291

APPENDICES

• List of Teachers of English

• List of Students

• Questionnaire for Teachers of English

• Test in English- Class 12th

292

Appendix – I

Shri. Jawalge H.R.

Research Student & Assit. Prof.

Dept. of English

D.B.College, Bhokar

Dist. Nanded.

Date : / /200

To,

-------------------------------------------------

--------------------------------------------------

--------------------------------------------------

Sub. :- Research Survey

Ref :- F.No.PG/Ph.D./2009/14118-20 dt. 24.12.2008

Dear Sir/Madam,

I am doing research on “An Evaluation of

YUVAKBHARATI- a course book in English introduced for Higher

Secondary Level in Maharashtra” under the guidance of Dr. Satish

Deshpande in Dr. B.A.M.Univeristy, Aurangabad. The enclosed

questionnaire is to take benefit of the experiences of teachers

teaching English at +2 stages in the jurisdiction of Nanded district. I

shall feel much obliged if you please do me a favour by filling this

questionnaire and co operate me in completing this research survey as well as the research project.

Thanking you in anticipation and looking forward for

cooperation.

Yours faithfully

_______________

Shri Jawalge H.R.

(Mob.No.-9423657226)

293

Appendix – II

List of Teachers Respondents teaching English at Higher

Secondary Level in Nanded District

Sr.

No. Name of the Teacher

Name & Address of the

Institution

01 Shri. Sitaram Rama Gavhane

Late Laxmanrao Ghisewad Jr. College, Bhokar Tq. Bhokar Dist. Nanded

02 Shri. Narayan

Gangadharrao Kumare

Higher Secondary Ashram School,

Bhokar Tq. Bhokar Dist. Nanded

03 Shri. Nilesh Premraj

Pawar

Shri. Sant Gadgebaba Jr. College,

Salwadi Tq. Bhokar Dist. Nanded

04 Shri. Hanumant

Kishanrao Malusare

Late Mohanrao Deshmukh Secondary

& Higher Secondary School, Bhosi, Tq. Bhokar Dist. Nanded

05 Shri. Nitin Ramrao

Choudhary

Raja Bhagirath Jr. College,

Himayatnagar Tq. Hadgaon Dist.

Nanded

06 Dr. Khaja Nijamuddin Baliram Patil Jr. College, Kinwat Tq.

Kinwat Dist. Nanded

07 Shri. Rajiv Jayram

Rathod

Saraswati Vidhya Mandir Jr. College,

Kinwat Tq. Kinwat Dist. Nanded

08 Shri. S.B. Banate Dnyaneshwar Jr. College, Bodhadi (Bk.) Tq. Kinwat Dist. Nande

09 Shri. M.V. Nagare Madhyamik & Uchamadhyamik

Vidhyalaya Tamsa Tq. Hadgaon Dist.

Naned

10 Shri. Rajesh Marotrao

Ghate

Panchashil Vidhyarjan Jr. College,

Hadgaon Tq. Hadgaon Dist. Nanded

11 Shri. S.R. Debadwar Rajabai Higher Secondary School,

Paradi (Seni) Tq. Ardhapur Dist. Nanded

294

12 Shri. B.G. Lokhande Minakshi Deshmukh Memorial Jr.

College, Ardhapur, Tq. Ardhapur Dist.

Nanded

13 Shri. H.M. Hashmi Yashwant Jr. College Nanded Dist.

Nanded

14 Shri. Narayan

Pundlikrao Mote

Yashwant Jr. College Nanded Dist.

Nanded

15 Shri. Ravikant

Ramrao Gutte

Secondary & Higher Secondary

School, Brahamanwada, Nanded Tq.

Dist. Nanded

16 Shri. Shri. Sandip

Sangram Pawar

Shri Sant Gadge Maharaj Jr. College,

Loha Tq. Loha Dist. Naned

17 Shri. M.K. Byale Shri Sant Gadge Maharaj Jr. College, Loha Tq. Loha Dist. Naned

18 Shri. S.M. Sarang Mahatma Gandhi Jr. College, Mudkhed

(Stn.) Tq. Mukhed Dist. Nanded

19 Shri. Ramesh

Ramsing Jadhav

Mahatma Gandhi Jr. College, Mudkhed

(Stn.) Tq. Mukhed Dist. Nanded

20 Shri. M.J. Pawar Shri. Shivaji Jr. College, Barad Tq.

Mudkhed Dist. Nanded

21 Shri. Samba Shiva

Rao

Nutan Jr. College Umari Tq. Umri

Dist. Nanded

22 Shri M.D. Deshmukh Nutan Jr. College Umari Tq. Umri Dist. Nanded

23 Shri. A.B. Bhosikar Lalbahadur Shashtri Jr. College,

Dharmabad Tq. Dharmabad Dist.

Nanded

24 Shri. Vasant

Ambadasrao Kalyankar

Janta Jr. College, Naigaon

(Bz.)Tq.Naigaon Dist. Nanded.

25 Smt. Shobha

Marotirao Shinde

Janta Jr. College, Naigaon

(Bz.)Tq.Naigaon Dist. Nanded.

295

Appendix – III

List of students who appeared for the test

Sr.

No.

Name & Address of

the Institution

Sr.

No. Name of the Student

01 Minakshitai

Deshmukh Arts &

Science College,

Ardhapur Tq.

Ardhapur Dist.

Nanded

01 Mule Krishnkumar D.

02 Sangewar Shivprashant

03 Motarwar Rohit

04 Jadhav Deepak

05 Barhate Pankaj

06 Gomashe Laxman

07 Sontakke Ajay Shivaji

08 Deshmukh Rahul G.

09 Magar Sachin

10 Ingale Sheetal

11 Mantre Archana

12 Kalyankar Komal

13 Panpatte Manisha

02 Rajabai Secondary

& Higher Secondary

School, Pardi (seni)

Tq. Ardhapur Dist. Nanded

14 Pandit Ashwini Venkati

15 Bahadure Ranjana Bhimrao

16 Lone Nirmala Devrao

17 Patil Priyanka Sambhaji

18 Markunde Tejesvini Shivaji

19 Markunde Seema Vishwanath

20 Pohare Upali Nagnath

21 Bahadure Shilpa Dhondiba

22 Kadam Ramchandra Pralhad

296

23 Gore Sambaji Bibhishan

24 Lone Sonu Bandu

25 Lone Ashvini Prakash

26 Landage Laxman Marotrao

27 Aglave Kalidas Madhavrao

28 Giri Dnyaneshwar Avdhut

29 Jadhav Rameshwar Dattaram

30 Mirza Naushadbaig M.

31 Kakade Sachin Yadavrao

32 Debgunde Prakash Vilas

33 Debgunde Amol Vithalrao

03 Digambarrao Bindu

Arts & Commerce

College, Bhokar Tq.

Bhokar Dist. Nanded

34 Bharati Atish Rangnath

35 Jadhav Raviraj Uvraj

36 Bhise Santosh Sakharam

37 Dhanve Dyaneshwar

38 Pawar Vishnu D.

39 Dhavale Saiprasad Parmeshwar

40 Dhavale Pratap Parmeshwar

41 Ghogare Pradip

42 Dhavale Sachidanand Shidheshwar

43 Rachewad Vishwanath

44 Rathod Lalita

45 Patange Arti

46 Hattekar Sumati

47 Muneshwar Vinod

297

48 Suryawanshi Satish

49 Patange Prasad

50 Jadhav Santosh Prakash

51 Kurukwad Normala Pralhad

52 Jondhale Nilawai Rukmaji

53 Chikalwad Govind Khandoji

04 Late. Mohanrao

Deshmukh

Secondary &

Highersecondary

School, Bhosi Tq.

Bhokar Dist. Nanded

54 Kalyankar Pranita U.

55 Kalyankar Anita Pandurang

56 Bombalwad Ailah B.

57 Narwade Rani P.

58 Jampalwad Priyanka

59 Waghmare Swati T.

60 Kalyankar Ashwini A.

61 Singewad Suwarna U.

62 Korewad Jayshree N.

63 Kalyankar Pooja Shivaji

64 Kyatamwad Mahananda

65 Sontakke Sailesh

66 Bombalwad Abhimanu

67 Deshmukh Madhukar

68 Panchal Sheshupal

69 Panchal Krishna

70 Bahirwad Motiram

71 Kadam Vishwanath

72 Patange Rahul

73 Sarkalwad Sainath

74 Waghmare Malhari

298

75 Sarkalwad Balaji

76 Khune Ranjeet

05 Panchshil Jr.

College, Hadgaon

Tq. Hadgaon Dist.

Nanded

77 Hingde Ganpat V.

78 Dhongade Bhagwat Ramrao

79 Kadam Dnyaneshwar

80 Sonkulwar Dnyaneshwar

81 Narwade Raju

82 Thote Pandurang

83 Kolekar Digambar

84 Narwade Rupesh

85 Sawatkar Namdev

86 Yelkdre Avinash

87 Garole Piraji

88 Parghane Shrikant

89 Gaikwad Akash

90 Gaikwad Jayshree

91 Bhalerao Surekha

92 Karjatkar Meera

93 Gaykwad Chaya

94 Suryawanshi Deepali

95 Waghmare Antakala

96 Birade Panchshila

97 Padghan Ashwini Madhukar

98 Gudal Seema

99 Kadam Shubhangi

100 Deshmukh Kranti

101 Kamble Palavi

299

06 Madhyamik &

Uchmadhyamik

Vidhyalaya Tamsa

Tq. Handgaon Dist. Nanded

102 Labhshetwar P.D.

103 Narwade R.R.

104 Rawale Pallavi M.

105 Punde P.S.

106 Pawar S.S.

107 Pawar Y.B.

108 Dongare K.S.

109 Labhshetwar B.N.

110 Waghmare S.A.

111 Bhalerao A.R.

112 Wadhonkar V.B.

113 Chandanwar P.D.

114 Wachewar D.M.

115 Chintale S.L.

116 Warkad S.S.

117 Matre D.Y.

118 Jadhav P.S.

119 Jagtap D.C.

120 Wathore S.S.

121 Chavan D.W.

07 Saraswati

Vidhyamandir

Secondary &

Highersecondary

School, Kinwat Tq.

Kinwat Dist. Nanded

122 Patil Pooja

123 Kazi Maseera

124 Gunjkar Priya

125 Shaikh Irambakhat

126 Shaikh Sama Afreen

127 Rathod Sulochana Nandu

300

128 Jadhav Amol Madhukar

129 Ranmale Priyanka

130 Rathod Rubi

131 Vadne Atul Govind

132 Surose Amar

133 Rathod Arjun

134 Pawar Sachin Namdev

135 Rathod Manoj Pandurang

136 Kumare Kundan

137 Pawar Amol Prakash

138 Jadhav Avinash Dadarao

139 Gunjkar Sachin Uttamrao

140 Sonke Pankaj Balkishan

141 Osewar Avinash Gajanan

08 Dyaneshwar

Uchamadhyamik

Vidhyalaya Bodhadi

(bk.) Tq. Kinwat Dist.

Nanded

142 Dongare Samadhan Namdev

143 Kendre Kiran Pralhad

144 Gajawar Mayur Madhav

145 More Gajanan Gobaru

146 Dhavale Kanba Bapurao

147 Kanwate Atul Balaji

148 Somunse Pandhari Tukaram

149 Gutte Nagnath Ramesh

150 Karad Maroti Narayan

151 Jadhav Ankush Devsing

152 Bhatane Shivaji

153 Bhatane Raju Digambar

154 Mundhe Krushna Vishwanath

301

155 Tigalwad Mahesh Sudhakar

156 Pawar Navnath Narayan

157 Munde Akash Madhukar

158 Pampatwar Supriya Blaji

159 Kendre Rohini Ramesh

160 Kendre Varsha Deepak

161 Tiwde Anjali Ramesh

162 Twadi Payal Sukhdev

163 Gimekar Diksha Nagorao

164 Reddewad Pratibha Dashrath

09 Mahatma Gandhi Jr.

College Mudkhed

(Stn.) Tq. Mudkhed

Dist. Nanded

165 Telange Sujata

166 Jagtap Priyanka

167 Shaikh Farjana

168 Guddamwar Pooja

169 Farheen Kavsar

170 Kawale Komal

171 Nilewad Jayshree

172 Bokephod Vidya

173 Motarwar Arti

174 Chandanshive Ganesh

175 Kalbande Suraj

176 Mungal Abhiman

177 Vyas Akash Rajesh

178 Bismille Suraj

179 Tupekar Vithal

180 Magare Dhondiba

302

181 Bhandare Amol

182 More Pravin

183 Kamble Vinod Devidas

184 Gunthe Govind Gangadhar

10 Shri. Shivaji Jr.

College, Barad Tq.

Mudkhed Dist. Nanded

185 Bagade Swati Maroti

186 Kasture Manish Balaji

187 Pandilwad Jijabai Parbata

188 Pattewar Prabhakar

189 Kadam Sheetal Sahebrao

190 Mungal Swati Madhavrao

191 Kasture Vinanti Madhukar

192 Rajkuntwar Ashvini Govind

193 Puri Bhagyashree Shridhar

194 Shinde Yogini Maroti

195 Athawale Yogesh Suresh

196 Jadhav Nitin Anandrao

197 Bhusse Trilochan Pralhad

198 Kandilwad Kishor Shyamrao

199 Dewade Shubham Shivaji

200 Ingale Dnyaneshwar Parasram

303

Appendix – IV

A Questionnaire for the research on

“An Evaluation of YUVAKBHARATI- a course book in English

introduced for Higher Secondary Level in Maharashtra”

Shri Jawalge H.R.

Research Student & Assit. Prof.

Dept. of English

D.B.College, Bhokar Dist. Nanded

Prof. Dr. Satish Deshpande

Research Guide & Head

Dept. of English

Dr.B.A.M.U. Aurangabad

(To be served to the Teachers teaching English at Higher

Secondary level in Maharashtra)

Sr. No.___________

Background Information

Name :- ____________________________

Designation :- ____________________________

Academic Qualification :- ____________________________

Gender :- Male/ Female.

Age :- ____________________________

Languages Known :- ____________________________

Mother tongue :- _____________________________

Date of Appointment :- ____/____/_____

Total Teaching :- _____________________________

Experience

Name & Address of the :- ____________________________

Institution _____________________________

Signature of Teacher

304

Note:-

1) All information will be kept confidential.

2) All information will be used as a source of research project only.

3) Please fill in this questionnaire freely and honestly.

4) Please put a (√) marks to the response that concerns you. If you have to

state some more information which is not provided at the end of the

items, please feel free to write it on the space provided for Any Other.

1 What, according to you, should be the objective(s) of teaching

English at the higher secondary level?

a) To enable learners to enjoy & appreciate the beauty of literary

work.

b) To enable learners to listen with fair comprehension & get a global understanding of it.

c) To enable learners to be prepared for activities like group

discussion, debating, reading & writing, translation & communication etc.

d) All of the above.

2 Does the syllabus included in the course book YUVAK

BHARATI have clearly stated objective(s)?

a) Yes.

b) No.

3 Please state which of the following objective(s) do you have in

mind while teaching the course book YUVAK BHARATI?

a) To develop his/her language skills to a fair degree of

proficiency.

b) To develop communication skills in English useful in real-life

situations.

c) To enrich his/her vocabulary.

d) To enable him/her to use English with appropriate grammatical forms.

e) To enable learners to use English not only as a library

language but as an important language of communication also.

305

f) To cultivate a broad, humane, & cultural outlook.

g) All of the above.

4 Is the syllabus which is included there in the course book

YUVAK BHARATI consistent with the other aspects of

curriculum?

a) Yes

b) No

If yes, which of the following language/ literary aspect(s) do

you like more to teach?

a) Grammar

b) Composition

c) Communication

d) Prose

e) Poetry

f) Fiction

g) Drama

h) All of the above

5 Is the target behavior clearly spelt out or at least implied in

the course book YUVAK BHARATI?

a) Yes

b) No

306

6 Does the syllabus in the course book YUVAK BHARATI

have flexibility? Is it negotiable?

a) Yes

b) No

7 Does the syllabus which you teach spell out clear

methodology?

a) Yes

b) No

If yes, please mention which of the following method(s) do

you prefer more to employ to teach the course book

YUVAK BHARATI?

a) Grammar-Translation method.

b) Direct method

c) Communicative Approach

d) Structural Approach

e) Audio-lingual method

f) Bilingual method

g) Eclectic methiod

h) All of the above

8 What role do the dictionaries play in developing student’s

vocabulary?

a) Dictionaries help lower-proficiency learners in reading

comprehension.

307

b) Dictionaries help advanced-proficiency learners to

concentrate on the English part of the entry.

c) Dictionaries help the beginners to realize spellings,

pronunciation, stress, and meaning(s)

d) Dictionaries give learners grammatical information and

illustrative sentences as well.

e) All of the above

9 What type(s) of dictionaries do you prefer more to use in the

teaching of vocabulary?

a) Bilingual dictionaries

b) Monolingual dictionaries

c) Electronic dictionaries

d) CD-ROM dictionaries

e) All of the above

10 How are the new vocabulary items presented in the course

book?

a) In an appropriate way so that, the text is understandable and

the students are able to retain new vocabulary.

b) In a variety of ways (e.g. glosses, multi-glosses, appositives)

c) Repeated in subsequent lessons to reinforce their meaning

and use.

d) In a top-down technique.

e) All of the above

308

11 Does the course book present grammatical rules?

a) Yes

b) No

If yes, please state how are they presented?

a) In a logical manner.

b) In an increasing order .

c) In decreasing order.

d) All of the above

12 Does the course book instruct learners clearly about the

activity?

a) Yes

b) No

13 Do the exercises in the course book promote learners to

think critically about the text?

a) Yes

b) No

14 Are the reading selections in the course book authentic

pieces of language

a) Yes

b) No

309

15 Are the text selections in the Course book representative of

the variety of literary genres?

a) Yes

b) No

16 Are the illustrations in the course book simple enough and

close enough to the text that they add to its meaning rather

than detracting from it?

a) Yes

b) No

17 Does the text in the course book make comprehension

easier by addressing one new concept at a time instead of

multiple new concepts?

a) Yes

b) No

18 Are there interactive and task-based activities in the

course book that require learners to use new vocabulary

to communicate?

a) Yes

b) No

19 Do you think the course book YUVAK BHARATI is an

adequate document and interesting enough to achieve the

course objectives?

a) Yes

b) No

310

If yes, please state how far does it incorporate current

thinking in linguistics, sociology, psychology, and

pedagogy?

a) Fully

b) Most of it

c) About 50 percent

d) About 25 percent

e) Less than 25 percent

���� ���� ����

311

Appendix – V

A Questionnaire for the research on

“An Evaluation of YUVAKBHARATI- a course book in English

introduced for Higher Secondary Level in Maharashtra”

Shri Jawalge H.R.

Research Student & Assit. Prof.

Dept. of English

D.B.College, Bhokar Dist. Nanded

Prof. Dr. Satish Deshpande

Research Guide & Head

Dept. of English

Dr.B.A.M.U. Aurangabad

(To be served to the Teachers teaching English at Higher

Secondary level in Maharashtra)

Sr. No.___________

Background Information

Name of the Students :- ________________________________

Class :-______Faculty—

Arts/Commerce/Science

Gender :- Male/ Female.

Age :- ____________

Name & Address of the :- ________________________________

Institution ________________________________

________________________________

Signature of Student

Note:-

1) All information will be kept confidential.

2) All information will be used as a source of research only.

3) Please fill in this questionnaire freely and honestly.

312

Statement showing the details of Question wise marks obtained

by respondents students out of 100 marks.

Q. No. A B Total

Q.01

Q.02

Q.03

Q.04

Q.05

Q.06

Q.07 i) ii)

Total in Figure

Total in Words

Signature

313

QUESTIONNAIRE

[Time : 3 Hours] [Max.Marks :100]

Q.1

(A)

Seen Passage (11)[15]

Read the following extract and answer the

questions given below :

Most Importantly, just as Carter had hoped, Sam

became the catalyst of a beautification programme for

South Melbourne. Revegetation immediately surged

forward, with unexpectedly strong community

participation. In the 1977-78 school year, every

student in South Melbourne planted at least one tree.

Within two years, there were more trees than people in

South Melbourne.

All the trees planted were native to Australia-not

European exotics which hitherto had constituted most

of the district’s sparse vegetation. These new trees

first brought back the insects which native birds eat

and then the big birds that prey on the small ones. As a

result, Sam was joined by galahs, swallows,

cockatoos, silver eyes and predators like goshawks

and kestrels-birds that had not been seen in the district

for generations.

Now filled with birds, St. Vincent Place, which had

previously attracted no more than 20 or 30 people a

314

week, began drawing 1,000 people each week-end.

Adults came to relax. Children played hide-and-seek

in the newly planted bushes. Bird-watchers gathered

to count the increasing numbers of native birds.

1) Which predators joined Sam? (1)

2)

How did every student in South Melbourne

participate in beautification programme?

(1)

3)

What did children do in st. Vincent Place?

(1)

315

5) What would you do to improve the environment?

(2)

6) Rewrite the following sentences in the ways instructed

(i)

These new trees brought back the insects.

(Rewrite beginning with ‘The insects………..’)

(1)

(ii)

Carter had hoped.

(Rewrite in the interrogative form.)

(1)

(iii)

Bird-watchers gathered to count the increasing

numbers of native birds.

(Rewrite using ‘and’)

(1)

7) Write the antonyms of : (1)

(i) Strong X _________________________

(ii) Increasing X _________________________

316

B)

Grammar:

(4)

Rewrite the following sentences in the ways instructed:

(1) …………Yamuna is ………….tributary of the Ganga.

(Rewrite using the appropriate articles.)

(1)

(2)

Most children remain……….school…..the ages of six

and sixteen. (Rewrite using the appropriate prepositions)

(1)

(3)

The Doctor said, “I have given an injection and it will make you sleep.”

(Change it into indirect Speech.)

(2)

317

Q.2

(A)

Seen Passage (11)[15]

Read the following extract and answer the questions

given below :

On that terrible Tuesday the 26th of July, 2005 the sky

suddenly became an

Ocean and poured turbulent waters on Mumbai to transform

all the by-lanes into streams, lanes and streets into rivers.

And roads turned into the tributaries of the mighty river

Brahmaputra known for flash floods of enormous intensity.

This great river in spate, rushed to all parts of the

suburban townships at

the speed of lightning, entering even the tiniest space of a

hair’s breadth, destroying life and properties coming its

way, bringing in untold miseries, shaking violently every

heart, every hearth and every home, never heard of in the

history of Mumbai.

The The rain had divided Mumbai into two : South Mumbai

from Colaba to Mahim

and North Mumbai from Bandra to Dahisar. In South

Mumbai the rain recorded a fall of 35 mms while the North

Mumbai had the record fall of 975 mms, highest in the last

100 years.

On that Tuesday the day dawned as usual. But it was

raining. At one o’ clock

318

When I had gone to the Post Office it was raining without

any break but was not heavy. It was as usual as it should be

during the Monsoon.

(1)

Where had the writer gone on that Tuesday?

(1)

(2)

What is the mighty river Brahmaputra known for?

(1)

(3)

Which area of Mumbai had received the record fall of

rain?

(1)

(4)

When did the lanes and the streets of Mumbai

transform into river? How?

(2)

319

(5) What do you think is your duty in such a deluge?

(2)

(6)

Rewrite the following sentences in the ways instructed

(i) The rain had divided Mumbai into two.

(Rewrite beginning with “Mumbai….”)

(1)

(ii) The sky poured turbulent waters on Mumbai to

transform lanes and streets into rivers.

(Rewrite using gerund form of the underlined

word.)

(1)

(iii It was never heard of in the history of Mumbai.

(Make it affirmative without change in meaning)

(1)

(7) Give the meanings of : (1)

(i) hearth and home -- ______________________

(ii) turbulent -- ______________________

320

(B) Summary : (4)

Write the summary of the above extract. Suggest a

suitable ‘title’ for the extract

Q.3 Seen Poetry : (10)

Read the following extract and answer the questions

given below:

‘ALICE, dear, what ails you,

Dazed and lost and shaken?

Has the chill night numbed you?

Is it fright you have taken?

‘Mother, I am very well,

I was never better,

Mother, do not hold me so,

Let me write my letter’.

‘Sweet, my dear, what ails you?

‘No, but I am well.

The night was cold and frosty……..

There’s no more to tell.’

321

‘Ay, the night was frosty,

Coldly gaped the moon,

Yet the birds seemed twittering

Through green boughs of June.’

‘Soft and thick the snow lay

Stars danced in the sky…..

Not all the lambs of May-day

Skip so bold and high.’

(1) How was the night?

(1)

(2)

Why was the mother worried?

(2)

(3)

Do you think the extract throws light on the

emotional problems of teenagers? Justify your answer.

(2)

322

(4) Find the figure of speech in-‘Stars danced in the

sky…’

(1)

(5)

List two lines which reveal the anxiety of the mother

(2)

(6)

Mention the rhyming words in the first stanza

(1)

(7)

Mention the rhyming scheme of the second stanza

(1)

323

Q.4

.

(A)

Rapid Reading : (5)[10]

Read the following extract and answer the questions

given below:

Class began at half-past eight. And since it was

Saturday, it began with

Reading and Miss Moss reminded the boys of three

colored action post cards on her desk that went every

Saturday to the first three boys who read best. It was an

exciting period, always looked forward to. After reading,

came Arithmetic which did not fare well with him; he was

always falling asleep and then having to write fifty lines.

Today, Miss Moss did not assign him a task and only

asked someone to rouse him; but he wondered why. Then

they had English and that wound up Saturday morning.

He had lunch with the boarders and a few other day-

scholars, and Mr. White,

the Master-in-charge, who had his lunch at another table

with Mr. Brown and Mr. Black, gave him a helping of the

teachers’ pudding. He was such a sensitive boy; so that

should have made him remember but since the marbles in

the bus he had completely forgotten and was so happy.

In the afternoon they had History and Geography

and, because it was Saturday,

they went upstairs to the library for the last hour. There he

read a tale about how a clever young prince foiled an evil

ogre and escaped from its clutches. It was exciting and at

the same time comical and he enjoyed it. He would tell it

324

to his mother when he got home; she would like it, and he

could enjoy it all over again with her. Then the bell rang :

time to go home.

(1) Where did the boys go for the last hour on Saturday?

(1)

(2)

Which was an exciting period for the boy?

(1)

(3)

What would the boy tell his mother after reaching home?

(2)

(4)

Find out the words from the passage which mean the following

(1)

(i) Started :________________

(ii emotional :________________

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(B) Composition : (5)

Rewrite the above extract, as if you were the boy.

Q.5

.A

Unseen Passage (11)[15]

Read the following extract and answer the question

given below:

Born at Kalyan, near Bombay on March 31, 1865,

Anandibai, then called Yamuna, was married, according to

the custom of the time, to Gopalrao Joshi, a postal clerk,

when she was just nine years old. Again according to the

custom, her husband renamed her Anandi, “Joyful of heart”.

Many women in India suffered from social evils such as

early marriage and lack of literacy in those days. Gopalrao

could not do anything about the first, but he was determined

to remedy the other.He decided to educate his bride. At first

it was just learning the traditional three R’s; reading, writing

and arithmetic. But after the death of their first child, when

it was barely a week old and Anandi just 14, their goal

became something higher and in those days almost

impossible; Anandi was to be a doctor.

Mature far beyond her years, Anandi felt that a woman

doctor could help Indian women better, especially in the

days when they also suffered from social exclusion and in

some cases the purdah.

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However, there were many difficulties in the path of Indian

women seeking education in those days, in spite of the

efforts of some enlightened and concerned British rulers and

dedicated reformers such as Raja Rammohan Roy (1972-

1833), who had already made people aware of many

prevalent social evils. In western India the work of

Mahatma Phule and his wife Savitribai also had laid the

foundation of education for girls. The example of the great

social reformer and the father of Indian economics, Justice

M.G. Ranade (1842-1901), who taught his wife Ramabai,

had provided inspiration to many Indian women. And

Bombay University was in the process of changing its rules

to the effect that “…. Words in the masculine in the rules of

the University shall for the future include the feminine.”

But a woman attending school was still an object of

curiosity and ridicule. Education for women was considered

to be social and moral danger. But Gopalrao and Anandibai

were determined to fight this social orthodoxy. Gopalrao

managed to get himself transferred to Bombay so that

Anandibai could study in a mission school there. He felt that

America offered the best opportunities for medical

education, but he did not have enough money. Undeterred,

he began writing to American institutions and individuals to

explore the possibilities of obtaining funds for both of them

to go to America. Gopalrao had dedication and courage, but

this restless reformer never had the virtue of patience. He

wanted Anandi to become a doctor as soon as possible. He

was even prepared to give up his Hindu religion and became

a Christian, if such a “Pragmatic” action could bring him

funds from America.

327

1) When was Anandibai born?where?

(1)

2)

What does the word “Anandi” mean in the passage?

(1)

3)

From which social evils did women in India suffer in

those days?

(1)

4)

Why did Gopalrao decide to make Anandi a Doctor?

(1)

5)

Which are the three traditional R’s mentioned in the

passage?

(1)

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6) Which quality did Gopalrao lack in his character?

(1)

7)

Why was it difficult in those days to educate women?

(2)

8) What kind of efforts would you do to educate illiterate

women in your area?

(2)

9)

Write the opposites of the following words from the

passage :

(1)

i) Bride-groom X

______________________

ii) vice X

______________________

329

(B) Note-making: (4)

Read the following extract and make a note of it with the

help of clues provided:

With the advent of aviation in the early 20th

century, clouds

were classified into three main types, according to height

and appearance.

High-altitude clouds are wispy and thin, and composed of

tiny ice crystals, with their bases 5-12 km (16,000-39,000

ft.) above ground. They are known as cirrostratus, cirrus

and cirrocumulus sheet or lump like, mid-level clouds at 2-

5 km (7,000- 16,000 ft.), presage rain or snow. They are

altostratus, cumulonimbus and altocumulus. Low-lying

clouds below 2 km (7,000 ft.) are heap-like, or form sheets.

These are stratocumulus, cumulus, nimbostratus and

stratus. Cloud bases can, however, be affected by location,

season, or time of day.

Sr.No Types of clouds Height/Level Known

as

1. (i)

(ii)

(iii)

2. (i)

(ii)

(iii)

3. (i)

(ii)

(iii)

(iv)

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Q.6.A Read the following extract and answer the question

given below:

(11)[

15]

A great part of Arabia is desert. Here, there is nothing but

sand and rock. The sand is so hot that you cannot walk over

it with your bare feet in the day time. Here and there, in the

desert, are springs of water that come from deep down under

the ground, so deep that the sun cannot dry them up. These

springs are few and far apart, but wherever there is one, trees

grow tall and graceful, making a cool, green shady place

around the spring. Such a place is called an oasis.

The Arabs live in the desert all the year round. They live in

tents that can be put up and taken down very easily and

quickly, so that they can move from one oasis to another,

seeking grass and water for their sheep, goats, camels and

horses. These desert Arabs eat ripe, sweet figs and also the

dates that grow upon the palm trees. They dry them, and use

them as food all the year round.

These Arabs have the finest horses in the world. An Arab is

very proud of his riding horse and loves him almost as much

as he loves his wife and children. He never puts heavy loads

upon his horse and often lets him stay in the tent with his

family.

The camel is much more useful to the Arab than his

beautiful horse, for he is much larger and stronger. One

camel can carry as much as or more than two horses. The

Arab loads the camel with goods and rides him too, for miles

and miles across the desert, as if he were really the ship of

the desert which he is often called.

331

1) Who is known as the ship of the desert?

(1)

2)

What is the matter of pride for Arabs?

(1)

3)

In what types of house does an Arab live?

(1)

4)

What is an oasis?

(1)

5) What is the thing that Arabs use as food all the year

round?

(1)

6)

Why do the Arab move from one Oasis to another?

(1)

332

7) How does an Arab treat his horse?

(2)

8)

What suggestions would you give to save mother earth

from becoming a desert?

(2)

9)

Find out words from the passage which mean :

(1)

(i) beautiful with dignity : ____________________

(ii) an oblong stone fruit : ____________________

333

B Report Writing (4)

Write a report about the celebration of the ‘Annual

Social Gathering’ in your college

Q.7.

(A)

Letter Writing : (5)

[20]

Write a letter to the General Manager, State Bank of India,

Divisional Office, Aurangabad, applying for the post of a clerk.

Or

Write a letter to your friend describing your plans of

preparing for the forthcoming H.S.C. board Examination.

334

B) (i) Story Writing : (8)

Narrate a story with the help of the points given below.

Father and young pilot son --------picnic flight -------engine

stalled --------plane hit tree-----fell into river-----slightly

injured ------thick forest -------no inhabitants -----no tracks---

----ten days-----lived on wild fruits and roots -----fought way

through the forest-----swam streams-----climbed steep hills --

---clothes in rags --------shoes worn out-----reached small

village -----native medicine-----food-----clothes-----carried on shoulders to city hospital.

(ii) Essay writing. (7)

Write an essay in not more than 250 words on any one of the

following:

i) A visit to an exhibition.

ii) A bus accident near your town/ village.

iii Problem of corruption in India.