Class 12 English Model Question with Solution

 

Compulsory English Model Question Set-1

Sub. Code. 0041
NEB - GRADE XII
2080 (2023)
Compulsory English
Candidates are required to give their answers in their own words as far as practicable. The figures in the margin indicate full marks.

Time: 3 hrs.                                                                       Full Marks: 75

1.  Read the following text about a fitness activity and complete the tasks that follow.                  [15]

Young people should have the right to control and direct their own learning; that is, to decide what they want to learn, and when, where, how, how much, how fast, and with what help they want to learnt it. To be still more specific, I want them to have the right to decide if, when, how much, and by whom they want to be taught and the right to decide whether they want to learn in a school and if so which one and for how much of the time.

No human right, except the right to life itself, is more fundamental than this. A person’s freedom of learning is part of his freedom of thought, even more basic than his freedom of speech. If we take from someone his right to decide what he will be curious about, we destroy his freedom of thought. We say, in effect, you must think not about what interests and concerns you, but about what interests and concerns us.

We might call this the right of curiosity, the right to ask whatever questions are most important to us. As adults, we assume that we have the right to decide what does or does not interest us, what we will look into and what we will leave alone. We take this right for granted, cannot imagine that it might be taken away from us. Indeed, as far as I know, it has never been written into any body of law. Even the writers of our constitution did not mention it. They thought it was enough to guarantee citizens the freedom of speech and the freedom to spread their ideas as widely as they wished and could. It did not occur to them that even the most tyrannical government would try to control people’s minds, what they thought and knew. That idea was to come later, under the benevolent guise of compulsory universal education.

This right of each of us to control our own learning is now in danger. When we put into our laws the highly authoritarian notion that someone should and could decide what all young people were to learn and, beyond that, could do whatever might seem necessary (which now includes dosing with them with drugs) to compel them to learn it, we took a long step down a very steep and dangerous path. The requirement that a child go to school, for those six hours a day, 180 days a year, for about ten years, whether or not he learns anything there, whether or not he already knows it or could learn it faster or better somewhere else, is such a gross violation of civil liberties that few adults would stand for it. But the child who resists is treated as a criminal.

The right I ask for the young is a right that I want to preserve for the rest of us, the right to decide what goes into our minds. This is much more than the right to decide whether or when or how much to go to school or what school you want to go. That right is important, but it is only part of a much larger and more fundamental right, which I might call the right to learn, as opposed to being educated, i.e. made to learn what someone else thinks would be good for you. It is not just compulsory schooling but compulsory education that I oppose and want to do away with.

A.    Complete the following sentences using the words highlighted in the text. Two of those words are not necessary.                                                                                                        [5×1= 5]

a.       Some students ………… that aged teachers are not friendly.

b.      Do you know the basic ………….. for getting admission to this programme?

c.       Tyrannical kings are really …………. in their governance.

d.      This subject is not …………… if you don’t like to study it.

e.       The …………. of law is punishable.

B.     Read the text again and write                        [5×1= 5]

TRUE             if the statement agrees with the information given in the text.

FALSE           if the statement contradicts the information given in the text.

NOT GIVEN if there is no information in the text. 

a.       A child should have the right to decide to go or not to go to school.

b.      The right to decide about learning is clearly mentioned in the constitution.

c.       A child should attend his school six hours a day, 180 days a year for about ten years.

d.      Parental teaching at home is better than compulsory schooling.

e.       Parents need to decide which school a child should join.

C.     Read the text again and answer the following questions in ONE SENTENCE each. [5×1= 5]

a.       What rights should young people have?

b.      Which right is more important than the rights of the young people to decide learning?

c.       According to the text, what would the most tyrannical government do?

d.      Why is a child treated as a criminal?

e.       What does the author oppose to?

2.      Write short answers to the following questions in about 75 words each. [5×2= 10]

a)      Why was Mrs. Baroda unhappy with the information about Gouvernail’s visit to their farm?

(A Respectable Woman)

OR,

            What is the significance of Universal Declaration of Human Rights?

        (Human Rights and the Age of Inequality)

b)      How does the tourist describe his initial impression of the Kathmandu valley?

(The Half-closed Eyes of the Buddha…)

c)      Describe the feeling of the young couple when they first arrived at a new place. (Neighbours)

d)      How did Evan and Hooker know about the treasure? (The Treasure in the Forest)

                                OR,

            Why does the poet pray early in the morning? (Every Morning I Wake)

      e)      Why does Laxminarayan run ahead of the convoy at Thulo Gauchar? (The Bull)

3.      Write long answers to the following questions in about 150 words each. [2×5= 10]

a)         a)  Explain the following lines with reference to the context.

        I became soft

        when I saw

        A blood-stained shirt

        speaking in the earth’s ears

        with bruised human lips

        in the far corner

        under the moon

        of history and dreams

        playing hide and seek

        in open museums

        of human times.

                                    (Soft Storm)

 

OR,

        Discuss the six dimensions of normative marriage in America. (Marriage as a Social Institution)

b)             b)  Sketch the character of Famous Actress. How is she different from Earnest Young Woman?

(A Matter of Husband)

4.      We have a system of dual education system of private schools and public schools in Nepal. What should be done to make education equal to all citizens of Nepal? Write a couple of paragraphs expressing your view.                                                                                               [7]                          

5.      Write a job application for the position of a primary level English teacher that has fallen vacant in your school. State your age, qualification, experience, etc. Write to the principal.                  [8]

6.      Write an article for a national daily on ‘The Status of Women in Nepalese Society’.                [10]

7.      Do as instructed in the brackets and re-write the sentences.  [10×1= 10]

a.       a.       I found the book …………than I had expected it to be. (Complete the sentence with the appropriate form of ‘interest’.)

b.      b. You told me to wait, but ten minutes …………. (is / are) too long for me. (Choose the correct alternative to complete the sentence.)

c.      c.  I have been taking tuition class ……….. five weeks. (Complete the sentence with appropriate preposition)

d.     d.  Shekh has lost the front door key. He …………. (could/ must/ should) have kept it safe. (Fill in the blank choosing the appropriate modal verb)

e.      e.  He is a billionaire. He lives in a simple house. (Join the two sentences using ‘in spite of’.)

f.        f. She sometimes goes to the cinema. (Make Wh-question so that the underlined word could become the answer)

g.      g. You had better take your child to hospital as soon as possible, ………….? (Supply a correct question tag)

h.      h. He is an introvert. He has got very ………… (much/many/few/little) friends. (Choose one of the most appropriate quantifiers to fill in the blank.)

i.       i.  Neither the MPs nor the Prime Minister ….(have) felt regret for the party split. (Use the correct form of the verb given in the bracket)

j.        j. I said to her, “Go to school on time or you will miss the class.” (Change into indirect speech)

8.      Choose and copy the correct alternatives:        [5×1= 5]

a.       a. Which of the following words has a different initial sound?

                                i.            Check                          ii. choir

                            iii.            Chore                          iv. cherish

b.      b.  The last sound in the word ‘push’ is transcribed as …

                          i.            /ʃ/                                    ii. /z/

                      iii.            /s/                                    iv. /tʃ/

c.       c. Which of the following words does not take the prefix ‘im’?

                          i.            pure                                ii. moral

                      iii.            proper                             iv. fertile

d.      d.  Which of the following words comes before ‘difference’ in the dictionary entry?

                          i.            disinterest                       ii. diesel

                      iii.            different                         iv. disdain      

e.      e.  The old man down the street has kicked the bucket. The idiom ‘kick the bucket’ means:

                          i.            to become sick               ii. to disrespect somebody

                      iii.            to forget something        iv. to die

 

 

   The End.




SOLUTION 
of

Compulsory English Model Question Set-1


NEB - GRADE XII
2080 (2023)
Compulsory English
Candidates are required to give their answers in their own words as far as practicable. The figures in the margin indicate full marks.

Time: 3 hrs.                                                                       Full Marks: 75

1.  Read the following text about a fitness activity and complete the tasks that follow.                  [15]

Young people should have the right to control and direct their own learning; that is, to decide what they want to learn, and when, where, how, how much, how fast, and with what help they want to learnt it. To be still more specific, I want them to have the right to decide if, when, how much, and by whom they want to be taught and the right to decide whether they want to learn in a school and if so which one and for how much of the time.

No human right, except the right to life itself, is more fundamental than this. A person’s freedom of learning is part of his freedom of thought, even more basic than his freedom of speech. If we take from someone his right to decide what he will be curious about, we destroy his freedom of thought. We say, in effect, you must think not about what interests and concerns you, but about what interests and concerns us.

We might call this the right of curiosity, the right to ask whatever questions are most important to us. As adults, we assume that we have the right to decide what does or does not interest us, what we will look into and what we will leave alone. We take this right for granted, cannot imagine that it might be taken away from us. Indeed, as far as I know, it has never been written into any body of law. Even the writers of our constitution did not mention it. They thought it was enough to guarantee citizens the freedom of speech and the freedom to spread their ideas as widely as they wished and could. It did not occur to them that even the most tyrannical government would try to control people’s minds, what they thought and knew. That idea was to come later, under the benevolent guise of compulsory universal education.

This right of each of us to control our own learning is now in danger. When we put into our laws the highly authoritarian notion that someone should and could decide what all young people were to learn and, beyond that, could do whatever might seem necessary (which now includes dosing with them with drugs) to compel them to learn it, we took a long step down a very steep and dangerous path. The requirement that a child go to school, for those six hours a day, 180 days a year, for about ten years, whether or not he learns anything there, whether or not he already knows it or could learn it faster or better somewhere else, is such a gross violation of civil liberties that few adults would stand for it. But the child who resists is treated as a criminal.

The right I ask for the young is a right that I want to preserve for the rest of us, the right to decide what goes into our minds. This is much more than the right to decide whether or when or how much to go to school or what school you want to go. That right is important, but it is only part of a much larger and more fundamental right, which I might call the right to learn, as opposed to being educated, i.e. made to learn what someone else thinks would be good for you. It is not just compulsory schooling but compulsory education that I oppose and want to do away with.

A.    Complete the following sentences using the words highlighted in the text. Two of those words are not necessary.                                                                                                        [5×1= 5]

a.       Some students assume that aged teachers are not friendly.

b.      Do you know the basic requirement for getting admission to this programme?

c.       Tyrannical kings are really authoritarian in their governance.

d.      This subject is not compulsory if you don’t like to study it.

e.       The violation of law is punishable.

B.     Read the text again and write                        [5×1= 5]

TRUE             if the statement agrees with the information given in the text.

FALSE           if the statement contradicts the information given in the text.

NOT GIVEN if there is no information in the text. 

a.       A child should have the right to decide to go or not to go to school. TRUE

b.      The right to decide about learning is clearly mentioned in the constitution. FALSE

c.       A child should attend his school six hours a day, 180 days a year for about ten years. TRUE

d.      Parental teaching at home is better than compulsory schooling. NOT GIVEN

e.       Parents need to decide which school a child should join. FALSE

C.     Read the text again and answer the following questions in ONE SENTENCE each. [5×1= 5]

a.       What rights should young people have?

     Ans: They should have the right to control and direct their own learning.


b.      Which right is more important than the rights of the young people to decide learning?

    Ans: The right to life is more important than the rights of the young people to decide learning.


c.       According to the text, what would the most tyrannical government do?

    Ans: The most tyrannical government would try to control people's minds, what they thought and knew.


d.      Why is a child treated as a criminal?

    Ans: A child is treated as a criminal if he/she resists the idea of going to school.

 

e.       What does the author oppose to?

    Ans: The author opposes compulsory schooling and compulsory education.


2.      Write short answers to the following questions in about 75 words each. [5×2= 10]

a)      Why was Mrs. Baroda unhappy with the information about Gouvernail’s visit to their farm? (A Respectable Woman)

Answer: Mrs. Baroda was unhappy with the information about Gouvernail’s visit to their farm because she had been very tired working in the sugar plantation during the winter and she was looking for a good time with her husband during the leisure. In other words, she wanted to have a period of unbroken rest. Moreover, she did not like the idea of Gouvernail's visit to their farm as he was also a complete stranger to her. He was the man she had heard a lot about but had not met.


OR,

            What is the significance of Universal Declaration of Human Rights?

     (Human Rights and the Age of Inequality)

Answer: The Universal Declaration of Human Rights (UDHR) is a milestone document in the history of human rights. Drafted by representatives with different legal and cultural backgrounds from all regions of the world, it set out, for the first time, fundamental human rights to be universally protected. The power of the Universal Declaration is the power of ideas to change the world. It inspires us to continue working to ensure that all people can gain freedom, justice, equality, equity and dignity.


b)      How does the tourist describe his initial impression of the Kathmandu valley? (The Half-closed Eyes of the Buddha…)

Answer: The tourist describes his initial impression of the Kathmandu valley with words of admiration for the breathtaking natural landscapes, the earthy aroma of the soil, and the charm of the traditional clay-made homes painted in vibrant colours of red, yellow and white. He finds the valley to be green with geometric fields. The air feels serene with the presence of surrounding mountains, and the tourist is captivated by the picturesque views of the valley.


c)      Describe the feeling of the young couple when they first arrived at a new place. (Neighbours)

Answer: The young couple had a negative impression of their neighbours when they first arrived at a new place. They found many things irritating. The cries and shouts of their neighbours came first, followed by the toddler urinating in the street and peering at the fence. In addition, the young man despised the neighbours' involvement with their gardening efforts. Their neighbours were also concerned about their dog, raised eyebrows when they awoke late, and disapproved of the young man being at home while his wife worked outside. 


d)      How did Evan and Hooker know about the treasure? (The Treasure in the Forest)

Answer: Evan and Hooker knew about the treasure that was buried and protected by Chang-hi in a secret place while the Chinese man was talking to his three friends in the jungle. The Chinese men were talking about the treasure in an English accent in front of a roaring fire. Evans and Hooker sneaked up behind them and eavesdropped on their conversation. Later, they obtained a map from one of the men which they used to locate the treasure.


                                OR,

            Why does the poet pray early in the morning? (Every Morning I Wake)

Answer: In the poem "Every Morning I Wake", the poet Dylan Thomas prays to the magnificent God early in the morning to have mercy on ordinary inhabitants living under the Milk Wood. The speaker requests God to keep his loving eye on all mortal poor creatures who are supposed to die sooner or later. He says the remote of all creatures is in the hand of the Lord and prays to have mercy on them. He prays to the Almighty to let him/them see the next morning as no one knows what is going to happen tomorrow.


      e)      Why does Laxminarayan run ahead of the convoy at Thulo Gauchar? (The Bull)

Answer: Laxminarayan runs ahead of the convoy at Thulo Gauchar because he wants to convey the message to cowherds to tell them to take care of the bull. He urges Gore and Jitman to massage the hind feet of the bull and wave the fan at the bull to please the king. In fact, he wants to show king Rana Bahadur Shah that they are taking care of the bull most sincerely. If they don't do so, the king will get angry and punish them. 


3.      Write long answers to the following questions in about 150 words each. [2×5= 10]

a)         Explain the following lines with reference to the context.

        I became soft

        when I saw

        A blood-stained shirt

        speaking in the earth’s ears

        with bruised human lips

        in the far corner

        under the moon

        of history and dreams

        playing hide and seek

        in open museums

        of human times.

                                    (Soft Storm)

Answer: The above given poetic lines are extracted from the fourth stanza of the poem "Soft Storm" composed by renowned Nepali poet Abhi Subedi. In the given lines, the speaker is expressing his intense feelings which he experiences in the city during night time. He seems to be rebellious indirectly to the unlawful activities of modern society.

    Through the use of different imageries in the above lines, the poet expresses his discomfort or suffering from uneasy feelings when he observes a person in miserable condition during the night. When he sees the person with a blood-stained shirt at night, he experiences the inner soft storm inside him. 

    

       In the poem, the person is lying unconscious on the ground in the moonlit night. Here, human dreams and accomplishments are presented by the moon of history. The man with his bruised lips  tries to call out for help but the land of history and dreams under the moon and its people seem quite indifferent towards the victim.  When the moon appears in the sky, the moonlight falls on a place of cultural and historical importance. However, there is no place for humanity towards the injured person who might be the victim of violence. The landowners and the labourers are linked with the game of hide-and-seek. The open museum of human time refers to the lawless time when people are quite indifferent and self-centered.


OR,

        Discuss the six dimensions of normative marriage in America. (Marriage as a Social  Institution)

Answer: The six dimensions that define normative marriage in America are as follows: Marriages are entered voluntarily by mature, heterosexual adults with the expectation that husbands will be the principal earners, that both partners will be sexually faithful to each other, and that married partners will become parents. Getting married is a personal choice. Marriage is done between two individual of opposite sexes. Maturity is required for marital relationship. Besides, the partners must be loyal to one another. And it is only after marriage that they can have children of their own. Husbands will take over as the primary breadwinners after their marriage. They are responsible for supporting large families. 

     Although many marriages depart from these ideals, the ideals still constitute the core of normative marriage as it is expressed in law, religion, and custom. Normtive marriage is a form of social control, a way by which behaviours and aspirations are channeled appropriately. It is a force greater than the individuals involved because it represents the collective sentiments of others. Marriage in this view is qualitatively different from other intimate relationships. Much of the meaning of marriage in men's lives will be found in these rules. Together, these six premises provide a definition of marriage that will inform the rest of this work. 


           b)  Sketch the character of Famous Actress. How is she different from Earnest Young Woman?    (A Matter of Husband)

Answer: The Famous Actress is young and beautiful with a captivating and confident character. From the moment she enters the scene, her presence commands attention, leaving a lasting impression. With her sharp perception and astute observations, she quickly assesses the situation at hand and engages in a thoughtful conversation with the Earnest Young Woman. She is cunning and deceitful who is leading an immoral life. Outwardly, she looks innocent and harmless, but in reality she is mean and wicked.

    Throughout their interaction, the Famous Actress remains composed and calm, even when faced with potential confrontation. She listens attentively to the Earnest Young Woman's concerns and responds with a blend of understanding and gentle amusement. Drawing upon her own experiences as an actress, she offers valuable guidance and advice, showcasing both wisdom and empathy. Through her guidance, the Famous Actress helps the Earnest Young Woman uncover the truth and gain a deeper understanding of her husband's actions. 

    The Famous Actress is different from the Earnest Young Woman in many respects. The contrast between them is evident in their characters. The Earnest Young Woman  is simple-minded and timid. As an ordinary woman she represents a typical individual who leads a conventional life. She is bound by societal expectations and adheres to traditional roles and responsibilities. Her emotions are more predictable and grounded in everyday experiences. She lacks the ability to step outside of her comfort zone and explore the depths of her own emotions.  

    On the other hand, the Famous Actress embodies the essence of an actress. She possesses a captivating aura and exudes confidence. As an actress, she embraces the art of storytelling and character portrayal, effortlessly assuming different personas and delving into the complexities of human emotions. She is not confined by societal norms and is willing to take risks to fulfill her artistic ambitions. She thrives in unpredictable situations and is comfortable with vulnerability, allowing her to connect with others on a deeper level.  


     4.      We have a system of dual education system of private schools and public schools in Nepal. What should be done to make education equal to all citizens of Nepal? Write a couple of paragraphs expressing your view. [7]        

Answer:     Steps to Make Education Equal to all Citizens of Nepal

 We know that we have a dual education system of private schools and public schools in Nepal. The rich and so-called high class families send their children to private schools whereas the poor and low class send their children to government schools. This dual education system has created a gap between the two classes. The existing system has hindered the government to make education equal to all the citizens of the country. To ensure equal access to education for all citizens of Nepal, I think a comprehensive approach is necessary. The following steps can be taken to promote equality in education:

Financial Support: Provide financial support programs, such as scholarships and grants, to students from economically disadvantaged backgrounds. This would enable them to attend private schools and receive the same quality education as their peers from more privileged backgrounds.

Infrastructure Development: Invest in infrastructure development in rural areas to improve the accessibility and quality of public schools. This would include constructing school buildings, classrooms, libraries, and providing necessary facilities like clean water and sanitation. By bridging the infrastructure gap, students in remote areas can have the same educational opportunities as those in urban areas.

Teacher Training and Recruitment: Enhance teacher training programs to ensure that all educators possess the necessary skills and knowledge to provide quality education to students. Additionally, encourage talented and motivated teachers to work in disadvantaged areas by providing incentives such as higher salaries and professional development opportunities.

Curriculum Reforms: Revise the curriculum to make it more inclusive and relevant to the diverse needs of students. Incorporate subjects and materials that reflect the cultural, social, and economic diversity of Nepal. This will help to address any biases and ensure that education caters to the needs of all citizens.

Public Awareness and Engagement: Launch public awareness campaigns to promote the importance of education and encourage community involvement. By involving parents, local leaders, and community members, we can create a sense of shared responsibility and collective action in providing equal education opportunities for all.

In conclusion, achieving equal education in Nepal certainly requires a multifaceted approach that addresses financial constraints, infrastructure gaps, teacher quality, curriculum inclusiveness, and community engagement. By implementing these measures, we can obviously pave the way for a more equitable education system that empowers all citizens of Nepal.               

   

   5.      Write a job application for the position of a primary level English teacher that has fallen vacant in your school. State your age, qualification, experience, etc. Write to the principal.     [8]

Answer :

Sanepa, Lalitpur

January 3, 2024

The Head Teacher,

Shree Kuleshwor Secondary School

KMC-14, Kathmandu

Subject: Application for the post of a Primary English teacher

Dear Sir,

With the reference to the advertisement published in "The Kathmandu Post” dated 24 December, 2023, I wish to apply for the post of a primary level English teacher. Please find a copy of my Bio-data and photocopies of required documents enclosed herewith.

I am an energetic young girl of 21 with sound health. Regarding my academic qualification, I have completed my Bachelor's degree with English major from Tribhuvan University which I have mentioned in my CV in details. Currently, I have been working as a primary level English teacher at Phoenix School at Sanepa.  My command in both written and spoken English is considerably good. In addition to this, I have got a good command in extracurricular activities. If I am selected, I shall discharge my duty most honestly and efficiently to meet your expectation.

I am looking forward to receiving a favourable response from you soon. Needless to say, I will be glad to supply you with any further information you may need, including reference from my employer.


Yours faithfully,

……………….

Neer Tamang



  6. Write an article for a national daily on ‘The Status of Women in Nepalese Society’.                [10]

    Answer:         The Status of Women in Nepalese Society

Nepal, a country rich in cultural heritage and natural beauty, has made significant progress in recent years. However, when it comes to the status of women in society, there are still many challenges to overcome. While women in Nepal have made remarkable strides in education, politics, and the workforce, gender inequality and discrimination persist.

Education has emerged as a beacon of hope for Nepali women. Over the past decade, there has been a notable increase in female literacy rates, with more girls attending schools and universities. This empowerment through education has given women the confidence to challenge societal norms and pursue their dreams. However, gender-based stereotypes and traditional gender roles continue to limit the opportunities available to women in many areas.

In the political sphere, Nepal has taken significant steps towards gender equality. The country now boasts a higher representation of women in parliament compared to many other nations. This positive development has allowed women to voice their concerns and contribute to policy-making processes. Nonetheless, there is still a long way to go in dismantling patriarchal structures and ensuring equal participation of women in decision-making at all levels.

In the workforce, women in Nepal face numerous obstacles, including wage disparity, limited access to leadership positions, and workplace harassment. While the government has implemented policies to promote gender equality, their effective implementation remains a challenge. Encouragingly, there is a growing awareness of these issues, and organizations are increasingly working towards creating inclusive and supportive work environments for women.

Addressing the status of women in Nepali society requires concerted efforts from all stakeholders. It is essential to promote gender sensitization and challenge deeply entrenched stereotypes. Providing equal opportunities in education and employment, as well as enforcing laws to protect women's rights, are crucial steps towards achieving gender equality. Empowering women economically and socially will not only benefit them but also contribute to the overall progress and development of Nepal as a nation.

In conclusion, while Nepal has made commendable progress in promoting women's rights, the status of women in Nepali society is still a work in progress. The journey towards gender equality requires a collective effort to challenge societal norms, address gender-based discrimination, and create an inclusive society where women can thrive. Only through such endeavors can Nepal truly unlock its full potential by harnessing the immense talent and contributions of its women.


7.      Do as instructed in the brackets and re-write the sentences.  [10×1= 10]

               a.       I found the book more interesting than I had expected it to be. 

                 b. You told me to wait, but ten minutes is too long for me.

c.  I have been taking tuition class for five weeks. 

                        d.  Shekh has lost the front door key. He should  have kept it safe. 

        e.  In spite of being a billionaire, he lives in a simple house. 

                         f. She sometimes goes to the cinema. (Make Wh-question so that the underlined word could become the answer)

Ans: How often does she go to the cinema?

                             g. You had better take your child to hospital as soon as possible, hadn't you

h.      h. He is an introvert. He has got very few friends. 

                               i.  Neither the MPs nor the Prime Minister has felt regret for the party split. 

                            j. I said to her, “Go to school on time or you will miss the class.” (Change into indirect speech)

Answer: I told her to go to school on time or you would miss the class.


8.      Choose and copy the correct alternatives:        [5×1= 5]

a.       a. Which of the following words has a different initial sound?

                         i.            Check                          ii. choir

                            iii.            Chore                          iv. cherish

b.      b.  The last sound in the word ‘push’ is transcribed as …

                          i.            /ʃ/                                    ii. /z/

                      iii.            /s/                                    iv. /tʃ/

c.       c. Which of the following words does not take the prefix ‘im’?

                          i.            pure                                ii. moral

                      iii.            proper                             iv. fertile

d.      d.  Which of the following words comes before ‘difference’ in the dictionary entry?

               i.            disinterest                       ii. diesel

                      iii.            different                         iv. disdain      

e.      e.  The old man down the street has kicked the bucket. The idiom ‘kick the bucket’ means:

                     i.            to become sick                       ii. to disrespect somebody

                     iii.            to forget something                    iv. to die

 

 

   The End.



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