) /called him mis-believer [heathen]/ cut-throat dog/spat

upon his Jewish gabardine[cloak, coat, garment]/void his rheum [spat]upon his beard/spat

on him/ kicked him as he would kick a stray dog [cur].

(iii)

• 3000 ducats.
• Bassanio/ Antonio
• He needs the money in order to compete with the other suitors / woo Portia / win her hand in marriage / Go to Belmont/ Antonio needs the money to help Bassanio / Antonio does not have the money.

(iv)

• Shylock means that it is an act of kindness on his part to make the offer to lend the money.
• Shylock also means that he was offering an interest free loan like Antonio normally does.
• Shylock proposes to go to the notary [court, lawyer, solicitor]/ and get Antonio to sign a single bond.

(v)

• Antonio appears to be generous / over-confident / imprudent / very trusting / poor judge of character / has no fear/ confident/ good friend/ noble/ loves Bassanio/ is not astute/ foolhardy/ prejudiced/ anti-Semitic.
• Whereas Shylock appears to be a villainous person / waiting to take advantage of others who are at a disadvantage / He is shrewd / cunning / crafty person/ who knows how to trap people / down to earth / practical person/ tactful/ hated Antonio/ revengeful/ manipulative/ opportunist/ intelligent/ hypocritical/ cruel/ evil/ far sighted

(i)

• Prince of Morocco / Morocco
• The golden casket
• A carrion death (skull) / there was a roll of paper (scroll) in its hollow eye.

(ii)

• He must never tell anyone which casket he had chosen.
• If he failed in choosing the right casket, he would never woo a maiden in way of marriage / never get married.
• If he failed to make the right choice he would leave immediately /be gone.

(iii)

• Who chooses me shall gain what many men desire.
• The martlet is like the many men who choose by outward show [show, outward appearance, appearance]/ appearances are deceptive /many means the fool multitude/ they do not see the inner worth of things [pry not to the interior] / they are like the martlet that builds its nest on the outward wall / in the open air/ the nest faces dangers and storms.

(iv)

• Silver
• A blinking idiot / a fool
• The lead casket

(v)

• A servant / messenger / attendant
• The young Venetian (Gratiano) has come to announce that his lord (Bassanio) is going to arrive./ he is a suitable ambassador of love/ he is like a beautiful [sweet day] day in April/ that indicates a splendid [costly] summer was approaching./his appearance is pleasing (good looking; handsome)/ has brought gifts/ fore runner [spurrer, herald] comes before his lord.
• Greetings/ compliments/gifts of rich value from Bassanio./ regards/ courteous breath/ sensible regrets

(i)

• In De Levis’ bedroom [room] /at Meldon Court.
• Social Blackmailing–when De Levis accuses Dancy of stealing the money, Canynge says De Levis will be ostracized by the aristrocratic circles/ De Levis will lose memberships from all the clubs that he is member of./ he will be avoided by people in society/ he will not become a member of another club

(ii)

• General in the army, interested in horse-racing/ ex-army man/ a good friend of Windsor/ influential member of the jockey club
• Dancy being accused / by De Levis of stealing the money
• Dancy has been a Defence officer in the army and a gentleman/ filing a case of theft against him at a respectable country house of Winsor will create a scandal./ Dancy’s reputation will be ruined/ Windsor’s reputation was at stake.

(iii)

• The race of Jews
• Society can’t add injury to insult and have my money as well/De Levis does not care for society/ he doesn’t approve of society as it condemns him for being a Jew / he thinks society tolerates him only for his money.

(iv)

• Canynge puts his hand on Dancy’s arm OR finds Dancy’s coat wet / Dancy’s sleeve was damp.
• surprised/ shocked/ he does not react/ he puts his hands up to his face.
• the discovery proves that Dancy was out in the rain when the theft took place/ he was not in the hall writing letters./ Dancy could be the thief/ Dancy could have been out of doors/ Dancy had been lying about being out of doors.

(v)

• upset/ faces class prejudice that exists in English society [racial discrimination]/ faces insults./ feels Christians are against him
• bold to face the insults/ demands justice/ patient/ sensitive / proud/ vengeful/ not ready to forgive
• large-hearted/ generous/ charitable/ kind/ helpful
• personal response .[He warns Dancy that a warrant has been issued, / he was not responsible for it/ he does not want his money/ asks money to be given to a charity.]

(i) Dancy had given the filly to De Levis because he could not afford to keep her./ Dancy has regretted his decision ever since./ Dancy was well aware that De Levis had sold the horse to Kentman and was paid cash for it, yet he denied knowing this./ He was in the next room./ He can jump like a cat./ De Levis found some creepers that had been crushed on his balcony./ When De Levis went to the bath Dancy’s door was open, and when he came back it was shut.

(ii)

• Dancy wished to settle the matter with his weapons / when and where De Levis liked.
• St. Erth suggests that they should take the matter to the Courts[file a case, take legal action] / Dancy should take legal action.

(iii)

• The matter could not be settled with weapons / Legal action will help Dancy clear his name./ It concerns the honour of the club. / The accusation was heard by many members of the club./ Unless he takes action, people will believe that Dancy is a thief.
• It was impossible for Dancy to prove that he was in the hall writing letters all the time. It is a very expensive business./ Dancy does not have the money / Dancy considers the accusation beneath contempt.

(iv)

• De Levis refuses./ He says he is not a gentleman—only a damned Jew./ Earlier he might have withdrawn the charge./ But now his race has been insulted.
• “I apologise to Captain Dancy for the reckless and monstrous charge I made against him, and I retract every word of it.’

(v)

• Gilman had received a fifty pound note from a customer./ It was one of the stolen notes./ It was brought by an Italian wine salesman named Ricardos./ Gilman went to see Ricardos. / Gilman told Ricardos that it was a stolen note./ Ricardos was taken aback./ he had wasted time in coming to the office/ He had brought Ricardos with him.
• Twisden decided to withdraw from the case when Dancy’s guilt was confirmed [found out Dancy was a thief]./ He felt it was his duty to his profession / It’s breaking faith / professional honour comes first./ it was against his professional ethics/ cannot keep Sir Frederick in the dark.

(i)

• The poet doesn’t wish to be told in sad [sorrowful]verses (songs,tones,tunes) / that life is meaningless (an illusion/unreal / false promise/insignificant, worthless)
• The grave is not the goal/ we are not on earth just to keep an appointment with death [to die] /not enjoyment/not sorrow/real and earnest.

(ii)

• The beating of the heart is compared to the sound of muffled drums / drums whose sounds have been softened./funeral march
• Stout/brave/strong / bold / unafraid of harm and danger.
• The heart seems to be beating a funeral march / to the grave[death]/ the beating of the heart is like a dirge / funeral song reminding us that we are marching to the grave [fast approaching death]/time on earth is limited/we should not lose courage/ continue to work to achieve our goals.

(iii)

• Life is full of struggles/ we have to fight battles/ face difficulties/fight with troubles to overcome them. /we are like soldiers / life is like a bivouac [army encampment, tents for troops]/we have to fight for survival.
• We should not be like dumb, driven cattle (submissive; timid; meek; spiritless like cattle / people that go by blind faith and not by reason.)
• We should strive to be heroes / great men.

(iv)

• Let the dead past bury its dead (the sorrows of the past should be forgotten)/ one should not worry about the past / forget the past.
• Trust no future (not to rely on the future)/ future is uncertain[unpredictable] / Our dreams may not materialize.
• We must act in the present/ live in the present/ heart within (act with courage)/ and trust in God / trust in one’s own heart / have faith in one’s own abilities.

(v)

• We must learn how to make our lives sublime (noble/great) / leave footprints on the sands of time (leave behind achievements, noble deeds which will show the way to others) /set examples for others to follow.
• We should not be idle/ be active/ be prepared for success or failure (any fate)/aim to achieve / pursue goals [still achieving, still pursuing]/ learn to labour/ and wait or have patience. [wait patiently for the reward]

(i)

• Almighty/ God/ Universal father/ Heavenly Father
• His countrymen/all Indians/ mankind/ all people
• India was under the subjugation of the British rule/ robbed of its pride and dignity/ a slave/ wanted to see his country free/ urge political and intellectual freedom of the mind. /where the mind is without fear[free]/ and the head is held high.

(ii)

• In self-respect/ pride / ideal environment in his country/ when one lives without any fear of oppression/ lives in a free nation/confidence
• Knowledge without any restrictions/ everyone has access to quality education/ education irrespective of caste, creed, religion/ education not the monopoly of the rich, or elite, or aristocratic/ right to education for the poor.
• Petty divisions on the basis of caste/ creed/ religion/ class/ language/ region/ colour / superstitions /prejudices

(iii)

• Trying hard without getting tired, exhausted/ continuous effort to achieve perfection/working hard/ persistent.
• Reason is compared to a clear stream/ clear stream of thought/ clarity of thoughts/scientific temper/ logical and rational/ intellect that is sharp and clear./progressive thoughts
• Metaphor/ no belief in narrow superstitions/ uninterrupted by obstructions of narrow thinking/ clear stream of thought /reason is like a clear stream which should not get lost in the dreary desert sand of dead habits.

(iv) Old outdated, traditions, superstitions, orthodox customs/ dreary desert sand / does not help man to progress / stagnates the course of judgement/our reason should not be lost in old traditions / nothing grows in the desert/no progress/ unproductive.

(v)

• He wants his nation to be awakened in a state where they achieve the truth and strive towards Perfection/ to a heaven of freedom/ countrymen to be led forward by ever widening thought and action/ He wants India to be awakened / to an ideal state where the mind is fearless /and hold his head high.
• Patriotic/ loved his country/ global citizen/religious and spiritual bent of mind/ sense of duty for his nation/ broad minded/ rational way of thinking/ farsighted/ wants to see India soaring high /rational way of thinking.

(i)

• He’ was Kabeer. /Kabir
• His hands shook/beads of perspiration appeared on his forehead / He was not a not accustomed speaking out aloud / He did not have a flair for making speeches.

(ii)

• The assignment was about a speech on what the students would like to be when they grow up/to write about/ about what the students would like to be etc
• Kabeer’s assignment was different from the others as it did not focus on any one person / profession / quality / It was a blend of traits /and people from different spheres of life / people who had moved Kabeer’s spirit [a description of his speech]/others spoke about actors, sport stars, politicians/ unsung heroes

(iii)

• Major Sandeep Unnikrishnan
• He was a 31 year old National Security Commando/he laid down his life fighting the terrorists in Mumbai in [ November 2008]/ he had decided to join the army at the age of eight when he was in class three. On 27th November, he was deployed to clear Hotel Taj of terrorists. In a fierce encounter, Major Sandeep lost his life. he knew his life was in danger/ he chased the terrorists/ told the team-don’t come up, I’ll handle them/ he followed the terrorists who had escaped/he was hit by their bullets/ saved Gajendra Singh

(iv)

• Karambir Singh Kang
• He evacuated the guests safely from the hotel /His wife and children died of suffocation, being trapped in a room on fire /He did not abandon his responsibilities on hearing about their deaths /He is still at the Taj, helping to restore the heritage structure.

(v)

• The only true religion in the world is love and respect for all human beings./equality/ humanity/brotherhood.
• Courage / fearlessness / selflessness / caring for others/spirit of self-sacrifice / patriotism / sense of duty/help others/tolerance/ noblility/ loyalty/ kindness/ love

First Meeting: Mini calling, ‘Kabuliwala, O Kabuliwala’ /Narrator busy at his work/A tall shabbily

dressed Afghan vendor ,a bag over his shoulder and a few boxes of dry grapes in his hand was passing through the street/when he approached the house, Mini had a childish fear that if someone looked through the bag, several living children like herself would be found in there/ Kabuliwala stepped into the compound and stood at the door with a smile/To dispel Mini’s unfounded fear, the narrator called her from inside the house. She came and stood nervously, pressing against her father’s legs, looking suspiciously at the Kabuliwala and his bag. The Kabuliwala took out some raisins and apricots and gave it to Mini, but she refused to take them and remained pressed against her father’s knees.

Last Meeting:

Mini’s wedding day/Preparations going on in the house/Mini came out from the inner quarters in her bridal dress and stood before the Kabuliwala /He became confused; their good-natured humour of old also didn’t work out /with a smile he asked, ‘Girl. are you going to the in-law’s house?’ / Mini now understood the what ‘in-law’ meant. So, she couldn’t answer the way she did in the past/her face became purple in shame and she abruptly left.

This brought back to the narrator’s mind, the memories of their first meeting and he felt an ache in his heart./ he slouched on the floor with a long, deep sigh/he realized that his own daughter must have grown up as well/ he would have to get to know her all over again/he was not even sure what might have happened to her in the past eight years/while the wedding music played in the background, Rahmat was there on the floor of the narrator’s house/ he continued to envision the images of the arid, hilly terrains of Afghanistan.

He realizes the fact that a long time has passed since he left home and he must get back to his daughter as soon as possible.

(i) there would be work on Sunday afternoons/ work was strictly voluntary/ any animal who absented himself from work would have his rations reduced by half.

(ii)

• two years
• need of paraffin oil/ nails/ string/ dog biscuits/ iron for the horses’ shoes

(iii)

• Animal Farm would engage in trade with the neighbouring farms for necessary materials
• had resolved to administer the farm themselves/ they were never to have any dealings with human beings/ never to engage in trade/ never to make use of money

(iv)

• Mr. Whymper, a solicitor living in Willingdon
• sly-looking/little man/ side whiskers/ sharp

(v)

• sight of Napoleon on all fours, delivering orders to Whymper who stood on two legs.
• the pigs suddenly moved into the farmhouse / took up their residence there
• dominating/ clever/ has evil designs/ keeps animals on labour and himself enjoys comfort/ keeps up his individual identity as a leader.

Boxer, a cart-horse is an enormous beast/ nearly eighteen hands in height/ as strong as two horses put together/ universally respected for his steadiness of character/ not of first rate intelligence/ cannot get beyond the letter D/ has tremendous power to work.

The physical success of Animal Farm really rests on Boxer’s strength and persistence. His strength seemed equal to all the other animals put together. He is known for his robust and raw power. Working hard seems to be his only obsession. He never fails to attend any meeting. After the Rebellion, Boxer is admired by everybody. He works for the community. He pulls through the tremendous work of treading out corn with his astonishing muscle power. On certain days the entire work of the farm seems to rest on his mighty shoulders. From morning till night he pushes and pulls, always at the spot where the work is the hardest. He makes an arrangement with a cockerel to call him in the mornings half an hour earlier than anyone else. He has only two rules: “Napoleon is always right” and “I will work harder”. In the Battle of the Cowshed, Boxer rears up on his ‘hind legs and strikes out with his great iron’. His sorrow at the boy who lies face down in the mud provides a strong contrast to Napoleon’s cruelty later.

Boxer is brave enough to challenge the pigs but is outsmarted by Squealer, leaving his faith in Napoleon undisturbed. He is the most faithful disciple of Animalism. Despite his split hoof, Boxer

refuses to take even a day off from work. The only ambition left in him is to see the windmill well

under way before he reaches the age for retirement. He is the backbone of the farm. He is not

discouraged by the destruction of the windmill on two occasions. Finally, his illness, caused by overwork, gives the pigs their chance for revenge. He sacrificed his life for his comrades.

(i)

• He had been late to school a number of times recently./ He had to travel a long distance by train.
• The pavement outside the front door was scrubbed white./ the brass door knocker and the lace window curtains were very clean.

(ii)

• The door was opened by a smiling woman. When she saw Braithwaite the smile was replaced by an expression of cold withdrawal./ She said she was not letting the house. / She said she has changed her mind./ She addressed Braithwaite as a Darky.
• She was Barbara Pegg’s mother/ A student’s mother.

(iii)

• Mrs. Pegg had been rude to Braithwaite/ Her daughter had sent her to apologise./ She offered to accept Braithwaite as a tenant
• Braithwaite said he had changed his mind about the room / He will live where he has been./ He would speak to Barbara and explain the situation to her.

(iv) Pamela was quiet, moody, aloof / showed no wish to participate in the midday dance sessions which were once her favourite interest. / she was brooding and appeared sad/ She remained in the class room during recess/ did a lot of things for Braithwaite without being asked / She would keep his table tidy and fetch a cup to tea for him.

(v)

• Potter pretended to be surprised and said, “Red blood’.
• He meant that the colour is only skin deep. Everyone’s blood is red.
• Pamela reacted with great venom in her voice/ She said, “What did you expect, fat boy? Ink?” / She was very angry / With eyes blazing she shouted at Potter, “How do you know he doesn’t mind?” / She called him daft, stupid and soft.

A trip to Victoria and Albert museum was planned by Braithwaite. Miss Blanchard would accompany them to keep order. The morning they were to go on the trip Braithwaite was surprised to see the children all seated and waiting. They were scrubbed, combed, brushed and shining. The girls were beautifully turned out and the boys were smartly dressed. Everyone was beaming happily.

Tich Jackson was the only student who was late. He arrived to inform them that he had to take the bagwash to the laundry and would be back soon. The class was divided in two groups for easier control. They travelled by the underground station to Kensington. There were not many seats available and Braithwaite had to stand with three girl students who were chattering about the things they were likely to see. At Cannon street two elderly well dressed women joined the train, and stood in the crowd. They stared in disapproval and made a comment about ‘shameless young girls and these black men’.

Braithwaite was annoyed and embarrassed. Pamela Dare turned to the women and said, ‘He is our teacher. Do you mind.’ She spoke loudly and the women were discomfited.

At the museum, they were divided in groups of six and seven. Each group had to note some aspect of mid Victorian dress. They were told to keep quiet and refrain from touching anything.

It was an interesting and revealing experience for Braithwaite. The students were keenly interested, asking the sort of questions which showed they had done some preparatory work. They took the whole thing seriously, sketching, making notes and discussing it in undertones.

Later they sat down for tea. The conversation centered around the exhibits they had seen. Fernman, whose parents worked in the clothing industry, showed great knowledge of the art of the Flemish weavers. He said that his grandmother still wove silk on her own handloom.

Braithwaite was very pleased with the conduct of his students. Denham and Potter elected themselves lieutenants and when it was time to go back they went from group to group assembling the class together. On the train back they were laughing and joking. They showed great respect to Braithwaite.

We hope ICSE Class 10 English Literature Question Paper Solution 2017 must have helped students in their exam preparation. We have also compiled the solutions of other subjects of ICSE Class 10 Previous Years Question Papers at one place. Students can access them by clicking here. Stay tuned to BYJU’S for the latest update on ICSE/CBSE/State Boards/Competitive exams and don’t forget to download the BYJU’S App.

(a) The story must be original and must begin with the given sentence. The story may take any form but should convey the sequence of events where the day which started off well turned out to be either better or worse. There must be a clear difference between the beginning of the day and its close.

(b) This is a first person account and the candidate must write from his/her own view point. The composition should express aspiration, hope followed by disappointment and failure. The composition should also explain the cause of the failure and what was the lesson learnt from it.

(c) Views for or against the motion are to be accepted. The child should take a clear stand and give valid reasons for whatever stand he/she takes.

(d) A clear description is essential with the sequence of events in proper order. The child should use his/her imagination to narrate the fear/confusion on finding the house in a mess. It is essential for the narrative to have a proper conclusion as to how the child survived the experience and its impact on the child.

(e) Accept a broad interpretation but keep in mind that there must be a clear connection between the picture and the composition.

Formal Letter:

From Address

Date

To Address

Salutation [Sir/ Madam/]

Subscription. Yours faithfully

Name + surname/initial

Informal letter:

Address (Home/school)

Date

Salutation- Dear/My dear [-name]/female relative

Subscription- Yours lovingly, /Yours affectionately, /Your loving, /affectionate…

First name

Ensure that the format is correct and that the following points of each letter are clearly brought out:

(a) Formal Letter (format, content, expression)

Name of historical building

Name of town

The benefit for visiting that monument

There must be a correlation between the essay grade and the letter expression.

(b) Informal Letter (format, content, expression)

Name of the jubilee celebration

Any two details e.g. function, date, time, chief guest, cultural event, competition, exhibition etc.

The candidate’s role in the celebration any two e.g. announcing, decorating, taking part in the

dance, play etc.

Expression

There must be a correlation between the essay grade and the letter expression.

Question 3: Read the following passage carefully and answer the questions that follow:

For some time, Mother had greatly envied us our swimming, both in the daytime and at night, but as she pointed out when we suggested she join us, she was far too old for that sort of thing. Eventually, however, under constant pressure from us, Mother paid a visit into town and returned to the villa coyly bearing a mysterious parcel. Opening this she astonished us all by holding up an extraordinary shapeless garment of black cloth, covered from top to bottom with hundreds of frills and pleats and tucks.

‘Well, what do you think of it?’ Mother asked.

We stared at the odd garment and wondered what it was for.

‘What is it?’ asked Larry at length.

‘It’s a bathing-costume, of course,’ said Mother. ‘What on earth did you think it was?’

‘It looks to me like a badly-skinned whale,’ said Larry, peering at it closely.

‘You can’t possibly wear that, Mother,’ said Margo, horrified, ‘why, it looks asthough it was made in nineteen-twenty.’

‘What are all those frills and things for?’ asked Larry with interest.

‘Decoration, of course,’ said Mother indignantly.

‘What a jolly idea! Don’t forget to shake the fish out of them when you come out of the water.’

‘Well, I like it, anyway,’ Mother said firmly, wrapping the monstrosity up again, ‘and I’m going to wear it.’

‘You’ll have to be careful you don’t get waterlogged, with all that cloth around you,’ said Leslie seriously.

‘Mother, it’s awful; you can’t wear it,’ said Margo. ‘Why on earth didn’t you get something more up to date?’

‘When you get to my age, dear, you can’t go around in a two-piece bathing suit… you don’t have the figure for it.’

‘I’d love to know what sort of figure that was designed for,’ remarked Larry.

‘You really are hopeless, Mother,’ said Margo despairingly.

‘But I like it… and I’m not asking you to wear it,’ Mother pointed out angrily.

‘That’s right, you do what you want to do,’ agreed Larry; ‘don’t be put off. It’ll

probably suit you very well if you can grow another three or four legs to go with it.’

Mother snorted indignantly and swept upstairs to try on her costume. Presently she called to us to come and see the effect, and we all trooped up to the bedroom. Roger the dog, was the first to enter, and on being greeted by this strange apparition clad in its voluminous black costume rippling with frills, he retreated hurriedly through the door, backwards, barking ferociously. It was some time before we could persuade him that it really was Mother, and even then he kept giving her vaguely uncertain looks from the corner of his eye. However, in spite of all opposition, Mother stuck to her tentlike bathing-suit, and in the end we gave up.

In order to celebrate her first entry into the sea we decided to have a moonlight

picnic down at the bay, and sent an invitation to Theodore, who was the only stranger that Mother would tolerate on such a great occasion. The day for the great immersion arrived, food and wine were prepared, the boat was cleaned out and filled with cushions and everything was ready when Theodore turned up.

(a) Give the meaning of the following words as used in the passage:

One word answers or short phrases will be accepted.

(i) peering (line 13)

(ii) ferociously (line 41)

(iii) immersion (line 49)

(b) Answer the following questions briefly in your own words.

(i) Why did mother not join the swimming in the beginning?

(ii) Briefly describe her swimming costume.

(iii) What did Larry think it was?

(iv) Which sentence tells you that Margo thought it was old fashioned?

(v) What was Leslie’s concern?

(vi) Why did mother think it was suitable?

(c) (i) In not more than 60 words describe what happened after mother went upstairs to try on her costume.

(ii) Give a title to your summary in 3 (c) (i). Give a reason to justify your choice.

Answer:

(a) (i) Peering: looking closely, staring, looking with concentration, scrutinizing, examining closely.

(ii) Ferociously: angrily, wildly, fiercely, viciously, violently

(iii) Immersion: dip in water, soaking

(b) (i) Mother pointed out that she was far too old / for that sort of thing.

(ii) An extraordinary shapeless garment / black cloth / covered from top to bottom / hundreds, frills, pleats and tucks.

(iii) It looked to him / badly skinned whale.

(iv) Candidate must quote exactly ‘You can’t possibly wear that, Mother,’ said Margo, horrified, ‘why, it looks as though it was made in nineteen-twenty.’

(v) Leslie was concerned that fish / would get trapped in it.

(vi) Mother thought it was suitable because it went with her age / figure.

(c) (i) Points to look for:

1. Mother called us to come and see the effect.
2. We all trooped into the bedroom.
3. Roger the dog retreated hurriedly.
4. Went backwards barking ferociously.
5. Despite reassurance, kept giving her vague uncertain looks.
6. We gave up. (Expression)

(ii) Any suitable title dealing only with the precis. (Reasonable justification)

Question 4:

(a) Fill in each of the numbered blanks with the correct form of the word given in brackets.

Do not copy the passage, but write in correct serial order the word or phrase appropriate

to the blank space.

Example:

(0) He had been (0) ______ (sit) on the bank of a small irrigation canal.

Answer: sitting

He was (1) ______ (gaze) at a couple of heron (2) ______ (fish) in the muddy water, when he (3) ______ (feel) something bump his elbow. (4)______(look) around, he (5) ______ (find) at his side a little goat, jet black and soft as velvet with lovely grey eyes. Neither her owner nor her mother (6) ______ (be) around.

She continued to (7) ______ (nudge) Mukesh, so he (8) ______ (look) in his pocket for nourishment.

(b) Fill in each blank with an appropriate word:

(i) There was a steep rise ______ onion prices.

(ii) Air pollution is responsible for the spread ______bronchitis.

(iii) He was ______ pressure to complete the work.

(iv) Joan jumped ______ the river to rescue the child.

(v) His teacher is very pleased ______ him.

(vi) Ali took ______ his cap and wiped his face.

(vii) The old woman could not get ______ the shock.

(viii) He should not get ______ with such rudeness.

(c) Join the following sentences to make one complete sentence without using and, but or so:

(i) My grandfather is very old. He is very active.

(ii) Mala is not in the classroom. Mala is not in the library.

(iii) She was so excited about her performance. She could not sleep at night.

(iv) Mumbai is densely populated. It is one of the major cities in the country.

(d) Re-write the following sentences according to the instructions given after each. Make other changes that may be necessary, but do not change the meaning of each sentence.

(i) The book was so interesting that I could not put in down.

(Begin: The book was too ……..…………………………)

(ii) The Principal said, “All the prizes will be distributed tomorrow.”

(Begin: The Principal said that …………………………….)

(iii) Last night’s dinner was cooked for us by father.

(Begin: Father …………………………….)

(iv) If Mary catches the first bus, she will be on time for school.

(Begin: Unless ……………………………)

(v) Inspite of having high fever the girl came to school.

(Begin: Despite ……………………….)

(vi) I prefer going out with friends to staying alone at home.

(Begin: I would rather …………………………….)

(vii) Hardly had the teacher left the room, when all the children started making a noise.

(Begin: No sooner …………………………….)

(viii) This is the funniest movie I have ever seen.

(Begin: Never ……………………………)

Answer:

(a)

1. gazing
2. fishing
3. felt
4. Looking
5. found
6. was
7. nudge
8. looked

(b)

(i) in

(ii) of

(iii) under

(iv) into

(v) with

(vi) off

(vii) over

(viii) away

(c) (i) Although my grandfather is very old, he is very active.

(ii) Mala is neither in the classroom nor in the library.

(iii) She was so excited about her performance that she could not sleep at night.

(iv) Mumbai, which is densely populated, is one of the major cities in India.

(d) (i) The book was too interesting for me to put down.

(ii) The Principal said that all the prizes would be distributed the next day / the following day.

(iii) Father cooked last night’s dinner for us.

(iv) Unless Mary catches the first bus she will not be on time for school / she will be late for school.

(v) Despite having high fever, the girl came to school.

(vi) I would rather go out with friends than stay alone at home.

(vii) No sooner had the teacher left the room than all the children started making a noise.

(viii) Never have I seen the funnier movie than this / Never have I seen a movie funnier than this.

We hope ICSE Class 10 English Language Question Paper Solution 2016 must have provided an insight into the 2016 Question paper and their solutions. Going through this paper solution will surely help students in their exam preparation. Students can also find the answers of other papers of ICSE Class 10 Previous Years Questions by clicking here. Happy Learning and stay tuned to BYJU’S for the latest update on ICSE/CBSE/State Boards/Competitive exams. Also, don’t forget to download the BYJU’S App.

(a) (i) Peering: looking closely, staring, looking with concentration, scrutinizing, examining closely.

(ii) Ferociously: angrily, wildly, fiercely, viciously, violently

(iii) Immersion: dip in water, soaking

(b) (i) Mother pointed out that she was far too old / for that sort of thing.

(ii) An extraordinary shapeless garment / black cloth / covered from top to bottom / hundreds, frills, pleats and tucks.

(iii) It looked to him / badly skinned whale.

(iv) Candidate must quote exactly ‘You can’t possibly wear that, Mother,’ said Margo, horrified, ‘why, it looks as though it was made in nineteen-twenty.’

(v) Leslie was concerned that fish / would get trapped in it.

(vi) Mother thought it was suitable because it went with her age / figure.

(c) (i) Points to look for:

1. Mother called us to come and see the effect.
2. We all trooped into the bedroom.
3. Roger the dog retreated hurriedly.
4. Went backwards barking ferociously.
5. Despite reassurance, kept giving her vague uncertain looks.
6. We gave up. (Expression)

(ii) Any suitable title dealing only with the precis. (Reasonable justification)

sitting

He was (1) ______ (gaze) at a couple of heron (2) ______ (fish) in the muddy water, when he (3) ______ (feel) something bump his elbow. (4)______(look) around, he (5) ______ (find) at his side a little goat, jet black and soft as velvet with lovely grey eyes. Neither her owner nor her mother (6) ______ (be) around.

She continued to (7) ______ (nudge) Mukesh, so he (8) ______ (look) in his pocket for nourishment.

(b) Fill in each blank with an appropriate word:

(i) There was a steep rise ______ onion prices.

(ii) Air pollution is responsible for the spread ______bronchitis.

(iii) He was ______ pressure to complete the work.

(iv) Joan jumped ______ the river to rescue the child.

(v) His teacher is very pleased ______ him.

(vi) Ali took ______ his cap and wiped his face.

(vii) The old woman could not get ______ the shock.

(viii) He should not get ______ with such rudeness.

(c) Join the following sentences to make one complete sentence without using and, but or so:

(i) My grandfather is very old. He is very active.

(ii) Mala is not in the classroom. Mala is not in the library.

(iii) She was so excited about her performance. She could not sleep at night.

(iv) Mumbai is densely populated. It is one of the major cities in the country.

(d) Re-write the following sentences according to the instructions given after each. Make other changes that may be necessary, but do not change the meaning of each sentence.

(i) The book was so interesting that I could not put in down.

(Begin: The book was too ……..…………………………)

(ii) The Principal said, “All the prizes will be distributed tomorrow.”

(Begin: The Principal said that …………………………….)

(iii) Last night’s dinner was cooked for us by father.

(Begin: Father …………………………….)

(iv) If Mary catches the first bus, she will be on time for school.

(Begin: Unless ……………………………)

(v) Inspite of having high fever the girl came to school.

(Begin: Despite ……………………….)

(vi) I prefer going out with friends to staying alone at home.

(Begin: I would rather …………………………….)

(vii) Hardly had the teacher left the room, when all the children started making a noise.

(Begin: No sooner …………………………….)

(viii) This is the funniest movie I have ever seen.

(Begin: Never ……………………………)

(a)

1. gazing
2. fishing
3. felt
4. Looking
5. found
6. was
7. nudge
8. looked

(b)

(i) in

(ii) of

(iii) under

(iv) into

(v) with

(vi) off

(vii) over

(viii) away

(c) (i) Although my grandfather is very old, he is very active.

(ii) Mala is neither in the classroom nor in the library.

(iii) She was so excited about her performance that she could not sleep at night.

(iv) Mumbai, which is densely populated, is one of the major cities in India.

(d) (i) The book was too interesting for me to put down.

(ii) The Principal said that all the prizes would be distributed the next day / the following day.

(iii) Father cooked last night’s dinner for us.

(iv) Unless Mary catches the first bus she will not be on time for school / she will be late for school.

(v) Despite having high fever, the girl came to school.

(vi) I would rather go out with friends than stay alone at home.

(vii) No sooner had the teacher left the room than all the children started making a noise.

(viii) Never have I seen the funnier movie than this / Never have I seen a movie funnier than this.

We hope ICSE Class 10 English Language Question Paper Solution 2016 must have provided an insight into the 2016 Question paper and their solutions. Going through this paper solution will surely help students in their exam preparation. Students can also find the answers of other papers of ICSE Class 10 Previous Years Questions by clicking here. Happy Learning and stay tuned to BYJU’S for the latest update on ICSE/CBSE/State Boards/Competitive exams. Also, don’t forget to download the BYJU’S App.

(i)

• Belmont / A room in Portia’s house.
• Bassanio has chosen the right casket / he has won the lottery of the caskets / he has chosen the lead casket wherein contains Portia’s picture.
• “Who chooseth me must give and hazard all he hath.”

(ii) The picture is so life like that only a demi -god could have painted it / The eyes seem to be moving / The lips are parted with sugar breath / The painter has shown the skill of a spider in painting the hair / He has painted a golden mesh (net) to catch the hearts of men / After painting one eye the artist should have gone blind. He could not have painted the second eye.

(iii)

• Receives a letter from Antonio / none of Antonio’s ships have returned / Shylock is demanding a pound of flesh.
• Portio asks Bassanio to go to Venice / pay Shylock and cancel the bond / Bassanio will have enough gold to pay Shylock twenty times over.

(iv)

• Servant to Portia.
• Portia gives him a letter to hand it over to her cousin, Doctor Bellerio who lives in Padua /Collect the notes and garments and bring them to the transect or to the common ferry which trades to Venice.

(v)

• Venice
• Selfless generosity / love
• Intelligent / Witty / presence of mind / courage to execute plans / selfless generosity.
• personal response.

(i)

• Portia / disguised as a learned doctor of law
• To save Antonio’s life / to free Antonio from the bond.
• Duke

(ii) The quality of mercy is not forced / It drops like gentle rain from heaven / It is twice blessed / It blesses him that gives and him that takes / It is mightiest in mightiest / The throned monarch better than his crown.

(iii)

• The sceptre of the king is the symbol of that earth power which is temporary but Mercy is the attribute or the Power of God which is above the sceptre / But Mercy is far above this world that is ruled by man with sceptres.
• My deeds are upon my head / he will take responsibility of what he is doing.
• He insists on the bond / the penalty and forfeit of his bond.

(iv)

• Bassanio is ready to give twice the sum / ten times over the sum / on forfeit of his hands, his head, his heart.
• When Bassanio says that his life itself; his wife and all the world are not with him esteemed above Antonio’s life / Bassanio is ready to sacrifice his life, his wife and the world for Antonio.

(v)

• Cruel / revengeful / hateful / merciless / pitiless.
• This examples – justify

(i) De Levis had locked the door / He had left the key in the lock / Put back his sponge / Taken

off his dressing gown and put it on the foot rails of the bed / He got into bed.

(ii)

• When he touched the pocket book it felt thinner, so he checked its contents.
• He found shaving papers instead of notes.
• He went to speak to Winsor about it.

(iii)

• Robert valets Mr. De Levis / Valet
• On the ground floor at the other end of the right wing.
• 10 o’clock

(iv) The thief was in De Levis’s room all the time. He was hiding under the bed and slipped out when he went to see Winsor / He came in with a key that fitted the lock / He came in with a skeleton key and went out by the window / He came in by the window with a rope or ladder, and went out the same way.

(v) Ronald Dancy / Dancy could have easily jumped from his balcony to the balcony of De Levis’s room / Dancy had gifted the filly to De Levis and he had been upset that De Levis had made money by selling it / Dancy’s financial condition is not good. (he is hard up)

(i) Mabel and Dancy are in the sitting room of their flat. Mabel was sitting on the sofa with a newspaper in her lap. She had a bottle of smelling salts in her hand. Two or three newspapers were dumped on the arm of the sofa. She had been glancing through the newspapers one after the other as if she couldn’t stay away from them. She seems to be lost in her own thoughts, staring blankly at the wall from time to time.

(ii)

• When Dancy comes back earlier than expected, she thinks that may be she was wanted in the Court as a witness. Levis had filed a case and the court proceedings were going on.
• Spun means finished. Dancy means the case is over.

(iii)

• Dancy is talking about the money that was stolen from Levis’s room in Meldon Court. The Inspector had the numbers of the notes of large denominations published in the newspapers. Gilman, a grocer, had discovered that Ricardo, a customer of his, had paid him in one of those stolen notes. He had reported the matter to Mr.Twisden. On questioning, Ricardo had told Mr.Twisden that the money had been given to him by Dancy.
• Mabel is shocked and is unable to take in the news. She buries her face in the pillows of the sofa and cries out “Don’t Ronny! Oh! No! Don’t!” She is horrified.

(iv)

• Major Colford.
• Suicide was the only decent thing he could do. It would be really unfair to Mabel if he continued to live.Hecalled his death another jump.Hespoke of a pistol-keeping faith. Heasked Colford to look after Mabel.

(v)

• He commits suicide. He shoots himself with his pistol in his bedroom.
• He could not face the humiliation of being arrested as a thief and bringing shame to the family.
• Personal response

(i)

• Poet / rider / traveler
• Winter
• Winter solstice / 22 Dec / shortest and darkest evening of the year / snow falling.

(ii)

• His horse
• The horse gives his harness bells a shake.
• To ask if there is some mistake to stop without a farmhouse near.

(iii)

• the sound of easy wind
• downy flake / snow fall
• harness bells

(iv)

• whose woods these are I think I know
• His house is in the village
• He will not see me stopping here

(v)

• Attractions / temptations / sensuous enjoyment.
• duty / responsibilities to be done before normal sleep and duty / responsibilities to be completed before the final sleep i.e. death.
• moral tag

(i)

• Japan
• Nuclear bomb or atomic bomb or bomb
• The roof and the walls of the house collapsed/ there was timber and debris all around

(ii) The doctor was badly wounded / blood gushed out from the artery in his neck / A splinter jutted from his thigh / His thigh was mangled / legs stiff with dried blood / His right side bled / There was a wound on his cheek / Pieces of glass had pierced his body

(iii)

• Yecko-San
• A house standing before them tilted / swayed / toppled / crashed.

(iv) He met a soldier standing silently / He saw shadowy forms of people / They were looking like ghosts or scarecrows / They were all silent / They were walking with their arms stretched out / He saw a woman and a child who were both naked

(v)

• The people kept their hands away from their bodies they were afraid to chafe flesh against flesh/ the friction caused them pain.
• Silence was common to all/ there were no cries of anguish/ even a single word could not be heard
• It is an anti-war poem/ conveys the horror of war/ science can destroy the whole world/ war is futile.

(i)

• First the king had two daughters and he called them Night and Day.
• Then he had two more so he changed their names and called them Spring, Autumn, Winter and Summer. OR after the four seasons.
• Had three more so he changed their names again and called them by the seven days of the week.
• When he had more daughters he called them by the months of the year.

(ii)

• September was sweet/ charming /and good-natured
• while the sisters were bitter/ malicious/ spiteful.
• Their natures had become bitter because their names were changed so many times

(iii)

• Instead of receiving gifts he gave them.
• He gave away all his wedding presents/ all the loyal addresses the mayors of the cities presented him/ all his crowns /he gave each of his daughters a green parrot in a golden cage.

(iv)

• September’s sisters had told her to do so.
• She told the bird that some of her mother’s cats were prowling about / the bird would be safer in the cage/ it was a beautiful golden cage made by the best workmen/ it will have three meals a day served by her maids of honour./ The bird will have nothing to worry about.

(v) The bird did not like being locked up in the cage / It kept shouting, “Let me out, Let me out.” / It stopped singing / The bird wanted to see the trees, the lake and the rice growing in the fields / Refused to eat anything / The true secret of happiness is freedom/ or friendship demands sacrifice/ or any relevant answer.

The story presents the deep and sincere friendship between Sue and Johnsy, two striving artists. The two girls met each other only six months before. Their common taste in art, food and fashion instantly sparked a friendship, and the two decided to share an apartment. Their decision of starting a joint studio may initially have been a matter of need and mutual help in time of poverty, but they soon develop a profound relationship. Their friendship is marked by love, loyalty, sacrifice and sincerity.

When Johnsy is down with pneumonia, Sue attends to her day and night, nursing her. This shows her eagerness to be with her friend through thick and thin. She calls the doctor and spends her time nursing her ailing friend, Johnsy, even though she has to submit her drawings the next day. Johnsy had lost her will to live. Her eyes were always fixed on an ivy vine on the wall of the opposite brick house. She had imagined that when the last leaf would fall, she would die. She tries her best to keep up Johnsy’s spirits. Sue bears with her friend’s irritable and stubborn nature. It is her care and nursing which help Johnsy’s quick recovery.

The story also throws light on the relationship that Behrman shares with Sue and Johnsy. He even poses for Sue for her painting. He is fond of the two as he too is a striving artist. When the old man gets to know about Johnsy’s strange fancy, he makes up his mind to do something to save the young girl’s life. He goes out in the heavy rain and paints an ivy leaf on the wall, after the last leaf has fallen. The leaf was painted so brilliantly that it appeared a real ivy leaf to Johnsy. This revives in Johnsy the will to live. While painting, he gets thoroughly drenched and catches pneumonia. He soon dies, being old and weak. Thus, the old artist sacrifices his own life to save Johnsy. The noble soul of this ordinary old man, who accomplished an extraordinary feat by sacrificing his life is praiseworthy. His masterpiece and the sacrifice he makes immortalises him.

(i) Two young boars- Snowball and Napoleon; a small fat pig- Squealer

(ii)

• Several nights a week, after Jones was asleep.
• In the barn.
• Ended with the singing of ‘Beasts of England’.

(iii) Their lives were miserable, laborious, short/they were born ,given just so much food as would keep the breath in their bodies/those of them who were capable were forced to work to the last of their strength/the very instant their usefulness had come to an end, they were killed cruelly/no animal in England knew the meaning of happiness or leisure after he was a year old/no animal in England was free/the life of an animal was misery/slavery.

(iv)

• The two cart-horses — Boxer and Clover.
• They absorbed everything that they were told and passed it onto the other animals by simple arguments/unfailing in their attendance at the secret meetings in the barn/led the singing of ‘Beasts of England’

(v) Raced out into the pasture together / Rushed to the top of the knoll and gazed around them in the clear morning light/gambolled round and round / hurled themselves into the air in great leaps of excitement/rolled in the dew/cropped mouthfuls of the sweet summer grass/kicked up clods of the black earth and snuffed its rich scent/made a tour of inspection of the whole farm and surveyed with speechless admiration the ploughland, the hayfield, the orchard, the pool, the

spinney.

As soon as Jessie and Bluebell gave birth to puppies Napoleon took the away saying that he will take care of their education.

The milk and the apples were consumed only by the pigs. Other animals did not get a share in it. Squealer explained to the animals that milk and apple were necessary for the wellbeing of the pigs since they are brainworkers. If the pigs failed in their duty Jones would come back. Hence milk and apple were reserved for the pigs alone.

Napoleon’s trained dogs chased Snowball out of the farm. Now Napoleon became the sole leader of animal farm. He formed a special committee of pigs. He told the pigs that they would receive their orders every Sunday morning and there would be no more debates. Some of the pigs squealed in disapproval but fell silent when the dogs growled at them. Squealer convinced the animals that Snowball had been a dangerous criminal.

The animals worked like slaves to build the windmill. Any animal who was absent had his rations reduced by half. Napoleon declared that eggs of the hens would be sold to obtained materials which were necessary. The pigs moved into the farmhouse and started sleeping in the beds.

The following winter was very difficult for the animals. The windmill had fallen because its walls were too thin and they had to build it again. The animals were always cold and hungry. The corn ration was reduced. Starvation seemed inevitable for the animals.

Four hundred eggs a week were to be sold to procure grain and keep the farm going. The hens rebelled by smashing their eggs. Napoleon punished the hens by stopping their rations. Nine of the hens died.

Napoleon called a meeting where his dogs seized four of the pigs and dragged them to Napoleon’s feet. Napoleon asked them to confess to their crimes. The pigs were forced to make a false confession after which the dogs tore their throats out and killed them. Then three hens also confessed and were slaughtered. A goose, three sheep were all slain on the spot. That tale of confessions and executions went on until there was a pile of corpses lying before Napoleon’s feet.

When Boxer who was the most hardworking animal on the farm grew old and sick, he was sold to a horse slaughterer. It was announced that he had died in a hospital at Willingdon and had received proper medical care. The money that came from selling Boxer was used to buy a crate of whisky for the pigs.

Years passed and the lives of the animals grew tougher than before. They were always hungry and cold. Only the pigs and the dogs grew richer. The animals gave up their demand of retiring the older animals. No animal ever retired.

(i)

• Mr. Braithwaite
• Greenslade School – top class
• Serious/ thoughtful/ firm/ determined

(ii) listen to him/ no interruption from his students/ when he was through, the students were

permitted to speak/ they were allowed to ask what they didn’t understand/ show their disapproval if they disagreed with his view point.

(iii)

• Pamela Dare
• came late/ barged into the room in an undignified manner
• Pamela was asked to give a demonstration of the first way of entering a room, in front of the class i.e enter in a controlled and dignified manner.

(iv)

• Angry/ humiliated/ stood up and walked out, quietly closing the door behind her/ re-entered with grace and dignity
• in future the girls must show themselves both worthy and appreciative of the courtesies men will show them/ there were certain things that needed attention
• Mrs. Dale Evans

(v)

• to keep themselves cleaner and tidier/ set a standard in all things for the rest of the school as the younger ones ape them/ be courteous/ give best work
• listened patiently/ showed interest/ quiet/ observant/ few disapproved

Braithwaite was travelling on a bus to Aldgate. A smartly dressed woman got up on the bus. She refused to sit next to Braithwaite because he was a negro. Only when Braithwaite got off the bus did the woman sit down.

Braithwaite had a science degree and experience in engineering technology. The Appointments Officer assured him that he will get a good civilian job. He received a letter listing three firms each of which had vacancies suitable for him. He wrote to each one and received very encouraging replies along with invitations for interviews.

The first firm he visited had a high international reputation. The receptionist was surprised to see a black candidate for the interview. She directed him to the office. Her manner was stiff with disapproval and anger. She maintained silent hostility and avoided looking at Braithwaite.

He was interviewed extensively by four men. They asked him a range of questions that he answered easily. The interview went off very well. However, when the interview was over he was informed that the firm will not be able to hire him. If he was hired he would be placed in a superior position than some of the English employees, and they would be offended by a black person having a position of authority.

He realised that the whole interview had been a waste of time. They had agreed on their decision before he had walked into that office. They had not realised he was black when they saw his name on the application.

Braithwaite went to a telephone booth and called the two remaining firms. He told them he was a Negro and in each case he was politely told that the vacancy was already filled. To many in Britain a negro is a ‘darky’ or a ‘nigger’ or a ‘black’.

Braitwaite found it impossible to get a job. He even advertised, mentioning his qualifications and the colour of his skin, but there were no takers. Once he was called for an interview to an electrical firm. There too he was told that he was overqualified and would not fit in there.

When he started dating Gillian he often faced disapproving glances at the sight of a white woman in the company of a black man. The staff at a restaurant they went to was deliberately discourteous with him.

We hope ICSE Class 10 English Literature Question Paper Solution 2016 must have provided an insight into the 2016 Question paper and their solutions. Going through this paper solution will surely help students in their exam preparation. Students can also find the answers of other papers of ICSE Class 10 Previous Years Questions by clicking here. Happy Learning and stay tuned to BYJU’S for the latest update on ICSE/CBSE/State Boards/Competitive exams. Also, don’t forget to download the BYJU’S App.

a) The story must be original. It must begin with the given lines in their entirety. The story should deal with the boy’s comical nature, his ability to make others laugh and then how things change or do not change. The story should begin on a light hearted note- it may change later. The character development of the boy is important, if not original.

b) A first person account – therefore it should be written from the experience of the child. The tension of waking late- the anxiety- putting things together-packing- running to the station- the shock and disappointment at seeing the train leaving the platform-the whole cycle of stress-catching the bus-running to the next station-running on the platform-success or disappointment –lesson learnt.

c) An argumentative essay-views for or against the motion are to be accepted. Credit is to be given for a cohesive, well-constructed, logical argument and ideas and reasoning based on personal experience.

d) This is a descriptive essay-candidate must in vivid sensory detail the view from his /her any window. The description must include details of typical sights sounds and smells that he/she sees, hears and experiences. The description must differentiate between morning and evening/ night experiences and clearly state the time of Question 2 day preferred by the candidate. [words like ‘park’ ‘busy street’ are merely pointers and need not be a part of the description- the candidate may describe ANY view.]

e) Accept a wide interpretation-an essay on Project tiger/wild life sanctuaries/tiger in a zoo etc. Any relevant ideas taken from the picture should be accepted. No penalty if tiger is called leopard/panther or lion…accept any member of cat family! Any other creature. A mere itemized description of the picture is to be penalized.

Question 2: Select one of the following:

(a) Break time (recess) at your school is only for a duration of fifteen minutes. Write a letter to your Principal requesting an extension in the break-time from fifteen minutes to half an hour. Give reasons for your request and explain in what way an extended break would make a difference to you as a student.

(b) You are to be awarded a Special Prize at the Annual Prize Day ceremony of your school. Write a letter to a lady relative giving her the news. Be sure to include details of the prize that you are to receive and tell her why you have been chosen for this honour

Answer:

Formal Letter:

From address (home/school)

Date

To address ONLY Principal, [spelling counts] + School address

Salutation [ Sir/ Madam/ Dear…/ Rev. Mother etc

Subscription. Yours faithfully

Name + surname/initial

Informal letter:

Address (Home/school)

Date

Salutation- Dear/My dear [-name]/female relative

Subscription- Yours lovingly, /Yours affectionately, /Your loving,/affectionate…

First name

Ensure that the format is correct and that the following points of each letter are clearly brought out:

a) Formal Letter (format, content, expression)

1. Why? [Reason for request eg. Not enough time to visit library/ school canteen/ play/ eat]

2. How? [it’ll make a difference-eg. Students feel refreshed / ready for next half / less rushed]

b) Informal Letter (format, content, expression)

(i) Name the prize [eg. Attendance / Maths Prize/ Courage or Bravery Prize]

(ii) Why is awarded? [to reward regular attendance/ to honour the top scorer in maths / for having displayed courage / for doing an act of valour]

(iii) What is the award?- details of award- eg a trophy/ a book/ a cash prize/ cheque, etc.

Question 3: Read the following passage carefully and answer the questions that follow:

Lying in bed, Swami realized with a shudder that it was Monday morning. It looked as though only a moment ago it had been the last period on Friday; already Monday was here. He hoped that an earthquake would reduce the school building to dust, but that good building — Albert Mission School – had withstood similar prayers for over a hundred years now. At nine o’clock Swaminathan wailed, “I have a headache.” His mother said, “Why don’t you go to school in a bullock cart?”

“So that I may be completely dead at the other end? Have you any idea what it means to be jolted in a cart?”

“Have you any important lessons today?”

“Important! Bah! That geography teacher has been teaching the same lesson for over a year now. And we have arithmetic, which means for a whole period we are going to be beaten by the teacher….. Important lessons!”

And Mother generously suggested that Swami might stay at home.

At 9:30, when he ought to have been lining up in the school prayer hall, Swami was lying on the bench in Mother’s room. Father asked him, “Have you no school today?”

“Headache,” Swami replied.

“Nonsense! Dress up and go.”

“Headache.”

“Loaf about less on Sundays and you will be without a headache on Monday.”

Swami knew how stubborn his father could be and changed his tactics. “I can’t go so late to class.”

“I agree, but you’ll have to; it is your own fault. You should have asked me before deciding to stay away.”

“What will the teacher think if I go so late?”

“Tell him you had a headache and so are late.”

“He will beat me if I say so.”

“Will he? Let us see. What is his name?”

“Mr. Samuel.”

“Does he beat the boys?”

“He is very violent, especially with boys who come late. Some days ago a boy was made to stay on his knees for a whole period in a corner of the class because he came late, and that after getting six cuts from the cane and having his ears twisted. I wouldn’t like to go late to Mr. Samuel’s class.”

“If he is so violent, why not tell your headmaster about it?”

“They say that even the headmaster is afraid of him. He is such a violent man.”

And then Swami gave a lurid account of Samuel’s violence; how when he started caning he would not stop till he saw blood on the boy’s hand, which he made the boy press to his forehead like a vermillion marking. Swami hoped that his father would be made to see that he couldn’t go to his class late. But Father’s behaviour took an unexpected turn. He became excited. “What do these people mean by beating our children? They must be driven out of service. I will see…”

The result was he proposed to send Swami late to his class as a kind of challenge. He was also going to send a letter with Swami to the headmaster. No amount of protest from Swami was of any avail: Swami had to go to school.

By the time he was ready Father had composed a long letter to the headmaster, put in an envelope and sealed it.

“What have you written, Father?” Swaminathan asked apprehensively.

“Nothing for you. Give it to your headmaster and go to your class.”

Swami’s father did not know the truth, that actually Mr. Samuel was a very kind and gentle man.

(a) Give the meaning of each of the following words as used in the passage.

One word answers or short phrases will be accepted.

(i) jolted (line 8)

(ii) stubborn (line 21)

(iii) avail (line 45)

(b) Answer the following questions briefly in your own words:

(i) What did Swami wish for on a Monday morning? Why was his wish unlikely to be answered?

(ii) Which sentence tells us that Swami’s father was completely unsympathetic to his son’s headache?

(iii) In what way was Swami’s Mother’s response different from his father’s?

(iv) Why did Swami give a colourful account of Mr. Samuel to his father?

(v) In what way did Father’s behaviour take an unexpected turn?

(vi) What was Swami finally ordered to do by his father?

(c) (i) In not more than 60 words describe how Swami tries to prove that Mr. Samuel is a violent man.

(ii) Give a title to your summary in 3(c). Give a reason to justify your choice.

Answer:

a) (i) Jolted: shaken up badly, jerked, rattled, jarred, jounced, bounced, lurched, [tossed/ bumped/ thrown/ knocked + about. DO NOT accept these words without ‘about’]

(ii) Stubborn: obstinate, unbending, unyielding, adamant, rigid, inflexible, obdurate, mulish, pig-headed

(iii) Avail: use, purpose, benefit, advantage

b) (i) That an earthquake would reduce the school building to dust + that the building had withstood similar prayers for over a hundred years now

(ii) His father said; “Loaf about less on Sundays and you will be without a headache on Mondays” [Must quote exactly. NO MARKS for paraphrasing. Marks deducted if only a part of the sentence is quoted.] No marks for more than one sentence.

(iii) Mother let him rest at home/ believed him/ was kind/ generous/ sympathetic +Father was not (contrast between mother’s response and father’s must be evident.)

(iv) Swami did not want to go to school. + He hoped that his father would believe/ feel sorry for him/ be frightened for him.

(v) Father became excited/angry (with Samuel) + He wrote a letter.

(vi) Give a letter to Headmaster + go to class

c) (i) Swami tries to prove that Samuel was a violent man by saying:

1. that he often beat the boys ( especially late-comers)
2. a boy had been made to kneel for a whole period
3. gave him six cuts
4. twisted his ears
5. Even Headmaster was afraid of him
6. would not stop caning until the boy began to bleed
7. would make the boy press bloodied hand to forehead like a vermillion mark.

[Accept ANY SIX of the points listed above]

(ii) Accept any apt title – suited to the summary NOT to the whole passage. [Tile MUST NOT refer to Headmaster/ Swami’s father/ Swami’s friends]

Reason must justify choice of title [not to lift reason from the question].

Question 4:

(a) Fill in each of the numbered blanks with the correct form of the word given in brackets. Do not copy the passage, but write in correct serial order the word or phrase appropriate to the blank space.

Example:

(0) One morning I (0) … (see) the python curled up on the dressing table.

Answer: saw.

It was (1)… (gaze) at its own reflection in the mirror. I (2) … (go) for grandfather but by the time we (3) … (return) to the room, the python (4) … (move) on. He was seen in the garden and once the cook saw him (5) … (crawl) up the ladder to the roof. Then we (6) … (find) him on the dressing table again (7) … (admire) himself in the mirror. “He’s trying to look better for Aunt Mabel” I said. I (8) … (regret) this remark

immediately because grandmother overheard and held up my pocket money for the rest of the week!

(b) Fill in the blanks with an appropriate word:

(i) He found the key just _______ the front door.

(ii) I could not accompany my cousin _______ the trip because I had fever.

(iii) The noise prevented us _______ sleeping.

(iv) The young man put the flute _______ his lips and began to play.

(v) Ashok leaned ________ the wall tiredly.

(vi) The paper dart went gliding ______ the air.

(vii) The cyclist rode quickly ______ the path.

(viii) The young child carried the heavy bucket ______ the stairs.

(c) Join the following sentences to make one complete sentence without using and, but or so.

(i) He has learnt to cycle. He has yet to learn to swim.

(ii) The child helped her mother to make breakfast. She washed the tomatoes.

(iii) They bought a new car. They can travel long distances.

(iv) Sunita opened her purse. She found the money missing.

(d) Re-write the following sentences according to the instructions given after each. Make other changes that may be necessary, but do not change the meaning of each sentence.

(i) Arun gave Ramesh some excellent advice.

(Begin: Ramesh was………………………………………)

(ii) As soon as Sania sat down to study, the lights went off.

(Begin: No sooner ………………………………………………………)

(iii) Has Alia written to you?

(Begin: Have you ……………)

(iv) As soon as the function got over. The crowd dispersed.

(Begin: Hardly had ………………………………………………..)

(v) The monsoon is the best season in our country.

(Rewrite using ‘good’)

(vi) Harish was so tired that he could not keep his eyes open.

(Begin: Harish was too …………………………….)

(vii) Father said to Sunil, “I can help you with your homework.”

(Begin: Father told Sunil………………………………………..)

(viii) Naresh goes to a school which has over a thousand students.

(Begin: There……………………………………………………)

Answer:

(a)

1. gazing
2. went
3. returned
4. had moved
5. crawl/ crawling
6. found
7. admiring
8. regretted

(b)

(i) near/ by/ beside/outside/ behind

(ii) on

(iii) from

(iv) to

(v) against

(vi) through

(vii) down/along/ across

(viii) up/ down

(c)

1. Although he has learnt to cycle/cycling, he has not yet learned to swim/swimming. [Though he…./Inspite of his having learnt…./ Despite having learnt…)
2. The child helped her mother to make breakfast by washing the tomatoes.
3. Since they have bought a new car, they can travel long distances. [ ‘as’/ ‘because’/ Now that they have bought …]
4. Sunita opened her purse to find the money missing/When Sunita opened her purse, she found the money missing/ On opening her purse, Sunita found her money missing [ Do not accept – ‘missing money’/As soon as…./No sooner than…../Hardly….when]]

(d)

1. Ramesh was given some excellent advice by Arun.
2. No sooner did/had Sania sit/sat down to study, than the lights went off.
3. Have you heard from Alia?/ Have you had/ received a letter from Alia?
4. Hardly had the function got over when the crowd dispersed.
5. No other season in our country is as (so) good as the monsoon.
6. Harish was too tired to keep his eyes open.
7. Father told Sunil that he could help him with his home work.
8. There are more than/ over a thousand students in Naresh’s school/ the school that Naresh goes to/ attends.

For Questions 4C and 4D meaning of the sentence must not change.

The ICSE Class 10 English Language Question Paper Solution 2015 must have helped students with their exam preparation. The answers in the Solution pdf have provided an in-depth to 2015 questions and the way answers to be written to score high marks in the board exam. Apart from the 2015 paper solution, students can find the answers to other papers of ICSE Class 10 Previous Years Questions by clicking here. Happy Learning and stay tuned to BYJU’S for the latest update on ICSE/CBSE/State Boards/Competitive exams. Also, don’t forget to download the BYJU’S App.

Formal Letter:

From address (home/school)

Date

To address ONLY Principal, [spelling counts] + School address

Salutation [ Sir/ Madam/ Dear…/ Rev. Mother etc

Subscription. Yours faithfully

Name + surname/initial

Informal letter:

Address (Home/school)

Date

Salutation- Dear/My dear [-name]/female relative

Subscription- Yours lovingly, /Yours affectionately, /Your loving,/affectionate…

First name

Ensure that the format is correct and that the following points of each letter are clearly brought out:

a) Formal Letter (format, content, expression)

1. Why? [Reason for request eg. Not enough time to visit library/ school canteen/ play/ eat]

2. How? [it’ll make a difference-eg. Students feel refreshed / ready for next half / less rushed]

b) Informal Letter (format, content, expression)

(i) Name the prize [eg. Attendance / Maths Prize/ Courage or Bravery Prize]

(ii) Why is awarded? [to reward regular attendance/ to honour the top scorer in maths / for having displayed courage / for doing an act of valour]

(iii) What is the award?- details of award- eg a trophy/ a book/ a cash prize/ cheque, etc.

Question 3: Read the following passage carefully and answer the questions that follow:

Lying in bed, Swami realized with a shudder that it was Monday morning. It looked as though only a moment ago it had been the last period on Friday; already Monday was here. He hoped that an earthquake would reduce the school building to dust, but that good building — Albert Mission School – had withstood similar prayers for over a hundred years now. At nine o’clock Swaminathan wailed, “I have a headache.” His mother said, “Why don’t you go to school in a bullock cart?”

“So that I may be completely dead at the other end? Have you any idea what it means to be jolted in a cart?”

“Have you any important lessons today?”

“Important! Bah! That geography teacher has been teaching the same lesson for over a year now. And we have arithmetic, which means for a whole period we are going to be beaten by the teacher….. Important lessons!”

And Mother generously suggested that Swami might stay at home.

At 9:30, when he ought to have been lining up in the school prayer hall, Swami was lying on the bench in Mother’s room. Father asked him, “Have you no school today?”

“Headache,” Swami replied.

“Nonsense! Dress up and go.”

“Headache.”

“Loaf about less on Sundays and you will be without a headache on Monday.”

Swami knew how stubborn his father could be and changed his tactics. “I can’t go so late to class.”

“I agree, but you’ll have to; it is your own fault. You should have asked me before deciding to stay away.”

“What will the teacher think if I go so late?”

“Tell him you had a headache and so are late.”

“He will beat me if I say so.”

“Will he? Let us see. What is his name?”

“Mr. Samuel.”

“Does he beat the boys?”

“He is very violent, especially with boys who come late. Some days ago a boy was made to stay on his knees for a whole period in a corner of the class because he came late, and that after getting six cuts from the cane and having his ears twisted. I wouldn’t like to go late to Mr. Samuel’s class.”

“If he is so violent, why not tell your headmaster about it?”

“They say that even the headmaster is afraid of him. He is such a violent man.”

And then Swami gave a lurid account of Samuel’s violence; how when he started caning he would not stop till he saw blood on the boy’s hand, which he made the boy press to his forehead like a vermillion marking. Swami hoped that his father would be made to see that he couldn’t go to his class late. But Father’s behaviour took an unexpected turn. He became excited. “What do these people mean by beating our children? They must be driven out of service. I will see…”

The result was he proposed to send Swami late to his class as a kind of challenge. He was also going to send a letter with Swami to the headmaster. No amount of protest from Swami was of any avail: Swami had to go to school.

By the time he was ready Father had composed a long letter to the headmaster, put in an envelope and sealed it.

“What have you written, Father?” Swaminathan asked apprehensively.

“Nothing for you. Give it to your headmaster and go to your class.”

Swami’s father did not know the truth, that actually Mr. Samuel was a very kind and gentle man.

(a) Give the meaning of each of the following words as used in the passage.

One word answers or short phrases will be accepted.

(i) jolted (line 8)

(ii) stubborn (line 21)

(iii) avail (line 45)

(b) Answer the following questions briefly in your own words:

(i) What did Swami wish for on a Monday morning? Why was his wish unlikely to be answered?

(ii) Which sentence tells us that Swami’s father was completely unsympathetic to his son’s headache?

(iii) In what way was Swami’s Mother’s response different from his father’s?

(iv) Why did Swami give a colourful account of Mr. Samuel to his father?

(v) In what way did Father’s behaviour take an unexpected turn?

(vi) What was Swami finally ordered to do by his father?

(c) (i) In not more than 60 words describe how Swami tries to prove that Mr. Samuel is a violent man.

(ii) Give a title to your summary in 3(c). Give a reason to justify your choice.

Answer:

a) (i) Jolted: shaken up badly, jerked, rattled, jarred, jounced, bounced, lurched, [tossed/ bumped/ thrown/ knocked + about. DO NOT accept these words without ‘about’]

(ii) Stubborn: obstinate, unbending, unyielding, adamant, rigid, inflexible, obdurate, mulish, pig-headed

(iii) Avail: use, purpose, benefit, advantage

b) (i) That an earthquake would reduce the school building to dust + that the building had withstood similar prayers for over a hundred years now

(ii) His father said; “Loaf about less on Sundays and you will be without a headache on Mondays” [Must quote exactly. NO MARKS for paraphrasing. Marks deducted if only a part of the sentence is quoted.] No marks for more than one sentence.

(iii) Mother let him rest at home/ believed him/ was kind/ generous/ sympathetic +Father was not (contrast between mother’s response and father’s must be evident.)

(iv) Swami did not want to go to school. + He hoped that his father would believe/ feel sorry for him/ be frightened for him.

(v) Father became excited/angry (with Samuel) + He wrote a letter.

(vi) Give a letter to Headmaster + go to class

c) (i) Swami tries to prove that Samuel was a violent man by saying:

1. that he often beat the boys ( especially late-comers)
2. a boy had been made to kneel for a whole period
3. gave him six cuts
4. twisted his ears
5. Even Headmaster was afraid of him
6. would not stop caning until the boy began to bleed
7. would make the boy press bloodied hand to forehead like a vermillion mark.

[Accept ANY SIX of the points listed above]

(ii) Accept any apt title – suited to the summary NOT to the whole passage. [Tile MUST NOT refer to Headmaster/ Swami’s father/ Swami’s friends]

Reason must justify choice of title [not to lift reason from the question].

Question 4:

(a) Fill in each of the numbered blanks with the correct form of the word given in brackets. Do not copy the passage, but write in correct serial order the word or phrase appropriate to the blank space.

Example:

(0) One morning I (0) … (see) the python curled up on the dressing table.

Answer: saw.

It was (1)… (gaze) at its own reflection in the mirror. I (2) … (go) for grandfather but by the time we (3) … (return) to the room, the python (4) … (move) on. He was seen in the garden and once the cook saw him (5) … (crawl) up the ladder to the roof. Then we (6) … (find) him on the dressing table again (7) … (admire) himself in the mirror. “He’s trying to look better for Aunt Mabel” I said. I (8) … (regret) this remark

immediately because grandmother overheard and held up my pocket money for the rest of the week!

(b) Fill in the blanks with an appropriate word:

(i) He found the key just _______ the front door.

(ii) I could not accompany my cousin _______ the trip because I had fever.

(iii) The noise prevented us _______ sleeping.

(iv) The young man put the flute _______ his lips and began to play.

(v) Ashok leaned ________ the wall tiredly.

(vi) The paper dart went gliding ______ the air.

(vii) The cyclist rode quickly ______ the path.

(viii) The young child carried the heavy bucket ______ the stairs.

(c) Join the following sentences to make one complete sentence without using and, but or so.

(i) He has learnt to cycle. He has yet to learn to swim.

(ii) The child helped her mother to make breakfast. She washed the tomatoes.

(iii) They bought a new car. They can travel long distances.

(iv) Sunita opened her purse. She found the money missing.

(d) Re-write the following sentences according to the instructions given after each. Make other changes that may be necessary, but do not change the meaning of each sentence.

(i) Arun gave Ramesh some excellent advice.

(Begin: Ramesh was………………………………………)

(ii) As soon as Sania sat down to study, the lights went off.

(Begin: No sooner ………………………………………………………)

(iii) Has Alia written to you?

(Begin: Have you ……………)

(iv) As soon as the function got over. The crowd dispersed.

(Begin: Hardly had ………………………………………………..)

(v) The monsoon is the best season in our country.

(Rewrite using ‘good’)

(vi) Harish was so tired that he could not keep his eyes open.

(Begin: Harish was too …………………………….)

(vii) Father said to Sunil, “I can help you with your homework.”

(Begin: Father told Sunil………………………………………..)

(viii) Naresh goes to a school which has over a thousand students.

(Begin: There……………………………………………………)

Answer:

(a)

1. gazing
2. went
3. returned
4. had moved
5. crawl/ crawling
6. found
7. admiring
8. regretted

(b)

(i) near/ by/ beside/outside/ behind

(ii) on

(iii) from

(iv) to

(v) against

(vi) through

(vii) down/along/ across

(viii) up/ down

(c)

1. Although he has learnt to cycle/cycling, he has not yet learned to swim/swimming. [Though he…./Inspite of his having learnt…./ Despite having learnt…)
2. The child helped her mother to make breakfast by washing the tomatoes.
3. Since they have bought a new car, they can travel long distances. [ ‘as’/ ‘because’/ Now that they have bought …]
4. Sunita opened her purse to find the money missing/When Sunita opened her purse, she found the money missing/ On opening her purse, Sunita found her money missing [ Do not accept – ‘missing money’/As soon as…./No sooner than…../Hardly….when]]

(d)

1. Ramesh was given some excellent advice by Arun.
2. No sooner did/had Sania sit/sat down to study, than the lights went off.
3. Have you heard from Alia?/ Have you had/ received a letter from Alia?
4. Hardly had the function got over when the crowd dispersed.
5. No other season in our country is as (so) good as the monsoon.
6. Harish was too tired to keep his eyes open.
7. Father told Sunil that he could help him with his home work.
8. There are more than/ over a thousand students in Naresh’s school/ the school that Naresh goes to/ attends.

For Questions 4C and 4D meaning of the sentence must not change.

The ICSE Class 10 English Language Question Paper Solution 2015 must have helped students with their exam preparation. The answers in the Solution pdf have provided an in-depth to 2015 questions and the way answers to be written to score high marks in the board exam. Apart from the 2015 paper solution, students can find the answers to other papers of ICSE Class 10 Previous Years Questions by clicking here. Happy Learning and stay tuned to BYJU’S for the latest update on ICSE/CBSE/State Boards/Competitive exams. Also, don’t forget to download the BYJU’S App.

a) (i) Jolted: shaken up badly, jerked, rattled, jarred, jounced, bounced, lurched, [tossed/ bumped/ thrown/ knocked + about. DO NOT accept these words without ‘about’]

(ii) Stubborn: obstinate, unbending, unyielding, adamant, rigid, inflexible, obdurate, mulish, pig-headed

(iii) Avail: use, purpose, benefit, advantage

b) (i) That an earthquake would reduce the school building to dust + that the building had withstood similar prayers for over a hundred years now

(ii) His father said; “Loaf about less on Sundays and you will be without a headache on Mondays” [Must quote exactly. NO MARKS for paraphrasing. Marks deducted if only a part of the sentence is quoted.] No marks for more than one sentence.

(iii) Mother let him rest at home/ believed him/ was kind/ generous/ sympathetic +Father was not (contrast between mother’s response and father’s must be evident.)

(iv) Swami did not want to go to school. + He hoped that his father would believe/ feel sorry for him/ be frightened for him.

(v) Father became excited/angry (with Samuel) + He wrote a letter.

(vi) Give a letter to Headmaster + go to class

c) (i) Swami tries to prove that Samuel was a violent man by saying:

1. that he often beat the boys ( especially late-comers)
2. a boy had been made to kneel for a whole period
3. gave him six cuts
4. twisted his ears
5. Even Headmaster was afraid of him
6. would not stop caning until the boy began to bleed
7. would make the boy press bloodied hand to forehead like a vermillion mark.

[Accept ANY SIX of the points listed above]

(ii) Accept any apt title – suited to the summary NOT to the whole passage. [Tile MUST NOT refer to Headmaster/ Swami’s father/ Swami’s friends]

Reason must justify choice of title [not to lift reason from the question].

Question 4:

(a) Fill in each of the numbered blanks with the correct form of the word given in brackets. Do not copy the passage, but write in correct serial order the word or phrase appropriate to the blank space.

Example:

(0) One morning I (0) … (see) the python curled up on the dressing table.

Answer: saw.

It was (1)… (gaze) at its own reflection in the mirror. I (2) … (go) for grandfather but by the time we (3) … (return) to the room, the python (4) … (move) on. He was seen in the garden and once the cook saw him (5) … (crawl) up the ladder to the roof. Then we (6) … (find) him on the dressing table again (7) … (admire) himself in the mirror. “He’s trying to look better for Aunt Mabel” I said. I (8) … (regret) this remark

immediately because grandmother overheard and held up my pocket money for the rest of the week!

(b) Fill in the blanks with an appropriate word:

(i) He found the key just _______ the front door.

(ii) I could not accompany my cousin _______ the trip because I had fever.

(iii) The noise prevented us _______ sleeping.

(iv) The young man put the flute _______ his lips and began to play.

(v) Ashok leaned ________ the wall tiredly.

(vi) The paper dart went gliding ______ the air.

(vii) The cyclist rode quickly ______ the path.

(viii) The young child carried the heavy bucket ______ the stairs.

(c) Join the following sentences to make one complete sentence without using and, but or so.

(i) He has learnt to cycle. He has yet to learn to swim.

(ii) The child helped her mother to make breakfast. She washed the tomatoes.

(iii) They bought a new car. They can travel long distances.

(iv) Sunita opened her purse. She found the money missing.

(d) Re-write the following sentences according to the instructions given after each. Make other changes that may be necessary, but do not change the meaning of each sentence.

(i) Arun gave Ramesh some excellent advice.

(Begin: Ramesh was………………………………………)

(ii) As soon as Sania sat down to study, the lights went off.

(Begin: No sooner ………………………………………………………)

(iii) Has Alia written to you?

(Begin: Have you ……………)

(iv) As soon as the function got over. The crowd dispersed.

(Begin: Hardly had ………………………………………………..)

(v) The monsoon is the best season in our country.

(Rewrite using ‘good’)

(vi) Harish was so tired that he could not keep his eyes open.

(Begin: Harish was too …………………………….)

(vii) Father said to Sunil, “I can help you with your homework.”

(Begin: Father told Sunil………………………………………..)

(viii) Naresh goes to a school which has over a thousand students.

(Begin: There……………………………………………………)

Answer:

(a)

1. gazing
2. went
3. returned
4. had moved
5. crawl/ crawling
6. found
7. admiring
8. regretted

(b)

(i) near/ by/ beside/outside/ behind

(ii) on

(iii) from

(iv) to

(v) against

(vi) through

(vii) down/along/ across

(viii) up/ down

(c)

1. Although he has learnt to cycle/cycling, he has not yet learned to swim/swimming. [Though he…./Inspite of his having learnt…./ Despite having learnt…)
2. The child helped her mother to make breakfast by washing the tomatoes.
3. Since they have bought a new car, they can travel long distances. [ ‘as’/ ‘because’/ Now that they have bought …]
4. Sunita opened her purse to find the money missing/When Sunita opened her purse, she found the money missing/ On opening her purse, Sunita found her money missing [ Do not accept – ‘missing money’/As soon as…./No sooner than…../Hardly….when]]

(d)

1. Ramesh was given some excellent advice by Arun.
2. No sooner did/had Sania sit/sat down to study, than the lights went off.
3. Have you heard from Alia?/ Have you had/ received a letter from Alia?
4. Hardly had the function got over when the crowd dispersed.
5. No other season in our country is as (so) good as the monsoon.
6. Harish was too tired to keep his eyes open.
7. Father told Sunil that he could help him with his home work.
8. There are more than/ over a thousand students in Naresh’s school/ the school that Naresh goes to/ attends.

For Questions 4C and 4D meaning of the sentence must not change.

The ICSE Class 10 English Language Question Paper Solution 2015 must have helped students with their exam preparation. The answers in the Solution pdf have provided an in-depth to 2015 questions and the way answers to be written to score high marks in the board exam. Apart from the 2015 paper solution, students can find the answers to other papers of ICSE Class 10 Previous Years Questions by clicking here. Happy Learning and stay tuned to BYJU’S for the latest update on ICSE/CBSE/State Boards/Competitive exams. Also, don’t forget to download the BYJU’S App.

saw.

It was (1)… (gaze) at its own reflection in the mirror. I (2) … (go) for grandfather but by the time we (3) … (return) to the room, the python (4) … (move) on. He was seen in the garden and once the cook saw him (5) … (crawl) up the ladder to the roof. Then we (6) … (find) him on the dressing table again (7) … (admire) himself in the mirror. “He’s trying to look better for Aunt Mabel” I said. I (8) … (regret) this remark

immediately because grandmother overheard and held up my pocket money for the rest of the week!

(b) Fill in the blanks with an appropriate word:

(i) He found the key just _______ the front door.

(ii) I could not accompany my cousin _______ the trip because I had fever.

(iii) The noise prevented us _______ sleeping.

(iv) The young man put the flute _______ his lips and began to play.

(v) Ashok leaned ________ the wall tiredly.

(vi) The paper dart went gliding ______ the air.

(vii) The cyclist rode quickly ______ the path.

(viii) The young child carried the heavy bucket ______ the stairs.

(c) Join the following sentences to make one complete sentence without using and, but or so.

(i) He has learnt to cycle. He has yet to learn to swim.

(ii) The child helped her mother to make breakfast. She washed the tomatoes.

(iii) They bought a new car. They can travel long distances.

(iv) Sunita opened her purse. She found the money missing.

(d) Re-write the following sentences according to the instructions given after each. Make other changes that may be necessary, but do not change the meaning of each sentence.

(i) Arun gave Ramesh some excellent advice.

(Begin: Ramesh was………………………………………)

(ii) As soon as Sania sat down to study, the lights went off.

(Begin: No sooner ………………………………………………………)

(iii) Has Alia written to you?

(Begin: Have you ……………)

(iv) As soon as the function got over. The crowd dispersed.

(Begin: Hardly had ………………………………………………..)

(v) The monsoon is the best season in our country.

(Rewrite using ‘good’)

(vi) Harish was so tired that he could not keep his eyes open.

(Begin: Harish was too …………………………….)

(vii) Father said to Sunil, “I can help you with your homework.”

(Begin: Father told Sunil………………………………………..)

(viii) Naresh goes to a school which has over a thousand students.

(Begin: There……………………………………………………)

(a)

1. gazing
2. went
3. returned
4. had moved
5. crawl/ crawling
6. found
7. admiring
8. regretted

(b)

(i) near/ by/ beside/outside/ behind

(ii) on

(iii) from

(iv) to

(v) against

(vi) through

(vii) down/along/ across

(viii) up/ down

(c)

1. Although he has learnt to cycle/cycling, he has not yet learned to swim/swimming. [Though he…./Inspite of his having learnt…./ Despite having learnt…)
2. The child helped her mother to make breakfast by washing the tomatoes.
3. Since they have bought a new car, they can travel long distances. [ ‘as’/ ‘because’/ Now that they have bought …]
4. Sunita opened her purse to find the money missing/When Sunita opened her purse, she found the money missing/ On opening her purse, Sunita found her money missing [ Do not accept – ‘missing money’/As soon as…./No sooner than…../Hardly….when]]

(d)

1. Ramesh was given some excellent advice by Arun.
2. No sooner did/had Sania sit/sat down to study, than the lights went off.
3. Have you heard from Alia?/ Have you had/ received a letter from Alia?
4. Hardly had the function got over when the crowd dispersed.
5. No other season in our country is as (so) good as the monsoon.
6. Harish was too tired to keep his eyes open.
7. Father told Sunil that he could help him with his home work.
8. There are more than/ over a thousand students in Naresh’s school/ the school that Naresh goes to/ attends.

For Questions 4C and 4D meaning of the sentence must not change.

The ICSE Class 10 English Language Question Paper Solution 2015 must have helped students with their exam preparation. The answers in the Solution pdf have provided an in-depth to 2015 questions and the way answers to be written to score high marks in the board exam. Apart from the 2015 paper solution, students can find the answers to other papers of ICSE Class 10 Previous Years Questions by clicking here. Happy Learning and stay tuned to BYJU’S for the latest update on ICSE/CBSE/State Boards/Competitive exams. Also, don’t forget to download the BYJU’S App.

(i) Portia’s father had devised a lottery / by which she would marry the suitor who chose correctly from three caskets / made of gold, silver and lead.

If the suitors chose the wrong casket they took an oath not to marry anyone else.

(ii) Maid / attendant / lady in waiting

She says that Portia’s father was virtuous / Holy men have divine guidance on their deathbeds / That is why he devised the lottery of the three caskets / The right casket will no doubt be chosen by the one whom Portia will love.

(iii) He does nothing but frown / The expression on his face says, “If you do not marry me, choose anyone, I do not care” / He doesn’t smile when he hears amusing stories / He will become like the weeping philosopher when he grows old / He is so full of unpleasant sadness in his youth.

Portia would rather marry a death’s head (skull) with a bone in his mouth.

(iv) If a deep glass of Rhenish wine is kept on the wrong casket the young German will choose that.

The suitors decided to return to their homes / and not trouble Portia with requests to marry

They did not wish to risk the penalty of choosing the wrong casket.

(v)

• Bassanio
• Prince of Morocco and Prince of Arragon.
• He truly loved her / he chose the right casket / he was not swayed by external appearances / he was truthful and did not hide his true financial situation from Portia / Portia loved him.

(i) If three thousand ducats /are not paid in three months/ Antonio will have to pay the penalty of having exactly one pound of flesh cut off and taken from whichever part of Antonio’s body that pleases Shylock.

(ii) Shylock is insisting on extracting the penalty specified in the bond./He wants to kill Antonio.

The Duke expects Shylock to show mercy at the last moment/ not only will he let go of the penalty / but also forgive half the original money lent to Antonio / the Duke expects a gentle answer from Shylock.

(iii) It is his humour (fancy, desire, whim)/He hates Antonio (bears a loathing)

Antonio is like a rat in his house. He will pay ten thousand ducats to have the rat poisoned.

There are people who do not like a gaping pig,

Some get mad when they see a cat,

Some cannot tolerate the shrill notes of a bagpipe.

(iv) We cannot expect the high tide of the ocean to reduce its height / ask the wolf why he made the ewe cry for its lamb / you may forbid the mountain pines from waving their high tops / and make no noise when they are shaken by gusts of wind / it is easier to do something as difficult as these than try and soften a Jew’s hard heart.

(v) Antonio requests the Duke to forgive the fine that is equal to one half of his wealth

(let him keep half of his wealth) / Antonio will keep the other half in trust and hand it over to Lorenzo after Shylock’s death /Shylock will have to make a will that all his wealth and property will be inherited by his son-in-law Lorenzo and daughter Jessica.

• Yes / No
• Personal response

(i)

• Dancy took a standing jump on a book case four feet high.
• De Levis tells Canynge that they had seen how Dancy can jump. / The distance between Dancy’s balcony and his was only seven feet. / If a man can take a standing jump on a narrow book case, he’d make nothing of that.

(ii)

• Dancy found the army too dull, since there was no fighting.
• Dancy was reckless because he got married / even though he had no money or a job. ( he was on his bones )

(iii)

• Under the pillow
• To have a bath
• Nearly a thousand – nine hundred and seventy pounds.

(iv)

• He feels outraged that such precaution should be taken in his house / resents the lack of trust.
• Twenty-three feet from the terrace.
• The ladder was not moved from the stable. / there were no marks on the ground.

(v)

• Canynge defends Dancy. / Says Dancy is a soldier and a gentleman / It is an outrageous accusation / De Levis must withdraw unreservedly.
• Personal response.

(i) He was only looting a looter. / The money was as much Dancy’s / a decent person would have offered him half / De Levis had a contemptuous look on his face / this made Dancy angry / He is proud of the jump / nothing in the war took such nerve.

(ii) Mabel says she will go on loving him / If Dancy goes to prison she will wait / She doesn’t care what he did / She will be the same when he comes back to her.

(iii)

• To arrest Dancy.
• Asks him to come back in half an hour. / Two lives are at stake / they have only been married four months.

(iv)

• Major Colford
• This is the only decent thing he can do. / It is unfair to Mabel. / It is only another jump. / A pistol keeps faith

(v)

• Comments satirically on Dancy’s observation that only a pistol keeps faith / everybody stood by Dancy / supported him even though he had committed the theft / it was not enough to protect his honour / or save his life.
• Personal response.

(i)

• The air was still/ the sea was calm/ the sun was shining brightly
• A thick fog (haze) covered the surroundings / it was dark / the sun could not be seen / the whole day strong winds had been blowing / the storm died down by the evening.

(ii) When the sea was calm the waves flowed gently and did not move the bell. / When there was a storm the bell floated and rang / warned the sailors of the presence of the Inchcape Rock. / When the rock was hidden by the waves the Mariners heard the warning bell / they knew then the location of the dangerous rock /and were saved from crashing into it.

(iii)

• Sir Ralph was jealous of the Abbot’s popularity. / He wanted to undo the good deed done by him. / He said, “The next who comes to the rock, will not bless the Abbot.”
• The bell sank with a gurgling sound.
• The bubbles rose and burst around.

(iv)

• Sir Ralph told them that there would be light soon/ because the moon was going to rise.
• The sailor thought they were near the shore
• They wished they could hear the Inchcape Bell

(v)

• The ship struck against the Inchcape Rock and sank
• Sir Ralph could hear the dreadful sound of the ringing of the Inchcape bell / as if the Devil was ringing his funeral bell
• As you sow, so shall you reap./ Punishment follows a criminal act.

(i) Crimson and silver turbans / tunics of purple brocade / mirrors with panels of amber / daggers with handles of jade

(ii)

• The maidens are grinding sandalwood/ henna/spice
• The vendors are weighing saffron/ lentil/ rice

(iii)

• Frail (delicate, light) as a dragon fly’s wing.
• The goldsmiths are making girdles (belts) for dancers
• Scabbards for the king

(iv)

• The musicians are playing sitar / sarangi / drum
• The magicians are chanting spells for aeons to come / spells that will remain potent for ages

(v)

• The flower girls are weaving garlands of blue and red flowers / They are making crowns to be worn by a bridegroom / garlands to decorate his marriage bed.
• They are making sheets of white flowers to perfume the sleep of the dead /.
• Personal response.

(i)

• Baldeo was responsible for signalling whether the tunnel was clear of obstruction / at night it was his duty to see that the lamp was burning / and that the train passed through safely.
• Tembu asked him if he should accompany his father.

(ii)

• Small axe / fragile to look at / but deadly when in use. / the axe head was made of pure steel / thin but ringing true like a bell.
• His father

(iii)

• A low grunt (growl; snarl) from the top of the cutting.
• His son Tembu was sleeping unprotected in the hut.
• It had been preying on men for years. / It was used to the ways of men. /Baldeo was a puny man.

(iv) The tiger ran towards him and struck him with his paw / Baldeo avoided the paw / he brought his axe down on the tiger’s shoulder / the tiger attempted to close in / Baldeo struck again with his axe / the beast moved and the axe caught the tiger on the shoulder / the axe remained struck in the bone / Baldeo was left without a weapon / the tiger sprang upon Baldeo / killed him.

(v) The tiger had been wounded and he was in agony (pain) / he did not notice the overland mail approaching / the train entered the cutting / the tiger tried to run but was run over by the train in the tunnel.

• Both were courageous / sense of duty and responsibility
• Appropriate examples from the text.

The old banker argued that the death penalty is more moral and humane than imprisonment for life. The young lawyer said he would choose imprisonment over death.

The old banker bet two million that the young lawyer would not be able to stay in solitary confinement for five years. The lawyer himself raised the stake to fifteen years.

It was decided that the young man should spend the years of his captivity in one of the lodges in the banker’s garden. He would not see or even listen to another human being. He would not receive letters and newspapers. He was allowed to have a musical instrument, books, and was allowed to write letters, to drink wine and smoke. He could have what he wanted through a little window in the room. If he left his room even two minutes before the end the banker would not be obliged to pay him the two million.

During the first year of his confinement, the lawyer suffered from loneliness and depression. He played the piano, refused wine and tobacco. The first year he read light novels.

The second year he read classics. In the fifth year he played music and drank wine. He could be heard crying. During the sixth year the prisoner began studying languages, philosophy and history. In four years he read six hundred volumes. He learnt six languages. After the tenth year he read nothing but the Bible. In the last two years he read a large number of books.

In those fifteen years the Banker’s financial situation had changed. Gambling and reckless speculations had lead to the decline of his fortune. In paying two million to the lawyer he would be left completely bankrupt. He decided to kill the lawyer. He broke the seals off the door and entered the room.

The lawyer was sitting motionless. He looked emaciated and old. The banker thought of stifling him to death. He picked up a page that the lawyer had written and began reading. The lawyer had written that he despised freedom, life, health and all the good things of the world. He had experienced earthly life through the books he read. He realised that he despised all the blessings of the world. Everything is worthless, fleeting and illusory. Death will wipe everyone off the face of the earth.

He renounced the two million and to deprive himself of the money he decided to leave five hours before the end of the time.

The Banker felt great contempt for himself. He went out of the lodge weeping.

The next morning the watchmen informed the Banker that the prisoner had escaped from the lodge. He took the letter where the lawyer had renounced the millions and kept it in a fireproof safe.

(i) Boxer had fallen / he was lying on his side and could not get up / his neck was stretched out / he was unable to raise his head / his eyes were glazed / his sides were matted with sweat / a thin stream of blood had trickled out of his mouth

(ii)

• Except for Molly and Snowball no other animal had left the farm. / they did not like to think of their sick comrade in the hands of human beings.
• Squealer convinced them that the veterinary surgeon in Willingdon would treat Boxer better than anyone on the farm.

(iii)

• Boxer expected to live another three years
• He looked forward to peaceful days / he would live in the corner of the big pasture / he would have the leisure to study and improve his mind / he wanted to learn the remaining twenty two letters of the alphabet

(iv)

• Alfred Simmonds, Horse Slaughterer and Glue Boiler, Willingdon / Dealer in Hides and Bone – Meal. / Kennels Supplied
• He tried to kick his way out

(v)

• The Manor Farm
• The faces of the pigs were just like the human faces
• The pigs resembled the men against whom they had rebelled to set up the Animal Farm / Power had corrupted them / they were just like the humans

Squealer declared that Snowball was no better than a criminal. Snowball’s part in the Battle of the Cowshed was exaggerated.

Building the windmill was Napoleon’s idea. The plan which Snowball had drawn on the floor had actually been stolen from among Napoleon’s papers.

Snowball had caused the windmill to fall in sheer malignity to avenge himself for his expulsion. The traitor had crept there under the cover of night and destroyed the windmill. Snowball had come from the direction of the Foxwood Farm.

It was declared that Snowball was secretly visiting the farm. Every night it was said, he visited the farm under cover of darkness and performed all kinds of mischief. He stole the corn, he upset the milk pails, he broke the eggs, he trampled the seed-beds, he gnawed the bark off the fruit trees. Whenever anything went wrong it became usual to attribute it to Snowball. If a window was broken or a drain was blocked up, someone was certain to say that Snowball had come in the night and done it, and when the key of the stores-shed was lost the whole farm was convinced that Snowball had thrown it down the well. Curiously enough they went on believing this even after the mislaid key was found under a sack of corn meal. The cows declared that Snowball crept into their sheds and milked them in their sleep. The rats were said to be in league with Snowball.

Napoleon snuffed the ground and said he could smell traces of Snowball almost everywhere.

Squealer called them together and reported a terrible thing. Snowball had sold himself to Frederick of Pinchfield Farm, and was plotting to attack the animals. Snowball was in league with Jones from the start! He was Jones’s secret agent all the time. During the battle of the Cowshed, Jones’s bullet had only grazed him. The plot was for Snowball, at the critical moment, to give the signal for flight, and leave the field to the enemy.

Four pigs who confessed to keeping in touch with Snowball were executed by the dogs. The hens who said Snowball had told them to rebel were also killed.

(i) If the matter is important to the child he will write carefully and in detail / that will improve his written English / teachers get a good idea of what the children think of them / if the children did not enjoy a well prepared lesson, it will help the teacher to plan better

(ii) Very little attention was given to Braithwaite / they had mentioned they had a new black teacher / they were more concerned with failure of the radiogram during their dance session / and the success of some boys as representatives of the local club’s boxing team

(iii) They would do any task he set them / without interest or enthusiasm / they would sit and stare at Braithwaite / he would feel their eyes on him and look up to see them watching him

(iv)

• Noisy treatment
• Someone would lift the lid of a desk and let it fall with a loud bang
• Especially when he was reading or speaking to them.

(v)

• Patient / intelligent / loving and caring / hard working / innovative /sensitive/able to motivate his students
• Personal response.

Braithwaite told his students they would be treated not as children but as young men and women. When Pamela Dare rushed in the class late he said that the right way to enter a room is in a controlled and dignified manner. Pamela did as she was told. She went out of the room and came back with grace and dignity. He told his students to address him as ‘Mr. Braithwaite’ or ‘Sir’. The young ladies should be addressed as ‘Miss’ and the young men will be addressed by their surnames.

When a student objected Braithwaite asked him if the young ladies did not deserve to be addressed as Miss.

The young ladies must show that they are worthy of the courtesies that the men will show them. He told the boys to be cleaner and tidier. There is nothing weak and unmanly about clean hands and faces and shoes that are brushed. A man who is strong and tough never needs to show it in his dress or the way he cuts his hair. Being the top class of the school they must set the standards for the rest of the school.

The students expressed their reactions in the Weekly Review. They commented on the new method of addressing each other. Some of the boys thought that it was silly to address the girls as Miss. Some girls thought that asking Mrs. Dale-Evans to talk to them about washing themselves and their clothing was unnecessary. In spite if these negative comments they were pleased to be treated like grownups.

Denham and his close friends remained hostile to Braithwaite. During the P.T. period Denham requested Braithwaite to have boxing first. He told them get into pairs. At the end only Denham remained unpaired. He asked Braithwaite to have a bout with him. Braithwaite refused but he could see disappointment and disgust on the faces of the students. He agreed and faced Denham. Denham was a good boxer and Braithwaite decided to dodge for a short while till he could stop it. Suddenly Denham hit him on his face. Braithwaite was angry now and he hit Denham. Denham doubled up and sank to the floor. He hurried to Denham and helped him. Gradually Denham’s attitude changed after this incident.

The ICSE Class 10 English Literature Question Paper Solution 2015 must have helped students with their exam preparation. The answers in the Solution pdf have provided an in-depth to 2015 questions and the way answers to be written to score high marks in the board exam. Apart from the 2015 paper solution, students can find the answers to other papers of ICSE Class 10 Previous Years Questions by clicking here. Happy Learning and stay tuned to BYJU’S for the latest update on ICSE/CBSE/State Boards/Competitive exams. Also, don’t forget to download the BYJU’S App.