CBSE-CBSE-Sample-Paper-Class-12-English-Core-2017-Questions Class 12 Notes | EduRev

Class 12 : CBSE-CBSE-Sample-Paper-Class-12-English-Core-2017-Questions Class 12 Notes | EduRev

 Page 1


SAMPLE QUESTION PAPER
ENGLISH (CORE)
GRADE XII
Time allowed: 3 Hrs Maximum Marks: 100
General Instructions:
1. This paper is divided into three sections:A, B and C. All the sections are compulsory.
2. Separate instructions are given with each section and question, wherever necessary. Read these 
instructions very carefully and follow them faithfully.
3. Do not exceed the prescribed word limit while answering the questions.
SECTION-A
(READING)
(Marks:30)
1 Read the passage given below :
1. No student of a foreign language needs to be told that grammar is complex. By 
changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able
to communicate tiny variations in meaning. We can turn a statement into a question, state
whether an action has taken place or is soon to take place, and perform many other word
tricks to convey subtle differences in meaning. Nor is this complexity inherent to the
English language. All languages, even those of so-called 'primitive' tribes have clever
grammatical components. The Cherokee pronoun system, for example, can distinguish
between 'you and I', 'several other people and I' and 'you, another person and I'. In English,
all these meanings are summed up in the one, crude pronoun 'we'. Grammar is universal and
plays a part in every language, no matter how widespread it is. So the question which has
baffled many linguists is - who created grammar?
2. At first, it would appear that this question is impossible to answer. To find out how
grammar is created, someone needs to be present at the time of a language's creation,
documenting its emergence. Many historical linguists are able to trace modern complex 
languages back to earlier languages, but in order to answer the question of how complex 
languages are actually formed, the researcher needs to observe how languages are started
from scratch. Amazingly, however, this is possible.
3. Some of the most recent languages evolved due to the Atlantic slave trade. At that
time, slaves from a number of different ethnicities were forced to work together under
colonizer's rule. Since they had no opportunity to learn each others languages, they
developed a make-shift language called a pidgin. Pidgins are strings of words copied from
the language of the landowner. They have little in the way of grammar, and in many cases it
is difficult for a listener to deduce when an event happened, and who did what to whom. 
Speakers need to use circumlocution in order to make their meaning understood.
Interestingly, however, all it takes for a pidgin to become a complex language is for a group
of children to be exposed to it at the time when they learn their mother tongue. Slave
children did not simply copy the strings of words uttered by their elders, they adapted their
words to create a new, expressive language. Complex grammar systems which emerge from
pidgins are termed creoles, and they are invented by children.
4. Further evidence of this can be seen in studying sign languages for the deaf. Sign 
languages are not simply a series of gestures; they utilise the same grammatical machinery
that is found in spoken languages. Moreover, there are many different languages used
worldwide. The creation of one such language was documented quite recently in Nicaragua.
Page 2


SAMPLE QUESTION PAPER
ENGLISH (CORE)
GRADE XII
Time allowed: 3 Hrs Maximum Marks: 100
General Instructions:
1. This paper is divided into three sections:A, B and C. All the sections are compulsory.
2. Separate instructions are given with each section and question, wherever necessary. Read these 
instructions very carefully and follow them faithfully.
3. Do not exceed the prescribed word limit while answering the questions.
SECTION-A
(READING)
(Marks:30)
1 Read the passage given below :
1. No student of a foreign language needs to be told that grammar is complex. By 
changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able
to communicate tiny variations in meaning. We can turn a statement into a question, state
whether an action has taken place or is soon to take place, and perform many other word
tricks to convey subtle differences in meaning. Nor is this complexity inherent to the
English language. All languages, even those of so-called 'primitive' tribes have clever
grammatical components. The Cherokee pronoun system, for example, can distinguish
between 'you and I', 'several other people and I' and 'you, another person and I'. In English,
all these meanings are summed up in the one, crude pronoun 'we'. Grammar is universal and
plays a part in every language, no matter how widespread it is. So the question which has
baffled many linguists is - who created grammar?
2. At first, it would appear that this question is impossible to answer. To find out how
grammar is created, someone needs to be present at the time of a language's creation,
documenting its emergence. Many historical linguists are able to trace modern complex 
languages back to earlier languages, but in order to answer the question of how complex 
languages are actually formed, the researcher needs to observe how languages are started
from scratch. Amazingly, however, this is possible.
3. Some of the most recent languages evolved due to the Atlantic slave trade. At that
time, slaves from a number of different ethnicities were forced to work together under
colonizer's rule. Since they had no opportunity to learn each others languages, they
developed a make-shift language called a pidgin. Pidgins are strings of words copied from
the language of the landowner. They have little in the way of grammar, and in many cases it
is difficult for a listener to deduce when an event happened, and who did what to whom. 
Speakers need to use circumlocution in order to make their meaning understood.
Interestingly, however, all it takes for a pidgin to become a complex language is for a group
of children to be exposed to it at the time when they learn their mother tongue. Slave
children did not simply copy the strings of words uttered by their elders, they adapted their
words to create a new, expressive language. Complex grammar systems which emerge from
pidgins are termed creoles, and they are invented by children.
4. Further evidence of this can be seen in studying sign languages for the deaf. Sign 
languages are not simply a series of gestures; they utilise the same grammatical machinery
that is found in spoken languages. Moreover, there are many different languages used
worldwide. The creation of one such language was documented quite recently in Nicaragua.
Previously, all deaf people were isolated from each other, but in 1979 a new government
introduced schools for the deaf. Although children were taught speech and lip reading in the
classroom, in the playgrounds they began to invent their own sign system, using the gestures
that they used at home. It was basically a pidgin. Each child used the signs differently, and
there was no consistent grammar. However, children who joined the school later, when this
inventive sign system was already around, developed a quite different sign language. 
Although it was based on the signs of the older children, the younger children's language
was more fluid and compact, and it utilised a large range of grammatical devices to clarify
meaning. What is more, all the children used the signs in the same way. A new creole was
born.
5. Some linguists believe that many of the world's most established languages were 
creoles at first. The English past tense –ed ending may have evolved from the verb 'do'. 'It
ended' may once have been 'It end-did'. Therefore it would appear that even the most
widespread languages were partly created by children. Children appear to have innate
grammatical machinery in their brains, which springs to life when they are first trying to
make sense of the world around them. Their minds can serve to create logical, complex
structures, even when there is no grammar present for them to copy.
(711 words)
1.1 On the basis of your understanding of the above passage, answer each of the
questions given below by choosing the most appropriate option:
(a) In paragraph 1, why does the writer include information about the Cherokee language?
i. To show how simple, traditional cultures can have complicated grammar structures.
ii. To show how English grammar differs from Cherokee grammar.
iii. To prove that complex grammar structures were invented by the Cherokees.  
iv. To demonstrate how difficult it is to learn the Cherokee language. 
(b) What can be inferred about the slaves' pidgin language?
i. It contained complex grammar.
ii. It was based on many different languages.
iii. It was difficult to understand, even among slaves.  
iv. It was created by the land-owners.
(c) All the following sentences about Nicaraguan sign language are true EXCEPT:
i. The language has been created since 1979.
ii. The language is based on speech and lip reading.
iii. The language incorporates signs which children used at home.
iv. The language was perfected by younger children.
(d) Which idea is presented in the final paragraph?
i. English was probably once a creole.
ii. The English past tense system is inaccurate.
iii. Linguists have proven that English was created by children.
iv. Children say English past tenses differently from adults.
1.2 Answer the following questions briefly:  
(a) What is common to all languages?
(b) How can we find out who created grammar?
(c) According to the passage what can be attributed as a consequence of the Atlantic slave 
1x4=4
Page 3


SAMPLE QUESTION PAPER
ENGLISH (CORE)
GRADE XII
Time allowed: 3 Hrs Maximum Marks: 100
General Instructions:
1. This paper is divided into three sections:A, B and C. All the sections are compulsory.
2. Separate instructions are given with each section and question, wherever necessary. Read these 
instructions very carefully and follow them faithfully.
3. Do not exceed the prescribed word limit while answering the questions.
SECTION-A
(READING)
(Marks:30)
1 Read the passage given below :
1. No student of a foreign language needs to be told that grammar is complex. By 
changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able
to communicate tiny variations in meaning. We can turn a statement into a question, state
whether an action has taken place or is soon to take place, and perform many other word
tricks to convey subtle differences in meaning. Nor is this complexity inherent to the
English language. All languages, even those of so-called 'primitive' tribes have clever
grammatical components. The Cherokee pronoun system, for example, can distinguish
between 'you and I', 'several other people and I' and 'you, another person and I'. In English,
all these meanings are summed up in the one, crude pronoun 'we'. Grammar is universal and
plays a part in every language, no matter how widespread it is. So the question which has
baffled many linguists is - who created grammar?
2. At first, it would appear that this question is impossible to answer. To find out how
grammar is created, someone needs to be present at the time of a language's creation,
documenting its emergence. Many historical linguists are able to trace modern complex 
languages back to earlier languages, but in order to answer the question of how complex 
languages are actually formed, the researcher needs to observe how languages are started
from scratch. Amazingly, however, this is possible.
3. Some of the most recent languages evolved due to the Atlantic slave trade. At that
time, slaves from a number of different ethnicities were forced to work together under
colonizer's rule. Since they had no opportunity to learn each others languages, they
developed a make-shift language called a pidgin. Pidgins are strings of words copied from
the language of the landowner. They have little in the way of grammar, and in many cases it
is difficult for a listener to deduce when an event happened, and who did what to whom. 
Speakers need to use circumlocution in order to make their meaning understood.
Interestingly, however, all it takes for a pidgin to become a complex language is for a group
of children to be exposed to it at the time when they learn their mother tongue. Slave
children did not simply copy the strings of words uttered by their elders, they adapted their
words to create a new, expressive language. Complex grammar systems which emerge from
pidgins are termed creoles, and they are invented by children.
4. Further evidence of this can be seen in studying sign languages for the deaf. Sign 
languages are not simply a series of gestures; they utilise the same grammatical machinery
that is found in spoken languages. Moreover, there are many different languages used
worldwide. The creation of one such language was documented quite recently in Nicaragua.
Previously, all deaf people were isolated from each other, but in 1979 a new government
introduced schools for the deaf. Although children were taught speech and lip reading in the
classroom, in the playgrounds they began to invent their own sign system, using the gestures
that they used at home. It was basically a pidgin. Each child used the signs differently, and
there was no consistent grammar. However, children who joined the school later, when this
inventive sign system was already around, developed a quite different sign language. 
Although it was based on the signs of the older children, the younger children's language
was more fluid and compact, and it utilised a large range of grammatical devices to clarify
meaning. What is more, all the children used the signs in the same way. A new creole was
born.
5. Some linguists believe that many of the world's most established languages were 
creoles at first. The English past tense –ed ending may have evolved from the verb 'do'. 'It
ended' may once have been 'It end-did'. Therefore it would appear that even the most
widespread languages were partly created by children. Children appear to have innate
grammatical machinery in their brains, which springs to life when they are first trying to
make sense of the world around them. Their minds can serve to create logical, complex
structures, even when there is no grammar present for them to copy.
(711 words)
1.1 On the basis of your understanding of the above passage, answer each of the
questions given below by choosing the most appropriate option:
(a) In paragraph 1, why does the writer include information about the Cherokee language?
i. To show how simple, traditional cultures can have complicated grammar structures.
ii. To show how English grammar differs from Cherokee grammar.
iii. To prove that complex grammar structures were invented by the Cherokees.  
iv. To demonstrate how difficult it is to learn the Cherokee language. 
(b) What can be inferred about the slaves' pidgin language?
i. It contained complex grammar.
ii. It was based on many different languages.
iii. It was difficult to understand, even among slaves.  
iv. It was created by the land-owners.
(c) All the following sentences about Nicaraguan sign language are true EXCEPT:
i. The language has been created since 1979.
ii. The language is based on speech and lip reading.
iii. The language incorporates signs which children used at home.
iv. The language was perfected by younger children.
(d) Which idea is presented in the final paragraph?
i. English was probably once a creole.
ii. The English past tense system is inaccurate.
iii. Linguists have proven that English was created by children.
iv. Children say English past tenses differently from adults.
1.2 Answer the following questions briefly:  
(a) What is common to all languages?
(b) How can we find out who created grammar?
(c) According to the passage what can be attributed as a consequence of the Atlantic slave 
1x4=4
trade?
(d) What is pidgin?
(e) What are creoles?
(f) Why does the author say that even the most widespread languages were partly created by
children?  
1.3 Pick out the words/phrases from the passage which are similar in meaning to the 
following:
i) simple and temporary (Para 3)
ii) uniform (Para 4)             
1x6=6   
1x2 =2
2 Read the passage given below carefully and answer the questions that follow:
1. Close at hand is a bridge over the River Thames, an admirable vantage ground for
us to make a survey. We are here to consider facts; now we must fix our eyes upon the
procession—the procession of the sons of educated men. There they go, our brothers who
have been educated at public schools and universities, mounting those steps, passing in and
out of those doors, ascending those pulpits, preaching, teaching,administering justice,
practising medicine, transacting business, making money. It is a solemn sight always—a 
procession, like a caravan crossing a desert....But now, for the past twenty years or so, it is
no longer a sight merely, a photograph, or fresco scrawled upon the walls of time, at which
we can look with merely an aesthetic appreciation.
2. For there, traipsing along at the tail end of the procession, we go ourselves. And that
makes a difference. We who have looked so long at the pageant in books, or from a
curtained window watched educated men leaving the house at about nine-thirty to go to an
office, returning to the house at about six-thirty from an office, need look passively no
longer. We too can leave the house, can mount those steps, pass in and out of those
doors,...make money, administer justice.
3. Nobody will dare contradict us then; we shall be the mouthpieces of the divine
spirit—a solemn thought, is it not? We are here, on the bridge, to ask ourselves certain
questions. And they are very important questions; and we have very little time in which to
answer them. The questions that we have to ask and to answer about that procession during
this moment of transition are so important that they may well change the lives of all men 
and women for ever. For we have to ask ourselves, here and now, do we wish to join that
procession, or don’t we? On what terms shall we join that procession? Above all, where is it
leading us, the procession of educated men?
4. As you know from your own experience, and there are facts that prove it, the 
daughters of educated men have always done their thinking from hand to mouth; not under
green lamps at study tables in the cloisters of secluded colleges. They have thought while
they stirred the pot, while they rocked the cradle. It was thus that they won us the right to
our brand-new sixpence. It falls to us now to go on thinking; how are we to spend that
sixpence? Think we must. Let us think in offices; in omnibuses; while we are standing in the
crowd watching Coronations and Lord Mayor’s Shows; let us think...in the gallery of the
House of Commons; in the Law Courts; let us think at baptisms and marriages and
funerals.(465 words)
Adapted from ‘Three Guineas’, Virginia Woolf
2.1 On the basis of your understanding of the passage, complete the statements
given below by choosing the most appropriate option:
1. The main purpose of the passage is to:
1x2=2
Page 4


SAMPLE QUESTION PAPER
ENGLISH (CORE)
GRADE XII
Time allowed: 3 Hrs Maximum Marks: 100
General Instructions:
1. This paper is divided into three sections:A, B and C. All the sections are compulsory.
2. Separate instructions are given with each section and question, wherever necessary. Read these 
instructions very carefully and follow them faithfully.
3. Do not exceed the prescribed word limit while answering the questions.
SECTION-A
(READING)
(Marks:30)
1 Read the passage given below :
1. No student of a foreign language needs to be told that grammar is complex. By 
changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able
to communicate tiny variations in meaning. We can turn a statement into a question, state
whether an action has taken place or is soon to take place, and perform many other word
tricks to convey subtle differences in meaning. Nor is this complexity inherent to the
English language. All languages, even those of so-called 'primitive' tribes have clever
grammatical components. The Cherokee pronoun system, for example, can distinguish
between 'you and I', 'several other people and I' and 'you, another person and I'. In English,
all these meanings are summed up in the one, crude pronoun 'we'. Grammar is universal and
plays a part in every language, no matter how widespread it is. So the question which has
baffled many linguists is - who created grammar?
2. At first, it would appear that this question is impossible to answer. To find out how
grammar is created, someone needs to be present at the time of a language's creation,
documenting its emergence. Many historical linguists are able to trace modern complex 
languages back to earlier languages, but in order to answer the question of how complex 
languages are actually formed, the researcher needs to observe how languages are started
from scratch. Amazingly, however, this is possible.
3. Some of the most recent languages evolved due to the Atlantic slave trade. At that
time, slaves from a number of different ethnicities were forced to work together under
colonizer's rule. Since they had no opportunity to learn each others languages, they
developed a make-shift language called a pidgin. Pidgins are strings of words copied from
the language of the landowner. They have little in the way of grammar, and in many cases it
is difficult for a listener to deduce when an event happened, and who did what to whom. 
Speakers need to use circumlocution in order to make their meaning understood.
Interestingly, however, all it takes for a pidgin to become a complex language is for a group
of children to be exposed to it at the time when they learn their mother tongue. Slave
children did not simply copy the strings of words uttered by their elders, they adapted their
words to create a new, expressive language. Complex grammar systems which emerge from
pidgins are termed creoles, and they are invented by children.
4. Further evidence of this can be seen in studying sign languages for the deaf. Sign 
languages are not simply a series of gestures; they utilise the same grammatical machinery
that is found in spoken languages. Moreover, there are many different languages used
worldwide. The creation of one such language was documented quite recently in Nicaragua.
Previously, all deaf people were isolated from each other, but in 1979 a new government
introduced schools for the deaf. Although children were taught speech and lip reading in the
classroom, in the playgrounds they began to invent their own sign system, using the gestures
that they used at home. It was basically a pidgin. Each child used the signs differently, and
there was no consistent grammar. However, children who joined the school later, when this
inventive sign system was already around, developed a quite different sign language. 
Although it was based on the signs of the older children, the younger children's language
was more fluid and compact, and it utilised a large range of grammatical devices to clarify
meaning. What is more, all the children used the signs in the same way. A new creole was
born.
5. Some linguists believe that many of the world's most established languages were 
creoles at first. The English past tense –ed ending may have evolved from the verb 'do'. 'It
ended' may once have been 'It end-did'. Therefore it would appear that even the most
widespread languages were partly created by children. Children appear to have innate
grammatical machinery in their brains, which springs to life when they are first trying to
make sense of the world around them. Their minds can serve to create logical, complex
structures, even when there is no grammar present for them to copy.
(711 words)
1.1 On the basis of your understanding of the above passage, answer each of the
questions given below by choosing the most appropriate option:
(a) In paragraph 1, why does the writer include information about the Cherokee language?
i. To show how simple, traditional cultures can have complicated grammar structures.
ii. To show how English grammar differs from Cherokee grammar.
iii. To prove that complex grammar structures were invented by the Cherokees.  
iv. To demonstrate how difficult it is to learn the Cherokee language. 
(b) What can be inferred about the slaves' pidgin language?
i. It contained complex grammar.
ii. It was based on many different languages.
iii. It was difficult to understand, even among slaves.  
iv. It was created by the land-owners.
(c) All the following sentences about Nicaraguan sign language are true EXCEPT:
i. The language has been created since 1979.
ii. The language is based on speech and lip reading.
iii. The language incorporates signs which children used at home.
iv. The language was perfected by younger children.
(d) Which idea is presented in the final paragraph?
i. English was probably once a creole.
ii. The English past tense system is inaccurate.
iii. Linguists have proven that English was created by children.
iv. Children say English past tenses differently from adults.
1.2 Answer the following questions briefly:  
(a) What is common to all languages?
(b) How can we find out who created grammar?
(c) According to the passage what can be attributed as a consequence of the Atlantic slave 
1x4=4
trade?
(d) What is pidgin?
(e) What are creoles?
(f) Why does the author say that even the most widespread languages were partly created by
children?  
1.3 Pick out the words/phrases from the passage which are similar in meaning to the 
following:
i) simple and temporary (Para 3)
ii) uniform (Para 4)             
1x6=6   
1x2 =2
2 Read the passage given below carefully and answer the questions that follow:
1. Close at hand is a bridge over the River Thames, an admirable vantage ground for
us to make a survey. We are here to consider facts; now we must fix our eyes upon the
procession—the procession of the sons of educated men. There they go, our brothers who
have been educated at public schools and universities, mounting those steps, passing in and
out of those doors, ascending those pulpits, preaching, teaching,administering justice,
practising medicine, transacting business, making money. It is a solemn sight always—a 
procession, like a caravan crossing a desert....But now, for the past twenty years or so, it is
no longer a sight merely, a photograph, or fresco scrawled upon the walls of time, at which
we can look with merely an aesthetic appreciation.
2. For there, traipsing along at the tail end of the procession, we go ourselves. And that
makes a difference. We who have looked so long at the pageant in books, or from a
curtained window watched educated men leaving the house at about nine-thirty to go to an
office, returning to the house at about six-thirty from an office, need look passively no
longer. We too can leave the house, can mount those steps, pass in and out of those
doors,...make money, administer justice.
3. Nobody will dare contradict us then; we shall be the mouthpieces of the divine
spirit—a solemn thought, is it not? We are here, on the bridge, to ask ourselves certain
questions. And they are very important questions; and we have very little time in which to
answer them. The questions that we have to ask and to answer about that procession during
this moment of transition are so important that they may well change the lives of all men 
and women for ever. For we have to ask ourselves, here and now, do we wish to join that
procession, or don’t we? On what terms shall we join that procession? Above all, where is it
leading us, the procession of educated men?
4. As you know from your own experience, and there are facts that prove it, the 
daughters of educated men have always done their thinking from hand to mouth; not under
green lamps at study tables in the cloisters of secluded colleges. They have thought while
they stirred the pot, while they rocked the cradle. It was thus that they won us the right to
our brand-new sixpence. It falls to us now to go on thinking; how are we to spend that
sixpence? Think we must. Let us think in offices; in omnibuses; while we are standing in the
crowd watching Coronations and Lord Mayor’s Shows; let us think...in the gallery of the
House of Commons; in the Law Courts; let us think at baptisms and marriages and
funerals.(465 words)
Adapted from ‘Three Guineas’, Virginia Woolf
2.1 On the basis of your understanding of the passage, complete the statements
given below by choosing the most appropriate option:
1. The main purpose of the passage is to:
1x2=2
A. emphasize the value of a tradition. 
B. stress the urgency of an issue. 
C. highlight the severity of social divisions. 
D. question the feasibility of an undertaking.
2. The author uses the word “we” throughout the passage mainly to
A. reflect the growing friendliness among a group of people.
B. advance the need for candor among a group of people.
C. establish a sense of solidarity among a group of people.
D. reinforce the need for respect among a group of people 
2.2 Answer the following briefly:
a) Why is the author jubilant on looking at the procession?
b) What/who did the procession traditionally consist of?
c)According to the author why were is the purpose for the women to be on the bridge?
d) How have women learnt to think as different to men?                   
e)What do the range of places and occasions in paragraph 4 emphasize?
f) What does ' sixpence' mean?
2.3 Find words from the passage which mean the same as the following:     
i) ceremonial occasion (para 2)     
ii) spokespersons (para 3)
1x6=6
1x2 =2
3 Read the  passage given below:
This isn't a mountain region of mere subjective beauty. Nor one, which claims its greatness,
based on just an overwhelming opinion of a large majority. For Sikkim is a treasure that few
know about. However, the facts of its remarkable geography bear enough testimony to pitch
Sikkim in a slot that no other mountain region, anywhere in the world, could duplicate or
rival. What Everest is to peaks, Sikkim is to the mountains. Tragically, a region so wild and
exotic and with such geographic and climatic extremes, that its amazing wilds and not its
unremarkable hill stations, ensure its accessibility to the adventurous only.
Just delve on these facts a bit. From the plains, in a mere 80 kms as the crow flies, the
altitude reaches 28,168 feet at the very top of Kangchenjunga, the third highest peak in the
world. Such a sharp elevation is unrivalled anywhere else and is the first geographical claim
of Sikkim.
The second is an offshoot of the first. Nowhere else do so many 7,000 metre plus peaks
crowd up such a confined space. And the third is really a consequence of the first and the
second with the sharp gradation creating the most variegated flora and fauna possible
anywhere in the mountains. The fourth uniqueness is also a consequence of the first and the
second and lies in the extremes of the climate which ranges from the tropical to the typical
arctic type. And the fifth claim is its thin permanent population and relatively fewer
travellers by virtue of its remote far-eastern Himalayan location.
The startling facts about Sikkim never seem to end. For starters, all of Sikkim lies in a mere
110 kms by 65 kms of mountains, peaks, glaciers, rivers and forests. A little dot on the map
at a latitude 27 degrees North and longitude 88 degrees East. Its 7,000-sq kms make it about
as large as the National Capital Region of India! To the North and extending to the East of
Sikkim, is Tibet / China and to the West is Nepal. To the South are the Himalayan and sub
Himalayan regions of West Bengal.
It is, in fact these geographical extremes and the resulting ambience, that makes
Page 5


SAMPLE QUESTION PAPER
ENGLISH (CORE)
GRADE XII
Time allowed: 3 Hrs Maximum Marks: 100
General Instructions:
1. This paper is divided into three sections:A, B and C. All the sections are compulsory.
2. Separate instructions are given with each section and question, wherever necessary. Read these 
instructions very carefully and follow them faithfully.
3. Do not exceed the prescribed word limit while answering the questions.
SECTION-A
(READING)
(Marks:30)
1 Read the passage given below :
1. No student of a foreign language needs to be told that grammar is complex. By 
changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able
to communicate tiny variations in meaning. We can turn a statement into a question, state
whether an action has taken place or is soon to take place, and perform many other word
tricks to convey subtle differences in meaning. Nor is this complexity inherent to the
English language. All languages, even those of so-called 'primitive' tribes have clever
grammatical components. The Cherokee pronoun system, for example, can distinguish
between 'you and I', 'several other people and I' and 'you, another person and I'. In English,
all these meanings are summed up in the one, crude pronoun 'we'. Grammar is universal and
plays a part in every language, no matter how widespread it is. So the question which has
baffled many linguists is - who created grammar?
2. At first, it would appear that this question is impossible to answer. To find out how
grammar is created, someone needs to be present at the time of a language's creation,
documenting its emergence. Many historical linguists are able to trace modern complex 
languages back to earlier languages, but in order to answer the question of how complex 
languages are actually formed, the researcher needs to observe how languages are started
from scratch. Amazingly, however, this is possible.
3. Some of the most recent languages evolved due to the Atlantic slave trade. At that
time, slaves from a number of different ethnicities were forced to work together under
colonizer's rule. Since they had no opportunity to learn each others languages, they
developed a make-shift language called a pidgin. Pidgins are strings of words copied from
the language of the landowner. They have little in the way of grammar, and in many cases it
is difficult for a listener to deduce when an event happened, and who did what to whom. 
Speakers need to use circumlocution in order to make their meaning understood.
Interestingly, however, all it takes for a pidgin to become a complex language is for a group
of children to be exposed to it at the time when they learn their mother tongue. Slave
children did not simply copy the strings of words uttered by their elders, they adapted their
words to create a new, expressive language. Complex grammar systems which emerge from
pidgins are termed creoles, and they are invented by children.
4. Further evidence of this can be seen in studying sign languages for the deaf. Sign 
languages are not simply a series of gestures; they utilise the same grammatical machinery
that is found in spoken languages. Moreover, there are many different languages used
worldwide. The creation of one such language was documented quite recently in Nicaragua.
Previously, all deaf people were isolated from each other, but in 1979 a new government
introduced schools for the deaf. Although children were taught speech and lip reading in the
classroom, in the playgrounds they began to invent their own sign system, using the gestures
that they used at home. It was basically a pidgin. Each child used the signs differently, and
there was no consistent grammar. However, children who joined the school later, when this
inventive sign system was already around, developed a quite different sign language. 
Although it was based on the signs of the older children, the younger children's language
was more fluid and compact, and it utilised a large range of grammatical devices to clarify
meaning. What is more, all the children used the signs in the same way. A new creole was
born.
5. Some linguists believe that many of the world's most established languages were 
creoles at first. The English past tense –ed ending may have evolved from the verb 'do'. 'It
ended' may once have been 'It end-did'. Therefore it would appear that even the most
widespread languages were partly created by children. Children appear to have innate
grammatical machinery in their brains, which springs to life when they are first trying to
make sense of the world around them. Their minds can serve to create logical, complex
structures, even when there is no grammar present for them to copy.
(711 words)
1.1 On the basis of your understanding of the above passage, answer each of the
questions given below by choosing the most appropriate option:
(a) In paragraph 1, why does the writer include information about the Cherokee language?
i. To show how simple, traditional cultures can have complicated grammar structures.
ii. To show how English grammar differs from Cherokee grammar.
iii. To prove that complex grammar structures were invented by the Cherokees.  
iv. To demonstrate how difficult it is to learn the Cherokee language. 
(b) What can be inferred about the slaves' pidgin language?
i. It contained complex grammar.
ii. It was based on many different languages.
iii. It was difficult to understand, even among slaves.  
iv. It was created by the land-owners.
(c) All the following sentences about Nicaraguan sign language are true EXCEPT:
i. The language has been created since 1979.
ii. The language is based on speech and lip reading.
iii. The language incorporates signs which children used at home.
iv. The language was perfected by younger children.
(d) Which idea is presented in the final paragraph?
i. English was probably once a creole.
ii. The English past tense system is inaccurate.
iii. Linguists have proven that English was created by children.
iv. Children say English past tenses differently from adults.
1.2 Answer the following questions briefly:  
(a) What is common to all languages?
(b) How can we find out who created grammar?
(c) According to the passage what can be attributed as a consequence of the Atlantic slave 
1x4=4
trade?
(d) What is pidgin?
(e) What are creoles?
(f) Why does the author say that even the most widespread languages were partly created by
children?  
1.3 Pick out the words/phrases from the passage which are similar in meaning to the 
following:
i) simple and temporary (Para 3)
ii) uniform (Para 4)             
1x6=6   
1x2 =2
2 Read the passage given below carefully and answer the questions that follow:
1. Close at hand is a bridge over the River Thames, an admirable vantage ground for
us to make a survey. We are here to consider facts; now we must fix our eyes upon the
procession—the procession of the sons of educated men. There they go, our brothers who
have been educated at public schools and universities, mounting those steps, passing in and
out of those doors, ascending those pulpits, preaching, teaching,administering justice,
practising medicine, transacting business, making money. It is a solemn sight always—a 
procession, like a caravan crossing a desert....But now, for the past twenty years or so, it is
no longer a sight merely, a photograph, or fresco scrawled upon the walls of time, at which
we can look with merely an aesthetic appreciation.
2. For there, traipsing along at the tail end of the procession, we go ourselves. And that
makes a difference. We who have looked so long at the pageant in books, or from a
curtained window watched educated men leaving the house at about nine-thirty to go to an
office, returning to the house at about six-thirty from an office, need look passively no
longer. We too can leave the house, can mount those steps, pass in and out of those
doors,...make money, administer justice.
3. Nobody will dare contradict us then; we shall be the mouthpieces of the divine
spirit—a solemn thought, is it not? We are here, on the bridge, to ask ourselves certain
questions. And they are very important questions; and we have very little time in which to
answer them. The questions that we have to ask and to answer about that procession during
this moment of transition are so important that they may well change the lives of all men 
and women for ever. For we have to ask ourselves, here and now, do we wish to join that
procession, or don’t we? On what terms shall we join that procession? Above all, where is it
leading us, the procession of educated men?
4. As you know from your own experience, and there are facts that prove it, the 
daughters of educated men have always done their thinking from hand to mouth; not under
green lamps at study tables in the cloisters of secluded colleges. They have thought while
they stirred the pot, while they rocked the cradle. It was thus that they won us the right to
our brand-new sixpence. It falls to us now to go on thinking; how are we to spend that
sixpence? Think we must. Let us think in offices; in omnibuses; while we are standing in the
crowd watching Coronations and Lord Mayor’s Shows; let us think...in the gallery of the
House of Commons; in the Law Courts; let us think at baptisms and marriages and
funerals.(465 words)
Adapted from ‘Three Guineas’, Virginia Woolf
2.1 On the basis of your understanding of the passage, complete the statements
given below by choosing the most appropriate option:
1. The main purpose of the passage is to:
1x2=2
A. emphasize the value of a tradition. 
B. stress the urgency of an issue. 
C. highlight the severity of social divisions. 
D. question the feasibility of an undertaking.
2. The author uses the word “we” throughout the passage mainly to
A. reflect the growing friendliness among a group of people.
B. advance the need for candor among a group of people.
C. establish a sense of solidarity among a group of people.
D. reinforce the need for respect among a group of people 
2.2 Answer the following briefly:
a) Why is the author jubilant on looking at the procession?
b) What/who did the procession traditionally consist of?
c)According to the author why were is the purpose for the women to be on the bridge?
d) How have women learnt to think as different to men?                   
e)What do the range of places and occasions in paragraph 4 emphasize?
f) What does ' sixpence' mean?
2.3 Find words from the passage which mean the same as the following:     
i) ceremonial occasion (para 2)     
ii) spokespersons (para 3)
1x6=6
1x2 =2
3 Read the  passage given below:
This isn't a mountain region of mere subjective beauty. Nor one, which claims its greatness,
based on just an overwhelming opinion of a large majority. For Sikkim is a treasure that few
know about. However, the facts of its remarkable geography bear enough testimony to pitch
Sikkim in a slot that no other mountain region, anywhere in the world, could duplicate or
rival. What Everest is to peaks, Sikkim is to the mountains. Tragically, a region so wild and
exotic and with such geographic and climatic extremes, that its amazing wilds and not its
unremarkable hill stations, ensure its accessibility to the adventurous only.
Just delve on these facts a bit. From the plains, in a mere 80 kms as the crow flies, the
altitude reaches 28,168 feet at the very top of Kangchenjunga, the third highest peak in the
world. Such a sharp elevation is unrivalled anywhere else and is the first geographical claim
of Sikkim.
The second is an offshoot of the first. Nowhere else do so many 7,000 metre plus peaks
crowd up such a confined space. And the third is really a consequence of the first and the
second with the sharp gradation creating the most variegated flora and fauna possible
anywhere in the mountains. The fourth uniqueness is also a consequence of the first and the
second and lies in the extremes of the climate which ranges from the tropical to the typical
arctic type. And the fifth claim is its thin permanent population and relatively fewer
travellers by virtue of its remote far-eastern Himalayan location.
The startling facts about Sikkim never seem to end. For starters, all of Sikkim lies in a mere
110 kms by 65 kms of mountains, peaks, glaciers, rivers and forests. A little dot on the map
at a latitude 27 degrees North and longitude 88 degrees East. Its 7,000-sq kms make it about
as large as the National Capital Region of India! To the North and extending to the East of
Sikkim, is Tibet / China and to the West is Nepal. To the South are the Himalayan and sub
Himalayan regions of West Bengal.
It is, in fact these geographical extremes and the resulting ambience, that makes
mountaineers trek here, when they are not climbing, besides fuelling mountaineering dreams
in the minds of trekkers, what with the closest possible proximity to magnificent peaks
while trekking.
On the subject of trekking here, it is strange but true that acclimatisation is much tougher in
Sikkim than elsewhere. It may have something to do with being closer in latitude to the
Tropic of Cancer, besides the rather sharp stages involved in each day of trekking. The
closeness to the Tropic of Cancer has meant that the snowline will always be much higher
and therefore human settlements are seen even at altitudes of 16,000 feet! (473 words)
Adapted from a travelogue by Ashish Kaul, Travel Writer
(a) On the basis of your understanding of the above passage, make notes on it using
headings and sub-headings. Use recognizable abbreviations (wherever necessary-minimum
four) and a format you consider suitable. Also supply an appropriate title to it.            
(b) Write a summary of the passage in about 80 words.
5
3
SECTION : B  
(WRITING SKILLS )
(Marks:30)
4 You are Romi/Rohit, Sports Captain of Sunshine International School. Your school has
organised a marathon to promote a cause. Design a visually appealing poster about this in
about 50 words. Include all relevant details.
OR
You are the Dean, Admissions, MNT Professional College, Chandigarh. Draft an
advertisement in about 50 words giving information about admission to undergraduate
courses offered by your College. Include all relevant details.
4
5 You are Kumaran/Koyala, Vice President, Customer Care, Shopmart Online. You have 
received a letter of inquiry from a dissatisfied customer seeking information about your
company's exchange policy. Write a letter of reply in about 120-150 words to the customer
giving information about the same.
OR
You see a classified advertisement in the newspaper inviting applications for the post of a
Sales Executive in a reputed bank. Write a letter with bio-data in about 120-150 words to the
HR Manager, HABC Bank, Lajpat Nagar , New Delhi, applying for the post advertised. You
are Avani/Aviral of 120, Kirti Nagar, Delhi.
6
6 Are celebs responsible for the products they endorse? Taking a cue from the headlines
given below and using your own ideas, write a debate speech for or against the topic.
(about 150-200 words)
Amitabh Bachchan steps back from promoting Pepsi after a school girl questions the 
health impact of the drink.
Brief ban on Maggi noodles causes trouble for  its celebrity  Brand ambassadors
10
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