Class 12 English: CBSE Sample Question Paper (2022-23) - 2 | Sample Papers for Class 12 Commerce PDF Download

 Page 1


Page 1 of 15 
 
General Instructions: 
1. 15-minute prior reading time allotted for Q-paper reading. 
2. The Question Paper contains THREE sections-READING, WRITING and LITERATURE. 
3. Attempt questions based on specific instructions for each part. Write the correct question 
number in your answer sheet to indicate the option/s being attempted. 
SAMPLE QUESTION PAPER (2022-23) 
ENGLISH – CORE (301) 
CLASS-XII 
Time allowed: 3 Hrs. Maximum Marks: 80 
 
 Section A: READING SKILLS (20 marks) Marks 
I Read the passage given below. 10 
 
 
 
1 
Ghost nets aren’t supernatural, but they are legitimately scary. A ghost net is a fishing net that’s 
been lost or abandoned in the ocean. They are one particularly appalling part of the global ghost 
fishing problem, which includes fishing gear abandoned in the water. Any net or line left in the 
ocean can pose a threat to marine life. Just because a net is no longer used by fishers doesn’t 
mean it stops working. These nets continue to trap everything in their path, presenting a major 
problem for the health of our oceans and marine life. 
 
 
 
2 
Ghost nets entangle sea turtles, dolphins and porpoises, birds, sharks, seals and more, apart from 
catching fish. The nets keep animals from moving freely, cause injuries and keep mammals and 
birds from rising to the surface for air. Since hundreds of animals can be caught in a single net, 
this threat is monumental. The ghost nets harm coral reefs too—breaking corals, exposing them 
to disease and even blocking the reefs from needed sunlight. 
 
 
 
3 
Ghost nets are also a major contributor to the ocean plastics’ crisis. Most modern nets are made 
of nylon or other plastic compounds that can last for centuries. According to a 2018 study in 
Scientific Reports, ghost nets make up at least 46 percent of the Great Pacific Garbage Patch. 
Those abandoned fishing lines and nets that do breakdown never go away; they just become 
smaller pieces of plastic. Marine animals mistake this microplastic for food and eat it, which can 
harm internal organs, keep them from eating and expose them to toxic chemicals. 
 
 
 
4 
Exorcising ghost nets from our oceans will require commitment, cooperation and innovation. 
Many groups are working to remove ghost nets from the sea and are collaborating with local 
fishers and governments around the world to identify target areas and remove as many nets as 
possible. In 2015, a single World Wildlife Fund for Nature (WWF)-led mission in the Baltic Sea 
hauled up 268 tons of nets, ropes and other material. 
 
 
 
 
5 
To stop these nets from becoming ghosts in the first place, conservation organisations advocate 
for fishing gear that can be traced to its owner so anyone dumping nets can be fined and 
refundable deposits on nets to encourage returning or recycling rather than littering. Tools like 
sonar reflectors that can make ghost nets easier to find and working with small-scale fisheries to 
develop more sustainable fishing gear and practices are other suggestions. It is only by attacking 
Page 2


Page 1 of 15 
 
General Instructions: 
1. 15-minute prior reading time allotted for Q-paper reading. 
2. The Question Paper contains THREE sections-READING, WRITING and LITERATURE. 
3. Attempt questions based on specific instructions for each part. Write the correct question 
number in your answer sheet to indicate the option/s being attempted. 
SAMPLE QUESTION PAPER (2022-23) 
ENGLISH – CORE (301) 
CLASS-XII 
Time allowed: 3 Hrs. Maximum Marks: 80 
 
 Section A: READING SKILLS (20 marks) Marks 
I Read the passage given below. 10 
 
 
 
1 
Ghost nets aren’t supernatural, but they are legitimately scary. A ghost net is a fishing net that’s 
been lost or abandoned in the ocean. They are one particularly appalling part of the global ghost 
fishing problem, which includes fishing gear abandoned in the water. Any net or line left in the 
ocean can pose a threat to marine life. Just because a net is no longer used by fishers doesn’t 
mean it stops working. These nets continue to trap everything in their path, presenting a major 
problem for the health of our oceans and marine life. 
 
 
 
2 
Ghost nets entangle sea turtles, dolphins and porpoises, birds, sharks, seals and more, apart from 
catching fish. The nets keep animals from moving freely, cause injuries and keep mammals and 
birds from rising to the surface for air. Since hundreds of animals can be caught in a single net, 
this threat is monumental. The ghost nets harm coral reefs too—breaking corals, exposing them 
to disease and even blocking the reefs from needed sunlight. 
 
 
 
3 
Ghost nets are also a major contributor to the ocean plastics’ crisis. Most modern nets are made 
of nylon or other plastic compounds that can last for centuries. According to a 2018 study in 
Scientific Reports, ghost nets make up at least 46 percent of the Great Pacific Garbage Patch. 
Those abandoned fishing lines and nets that do breakdown never go away; they just become 
smaller pieces of plastic. Marine animals mistake this microplastic for food and eat it, which can 
harm internal organs, keep them from eating and expose them to toxic chemicals. 
 
 
 
4 
Exorcising ghost nets from our oceans will require commitment, cooperation and innovation. 
Many groups are working to remove ghost nets from the sea and are collaborating with local 
fishers and governments around the world to identify target areas and remove as many nets as 
possible. In 2015, a single World Wildlife Fund for Nature (WWF)-led mission in the Baltic Sea 
hauled up 268 tons of nets, ropes and other material. 
 
 
 
 
5 
To stop these nets from becoming ghosts in the first place, conservation organisations advocate 
for fishing gear that can be traced to its owner so anyone dumping nets can be fined and 
refundable deposits on nets to encourage returning or recycling rather than littering. Tools like 
sonar reflectors that can make ghost nets easier to find and working with small-scale fisheries to 
develop more sustainable fishing gear and practices are other suggestions. It is only by attacking 
Page 2 of 15 
 
 
this problem from all sides, together with conservation partners, fishers and supporters, can we 
banish ghost nets and protect our oceans. 
 (437 words) 
Adapted—https://www.worldwildlife.org/stories/our-oceans-are-haunted-by-ghost-nets-why-that-s-scary-and- 
what-we-can-do—24 
 
Based on your understanding of the passage, answer the questions given below. 1x10 
i Complete the sentence by choosing an appropriate option. 
Ghost nets have been named so because they   
A. cause much harm to the marine life. 
B. are functional though not in use by fishers. 
C. are not owned by anyone. 
D. act as a snare for all animals in oceans. 
1 
ii Comment on the writer’s reference to the ghost nets in paragraph one, as a health 
problem for the oceans. 
1 
iii List the two ways being entangled in a ghost net is likely to impact a walrus. 
(Clue: Think about the type of animal a walrus is) 
1 
iv Select the option that conveys the opposite of ‘negligible’, from words used in 
paragraph two. 
A. unimpressive 
B. monumental 
C. exposing 
D. threat 
1 
v The writer would not agree with the given statements based on paragraph three, 
EXCEPT: 
A. Most ghost nets take a few years to completely disintegrate. 
B. Ghost nets contribute to the Great Pacific Garbage Patch. 
C. Most ghost nets provide nutrition to marine animals, upon disintegration. 
D. Ghost nets can curtail freedom of marine animals. 
1 
vi Some records share that fishing nets used to be made of common rope using natural 
fibres, prior to the 1960s. Based on your understanding of paragraph three, list one 
major advantage that these had over the fishing nets being used in present times. 
1 
vii Why is it fair to say that commitment and innovation have to go hand-in-hand to rid 
the oceans of ghost nets? 
1 
viii Complete the given sentence with an appropriate inference, with respect to the 
following: 
The writer quotes the example of the WWF-led mission in the Baltic Sea (Paragraph 4), 
in order to........................................................................................................................ 
1 
Page 3


Page 1 of 15 
 
General Instructions: 
1. 15-minute prior reading time allotted for Q-paper reading. 
2. The Question Paper contains THREE sections-READING, WRITING and LITERATURE. 
3. Attempt questions based on specific instructions for each part. Write the correct question 
number in your answer sheet to indicate the option/s being attempted. 
SAMPLE QUESTION PAPER (2022-23) 
ENGLISH – CORE (301) 
CLASS-XII 
Time allowed: 3 Hrs. Maximum Marks: 80 
 
 Section A: READING SKILLS (20 marks) Marks 
I Read the passage given below. 10 
 
 
 
1 
Ghost nets aren’t supernatural, but they are legitimately scary. A ghost net is a fishing net that’s 
been lost or abandoned in the ocean. They are one particularly appalling part of the global ghost 
fishing problem, which includes fishing gear abandoned in the water. Any net or line left in the 
ocean can pose a threat to marine life. Just because a net is no longer used by fishers doesn’t 
mean it stops working. These nets continue to trap everything in their path, presenting a major 
problem for the health of our oceans and marine life. 
 
 
 
2 
Ghost nets entangle sea turtles, dolphins and porpoises, birds, sharks, seals and more, apart from 
catching fish. The nets keep animals from moving freely, cause injuries and keep mammals and 
birds from rising to the surface for air. Since hundreds of animals can be caught in a single net, 
this threat is monumental. The ghost nets harm coral reefs too—breaking corals, exposing them 
to disease and even blocking the reefs from needed sunlight. 
 
 
 
3 
Ghost nets are also a major contributor to the ocean plastics’ crisis. Most modern nets are made 
of nylon or other plastic compounds that can last for centuries. According to a 2018 study in 
Scientific Reports, ghost nets make up at least 46 percent of the Great Pacific Garbage Patch. 
Those abandoned fishing lines and nets that do breakdown never go away; they just become 
smaller pieces of plastic. Marine animals mistake this microplastic for food and eat it, which can 
harm internal organs, keep them from eating and expose them to toxic chemicals. 
 
 
 
4 
Exorcising ghost nets from our oceans will require commitment, cooperation and innovation. 
Many groups are working to remove ghost nets from the sea and are collaborating with local 
fishers and governments around the world to identify target areas and remove as many nets as 
possible. In 2015, a single World Wildlife Fund for Nature (WWF)-led mission in the Baltic Sea 
hauled up 268 tons of nets, ropes and other material. 
 
 
 
 
5 
To stop these nets from becoming ghosts in the first place, conservation organisations advocate 
for fishing gear that can be traced to its owner so anyone dumping nets can be fined and 
refundable deposits on nets to encourage returning or recycling rather than littering. Tools like 
sonar reflectors that can make ghost nets easier to find and working with small-scale fisheries to 
develop more sustainable fishing gear and practices are other suggestions. It is only by attacking 
Page 2 of 15 
 
 
this problem from all sides, together with conservation partners, fishers and supporters, can we 
banish ghost nets and protect our oceans. 
 (437 words) 
Adapted—https://www.worldwildlife.org/stories/our-oceans-are-haunted-by-ghost-nets-why-that-s-scary-and- 
what-we-can-do—24 
 
Based on your understanding of the passage, answer the questions given below. 1x10 
i Complete the sentence by choosing an appropriate option. 
Ghost nets have been named so because they   
A. cause much harm to the marine life. 
B. are functional though not in use by fishers. 
C. are not owned by anyone. 
D. act as a snare for all animals in oceans. 
1 
ii Comment on the writer’s reference to the ghost nets in paragraph one, as a health 
problem for the oceans. 
1 
iii List the two ways being entangled in a ghost net is likely to impact a walrus. 
(Clue: Think about the type of animal a walrus is) 
1 
iv Select the option that conveys the opposite of ‘negligible’, from words used in 
paragraph two. 
A. unimpressive 
B. monumental 
C. exposing 
D. threat 
1 
v The writer would not agree with the given statements based on paragraph three, 
EXCEPT: 
A. Most ghost nets take a few years to completely disintegrate. 
B. Ghost nets contribute to the Great Pacific Garbage Patch. 
C. Most ghost nets provide nutrition to marine animals, upon disintegration. 
D. Ghost nets can curtail freedom of marine animals. 
1 
vi Some records share that fishing nets used to be made of common rope using natural 
fibres, prior to the 1960s. Based on your understanding of paragraph three, list one 
major advantage that these had over the fishing nets being used in present times. 
1 
vii Why is it fair to say that commitment and innovation have to go hand-in-hand to rid 
the oceans of ghost nets? 
1 
viii Complete the given sentence with an appropriate inference, with respect to the 
following: 
The writer quotes the example of the WWF-led mission in the Baltic Sea (Paragraph 4), 
in order to........................................................................................................................ 
1 
Page 3 of 15 
 
ix How can the solutions, suggested in paragraph five, best be described? 
A. practical 
B. presentable 
C. popular 
D. prejudiced 
1 
x Select the most suitable title for the above passage. 
A. The Scary Side of Ghost Nets 
B. Ghost Nets – A Result of Human Dominance 
C. Ghost Nets – A Menace to Marine Life 
D. Ways to Tackle the Problem of Ghost Nets 
1 
II Read the passage given below. 10 
 
 
 
1 
It is generally accepted that leadership development should be a part of the education system's 
responsibility for preparing individuals to participate in a democratic and progressive society. 
Many schools, colleges and universities, across nations, provide their students with leadership 
courses, curricular programs and co-curricular programs that are designed to develop students’ 
formal knowledge about leadership as well as opportunities and experiences to develop students 
as leaders and actually practise leadership. Yet, only a handful of studies have sought to 
understand leader development from the students’ point of view, with students describing their 
own experiences and what they learned from them in their own words. 
 
 
 
 
 
 
2 
A 2014 descriptive study sought to understand student leadership with research through key 
events via the following research questions: 
Research Question 1: What key events do student leaders in college, report as significantly 
impacting their development as a leader? 
Research Question 2: What lessons do student leaders in college, report learning as a result of 
the key events they have experienced? 
Research Question 3: Are certain key events more likely to be linked to particular lessons? 
Approximately 130 students were contacted and the 72 interested, were interviewed. Two 
members of the research team were present for each 15–45-minute interview. One member 
served as the primary interviewer while the second ran the audio equipment. 
The results for lessons learned (Table 1), were varied, but there were a few that were frequently 
quoted. 
Page 4


Page 1 of 15 
 
General Instructions: 
1. 15-minute prior reading time allotted for Q-paper reading. 
2. The Question Paper contains THREE sections-READING, WRITING and LITERATURE. 
3. Attempt questions based on specific instructions for each part. Write the correct question 
number in your answer sheet to indicate the option/s being attempted. 
SAMPLE QUESTION PAPER (2022-23) 
ENGLISH – CORE (301) 
CLASS-XII 
Time allowed: 3 Hrs. Maximum Marks: 80 
 
 Section A: READING SKILLS (20 marks) Marks 
I Read the passage given below. 10 
 
 
 
1 
Ghost nets aren’t supernatural, but they are legitimately scary. A ghost net is a fishing net that’s 
been lost or abandoned in the ocean. They are one particularly appalling part of the global ghost 
fishing problem, which includes fishing gear abandoned in the water. Any net or line left in the 
ocean can pose a threat to marine life. Just because a net is no longer used by fishers doesn’t 
mean it stops working. These nets continue to trap everything in their path, presenting a major 
problem for the health of our oceans and marine life. 
 
 
 
2 
Ghost nets entangle sea turtles, dolphins and porpoises, birds, sharks, seals and more, apart from 
catching fish. The nets keep animals from moving freely, cause injuries and keep mammals and 
birds from rising to the surface for air. Since hundreds of animals can be caught in a single net, 
this threat is monumental. The ghost nets harm coral reefs too—breaking corals, exposing them 
to disease and even blocking the reefs from needed sunlight. 
 
 
 
3 
Ghost nets are also a major contributor to the ocean plastics’ crisis. Most modern nets are made 
of nylon or other plastic compounds that can last for centuries. According to a 2018 study in 
Scientific Reports, ghost nets make up at least 46 percent of the Great Pacific Garbage Patch. 
Those abandoned fishing lines and nets that do breakdown never go away; they just become 
smaller pieces of plastic. Marine animals mistake this microplastic for food and eat it, which can 
harm internal organs, keep them from eating and expose them to toxic chemicals. 
 
 
 
4 
Exorcising ghost nets from our oceans will require commitment, cooperation and innovation. 
Many groups are working to remove ghost nets from the sea and are collaborating with local 
fishers and governments around the world to identify target areas and remove as many nets as 
possible. In 2015, a single World Wildlife Fund for Nature (WWF)-led mission in the Baltic Sea 
hauled up 268 tons of nets, ropes and other material. 
 
 
 
 
5 
To stop these nets from becoming ghosts in the first place, conservation organisations advocate 
for fishing gear that can be traced to its owner so anyone dumping nets can be fined and 
refundable deposits on nets to encourage returning or recycling rather than littering. Tools like 
sonar reflectors that can make ghost nets easier to find and working with small-scale fisheries to 
develop more sustainable fishing gear and practices are other suggestions. It is only by attacking 
Page 2 of 15 
 
 
this problem from all sides, together with conservation partners, fishers and supporters, can we 
banish ghost nets and protect our oceans. 
 (437 words) 
Adapted—https://www.worldwildlife.org/stories/our-oceans-are-haunted-by-ghost-nets-why-that-s-scary-and- 
what-we-can-do—24 
 
Based on your understanding of the passage, answer the questions given below. 1x10 
i Complete the sentence by choosing an appropriate option. 
Ghost nets have been named so because they   
A. cause much harm to the marine life. 
B. are functional though not in use by fishers. 
C. are not owned by anyone. 
D. act as a snare for all animals in oceans. 
1 
ii Comment on the writer’s reference to the ghost nets in paragraph one, as a health 
problem for the oceans. 
1 
iii List the two ways being entangled in a ghost net is likely to impact a walrus. 
(Clue: Think about the type of animal a walrus is) 
1 
iv Select the option that conveys the opposite of ‘negligible’, from words used in 
paragraph two. 
A. unimpressive 
B. monumental 
C. exposing 
D. threat 
1 
v The writer would not agree with the given statements based on paragraph three, 
EXCEPT: 
A. Most ghost nets take a few years to completely disintegrate. 
B. Ghost nets contribute to the Great Pacific Garbage Patch. 
C. Most ghost nets provide nutrition to marine animals, upon disintegration. 
D. Ghost nets can curtail freedom of marine animals. 
1 
vi Some records share that fishing nets used to be made of common rope using natural 
fibres, prior to the 1960s. Based on your understanding of paragraph three, list one 
major advantage that these had over the fishing nets being used in present times. 
1 
vii Why is it fair to say that commitment and innovation have to go hand-in-hand to rid 
the oceans of ghost nets? 
1 
viii Complete the given sentence with an appropriate inference, with respect to the 
following: 
The writer quotes the example of the WWF-led mission in the Baltic Sea (Paragraph 4), 
in order to........................................................................................................................ 
1 
Page 3 of 15 
 
ix How can the solutions, suggested in paragraph five, best be described? 
A. practical 
B. presentable 
C. popular 
D. prejudiced 
1 
x Select the most suitable title for the above passage. 
A. The Scary Side of Ghost Nets 
B. Ghost Nets – A Result of Human Dominance 
C. Ghost Nets – A Menace to Marine Life 
D. Ways to Tackle the Problem of Ghost Nets 
1 
II Read the passage given below. 10 
 
 
 
1 
It is generally accepted that leadership development should be a part of the education system's 
responsibility for preparing individuals to participate in a democratic and progressive society. 
Many schools, colleges and universities, across nations, provide their students with leadership 
courses, curricular programs and co-curricular programs that are designed to develop students’ 
formal knowledge about leadership as well as opportunities and experiences to develop students 
as leaders and actually practise leadership. Yet, only a handful of studies have sought to 
understand leader development from the students’ point of view, with students describing their 
own experiences and what they learned from them in their own words. 
 
 
 
 
 
 
2 
A 2014 descriptive study sought to understand student leadership with research through key 
events via the following research questions: 
Research Question 1: What key events do student leaders in college, report as significantly 
impacting their development as a leader? 
Research Question 2: What lessons do student leaders in college, report learning as a result of 
the key events they have experienced? 
Research Question 3: Are certain key events more likely to be linked to particular lessons? 
Approximately 130 students were contacted and the 72 interested, were interviewed. Two 
members of the research team were present for each 15–45-minute interview. One member 
served as the primary interviewer while the second ran the audio equipment. 
The results for lessons learned (Table 1), were varied, but there were a few that were frequently 
quoted. 
Page 4 of 15 
 
 
 
 
 
3 
This study described the rich array of leadership lessons that students are learning through their 
experiences. It revealed that student leaders are learning foundational leadership skills and 
competencies that have positively impacted how to accomplish work, how to work with others 
and how to be both supported by and support others. 
 (295 words) 
Adapted- 
https://www.researchgate.net/publication/264696744_Key_Events_in_Student_Leaders'_Lives_and_Lessons_Learn 
ed_from_Them 
 
Based on your understanding of the passage, answer the questions given below. 
1x10 
i Does the following statement agree with the information given in paragraph 1? 
 
The researcher believes that educational institutions have ideal resources to study 
impact of leadership skills on young adults. 
 
Select from the following: 
 
True - if the statement agrees with the information 
False - if the statement contradicts the information 
Not Given - if there is no information on this 
1 
Page 5


Page 1 of 15 
 
General Instructions: 
1. 15-minute prior reading time allotted for Q-paper reading. 
2. The Question Paper contains THREE sections-READING, WRITING and LITERATURE. 
3. Attempt questions based on specific instructions for each part. Write the correct question 
number in your answer sheet to indicate the option/s being attempted. 
SAMPLE QUESTION PAPER (2022-23) 
ENGLISH – CORE (301) 
CLASS-XII 
Time allowed: 3 Hrs. Maximum Marks: 80 
 
 Section A: READING SKILLS (20 marks) Marks 
I Read the passage given below. 10 
 
 
 
1 
Ghost nets aren’t supernatural, but they are legitimately scary. A ghost net is a fishing net that’s 
been lost or abandoned in the ocean. They are one particularly appalling part of the global ghost 
fishing problem, which includes fishing gear abandoned in the water. Any net or line left in the 
ocean can pose a threat to marine life. Just because a net is no longer used by fishers doesn’t 
mean it stops working. These nets continue to trap everything in their path, presenting a major 
problem for the health of our oceans and marine life. 
 
 
 
2 
Ghost nets entangle sea turtles, dolphins and porpoises, birds, sharks, seals and more, apart from 
catching fish. The nets keep animals from moving freely, cause injuries and keep mammals and 
birds from rising to the surface for air. Since hundreds of animals can be caught in a single net, 
this threat is monumental. The ghost nets harm coral reefs too—breaking corals, exposing them 
to disease and even blocking the reefs from needed sunlight. 
 
 
 
3 
Ghost nets are also a major contributor to the ocean plastics’ crisis. Most modern nets are made 
of nylon or other plastic compounds that can last for centuries. According to a 2018 study in 
Scientific Reports, ghost nets make up at least 46 percent of the Great Pacific Garbage Patch. 
Those abandoned fishing lines and nets that do breakdown never go away; they just become 
smaller pieces of plastic. Marine animals mistake this microplastic for food and eat it, which can 
harm internal organs, keep them from eating and expose them to toxic chemicals. 
 
 
 
4 
Exorcising ghost nets from our oceans will require commitment, cooperation and innovation. 
Many groups are working to remove ghost nets from the sea and are collaborating with local 
fishers and governments around the world to identify target areas and remove as many nets as 
possible. In 2015, a single World Wildlife Fund for Nature (WWF)-led mission in the Baltic Sea 
hauled up 268 tons of nets, ropes and other material. 
 
 
 
 
5 
To stop these nets from becoming ghosts in the first place, conservation organisations advocate 
for fishing gear that can be traced to its owner so anyone dumping nets can be fined and 
refundable deposits on nets to encourage returning or recycling rather than littering. Tools like 
sonar reflectors that can make ghost nets easier to find and working with small-scale fisheries to 
develop more sustainable fishing gear and practices are other suggestions. It is only by attacking 
Page 2 of 15 
 
 
this problem from all sides, together with conservation partners, fishers and supporters, can we 
banish ghost nets and protect our oceans. 
 (437 words) 
Adapted—https://www.worldwildlife.org/stories/our-oceans-are-haunted-by-ghost-nets-why-that-s-scary-and- 
what-we-can-do—24 
 
Based on your understanding of the passage, answer the questions given below. 1x10 
i Complete the sentence by choosing an appropriate option. 
Ghost nets have been named so because they   
A. cause much harm to the marine life. 
B. are functional though not in use by fishers. 
C. are not owned by anyone. 
D. act as a snare for all animals in oceans. 
1 
ii Comment on the writer’s reference to the ghost nets in paragraph one, as a health 
problem for the oceans. 
1 
iii List the two ways being entangled in a ghost net is likely to impact a walrus. 
(Clue: Think about the type of animal a walrus is) 
1 
iv Select the option that conveys the opposite of ‘negligible’, from words used in 
paragraph two. 
A. unimpressive 
B. monumental 
C. exposing 
D. threat 
1 
v The writer would not agree with the given statements based on paragraph three, 
EXCEPT: 
A. Most ghost nets take a few years to completely disintegrate. 
B. Ghost nets contribute to the Great Pacific Garbage Patch. 
C. Most ghost nets provide nutrition to marine animals, upon disintegration. 
D. Ghost nets can curtail freedom of marine animals. 
1 
vi Some records share that fishing nets used to be made of common rope using natural 
fibres, prior to the 1960s. Based on your understanding of paragraph three, list one 
major advantage that these had over the fishing nets being used in present times. 
1 
vii Why is it fair to say that commitment and innovation have to go hand-in-hand to rid 
the oceans of ghost nets? 
1 
viii Complete the given sentence with an appropriate inference, with respect to the 
following: 
The writer quotes the example of the WWF-led mission in the Baltic Sea (Paragraph 4), 
in order to........................................................................................................................ 
1 
Page 3 of 15 
 
ix How can the solutions, suggested in paragraph five, best be described? 
A. practical 
B. presentable 
C. popular 
D. prejudiced 
1 
x Select the most suitable title for the above passage. 
A. The Scary Side of Ghost Nets 
B. Ghost Nets – A Result of Human Dominance 
C. Ghost Nets – A Menace to Marine Life 
D. Ways to Tackle the Problem of Ghost Nets 
1 
II Read the passage given below. 10 
 
 
 
1 
It is generally accepted that leadership development should be a part of the education system's 
responsibility for preparing individuals to participate in a democratic and progressive society. 
Many schools, colleges and universities, across nations, provide their students with leadership 
courses, curricular programs and co-curricular programs that are designed to develop students’ 
formal knowledge about leadership as well as opportunities and experiences to develop students 
as leaders and actually practise leadership. Yet, only a handful of studies have sought to 
understand leader development from the students’ point of view, with students describing their 
own experiences and what they learned from them in their own words. 
 
 
 
 
 
 
2 
A 2014 descriptive study sought to understand student leadership with research through key 
events via the following research questions: 
Research Question 1: What key events do student leaders in college, report as significantly 
impacting their development as a leader? 
Research Question 2: What lessons do student leaders in college, report learning as a result of 
the key events they have experienced? 
Research Question 3: Are certain key events more likely to be linked to particular lessons? 
Approximately 130 students were contacted and the 72 interested, were interviewed. Two 
members of the research team were present for each 15–45-minute interview. One member 
served as the primary interviewer while the second ran the audio equipment. 
The results for lessons learned (Table 1), were varied, but there were a few that were frequently 
quoted. 
Page 4 of 15 
 
 
 
 
 
3 
This study described the rich array of leadership lessons that students are learning through their 
experiences. It revealed that student leaders are learning foundational leadership skills and 
competencies that have positively impacted how to accomplish work, how to work with others 
and how to be both supported by and support others. 
 (295 words) 
Adapted- 
https://www.researchgate.net/publication/264696744_Key_Events_in_Student_Leaders'_Lives_and_Lessons_Learn 
ed_from_Them 
 
Based on your understanding of the passage, answer the questions given below. 
1x10 
i Does the following statement agree with the information given in paragraph 1? 
 
The researcher believes that educational institutions have ideal resources to study 
impact of leadership skills on young adults. 
 
Select from the following: 
 
True - if the statement agrees with the information 
False - if the statement contradicts the information 
Not Given - if there is no information on this 
1 
Page 5 of 15 
 
ii Do you think the researchers of the study aimed to change the students’ outlook 
towards the development of leadership skills, directly or indirectly? Support your 
answer with reference to the text. 
1 
iii Select the option that displays the most likely reason for including Research Question 3 
in the 2014 study. 
In order to find out if... 
A. learning opportunities shape students’ overall personality. 
B. leadership lessons are the result of the designed learning opportunities. 
C. all learning opportunities cater to a specific lesson. 
D. certain lessons are common in more than one learning opportunity. 
1 
Iv Complete the sentence based on the following statement. 
More than 50% of the identified student respondents were keen to participate in the 
2014 study. 
 
We can say this because . 
1 
v Select the option that displays the key event designed with “Balancing Roles” (Table 1) 
as the objective. 
 
A. Students will be able to debate the issue at hand, with different teams. 
B. Students will be able to manage the responsibilities of a mentor, planner 
researcher and presenter. 
C. Students will be able to surmount minor problems and focus on the final 
goal. 
D. Students will be able to explain concepts and clarify them for peers. 
1 
vi Complete the given sentence by selecting the most appropriate option. 
The 2014 study attempts to understand student leadership by focussing on . 
 
A. experiences that shaped students’ overall personality. 
B. lessons gained by students as they grew up. 
C. relationship of key events with particular lessons. 
D. students in leadership roles. 
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vii The lessons for ‘Individual competencies’ had a range of responses. 
Give one reason why having the least number of responses for ‘Decision Making’, is a 
matter that needs attention. 
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viii Complete the given sentence by selecting the most appropriate option. 
 
The concluding sentence of the text makes a clear case for by listing it 
as a core competency for student leadership. 
 
A. collaboration 
B. flexibility 
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