CBSE Class 11 English Reading Notes

(Reading) 

Passage1

A.1 Read the passage given below and answer the questions that follow it  

In 3000 years of our history people from all over the world have come and invaded us, captured our lands, conquered our minds. From Alexander onwards, The Greeks, the Turks, the Moguls, the Portuguese, the British, theFrench, the Dutch, all of them came and looted us, took over what was ours. Yet we have not done this to any other nation. We have not conquered anyone. We have not grabbed their land, their culture, their history and tried to enforce our way of life on them. Why? Because we respect the freedom of others. That is why my first vision is that of FREEDOM. I believe that India got its first vision of this in 1857, when we started the war of independence. It is this freedom that we must protect and nurture and build on. If we are not free, no one will respect us.

My second vision for India is DEVELOPMENT. For fifty years we have been a developing nation. It is time we see ourselves as a developed nation. I have a THIRD vision. India must stand up to the world. Because I believe that unless India stands up to the world, no one will respect us. Only strength respects strength. We must be strong not only as a military power but also as an economic power. Both must go handinhand.

My good fortune was to have worked with three great minds. Dr. Vikram Sarabhai of the Dept. of space, Professor Satish Dhawan, who succeeded him and Dr. Brahm Prakash, father of nuclear material. I was lucky to have worked with all three of them closely and consider this the great opportunity of my life.

Here I am reminded an instance – One day an orthopedic surgeon from Nizam Institute of Medical Sciences visited my laboratory. He lifted the material and found it so light that he took me to his hospital and showed me his patients. There were these little girls and boys with heavy metallic calipers weighing over three kg. each, dragging their feet around. He said to me: Please remove the pain of my patients. In three weeks, we made these Floor reaction Orthosis 300 gram calipers and took them to the orthopaedic centre. The children didn't believe their eyes. From dragging around a three kg. load on their legs, they could now move around! Their parents had tears in their eyes. That was a bliss to me.

I have a question :

Why is the media here so negative? Why are we in India so embarrassed to recognize our own strengths, our achievements? We are such a great nation. We have so many amazing success stories but we refuse to acknowledge them. Why?

Another question :

Why are we, as a nation so obsessed with foreign things? We want foreign TV’s we want foreign shirts. We want foreign technology. Why this obsession with everything imported? Don’t we realise that selfrespect comes with selfreliance?

I was in Hyderabad giving this lecture, when a 14year old girl asked me for my autograph. I asked her what her goal in life is: She replied: ‘I want to live in a developed India.’ For her, you, I will have to build this developed India. You must proclaim. As an aside from yours truly: India is not an underdeveloped nation, it is a highly developed nation in an advanced state of decay! (A.P.J. Abdul Kalam).

1.A Pick out the correct option :

a) India has been plundered by :

i) the Greeks and the Portuguese

ii) the French and the Dutch

iii) the British

iv) all of the above.

b) How long did it take to make Orthosis 300 gm callipers?

i) One week

ii) two weeks

iii) three weeks

iv) four weeks

B. Answer the following questions in reference to the above passage.

a) What does Kalam want us to protect and nurture?

b) Why must India stand up to the world?

c) The great scientists who inspired A.P.J. Abdul Kalam are

(i) ___________    (ii) ___________ and    (iii) ____________

d) Why do we need to give up our obsession with foreign things?

e) Find the synonym of ‘Nurse’.

f) Find the antonym of ‘withhold’.

Passage : 2

A.1 Read the passage given below and answer the question that follow it. Much of India’s lawmaking process has been outside the scrutiny of ordinary people. They are not framed by legislators or even senior bureaucrats but are often drafts prepared by babus. Sometimes, powerful business interests influence these laws (like the Special Economic Zone Act) and then they are passed in Parliament with little or no discussion. Sometimes, a popular public demand enters the discourse of a political party and takes the shape of policy and legislation. However, the desire of citizens to participate in the framing of law and policy has intensified over the years, and their voice needs to be included in democratic decision making.

With growing interest in governance, citizens may suggest policy and legislation and such deliberations will only strengthen constitutional processes. Actual consultation on draft legislation and policy require detailed discussion of the principles, framework and formulation of specifics. These consultations will provoke multiple views and it is important for the institutional
framework to assimilate and consider them.

Any group placing its views in the public domain cannot claim total representation. There will be criticism and tations will provoke multiple views and it is important for the institutional framework to assimilate and consider them. those need to be resolved. However, assemblies of people can only support the need for legislation. Surveys and votes by raisng hands are important to register support for the general idea but cannot be the basis for detailed drafting of a law and its constituent parts.

The principles and framwork of any legislation must be debated and the erroneous conclusion that any difference of opinion is tantamount to mala fide intent needs to be questioned. It is in any case only of peripheral importance, as the issues themselves need to be addressed. This applies to laws made both by the formal and informal structures.

Many democracies in the world already have started placing policy and draft laws in the public domain before they are sent to the government, cabinet and then Parliament. The deliberative consultative process is for everyone but focuses more on people who are most affected by the legislation. The policy and the sharing of frameworks are followed by a draft of the bill itself. All this is done within a timeframe. The nascent process of participation of citizens in shaping legislation in the last two decades will find systemic space and democratic credibility.

Today, lokpal has become a phrase, a concept and almost a passion. But that apart, the unpackaging of the concept and the understanding of the Bill, and its legal and administrative mechanisms are restricted to a few civil society and government groups. It is time for the interested groups to build a constituency of concerned people who will steer democracy in consonance with constitutional rights. What we need is a well argued critique of the way we want change.

People must have the space to mobilise and protest it is a constitutional right. But different processes need different platforms. The argument against corruption will stand or fall, not on the volume of our protest alone, but on the rigour of our proposals.

What we need is a transparent prelegislative process within the democratic framework. It is important that the prelegislative process is evolved and shaped in a synergetic manner. If it is properly institutionalised, it will not impinge on executive or legislative privilege. There should be a response to citizens’ desire to participate in framing legislation by creating platforms for institutionalised participation to deepen democratic processes.

A. Pickout the correct option.

(a) The author strongly supports the stand that any legislation must besubjected to wide :–
i) publicity
ii) superman’s supervision
iii) public debate
iv) scathing criticisim

(b) India’s law making process is generally not within the purview of :–
i) judiciary’s review
ii) public scrutiny
iii) politician’s power
iv) parliament’s power

B. Answer the following question
(a) Describe the term ‘Civil Society’.
(b) What are the two ways to register support for drafting a law?
(c) How does public participation affect government?
(d) How can we fight corruption in an organised manner?
(e) Look for words similar in meaning to :–
i) law making
ii) limited

Passage : 3

A.1 Read the passage given below and answer the question that follow :

A.1 Soon after 1999 fire in Shahjahanabad, orders came for the chemical traders to move out to Holambi Kalan, near Narela Industrial Area on the city’s northwestern periphery. In 2006, even the paper merchants of Chawri
Bazaar got an ultimatum to relocate to Ghazipur due to fire safety concerns.
But so far, not a single chemical or paper trader has moved out of the tiderbox that is Old Delhi.

Why? Traders say the conditions at the new sites are not conducive for business. For instance, paper merchants say, the Integrated Freight complex (IFC), Ghazipur, where they are supposed to move has poor infrastructure and inadequate security. So, five years after Delhi Development Authority allotted plots to 621 traders, they continue to operate out of Chawri Bazaar and only 250 odd have started construction in Ghazipur.

Chemical traders, too, are resisting relocation to Holambi Kalan for similar reasons. “The place is a jungle. There are no roads, streetlights, water pipelines, sewerage and security. Most of us don’t even know which piece of land belongs to us. Land has been transferred only on paper,” said Shyam Sunder Gupta, general secretary, Chemical Market Association. So far, plots have been allotted to 639 of the 883 chemical traders found eligible in the 1999 survey.

For traders who feel secure amidst old associates and the tightly packed warrens of these old markets, a move to the spacious new sites seems fraught with risk. “Traders keep lakhs of rupees with them. At least nobody can rob us of our hard earned money here,” said Pradeep, a, chemical merchant. “There are no arrangements for security (at the new sites). In our warehouses, we have goods worth lakhs of rupees. How can we leave them there,” said Prem Prakash, who paid Rs 161akh for a 98sqm plot in Ghazipur.

Batting for the traders, area MP and human resource development minister, Kapil Sibal, said it is unfair to ask traders to move to the outskirts without providing them facilities. “The matter “has been pending for a long time. I have asked the Union urban development minister to expedite the process so that the area (Walled City) can be decongested and redeveloped. We can’t ask people to move to an area where basic amenities are missing,”
said Sibal.

Notwithstanding orders of the government and the high court to move wholesale trades out of the old city, the number of establishments has only increased over the years. According to a conservative estimate, paper merchants have increased by 1520 %, and chemical merchants by 2030% since the relocation orders were issued.

“The number of paper traders has increased considerably since 2006. DDA is yet to provide plots to nearly 300odd traders. What will happen to the new traders?” said Mahesh Shah, president of Paper Merchants’ Association. Chemical traders, too, have similar concerns. “They have allotted plots based on a survey done in 19992000.
The market has grown a lot in the last 11 years,” said Gupta.

As per Master Plan of Delhi2021, Municipal Corporation of Delhi is responsible for stopping expansion of wholesale markets and commercial activity in Shahjahanabad, but MCD officials themselves admit there is rampant commercialization in the area.

2.A Pick out the correct option.

(a) After Shahjahanabad’s 1999 fire disaster the chemical traders where ordered to
i) close down their units
ii) compensate the victims and their families
iii) shift to Holambi Kalan near Narela
iv) upgrade their fire fighting systems.

(b) The local MP also believes that it would be difficult for traders to move to new sites unless :–
i) customers are made available to them.
ii) facilities are provided at these sites.
iii) govt. pays the traders enought compensation.
iv) traders get accustomed to new locations.

B. Answer the following questions :–
(a) Why are paper merchants not finding the new sites conducive for business?
(b) What are the allegations made by chemical traders?
(c) How can the area of walled city be improved according to the needs of traders?
(d) According to the 2021 master plan, MCD is responsible for ______.
(g) find synonyms of :–
i) boundary
ii) insufficient

Passage : 4

A.1 Read the passage given below and write the options that you consider the most appropriate.

Hundreds of thousands of our qualified youngsters take off from different international airports every year for higher studies or highly lucrative jobs in the US, the UK, ,Germany, France and Australia. And most of these Indians prefer to settle down abroad, attracted by the facilities and the higher quality of life provided by these countries. We have been crying hoarse about the brain drain from India over the last five decades or more, without going in for a wellset blueprint to check the counterproductive phenomenon. Some of the public schools in our metros and our IITs (Indian Institutes of Technology) and IIMs (Indian Institutes of Managernent) are providing worldclass education. One might wonder that having spent a lot on infrastructure, training and other facilities and the best teaching staff, can the Government and the people of India look away as the talent, assiduously nurtured in India, is utilised by other countries for their development and excellence in different fields. During the decadeslong debate on the brain drain, it was said that ouryoungsters leave India just because excellence is neither recognised nor rewardedin India. This could have been partly true at the beginning of this debate. But today, things have changed beyond recognition and talented people can reach the highest position possible if only they are prepared to work hard. Youngsters from India Whatever be the field they are working in are today suitably recognised and rewarded. Take the field of sports where many of the celebrities are household names Sania Mirza, Narain Karthikeyan, Sachin Tendulkar, Anju Bobby George, P.T. Usha and several others. Innovation and managerial skill get recognition when Indians can vie with others in excellence from any part of the world. If there is one individual who has catapulted India to the number one position in milk production in the world, it’s none other than Dr. Verghese Kurien, the father of the White Revolution.. A top engineer who completed the Konkan Railway in record time, Mr. E. Sreedharan has built up the world class Delhi Metro. Mr. Amitabh Bachchan is no longer a megastar of the Indian screen only. His presentation of Kaun Banega Crorepati and other ventures have made him a living legend of global proportions. Take the story of the Ambani brothers, the Tatas, the Mittals and others who are having their footprints in different continents. We have had so many Indians who rose to the summit as Miss Universe and Miss World, but none has earned so much acclaim globally, in Bollywood, Hollywood :or the Cannes

Film Festival, as Ms. Aishwarya Rai. In the wake of globalisation, India has produced a galaxy of eminent entrepreneurs in IT; biotechnology, civil aviation, steel production and the like. Just mention a field and we are already in the vanguard And happily enough, this is already happening now. A report released by a hightech lobbying group in the Silicon Valley in 2005 revealed that the highlyskilled Indianborn talent that once flocked to the US was returning home, “turning America’s brain drain into India’s brain gain.” Titled “Losing the Competitive Edge : The Challenge for Science and Technology in the US”, the report said that countries like India and China, through the restructuring of their economies, were dramatically increasing the skill sets of their work force, thereby posing a challenge “to the US leadership in the technology domain. “Publicprivate partnerships (in India)’ have invested in technical universities and communications infrastructure to create cutting edge technology parks in places like Bangalore in Karnataka. This will make India more competitive, and alluring to investors and multinational companies.” The report further said : “They are dramatically increasing the skill sets of their workforce, investing in research and development, and adopting advanced technologies, all to create wealth and spur economic growth.”

(Source : Competition Success Review)

A. Pick out the correct option :–

(a) Our qualified and talented youngsters go abroad fori) holidaying
ii) higher study and better jobs
iii) propagating India’s greatness
iv) helping Indian students in Australia.

(b) A report from Silicon Valley states that skilled and talented Indians are
i) coming back
ii) not interested in home coming
iii) demanding more wages
iv) turning to politics in India

B. Answer the following questions :–
(c) What is the constitution of Dr. Verghese Kurien?
(d) Talent can reach top if ____________
(e) What does the counter productive phenomenon refer to?
(f) How is India becoming more competitive and alluring to investors and MNCs?
(g) Look for words similar in meaning to
i) a period of ten years.
ii) zenith

Passage : 5

A.1 Read the passage given below and write the questions that follows.

The Universe or the Cosmos, as perceived today, consists of millions of galaxies. A galaxy is a huge congregation of stars which are held together by the forces of gravity. Most of the galaxies appear to be scattered in the space in a random manner, but there are many others which remain clustered into groups. Our own galaxy, called the Milky Way or Akash Ganga, which appears as a river of bright light flowing through the sky, belongs to a cluster of some 24 galaxies called the ‘local group’. The Milky Way is made up of over a hundred billion sparkling stars, which, though quite distant from one another, seem from the Earth as having been placed close together. The two other nearest galaxies are the Large Magellanic Cloud and the Small Magellanic Cloud, named after the famous Portuguese navigator, Ferdinand Magellan (14801521), who discovered them.

The Universe is infinite, both in time and space. Its age was formerly believed to be between, 1015 billion years. However, in 1999, a NASA’s Hubble Space Telescope Project team determined the age of cosmos to be 12 billion years (plus or minus 10 percent). In June 2001, NASA launched the MAP (Microwave Anisotropy Probe) to study the cosmic, microwave background radiation in greater detail according to which the exact age of the universe is 13.7 billion years after the theoretical Big Bang. The human perception of the Universe has, however, been different at different times over the long span of history of civilisation. The innate human inquisitiveness and tireless pursuit of knowledge have brought about revolutionary changes about our ideas of the Universe. The Moon and the stars are no longer looked upon as heavenly bodies or the abodes of gods. Solar and lunar eclipses are no more dreaded as foretellers of natural calamities. Man’s conquest of the Moon has now blown off many a myth of the religious testaments.

It was around 6th century BC that men started enquiring into the mysteries of the Universe in an endeavour to rationally analyse the earthly and the heavenly phenomena. They posed to themselves several questions : What is the Universe ? Why do things change ? Why do things move ? What is life ? and so on. These questions were of farreaching significance to the development of modern science.
Ancient Greek astronomers and mathematicians came up with the view that the Earth was a perfect motionless sphere, surrounded by eight other crystalline spheresthe Sun, the Moon, and the five known planets, viz, Mercury, Venus, Mars, Saturn and Jupiter, which revolved around the Earth on seven inner spheres. The stars were permanently fixed to the outer sphere that marked the edge of the Universe. 

Ptolemy a second century Greco Egyptian astronomer, synthesised the various data gathered by the early Greek astronomers and in his book, Almagest, presented hiss system of astronomy based on a Geocentric (Earthcentred) Universe. He maintained that the Earth was the centre of the Universe, and the Sun and other heavenly bodies revolved around the Earth. This view of the Universe remained firmly entrenched in the minds of the people right up to the middle of the 16th century. Most men in the Middle Ages strongly adhered to the Ptolemaic system as they felt that they did, indeed, live in a physically limited, rigidly structured Universe centred around a motionless Earth. The Greeks had also estimated the visible Universe to be about 125 million miles in diameter.

The generally accepted view of Geocentric Universe received its first real jolt with the publication of the monumental work by Copernicus (14731543) De Revolutionibus Orbium Coelestium (On the Revolution of Celestial Bodies). The main pointsof the Copernican system are: (i) the Sun and the stars are motionless; (ii) the Sun lies at the centre of the Universe and the stars at its circumference; (iii) the Earth rotates on its axis taking 24 hours to complete one rotation; and (iv) the Earth and the planets revolve around the Sun; whereas the Moon revolves around the Earth.
This system of Universe, as propounded by Copernicus, was more consistent than that of Ptolemy. But its major flaw was that while it changed the centre of the Universe from the Earth to the Sun, it did not enlarge the limits of the Universe, as the Universe still remained equated with the Solar System.

Later Italian astronomer Galileo Galilei (15641642), too, with his newlyinvented telescope demonstrated the validity of the Copernican system through his studies of the phases of the Venus and the moons of Jupiter that the Earth did revolve around the Sun. He discovered many new stars and proved that sensory appearances could be deceptive and that it is, our own. limitations of perception and reason that place boundaries around the Universe. To be punished for telling the truth was not uncommon in the 16th century, and those who dared to do so, had to face the wrath of the Church. Indeed, Galileo had to pay the penalty for telling the truth.

English scientist Isaac Newton (16421727) demonstrated that forces of gravitation linked all material bodies in an immence Universe and showed that these bodies moves in accordance with strict mathematical laws. God was still the creator, but he exercised a through mastery over mathematics and engineering.

A. Pick out the correct option :–

(a) Stars in a congregation are held in cluster by :–
i) Akash Ganga
ii) gravitational forces
iii) galaxies
iv) cosmos

(b) Questioning nature of man has led to the –
i) development of universe
ii) expansion of the Milkyway
iii) development of modern world
iv) development of modern science.

B. Answer the following questions :–
(a) What does ‘local group’ refer to?
(b) What are the views of Greek astronomers and mathematicians about the Earth?
(c) Name the book whose publication led to change in ideas about the universe.
(d) Galileo’s telescope endorsed the system of universe as _______.
(e) Find the word similar in meaning to ‘shining’/’twinkling’.
(f) Find the word opposite in meaning to ‘loosely’

Passage : 7

Worm is a software program that is designed to copy itself from one computer to another, without human interaction. Unlike a computer virus, a worm can copy itself automatically. For example, a massmailing email worm is a worm that sends copies of itself via email. A network worm makes copies of itself throughout a network, an Internet worm sends copies of itself via vulnerable computers on the Internet, and so on.

Worms can replicate in great volume. For example, a worm can send out copies of itself to every contact in your email address book, and then it can send itself to all of the contacts your contact’s email address books. Some worms spread very quickly. They clog networks and can cause long waits for you (and everyone else) to view Web pages on the Internet. Examples of some of the computer worms are the Sasser worm, the Blaster worm, and the Conficker worm.

Trojan are the malicious code which when triggered cause loss, or even theft, of data. Trojans are associated with remote access programs that perform illicit operations such as passwordstealing or which allow compromised machines to be used for targeted denial of service attacks. When a Trojan horse is activated, it may access certain files, folders or even an entire system. It often creates what is known as a “trapdoor” or “backdoor”, which can then be used to thieve a victim’s sensitive information and forward it to another location.

A. Pick out the correct option :–

(a) Unusual error messages are an indicator of :–
i) worm infection
ii) virus infection
iii) Trojan infection
iv) spam

(b) A mass mailing email worm sends :–
i) multiple copies to one user
ii) multiple copies to multiple users
iii) copies of itself
iv) single copies to multiple users

B. Answer the following questions :–
(a) How can viruses be disguised?
(b) What problems do benign viruses create?
(c) What do bootrecord infectors infect?
(d) What are Trojans associated with?
(e) Pick out the word in the passage similar in meaning to kind/friend.
(f) Pick out the word in the passage opposite in meaning to illegitimate.

8. Read the passage given below the answer the question that follow 

Meditation is not an activity or a hobby. It is the attitude on has to life. If you think you are "doing" meditation by sitting alone and closing your eyes. think again. Meditation is not something you do.

If you live with clarity meditation will awaken. Meditation is an attitude. You are always with yourself, meaning that you are expressing your true self. When you are close thing which cab bring you close to yourself is meditation. If you are "doing" meditation you will go farther away from yourself.

When you sit to meditate don't do anything, just be there, quiet with yourself. Be present, feel the environment, the atmosphere, just enjoy you own company. To awaken your meditative nature, ther are certain kriyas and one powerful kriya is that your observe your breath. If you cannot observe your breath then count your breaths. Make it your permanent habit from today that your will never spend a day without counting hundered breaths. As you some changes inside. Don't make any effort to breath, letit be natural. Just count it. Countive naute. Slowly you will start feeling that your life is becoming a meditation. What does that mean?
That means your life will be full of power, creartivity and strength.

The environment is full of vibrations. When vibrations touch your system, your system transforms them into thoughts. Thought is power. I have the power to think and to create thoughts. We never use that power. In our whole life we never think. What we call thinking is not thinking. It is just repeating or parroting. If we knew how to think and what to think, we could create paradise The power to think is the power of cration. Whatever we are now, we created that life with our thoughts, with our imaginations, with our dreams. Whatever you imagine, that becomes. Whatever you think, that becomes. If i know conciously how to use my thoughts, how to use my thinkign power, then we make our lives as we want them to be.

If you pause a little you will realise we have freedom to think but we are not freeto think. We are living in frames; society, system, culture, religion, philosphy- we Since we are not free, we need to first we think. And wisdom comes with consciousness. First discover higher consciousness by cultivating a meditative attitude.

A. Pick out the correct option

(a) According to the outer, a thought is
(i) Power
(ii) Energy
(iii) Aura
(iv) Vibe

(b) Meditation is -
(i) An activity
(ii) An attitude
(iii) A hobby
(iv) A habit

B. Answer the Following Question :-
(a) What should we do while meditating?
(b) Why are we unable to think?
(c) What happens when we meditate?
(d) How can paradise be created?
(e) Pick out the word similar in meaning to 'strength'.
(f) Pick out the word opposite in meaning to 'temporary'

9. Read the passage given below the answer the question that follow 

Last week was spent glued to TV, watching India getting thrashed by a rejuvenated England at Lord’s. Like most Indians, I too was dispirited by India’s inability to live up to its reputation as the number one team. But at least there was the immense satisfaction of watching the match live and even listening to BBC’s goodhumoured Test Match Special on Internet radio. It was such a change from my schooldays when you had to tune in to a crackling short wave broadcast for intermittent radio commentary. Alternatively, we could go to the cinema, some three weeks after the match, to see a twominute capsule in the Indian News Review that preceded the feature film.

It is not that there was no technology available to make life a little more rewarding. Yet, in 1971, when B S Chandrasekhar mesmerized the opposition and gave India its first Test victory at the Oval, there was no TV, except in Delhi. Those were the bad old days of the short age economy when everything, from cinema tickets to twowheelers, had a black market premium. Telephones were a particular source of exasperation. By the 1970s, the telephone system in cities had collapsed. You may have possessed one of those heavy, black Bakelite instruments but there was no guarantee of a dial tone when you picked up the receiver. The ubiquitous ‘cable fault’ would render a telephone useless for months on end.

What was particularly frustrating was that there was precious little you could do about whimsical public services. In the early 1980s, when opposition MPs complained about dysfunctional telephones, the then communications minister C M Stephen retorted that phones were a luxury and not a right. If people were dissatisfied, he pronounced haughtily, they could return their phones! Inefficiency was, in fact, elevated into an ideal. When capitalintensive public sector units began running into the red, the regime’s economists deemed that their performance shouldn’t be judged by a narrow capitalist yardstick. The public sector, they pronounced, had to exercise ‘social’ choices. India, wrote Jagdish Bhagwati (one of the few genuine ‘dissidents’ of that era), “suffered the tyranny of anticipated consequences from the wrong premises.” Being an Indian in those days was truly demeaning if you had the misfortune of travelling overseas. Government regulations decreed that a private citizen travelling overseas had the right to buy all of $8. Subsequently, the ceiling was raised to $500 every three years. This meant that Indians had to evolve innovatively illegal methods of buying a few extra dollars or scrounging off‘fortunate NRI relatives. No wonder, escaping from India became a middle class obsession, as did petty hawala. India was an object of mockery. We were mocked for leading a “ship to mouth” existence while preaching morality to the rest of the world. We were pitied, not least by rich Pakistanis who would compare their spanking new Impala cars to our creaking Ambassadors that were hi perennial short supply. Enforced socialist austerity bred dishonesty and subterfuge. India’s creative genius became preoccupied with ways to bypass a system that in all seriousness demanded that the betteroff pay 97% of their income in taxes, and where the remuneration of company directors had to be approved by babus sitting in a ministry in Delhi.

(a) Enforced socialist hard measures gave rise to :(
i) honesty
(ii) dishonesty
(iii) Carelessness
(iv) Indifference

(b) The narrator felt dispirited as his team :(
i) was the number 1 team of the world.
(ii) could not perform upto people's expectations
(iii) could not play even 100 overs.
(iv) performed like professionals.
(c) Why does author call his school day as 'bad old days'?
(d) Why was the ceiling raised every year?
(e) What made Indians an object of mockery?
(f) State Jagdish Bhagwati's Opinion
(g) Find the word meaning close to 'believed'/'considered'.
(h) Find the word meaning opposite to 'legitimate'/'lawful'

A. 2 Read the passage given below the answer the question that follow

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

In Delhi where 80% of the people are pedestrians in some stage of their commuting, least attention is paid to pedestrian paths. Delhi’s sidewalks are too narrow, very poorly maintained and full of potholes, poles, junction boxes and dangerous electrical installations, not to speak of the garbage dumps that stink and stare at the pedestrian. Ashram Chowk is a good case in point where thousands of pedestrians change direction from the Mathura Road radial to the Ring Road. A flyover facilitates the automobiles while the pedestrian is orphaned by the investmenthungry authorities. One corner of the Ashram Chowk has a ridiculous imitation wood sculpture with an apology of a fountain and across the same Chowk, you have the open mouthed, massive garbage dump right on the pedestrian path, in full exhibition for the benefit of the public. These symbols of poor taste and abject apathy are then connected by narrow dangerous and often waterlogged footpaths for the hapless pedestrians to negotiate. In the night, street lighting in the central median light up the carriageway for cars and leave the pedestrian areas in darkness.

Delhi’s citizens leave home and want to get to their destination as fast they can. No one wants to linger on the road, no leisure walks, no one looks a stranger in the eye. It is on the pedestrian path that the citizen encounters headon the poor pubic management and the excuse called ‘multiplicity of authorities”. One agency makes the road, another dig sit up to lay cables, third one comes after months to clear up the mess and the cycle of unaccountability goes on. Meanwhile crones are spent in repairing the carriageway for vehicles and in construction of flyovers without a care for the pedestrians below. Solution offered is to make an expensive underpass or an ugly foot overbridge, ostensibly for facilitating the pedestrian, while in reality they only facilitate the cars to move faster at the expense of the pedestrians. Take Kashmiri Gate, ITO, Ashram Chowk, AlIMS or Dhaula Kuan. At all these important pedestrian crossover points the story is the same: They have pulled the sidewalk from under the pedestrians feet. In modern cities across the world, the pedestrian is king. The floor of the city is designed and maintained as an inclusive environment, helping the physically challenged, the old and the infirm, children and the ordinary citizen to move joyfully across the city. Delhi aspires to be ‘ world class city’. Hopefully the authorities would look once again at the floor of Delhi.

The pleasure of strolling on the road is deeply connected to our sense of citizenship and sense of belonging. Pride in the city grows only on a well designed floor of the city

A. On the basis of your reading of the above passage, make notes on it using headings and subheadings. Also use recognizable abbreviations, wherever necessary (Minimum 4) Supply a suitable title.

B. Write a summary of the above passage.

2. Read the following passage carefully and answer the questions that follow

Here are some questions to ponder. Do you know why a certain flim star received an arsenal of weapons from a gangster terrorist’ Do you know why witnesses who turn hostile do not get prosecuted for either perjury or wasting police time, or both? Do you know why it takes a decade or longer to try a criminal case in India? Have you ever thought through any solutions to these problems? If you haven’t it might be because of the Type of education you received ! Most of us reluctantly accept the way things are because we have been educated to be accepting. We are not educated to be openly critical. We are not educated to argue, protest or confront. The Brits made no bones about it in their schools we were educated to accept given values and ways of doing things. We were trained to be loyal servants to the status quo.

Most of us oldies were subjected to the traditional approach to learning that focused on mastery of content, with little emphasis on the development of analytical skills and the nurturing of inquiring attitudes. We were the receivers of information, and the teacher was the dispenser. The passivity encouraged by teachers was typified by one of my principals who implored all the girls to be like ‘limpid water in a crystal vase’. These days I am kept very busy by schools that are running teachertraining courses to introduce the ‘inquiry approach’ to learning. Unlike traditional learning, this approach is focused on using and learning content as a means to develop informationprocessing and problemsolving skills. This system is more studentcentered, with the teacher as a facilitator of learning. There is more emphasis on “how we come to know” and less on “what we know”. Students are more involved in the construction of knowledge through active analysis and investigation. They are encouraged to ask questions, and give opinions and share what they know. They are encouraged to criticise and argue, and confront the conventional wisdom. At the moment this new approach is restricted to a few schools. However this year the ability to critically analyse has been introduced as part of the CBSE school syllabus. It is a small start but it is a move towards introducing thinking skills into all of our schools. It is the start of a big change.

Our government and bureaucracy are full of old, welleducated people of a traditionalist background, who also see, read and hear the news reports about hostile witnesses, gangsters and film stars, and murders by politician’s sons. Like us they find them outrageous, but they don’t know how to change things. Critical analysis, change management and innovation were not part of their schooling, and in adult life they have not become freely critical, outspoken analysts capable of applying the fruits of their analysis to increasingly complex problems.

We often come across the shortcomings of our government, judiciary and media. With very little effort these shortcomings will become a thing of the past. But they will be a long time coming. Not because our ‘leaders’ and societal managers are unfeeling, immoral, selfseekers. but because they were educated and excelled in consulting a textbook, and regurgitating someone else’s opinion and knowledge. As the newly educated might say: we can expect the same for a long time to come.

A. On the basis of your readings of the above passage, make motes on it using headings and subheadings. Also use recognizable abbreviations, where ever necessary. (Min.4). Supply a suitable title.

B. Write a summary of the above passage.

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

I saw heaps of plastic (cups and foam plates) being burnt at the Trade Fair. Chemicals and toxins were released in the air — you could smell the foul odour from a kilometre. The fire smouldered on for hours, releasing poisonous fumes slowly in the air. Then I stopped in my tracks when I saw hot, boiling tea being poured into a plastic bag to be carried to a nearby construction site. They pour the tea into plastic cups and then casually threw away all the plastic! How convenient. From a highway dhaba to a high tech conference like the prestigious IFFI, tea and coffee are usually served in plastic cups. Gone are the china cups, glasses, and, of course. the clay kullad. Plastic is in.

Unknown to all, it can be very costly not only to our environment but also our health. Another culprit is that Dal Makhani in a plastic bag or thermocol foam tub delivered at your doorstep from the local takeaway. Often we reheat it in the plastic container in the microwave. Again, very convenient.

But these cheap plastic containers are made for one time use only. Not for reheating food in them. Light weight poor quality plastics are es pecially vulnerable to chemicals leeching out when exposed to heat. Food high in fat should never be reheated in plastic as the fat absorbs the chemicals

In the USA, foam food containers and plastic containers for food takeaways are being substituted by paper containers. Research coming. from Japan warns us that when heat and plastic combine, chemicals or toxins can be leeched into the food. Dioxin is one such toxin that one has to be wary of. It is known to cause damage to the immune system, cause Diabetes and even Cancer. This Dioxin can never be flushed out of our system. It accumulates in our bodies. It gets stored in the fatty tissues and can play havoc.

So what is the safe alternative? Wax coated paper cups are safer although paper too contains chemicals and of course safest is the good old fashioned chai in a glass tumbler, the plebian steel or the clay kullad. Food should be heated in steel or glass. It is best to use microwave safe crockery which is free of plastic or lead (contained in many pottery items).

Of course, plastic is a wonderful invention. It is practical and indispensable today. Hospitals and modern medicine rely on plastic syringes, intravenous sets, pipes, tubes, catheters. In surgery, shunts placed in arteries and hip and knee joints are replaced by hardened plastic parts.

Plastic has to be used intelligently and disposed off even more intelligently. Whether it is disposing off, hospital waste or garden garbage, we are callous and unthinking. People find it hard to dispose this very bulky waste. Every garbage dump, gutter, drain, is choked with plastic. Even if every part of the country has a proper waste diposal system, the quantity of plastic waste will be unmanageable. Disposal has become a huge issue. We have to have safe recycling units.

One possible safe way to dispose off plastic bags is to shred it and mix (melt, not burn) it with tar and layer the roads that are being constantly built. Kilometers of roads crisscrossing the country can absorb the plastic waste.

Schools too can show the way. Not only should they inform and educate the school children but have good practices. Children can be encouraged to collect plastic bags which can be stuffed into gymnastic mattresses. Thousands of plastic bags will be used in this exercise. I am sure people can come up with many such ideas once they make up their minds.

A. On the basis of your reading of the above passage, make notes on it using headings and subheading. Also use recognisable abbreviations, wherever necessary (Min.4) Supply a suitable title.

B. Write a summary of the above passage.

4. Read the following passage carefully and answer the questions that follow

ARE YOUR children toxic? I don’t mean ‘toxic’ as in the paininthe neck teenager state that occurs between the ages of 12 and 16 and makes you wish you could flush them down the toilet because they grunt instead of talk, and loll about sighing endlessly for hours on end. I mean, are your children having the kind of childhood that is damaging them in a way that will debilitate them for the rest of their lives?

If they are not having a toxic childhood it is probably because you are not letting them lead the kind of lifestyle that many, if not most, of their friends are leading; a lifestyle that is causing great concern among teachers from many countries around the world. All around the world, teachers are examining and discussing how the cultural and lifestyle changes of the past 25 years are affecting the lives of children. They know that many of the changes that benefit adults are far from healthy for our children. “A toxic cocktail of the side effects of cultural change is now damaging the social, emotional and cognitive development of a growing number of children with knockon effects on their behaviour,” is how educationist and author Sue Palmer explains it. 110 teachers, psychologists, children’s authors and leading childcare experts called on the government of Britain to act to prevent childhood being killed off altogether. According to them, processed food, computer games and overcompetitive education are poisoning today’s children, and increasingly children are being forced “to act and dress like mini adults”, Research backs what these childcare experts are saying. Changes in diet, childcare patterns, parenting, family structures, play, bed times, family interaction, education, marketing, peer pressure, technology, electronics, and the way we communicate with our children are creating a ‘toxic mix’ that is damaging them. Children are becoming increasingly unhealthy and depressed, and are experiencing growing levels of behavioural and developmental problems. Not only this, the experts also point out that children lack firsthand experience of the world and regular interaction with their parents.

Of course, we do not need experts or research to tell us that academic pressure, marketing, absent careerist parents and the rest of the modern toxic mix is damaging our children. We can see it here in the increase in childhood obesity and childhood diabetes; in the rise in the number of children with attention deficit problems and in the increase in numbers of hyperactive children. We know it from the stress and strain related to exams and study, and in the increase in study/examrelated suicides. So before you answer the question “are your children toxic?” take a good long look at them and their lifestyle. And remember, parents don’t usually poison their children on purpose. Adults too are susceptible to “market forces” and peer pressure. It is almost natural when all around you other people’s kids are eating junk and living toxic lives to look at your own child and think: mine must too.... But it doesn’t have to be that way. Luckily, for all of us there are plenty of changes we can make to detoxify our children’s childhood. All it needs is a little thought and some common sense. In the process we can help detoxify ourselves.

A. On the basis of your reading of the above passage, make notes on it using headings and subheading. Also use recognisable abbreviations, wherever necessary (Minimum 4). Supply a suitable title.

B. Write a summary of the above passage

5. Read the following carefully and answer the question that follow :

It has been a long time since the days when some of us imagined that major Indian languages could be like Chinese and become languages of high technology, bringing rich and poor together in a race to the top. It hasn’t happened, and now it won’t. It’s going to be English. And that means that every child in India should have the chance to learn English, and be able to compete with the ones who can take it for granted. The only thing that remains to be settled is strategy: how to ensure that children do learn English. It’s a muchabused truism that any child can learn any language’. It is true that children are genetically empowered to discern language structure from the welter of sound all around them, and by five can speak their first language, and maybe chunks of other languages around them too. But children in Indian schools do not pick up Japanese. Why? Because they are not exposed to it.

If you ever sat and tried to help children from Hindi medium schools with their English lessons this is exactly the scenario you would find. The comprehension passages they have to read are written in abstruse adult language, so much so that it is hard to imagine even their teachers catching all the word play there. So children who are probably very bright get used to living with incomprehension. They somehow learn English eventually, in spite of their lessons at school.

How do children in the top English medium schools learn English? Well, more than half of them come in already knowing English, and together with the teacher they provide the rich environment that constitutes exposure for the others. Many of the other children can understand English, but not speak it. These children remain in listening mode, and then one fine day they start speaking English in full sentences. With children who do not understand English at all, the teacher at first communicated oneto one in the local Indian language, so that the child is never actually lost. But all the while the child hears simple instructions in English to the class : ‘Line up, take out your books, put away your books, come here’. And the child simply sees the others and follows. And the meaning of these words sinks in subconsciously.

It takes more than a bad textbook or a child to make use of the genetic aptitude for learning a second language. Suppose you cannot achieve this rich Englishlearning environment in all the schools, what then? Can we appeal to this natural ability for language learning? We can, but here is where you need to use a lot of strategy. There is a big misconception that you save time by rushing at the start, especially in language learning. Here is where we would do well to take a look at poor Indian migrants and see how they manage to pick up I languages so easily as they move to a new place. The first thing the child needs is time. Time to just listen, and not be rushed to speak or write. Not be rushed into making mistakes which ; might become endemic. The child needs to steep ; in an environment where the teacher is speaking English, where each child is being spoken to, with no pressure to respond in English. We have to respect the child’s wish to avoid making mistakes, even if it means silence. The other thing the child needs is for learning to go on, on a parallel track, in a language the child knows. The child needs to be clear about a lot of things, and it is just possible that these things won’t be learnt at all if the child has to learn English in order to understand. We also need to understand what sort of reading material achild new to English would need. We need writer who know how to put information across simply and clearly, and who care whether their young readers enjoy the pieces they read in their textbooks. At the moment what we have is adultlevel text which needs deciphering. We need to evolve separate curricula for children new to English, so that they go slow at first and develop a feel for English. Later on, we can think about whether it is necessary for them to face the same English papers in Boards as children from Englishmedium schools.

A. On the basis of your reading of the above passage, make notes on it using headings
and subheadings. Also use recognisable abbreviations, wherever necessary (Minimum 4). Supply a suitable title.

B. Write a summary of the above passage.

Reading Comprehension 

READING

Reading Unseen Passages for Comprehension and Note Making

This section will have two unseen passages followed by a variety of questions. The total length of the two passages shall be around 1100 (600 + 500).

Question 1: Long Reading Passage of 600 Words 08 Marks

Question 1 shall have two sets of questions

a) 6 Questions carrying 1 mark each, out of which two shall be MCQs - 6x1= 6 Marks

b) Vocabulary Testing - 2 Questions carrying one mark each. 2x1= 2 Marks

Question 2: Reading Passage of 500 Words for Summary and Note Making 07 Marks

a) Note making - 5 Marks

b) Summary - 2 Marks

Reading skill is one of the cardinal skills of language. As listening paves the way for speaking skills, reading skill enhances the confidence of the learner in his written presentation.

Comprehension means understanding or perception.

Points to remember while attempting this section.

- Develop ability to comprehend the passage as a whole

- Concentrate on the main ideas and important vocabulary

- To save time, read the questions first and then the passage.

- Answer the questions in simple language

• Make a habit of regular reading of a newspaper, magazine (Speaking tree from The Times Of India, Down to Earth Magazine, Editorial (The Hindu) etc.)

1. Read the following passage and answer the questions that follow:

University of Cambridge, is an institution of higher education, the second-oldest university in the United Kingdom after the University of Oxford. It is located in the city of Cambridge, Cambridge shire. (para-1)

The University of Cambridge is a loose confederation of academic faculties and departments, and 31 colleges. There are over 15,500 full-time students taught at the university: 11,000 undergraduates and 4,500 graduates. Although the colleges and the university per se are separate bodies, all are parts of an integrated educational entity. The university examines candidates for degrees during their residency and at the conclusion of their studies; confers degrees; regulates the curricula of the colleges and the system of education; deals with disciplinary problems; and administers facilities, such as libraries, lecture rooms, and laboratories, that are beyond the scope of the colleges. The colleges provide their students with lodgings and meals, assign tutors, and offer social, cultural, and athletic activities. Every student at the University of Cambridge is a member of a college. (para-2)

The academic year is divided into three terms of approximately eight weeks each: Michaelmas (autumn), Lent (late winter), and Easter (spring). Students are required to be in residence for the duration of each term. Much of the year's work is done, however, out of term time, during the holidays. Students usually study under the supervision of members of the college's faculties, who maintain close relationships with the small groups of students in their charge and assist them in preparing for university exams. (para-3)

Bachelor of Arts degrees may be conferred, upon the satisfactory completion of exams, after nine terms, or three years of residency. The majority of students are candidates for honours degrees and take a special examination called a tripos (named after the three-legged stools on which examiners formerly sat). Successful candidates for triposes are classified as first, second, or third class according to their standing. Other degrees conferred by the university include the Master of Arts and Doctor of Philosophy degrees, as well as higher doctorates in law, medicine, music, science, and theology. (para-4)

The University of Cambridge figured prominently in the Protestant Reformation in the 16th century. The Dutch scholar Desiderius Erasmus was a professor of Greek and divinity at Cambridge from 1511 to 1514 and translated the New Testament from Greek into Latin there; the religious reformers William Tyndale, Hugh Latimer, and Thomas Cranmer were educated at Cambridge. As a result of the decrees of Henry VIII establishing the Church of England, the humanistic method of study replaced the scholastic. Canon law studies were ended, public lectures in Latin and Greek were held, and the Bible was studied in the light of contemporary learning. (para-5)

A reaction took place, however, during the reign of Elizabeth I, when Cambridge became a stronghold of Puritanism. Restrictive legislation enacted in 1570 transferred teaching authority to the heads of the colleges. In 1604, early in the reign of James I, the university was granted the right to elect two members to the English Parliament; this right was ended in 1949. During the 17th century the group of scholars known as the Cambridge Platonists emerged, and, through the influence of such faculty members as the scientists Isaac Barrow and Sir Isaac Newton, an emphasis on the study of mathematics and natural sciences developed for which Cambridge has subsequently become renowned. (para-6)

(a) Answer the following questions in a sentence or two:

i. What is the duration of the three terms in every academic year?

Answer: Approximately three weeks.

ii. What are basic functions that the colleges perform in respect with the students?

Answer: . The colleges provide their students with lodgings and meals, assign tutors, and offer social, cultural, and athletic activities.

iii. Does the University provide only bachelor degrees?

Answer: No, apart from bachelor degrees, the University also provides other degrees such as Master of Arts and Doctor of Philosophy, as well as higher doctorates in law, medicine, music, science, and theology.

iv. In which period of history there was a massive shift in the fields of study for the University and what were they?
Answer: In the 16th century, due to the decrees passed by Henry VIII, there was a shift from scholastic studies to humanistic and thus public lectures in Latin and Greek and study of Bible were given importance.

In the following two questions, find out the right answer from the choices given: 

v. What is not true about the students’ lifestyle?
(a) The students prepare their works especially during the three terms of eight weeks in every academic session.
(b) The faculty members help the students in preparing for the exams.
(c) During the holidays the students have to work hard.
(d) The students spend more time in the colleges than at home
Answer: (a) The students prepare their works especially during the three terms of eight weeks in every academic session.

vii. What is not true about the changes that overtook the Cambridge University during the reign of Queen Elizabeth and during the 17th century?
(a) Study of Mathematics became a stronghold for the University.
(b) More freedom was awarded to the University in different aspects through legislation.
(c) The University’s right to elect two members to the Parliament was ended.
(d) There were some other changes during the 17th century.
Answer: More freedom was awarded to the University in different aspects through legislation.

(b). Find out words from the passage which mean the following: 
(i) alliance (Para-2)
(ii) educational (Para-5)
Answer: (i) Alliance – Confederation
              (ii) educational - Scholastic

Note to Students: CBSE has done away with 6 marks reading comprehension passages which have been substituted by a single 8 marks reading comprehension passages from this
year. The passage given above, is a model 8 marks reading comprehension passage. Below, some passages of 6 marks have given for practice as the passages retain the essence of the 8
marks passage.
1. Read the following passage carefully and answer the question that follow:
(Select the correct answer for MCQ )

FOOD AND STRESS
We are what we eat. The type of food we eat has both immediate and long-term effect on us, at all the three levels - the body, the mind and the spirit. Food which is tamasik (i.e. stale or leftover) in nature is bound to generate stress as it tends to upset the normal functioning of the human body. Fresh ents should be avoided. Taking piping hot teal milk or steaming hot foofood, whenever available, must be preferred. Excessive use of condimd also disturbs one's usually calm attitude. Further, it is a mistaken belief that smokirig or drinking, even in
moderation, relieves stress/ Simple meals with one or two food items, rather than too many lavish dishes, are advisable. Thus, vegetarian diet is preferable. Although it is customary to
serve fruits with food, it is not the fight thing to do. This is because different kind of digestive secretions are produced by the stomach for variant foods. Mixing up top many varieties of food items at one meal creates unavoidable problems for the digestive system. In fact, anyone type of fruit, preferably taken in the morning, is better.
On an average, we eat almost three to four times the quantity of food than we actually need. A lot of body's energy is used up for digesting the excess food. It is said that after a particular level of food intake, the 'food actually eats one up'.

It is always good to eat a little less than your 'full-stomach' capacity. Besides, never eat food unless you are really hungry. Having dinner at 8 or 9 pm after a heavy snack at 5 or 6 pm in the evening is asking for trouble. In fact, skipping an odd meal is always good if the stomach is upset. There are varying views on the benefits o fasting, but we will not discuss them here.
However, giving a break to one's stomach, at least once a week, by having only fruit or milk, etc. may be worth trying.
While a little bit of water taken with meals is all right, drinking 30 t60 much water with food is not advisable. Water, taken an hour or so before or after meals, is good for digestion.
One's diet must be balanced with all the required nutrients for a healthy living. Also remember, excess of everything is bad. Related to the problem of stress, excessive intake of salt is
definitely out. Too much of sugar, fried food and chillies are not good either. Overindulgence and excessive craving for a particular taste / type of food generates rajasik (aggressive) or at worst, tamasik (dull) tendencies.
An even more important aspect of the relationship between food and stress lies not so much in what or how much we eat but how the food is taken. For example, food eaten in great hurry or in a state of anger or any other negative state of mind is bound to induce stress.How the food is served is also very important. Not only the presentation, cutlery, crockery, etc. play a role, the love and affection with which the food is served is also significant.
Finding faults with food while it is being eaten is the worst habit. It is better not to eat the food you do not like, rather than finding fault with it.
It is good to have regular food habits. Workaholics who' do not find time to eat food at proper mealtimes are inviting stomach ulcers.
One must try to enjoy one's food, and therefore, eating at the so-called lunch / dinner meetings is highly inadvisable. Every morsel of food should be enjoyed with a totally peaceful state of mind. Food and discussions should not be mixed.

There are accepted ways to 'charge' the food we eat. Prayer is perhaps 'the best method for energizing the food and it will do some definite additional good at no extra cost.
Lt. Gen. M. M. Walia

Q.1. How does tamasik food influence the person?
a. Generates stress
b. Makes a person energetic
c. Generate large amount of energy
d. Make a person bold

Answer : A

Q.2. what are the mistaken belief people practise at the table?
a. Smoking helps to digest
b. Smoking of drinking even in moderation relieves stress
c. Pickles add the taste
d. Condiments help to enhance appetite

Answer : B

Q.3. Why does the writer say that ‘food actually eats one up?
a. Digestive system takes too much time
b. Excessive intake of food takes a lot of body’s energy to digest it
c. Food sustains the body
d. It makes the person healthy

Answer : B

Q.4 What generates rajasik & Tamasik tendencies ?
a. Over indulgence of fried food
b. Too much use of spicy food
c. Over indulgence and excessive craving for a particular taste
d. Excess of everything

Answer : C

Q.5 Where does the root cause of stress generated by food lie in ?
a. How much we eat
b. What we eat
c. How the food is taken
d. Because of irregular food habit

Answer : C

Q.6. What does ‘induce’ mean?
a. Reduce
b. Cause, influence
c. Aggressive
d. To intake

Answer : B

2. Read the following passage carefully and answer the question that follow:

(Select the correct answer for MCQ ) 6marks

IMPORTANCE OF VEGETABLES

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

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

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

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

To derive maximum benefits of their nutrients, vegetables should be consumed fresh as far as possible. Most vegetables are best consumed in their natural raw state in the form of salads. An important consideration in making salads is that the vegetables should be fresh, crisp and completely dry. If vegetables have to be cooked, it should be ensured that their nutritive value is preserved to the maximum extent possible. The following hints will be useful in achieving this:

(i) The vegetables, after thorough wash, should be cut into as large pieces as possible.
(ii) The cut pieces should be added to water which has been brought to boiling point and to which salt has been added. This is necessary to avoid loss of B-complex vitamins and vitamin C.
(iii) Only bare minimum water necessary to cover vegetables should be used. Spinach and other tender greens need no water.
(iv) Vegetables should not be exposed to atmospheric air. They should be covered tightly while cooking
(v) They should be cooked for as short a time as possible. They should be cooked till they-are just soft to the touch for easy mastication. .
(vi) They should be served hot.
.
To prevent loss of nutrients in vegetables, it would be advisable to steam or boil vegetables in their own juices on a slow fire and the water or cooking liquid should not be drained off. If the vegetables are boiled hard and for a long time in a large quantity of water, they would lose their nutritive and medicinal values.

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

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

Q.1. How are vegetables important for us?
a. They build up and repair the body
b. Give us energy
c. They are tasty
d. Highly beneficial when we fall ill

Answer : A

Q.2. What do farinaceous vegetables consist of ------
a. Proteins
b. Starchy roots
c. Vitamins
d. Energy

Answer : B

Q.3. How do cooking aluminium utensils affect the body of consumers?
a. Cause day blindness
b. Cause heart attack
c. Cause kidney failure
d. Injure the sensitive lining of the stomach.

Answer : D

Q.4. How does salt work to sustain the value of vegetables while boiling?
a. By retaining B complex vitamin & Vitamin C
b. By adding the energy level
c. By enhancing the nutrient value
d. By adding taste

Answer : A

Q.5. Find the word which mean : ‘to remove the skin from vegetable or fruit.
a. to soak
b. to peel
c. scratch
d. to expose

Answer : B

Q.6. How much vegetables does a person need for good health?
a. 280 grams
b. 40% leafy & 30% tubers & roots
c. As much as they can eat
d. Maximum brinjals & ladies fingers

Answer : A

3.Read the following passage carefully and answer the question that follow:

(Select the correct answer for MCQ ) 6marks

AT HOME IN INDIA

There are many among us who, given the opportunity to leave India, are only too happy to go. But whenever I have had the chance to go away, I have held back. Or something has held me back. <, What is it that has such a hold on me, but leaves others free to where they will, sometimes never to come back?
A few years ago I was offered a well-paid job on a magazine in Hong Kong. I thought about it for weeks, worried myself to distraction, and finally, with a great sigh of relief, turned it down.
My friends thought I was-crazy. They still do. Most of them would have jumped at a comparable offer, even if it had meant spending the rest of their lives far from the palmfringed coasts or pine-clad mountains of this land. Many friends have indeed gone away, never to return, except perhaps to get married, very quickly, before they are off again! Don't they feel homesick, I wonder.
I am almost paranoid at the thought of going away and then being unable (0 come back. This almost happened to me when, as a boy, I went to England, longed to return to India, and did not have the money for the passage. For two years I worked and slaved like a miser (something I have never done since) until I had enough to bring me home.. And 'home' wasn't parents and brothers and sisters. They were no longer here. Home, for me, was India.. So what is it that keeps me here? My birth? I take too closely after a Nordic grandparent to pass for a typical son of the soil. Hotel receptionists often ask me for my passport. 'Must I carry a passport to travel in my own country?' I ask.
'But you don't look like an Indian,' they protest. ‘I’m a Red Indian,' I say.
India is where I was born and went to school and grew to manhood. India was where my father was born and went to school and worked and died. India is where my grandfather lived and died. Surely that entitles me to a place in the Indian sun. If it doesn't, I can revert to my mother's family and go back to the time of Timur the Lame. How far back does one have to go in order to establish one's Indianness?
It must be the land itself that holds me. But so many of my fellow Indians have been born (and reborn) here, and yet they think nothing of leaving the land. They will leave the mountains for the plains; the villages for the cities; their country for another country, and if other countries were a little more willing to open their doors, we would have no population problem-mass emigration would have solved it. But it's more than the land that holds me. For India is more than a land. India is an atmosphere. Over thousands of years, the races and religions of the world have mingled here and produced that unique, indefinable phenomenon, the Indian: so terrifying in a crowd, so beautiful in himself.
And oddly enough, I'm one too. I know that I'm as Indian as the postman or the paanwala or your favorite MP.
Race did not make me an Indian. Religion did not make me an Indian. But history did. And in the long run, its history that counts.

'Ruskin Bond

Q.1. When the narrator was offered a well-paid job in Hongkong, did he accept it?
a. He accepted it
b. He did not accept it
c. He was confused
d. He was worried

Q.2. What was ‘Home’ for the author?
a. Parents and brothers and sisters
b. Love for his native place
c. Home for him was India
d. Beauty of his village

Q.3. The writer says : India is an atmosphere. What does it mean?
a. Beautiful climate of India
b. Inclusive way of life
c. India’s strength lies in its resources
d. India’ rich history

Q.4. find out the word which mean : i) something that stops you from paying attention to (para - 2) .
a. Worried
b. Distraction
c. Turn down
d. Well-paid

Q.5. What, according to the writer, has made him an Indian?
a. His family background of her mother
b. His religion
c. His broad point of view
d. History

Q.6. What can you learn from the text?
a. Writer is talking about his longing to go abroad
b. Writer wants prove his patriotism
c. Writer feels proud to be Indian
d. Wants to state his family history

Q.4.Read the following passage carefully and answer the question that follow:

(Select the correct answer for MCQ ) 6marks

INDIAN CLASSICAL DANCES

What is a classical dance? A dance which is created or choreographed and performed according to the tenets of the Natya Shastra is called a classical dance.
The two broad aspects of classical dancing are the tandava and the lasya. Power and force are typical of the tandava; grace and delicacy, of the lasya. Tandava is associated with Shiva, and lasya with Parvati. Dance which is pure movement is called nritta, and dance which is interpretative in nature is called nritya. A dancer in the classical tradition has to have years of training before he or she can begin to perform on the stage.

What are the main schools of classical dancing?
The four main schools of classical dancing in India are: Bharata Natyam, Kathakali, Manipuri, Kathak Bharata Natyam is the oldest and most popular dance-form of India. Earlier, it was known by various names. Some called it Bharatam, some Natyam some Desi Attam and some Sadir. The districts of Tanjore and Kanchipuram of Tamil Nadu were the focal points in the development of Bharata Natyam. It was danced as a solo performance by devadasis (temple dancers) on all auspicious occasions. Later, kings and rich people lent their patronage to it and it started shedding its purely sacred character.

The dancer is directed by the natuvanar, who is a musician and, invariably, a teacher. Another musician plays the cymbals. The music for Bharata Natyam is the Carnatic School of music. The mridangam (a drum), played on both sides with the hands, provides the rhythm. The home of Kathakali is Kerala. Kathakali literally means 'story-play'. It combines music, dance, poetry, drama and mime. Its present form has evolved out of older forms such as Ramanattam and Krishnanattam.

Kathakali dance-dramas last from dusk to dawn. The artistes use elaborate costumes; masklike make-up and towering head-dresses. The dancers are all males - female roles are usually played by boys. There is no stage - a few mats are spread on the ground for the audience to sit on. The only 'stage-lighting' is a brass lamp fed with coconut oil. Two singers provide the vocal music. The chenda, a large drum, which is beaten on one side with two slender curved sticks, is an integral part of the Kathakali performance. A metal gong, a pair of cymbals and another drum complete the orchestra. Besides providing the beat, they are also the means by which all the sound-effects are created.

Manipur, in the north-east is the home of Manipuri. It has evolved out of the folk dances of the land, which are religious in nature. Lai Haroba is the oldest dance-drama of Manipur and is based on folk-lore and mythology. But Ras Leela is the most popular one. It tells of the legendary love of Radha and Krishna. In the Manipuri style of dancing, the accent is on grace and softness. The women's costumes are extremely picturesque.

Besides the singers, the khol, the manjira and the flute also accompany the dancers. Kathak has its home in north India. 'Kathak' means 'story-teller'. In ancient times, the storyteller used gestures and movements while narrating the great epics. In course of time it became an elaborate art, rich in beautiful movements and facial expressions.

Later, under the Persian influence, the original dance form underwent many changes, gradually losing its religious and moral character. It became a court dance. Both men and women danced. With the passing of years, the Kathak performance was reduced to being an evening's entertainment, and the girls, who danced, were no more than pretty entertainers. Kathak, however, was revived under the patronage of the rulers of Lucknow and Jaipur, and this gave rise to two styles known as the Lucknow gharana and the Jaipur gharana. Gharana means 'house' or 'school'.

In Kathak, the accent is on footwork. A dancer wears anklets with several rows of bells and skillfully regulates their sound, sometimes sounding just one bell out of the many on his feet. The singer who accompanies the Kathak dancer not only sings, but reproduces the drum syllables also. The sarangi, a string instrument, provides the music at a Kathak performance. Swarn Khandpur

Q.1. What is the Natya Shastra?
a. Scientific study of a classical dance
b. Science of dances
c. A book written by a sage
d. A book deals with a drama

Q.2. choose the appropriate meaning of the under lined word. The four main school of classical dancing in India?
a. Place where children are taught
b. Training centers for artists
c. Group of artists having a similar style.
d. Schools that are purely for dance

Q.3. When did Bharata Naatyam start shedding its purely sacred character?
a. When devadasis stopped dancing
b. When danced as a solo performance
c. When kings & rich patronised it
d. When they used Carnatic music

Q.4. In which drama form the dances are all males?
a. Bharat Natyam
b. Manipuri
c. Kathak
d. Kathakali

Q.5. Which dance form has a origin in folk dance?
a. Ras Leela
b. Lai Haroba
c. Manipuri
d. Kathak

Q.6. In Kathak, the accent is ----------------
a. On the basis of dancer’s anklets
b. On sound created by bells
c. On the regulation of sound
d. On footwork

5.Read the following passage carefully and answer the question that follow:

(Select the correct answer for MCQ ) 6marks

INDIA'S PLACE IN THE NEW WORLD ORDER

We have entered a new world. The fall of the Berlin wall put an end to the bipolar world and gave birth to hope for freedom and prosperity; there were States that gained their independence. Most adopted the democratic model, which corresponds to our shared political values. Globalization further enhances these changes. It offers extra-ordinary opportunities to individuals who are in a position to seize them; easier access to information, speedier communications and unimpeded travels. But it also develops new forms of vulnerabilities; a financial crisis can run from Thailand to Russia via Latin America. Epidemics spread faster and further, be it mad cow's disease or bird flu. Therefore, our destiny is no longer shaped within safe frontiers but on an international scale. Given the extent of these changes, we must define our world's new principles of organization. In this endeavor for a new order, India-has a major role to play. First because it is an example of dynamism and energy. Your country is one of youth; 33 per cent of the population is under the age of 15. You are aware of the tremendous asset and the immense responsibility that this represents. A young population is a guarantee of imagination, renewal, awakening and hope. But it is also a challenge in terms of education, health and training.

India has been able to make the most of globalization and has gained a pivotal role. It provides the example of an economy which has allied dynamism and equilibrium. The past year offers the two-fold satisfaction of a spectacular 7.5 per cent growth rate and inflation under control. Thanks to the size and dynamism of its domestic market, it can project itself into the future with confidence. India is now the biggest international service provider in information technologies, and this at a time when the Western countries are experiencing a real shortage of manpower in this very field.

A scientific power, India, today, is also a key player in space research. Thanks to the excellence of the Indian Space Research Organization, it is the forefront of technologies for launchers and the construction of satellites. This economic vitality has developed on the basis of a strong concern for social justice. In the face of inequalities that still remain and could be increasing, India has given priority, to poverty reduction, job creation and support of the agricultural sector. Your country has shown that economic growth and concern for the greater good are not incompatible. India, however, does not only offer an economic model. It stands as an example for nations that show due respect for cultural identities.

This represents a major challenge as globalization has inherent in it two-fold risk. First of all, there is the risk of domination of certain forms of thinking, of certain ways of life and expression. The diversity of cultures, religions, traditions and memories is an essential component of the richness of our world. If we are not careful, it could die one day. Then there is the risk of confrontation of-identities. Lack of respect for what people stand for can nurture claims of nationalists and fundamentalists. The more an identity feels threatened, the more it tends to be inward looking, rejects diversity and finally gives in to confrontation. These are the patterns that we saw in action in the worst post cold war confrontations, from the explosion of the Balkans to the genocide in the Rwanda. With 18 official languages and over 1652 dialects, India is at the forefront of cultural
diversity. It is a proof that openness to the outside world and preservation of its own roots can go hand ill hand. The movement of exchange between cultures must not lead to silencing the polyphony of voices arid view.

In the heart of its democracy, India has been able to define an identity respectful of each and everyone's specificity. It is home to one of the largest Muslim communities of the world, with over 120 million believers. The religious patchwork of India offers to each minority, whether it be the two million Christians, the 16 million Sikhs or the Buddhists, Jains and Parsis, the possibility of keeping alive their own religious beliefs in harmony with the India identity. This original and exemplary synthesis is difficult to achieve. Your will to promote democracy is undoubtedly the strongest political message of the Indian nation. At the heart of the new world geography lies the democratic challenge.

Thanks to you we know that the size of the population, that the force of history and traditions is not an obstacle. India is a proof that the universality of Human Rights is a realistic emotion. It shows .us that State secularism can be reconciled with the vigour of identities and beliefs.        Dominique de Villepin

Q.1. India has a major role to play because
a. It has a large geographical area
b. It is rich in natural resources
c. It is example of enthusiasm and energy to make new things happen successfully
d. India is a secular country

Q.2. India is the biggest service provider in the field of information technologies as…..
a. Unemployed youth are more in number in India
b. Western countries have a shortage of manpower in this very field.
c. People outside India are not willing to work
d. Indian population is educated

Q.3. the speaker thanks the Indian Space Research Organization, because
a. It isin a leading position in the field of satellites
b. It is leading in producing rockets
c. There is a strong group of scientists working together in this field.
d. Indian scientist are very intelligent

Q.4 When the speaker says “your country has shown that economic growth and concern for the greater good are not incompatible”, he is
a. Complaining
b. Giving compliments
c. Finding faults
d. Discussing

Q.5. Find out the word which mean: the act of killing a whole race (para - 12)
a. Genocide
b. Polyphony
c. Explosion
d. Confrontations

Q.6. Why did the speaker say that we entered a new world?
a. We are adopting democracy
b. Using technology
c. Practicing computer
d. Landing on the moon

Note making
Question 2: Reading Passage of 500 Words for Summary and Note Making 07 Marks
a) Note making - 5 Marks
b) Summary - 2 Marks

Importance
1. It is useful to save time, energy and the space at the working place, while attending lecture at school, in college, in a meeting, as a reporter..
2. It enhances the confidence to revise the thing whenever we want .
3. Notes help us to remember the information we have gathered.
4. Notes help in understanding the text better

How to make notes
Step – 1. Read the passage carefully underline the important sentences
Step – 2. Read the passage again and note down the main point.
Two or three related ideas can be combined into one point.

Use of colons
Use of the long dash
Step – 3. Now go over the facts and number them.
Step – 4. Use the universally recognized abbreviations and symbols.

Characteristics of good notes
1. Notes should be short. They should identify the main point.
2. Notes should be in points and in an appropriate format.
3. Information is logically divided and sub-divided by the use of figure and letters.
4. Abbreviations and symbols are freely used. Extra examples, articles, prepositions, and conjunctions are omitted.
5. Notes must make sense when they are read again.

How to present the notes in an appropriate format.
You can use different kinds of formats depending on the theme of the passage. It could be serial or sequential such as flow chart, pie chart, bar chart.

Q.2. Read the passage given below and answer the questions that follow: 

Research has shown that the human mind can process words at the rate of about 500 per minute, whereas a speaker speaks at the rate of about 150 words a minute. The difference between the two at 350 is quite large.

So a speaker must every effort to retain the attention of the audience and the listener should also be careful not to let his mind wander. Good communication calls for good listening skills. A good speaker must necessarily be a good listener.

Listening starts with hearing but goes beyond. Hearing, in other words is necessary, but is not a sufficient condition for listening, Listening involves hearing with attention. Listening is a process that calls for concentration. While listening, one should also be observant. In other words, listening has to do with the ears, as well as with the eyes and the mind. Listening is to be understood as the total process that involves hearing with attention, being observant and making interpretations. Good communication is essentially an interactive process. It calls for participation and involvement. It is quite often a dialogue rather than a monologue. It is necessary to be interested and also show or make it abundantly clear that one is interested in knowing what the other person has to say. 

Good listening is an art that can be cultivated. It relates to skills that can be developed. A good listener knows the art of getting much more than what the speaker is trying to convey. He knows how to prompt, persuade but not to cut off or interrupt what the other person has to say. At times the speaker may or may not be coherent, articulate and well-organised in his thoughts and expressions. He may have it in his mind and yet he may fail to marshal the right words while communication his thought. Nevertheless a good listener puts him at ease, helps him articulate and facilitates him to get across the message that he wants to convey. For listening to be effective, it is also necessary that barriers to listening are removed. Such barriers can be bolt physical and psychological. Physical barriers generally relate to hindrance to proper hearing whereas psychological barriers are more fundamental and relate to the interpretation and evaluation of the speaker and the message.

Q.1. On the basis of your reading of the above passage, make notes in points only, using abbreviations wherever necessary. Supply a suitable title.

Q.2. write a summary of the above passage in about 80 words.
Ans. NOTE MAKING
Distribution of Marks
Abbreviations / Symbols (with/without key)- any four
Title 
Content (minimum 3 heading and sub-headings, with proper indentation and notes) 
Suggested Notes
Title : Good communication skills/ Good Listening/ Listening Skills/ Art of Listening / Good Communication and Listening/ any other relevant title.

1. Research
1.1 human mind processes 500wpm
1.2 speaker speaks 150 wpm
1.3 difference between the 2

2. A good speaker/ Good commun./ listng.
2.1 must retain attention of audience
2.2 stop not to let mind wander
2.3 must be a good listener

3. Listening / Requirement Of Listening/ listening Skills
3.1 hearing with attention
3.2 being observant
3.3 making interpts.
3.4 concentration
3.5 participation

4. A Good Listener / Good Listening – An Art/ Traits of Good Listening
4.1 gets much more from speaker
4.2 knows how to prompt and persuade
4.3 puts speaker at ease
4.4 helps him articulate
4.5 facilitates speaker to convey thoughts

5. Effective listening/ Barriers To Good Listening
5.1 barriers – phy./psychological
5.2 physical-hindrance to hearing
5.3 psy.-interpretations & evaluation

Key to abbreviations
1. wpm – word per minute
2. commun.- communication
3. listng. – Listening
4. interpts. – interpretations
5. phy. - Physical
6. psy. - psychological

Summary
The summary should include all the important points given in the notes
Content                            
Expression                    
Human mind processes 500 word per minutes but a speaker speaks 150 words. It reveals the co-relation between listening and speaking skills. As you listen shall you speak. Listening and speaking are the two sides of same coin. Speaker should draw the attention of listener. listening skills requires hearing with attention, being observant, making interpretations and being concentrate. Good listening is and art when we restore faith in speaker and remove physical and psychological barriers.

2 . Read the passage carefully and complete the notes:
Anything printed and bound in book size can be called a book, but the quality or mind distinguishes the value of it. What is a book? This is how Anatole France describes it: "A series of little printed signsessentially only that. It is for the reader to supply himself the forms and colors and sentiments to which these signs correspond. It will depend on him whether the book be dull or brilliant, hot with passion or cold as ice. Or if you prefer to put it otherwise, each word in a book is a magic finger that sets a fibre of our brain vibrating like a harp string and so evokes a note from the sounding board of our soul. No matter how skilful, how inspired' the artist's hand, the sound it makes depends on the quality of the strings within ourselves."

Until recently books were the preserve of a small section-the urban upper classes. Some, even today, make it a point to call themselves intellectuals. It would be a pity if books were meant only for intellectuals and not for housewives, farmers, factory workers, artisans and, so on.

In India there are first-generation learners, whose parents might have been illiterate. This poses special challenges to our authors and to those who are entrusted with the task of disseminating knowledge. We need much more research in the use of language and the development of techniques by which knowledge can be transferred to these people without transmission loss.

Publishers should initiate campaigns to persuade people that a good book makes a beautiful present and that reading a good book can be the most relaxing as well as absorbing of pastimes. We should aim at books of quality no less than at quantitative expansion in production and sale. Unless one is constantly exposed to the best, one cannot develop a taste for the good.

Title______________________________________

A. Value of Bks. acc. to Anatole France
1) Not merely printed signs
2) Reader gives
i) Colours
ii) ______________

iii) Sentiments
a. _____________
b. ___________
c. Touches solution

B. Bks. Means for diff. sections
1) intellect.
2) housewives
3) ___________
4) ___________

C. Books for 1st gen. learners
1) Challenge for authors
2) _________________
3) _________________

D. Publisher’s role
1) _________________
2) _________________
3) _________________
4) _________________

E. Abbreviations used

3. Read the passage below carefully and complete the notes:

India has stood for freedom: Even before Independence we viewed our own struggle and difficulties on the larger canvas of global problems. If democracy is basically tolerance for others' opinions, the concept of co-existence is democracy on the international plane, for it embodies tolerance of other nations and systems. Similarly non-alignment gives depth to our independence and self-reliance for it enables us to retain our freedom of judgment and action on international issues in the light of our national interests. We avoid involvement in the conflicts and disputes of others and this helps to blunt conflict between power blocs. I should like to think that it has also helped world stability.

A country is an extended family. When income and resources are limited, one must budget to ensure that waste is avoided, resources husbanded, priorities established, education and other social needs catered to, special provision made for those who are weaker or smaller. Industry has to be balanced with agriculture; technology with culture; state ventures with private initiative; economic growth with social justice; the large with the small. Every section of society must be stimulated to creative activity.

That is our planning. In no way is it totalitarian or coercive. Industrializing, modernizing arid transforming an ancient society of immense size, population and diversity is a daunting venture and inevitably, a gradual one. Otherwise there will be resentment. Transformation should not cause too much dislocation or suffering for the people nor should it jettison the basic spiritual and cultural values of our civilization.

India's planning experience sums up the successes and problems of our democratic development. The magnitude and significance of democracy's operation in India are not well understood, for it is often treated as an adventitious or borrowed growth. Why has democracy worked in India? Our national leadership was dedicated to it and we wanted it to work, but, also, because in our society there were elements and traditions which supported the growth of democracy. In our democratic system, there may be differences in many spheres but we rise above them. To achieve the objective of keeping the country united, we have to transcend political and party-

based differences, which create dissensions. If we cannot remain united and the country does not remain strong, with whom shall we have differences? Against whom shall we fight? With whom shall we be friends? Brothers and sisters, if the country falls, nobody survives. When we were fighting for the freedom of our country, it did not mean only political freedom. It also meant social justice, equality and economic justice. Only one phase is over and another one is under way. We have to cover a long and difficult path. Whereas the enemies were visible during those days; now they are in disguise. Some of them are openly our enemies, but many become unintentional pawns of others.

_________________________Title

I. What democ.y envisages
1. Tolerance for other's opinions
2.________________________
3. Non alignm.t
a. _______________________
b. _______________________
c. _______________________

II. Country - an extended family
1. Society to stimulate creative activ.y by:
a. _______________________
b. _________________________
c. ________________________
d. __________________________
e. ___________________________

III. Challenges in promoting democ.y:
1. Avoid being ________________
2. ___________________________
3. ___________________________
4. ____________________________

IV. Factors contributing to democ.y:
1. __________________________
2. __________________________

V. How to promote democ.y:
1. ___________________________
2. ___________________________

Key to Abbreviations used
democ.y - democracy
non alignm. t – non alignment
activ.y - activity

4. Read the passage carefully and complete the notes below using meaningful short forms. 

Swimming pools were once considered a luxury limited only to the rich. Today, thanks to plastics and plenty, they number in the millions. Few, of course are of Olympic size where a swimmer can quickly do his laps and stay in shape. Most are above-ground, round mini-pools, line for a cool-off and a' frolic. But, health experts have come to realize that exercises created specially for such swimming pools can tone the muscles, strengthen the heart and pacify the spirit of people of all ages and conditions. And these exercises aren't restricted to small pools alone. Any type of pool, including a crowded municipal one, will do.

Designer of the principal popular exercises is C. Carson Conrad, executive director of the California Bureau of Health. Physicians approve of Conrad's exercises for three reasons. First, since water pressure, even on a nonmoving body, stimulates the heart to pump blood throughout the body, exercise in the water promotes thorough circulation still more effectively. Second, water exercise is rhythmic. And continuous, rhythmic exercises, authorities agree, are one of the best defenses against circulatory ailments which might cause athersclerosis, often the precursor of coronary attacks and strokes.

Third, water exercise can be enjoyed with benefit by both young and old, healthy and infirm, swimmers, and in shallow water, non swimmers. Dr. Ira H. Wilson and Fred W. Kasch, a physician-and-physiologist team, assert that even persons with paraplegia, rheumatic heart, asthma, emphysema, victims of polio or strokes, or amputation can exercise in water and enjoy weightless movement. Arthritics move easily under water. Some physicians use hydrocalisthenics for their cardiac patients.

At the University of Illinois Prof. Richard H. Pohndori studied the effect of water exercise on a "typical" couple. He chose as subjects a man-and-wife team of physicians, 43 and 41 years old respectively, who had been sedentary for years. His program was simple: "Swim from one end of the pool to the other until you can swim 1000 yards a day. Swim every day for ten weeks." Before they started, the couple took 151 physical tests. At the end of ten weeks, they were tested again: their pulse rate had dropped, their rate of breathing had dropped, their blood pressure had come down to normal, the cholesterol level in their blood had dropped 20 percent. Further, more than half of the broken blood vessels disfiguring the woman's thighs had vanished, her husband had improved in all his physical-fitness tests; he reduced the size of his heart, making it more efficient. Both felt younger, more vigorous.

Title________________________________

I. Swimming pools
1. today, within every body's reach - innumerable
2. of diff. types - above ground mini polls to Olympic size
3. ex.s immaterial of size

II. Conrad’s principal popular ex.s – approved by physicians for

III. the effect of water ex.s on a couple
1. the prog.
a. ________________
b. __________________
c. ___________________

2. effect on the couple after 10 wks: 
          on both                           on the wife alone         on the husband only
a. _______________           a. _______________      a. _______________
b. _______________           b. _______________
c. _______________
d. _______________
e. _______________

Key to abbreviations
diff.:- different
ex.s:- exercises
prevent.n:- prevention
prog.:- programme
& ;- and
Wks.:- Weeks