Class 11 Sample Paper 2022 Solution English Term 2

Directorate of Education, GNCT of Delhi
Suggestive Answers
Class – XI
English Core (Code: 301)
Term – II (2021 – 2022)
Time Duration: 2 hrs. Maximum Marks: 40

SECTION A - READING (14marks)

Note:
(i) Since the Reading Section focuses on testing a candidate’s ability to comprehend, no
deductions are to be made for errors in spelling, grammar or punctuation.
(ii) (ii) Marks should be awarded only if the answer reveals formation of a response to
the question.
(iii) (iii) No marks to be awarded if a chunk/exact line/s is/are transcribed from the
passage without evidence of structure or semblance of coherent thought, in an
attempt to pass off as a response.

1. Based on your understanding of the passage, answer ANY EIGHT questions from the nine
given below. (1x 8=8 marks)

I. identifies, promotes, and celebrates books, authors, conversations and various cultural
expressions on the environment
II. rising awareness
III. through GLF
IV. people who care for the planet
V. green literature in a wider sense, not just fiction, non-fiction, and books, but also
children’s literature, poetry, drama and comics
VI. No, A year long series of events
VII. economy
VIII. Time for introspection in crisis
IX. Visual content, information is absorbed faster by brain as compared to other stimuli

Q2. Note Making and Summarization based on the passage. 5 Marks
Note Making (3 marks):
○ Notes-2 ○ Title & Abbreviations-1
Summary (2 marks):
○ Content-1 ○ Expression-1

SECTION B – WRITING

This questions in this section address the following writing LOs:
1. convey ideas convincingly using appropriate layout as relevant
2) organize the content and structure the ideas logically, sequentially, cohesively
3) use a range of vocabulary and sentence structure appropriate to the content and the context
4) make accurate use of spelling, punctuation and grammar
3. Draft a suitable poster for COVID APPROPRIATE BEHAVIOUR (CAB) on behalf of health
department. Do not exceed the word limit of 50 words. (3 marks)
Content -2 Expression-1 Accuracy *

Value Points

• Social distancing
• Wearing mask
• Washing hands
• Motivating people to follow norms
• Catchy captions
• Issuing authority

▪ Content (as listed in value points) –
1⁄2 mark *4=2 marks
▪ Expression- 1 mark
✓ full credit of 1 mark to be allotted if the functional language/ expressions has/ have been used
consistently, throughout.
✓ Partial credit of 1⁄2 mark to be allotted if the functional language/ expressions has/have been
used generally, in most places.
✓ No credit of marks if the functional language/ expressions has/ have been used sporadically/
not at all.

▪ Accuracy* - Deductions up to 1 mark from overall score
✓ Deduct 1⁄2 mark from total marks if all or either one of the following apply:
• has a few format inaccuracies
• has a few inaccurate spellings and grammatical structures
✓ Deduct 1 mark from total marks if all or either one of the following apply:
• incorrect format/ has a fair number of format inaccuracies
• has a total of 3 or more spelling/ grammatical errors

4. Attempt ANY ONE from A and B given below. (5 marks)

A. You are Rajan/Rajni, Head Boy/Girl of your school. Request your Principal in writing to
arrange extra classes in Maths for the students of XI and XII classes. Give detailed
reasons to support your demand. Do not exceed the word limit of the letter which is
120-150 words.

Content -2 Expression-2 Accuracy -1

Value points- Content

• need/ genuine reason
• low performance
• drill & revision required
• Exam stress
• Request on students’ behalf
• extra classes
Descriptors for Content

NOTE-Dedicated marks at a level are to be awarded only if ALL descriptors match. If one or more
descriptors do not match, the marks are awarded at a level lower.

2 marks
✓ All points included
✓ Well-developed with sustained clarity
11⁄2 marks
✓ Almost all points incorporated
✓ Reasonably well-developed
1 mark
✓ Some points incorporated
✓ Fair attempt at developing ideas with some impact on clarity of response
1⁄2 mark
✓ Most of the points of the given task not incorporated
✓ Limited awareness of task development

Expression -2 marks

Marks Descriptors for Expression
NOTE-Dedicated marks at a level are to be awarded only if ALL descriptors match. If
one or more descriptors do not match, the marks are awarded at a level lower.

2 • Highly effective style capable of conveying the ideas convincingly with appropriate
layout of a formal letter viz. addresses, salutation, subscription, and ending.
• Carefully structured content with organised paragraphing presented cohesively.
• Highly effective register (formal tone and vocabulary), relevant and appropriate
sentences for conveying the ideas precisely and effectively.

11⁄2 • Frequent clarity of expression most of the times, layout of a formal letter largely
accurate.
• Ideas generally well sequenced and related to the given topic maintaining overall
cohesion of ideas.
• Range of vocabulary is mostly relevant and conveys the overall meaning and the
purpose of the writing.

1 • Inconsistent style, expression sometimes awkward, layout of a formal letter
basically accurate.
• Sequencing of ideas is somewhat clear and related to the given topic attempting to
maintain a general overall cohesion.
• Range of vocabulary is limited but manages to convey the overall meaning and the
purpose of the writing.

1# • Expression unclear, layout partially followed affecting the format of the letter.
2
• Poor sequencing of ideas but ideas are related to the given topic in a disjointed
manner exhibiting a lack of coherence of ideas.
• Very limited vocabulary or copying from the question.

Accuracy -1 mark

Descriptors for Accuracy

1 mark
✓ Spelling, punctuation and grammar consistently/largely accurate, with occasional minor errors,
that do not impede communication.
1⁄2 mark
✓ Spelling, punctuation and grammar display some errors spread across, causing minor
impediments
to the message communicated.
No credit
✓ Frequent errors in spelling, punctuation and grammar, impeding communication.

B. You are Saba Parvin/ Parveen Kumar, a student of ABC PUBLIC SCHOOL. Your school is
organizing a debate competition on the issue of ‘Opening schools after Special Immunisation
Drive against COVID-19 for children’. Draft a debate either in favour or against the topic in 120-
150 words.
Value Points
• Stating - stance on the topic

Against(NO) Favour(YES)
• Screen time • Available option in crisis
• Health issues • Virtual tours
• Distracting • Activity based
• Any other valid relevant information • Watch recordings

Descriptors for Content
NOTE-Dedicated marks at a level are to be awarded only if ALL descriptors match. If one or more
descriptors do not match, the marks are awarded at a level lower.
2 marks
✓ All points included
✓ Well-developed with sustained clarity
11⁄2 marks
✓ Almost all points incorporated
✓ Reasonably well-developed
1 mark
✓ Some points incorporated
✓ Fair attempt at developing ideas with some impact on clarity of response
1⁄2 mark
✓ Most of the points of the given task not incorporated
✓ Limited awareness of task development

Expression -2 marks

Marks Descriptors for Expression
NOTE-Dedicated marks at a level are to be awarded only if ALL descriptors match. If one
or more descriptors do not match, the marks are awarded at a level lower.
2 • Highly effective style capable of conveying the ideas convincingly with appropriate
layout of a debate viz. addresses, salutation, subscription, and ending.
• Carefully structured content with organised paragraphing presented cohesively.
• Highly effective register (formal tone and vocabulary), relevant and appropriate
sentences for conveying the ideas precisely and effectively.
11⁄2 • Frequent clarity of expression most of the times, layout of a debate draft largely
accurate.
• Ideas generally well sequenced and related to the given topic maintaining overall
cohesion of ideas.
• Range of vocabulary is mostly relevant and conveys the overall meaning and the
purpose of the writing.
1 • Inconsistent style, expression sometimes awkward, layout of a debate draft basically
accurate.
• Sequencing of ideas is somewhat clear and related to the given topic attempting to
maintain a general overall cohesion.
• Range of vocabulary is limited but manages to convey the overall meaning and the
purpose of the writing.
1# • Expression unclear, layout partially followed affecting the format of the debate.
2
• Poor sequencing of ideas but ideas are related to the given topic in a disjointed
manner exhibiting a lack of coherence of ideas.
• Very limited vocabulary or copying from the question.

Accuracy -1 mark

Descriptors for Accuracy

1 mark
✓ Spelling, punctuation and grammar consistently/largely accurate, with occasional minor
errors, that do not impede communication.
1⁄2 mark
✓ Spelling, punctuation and grammar display some errors spread across, causing minor
impediments to the message communicated.
No credit
• Frequent errors in spelling, punctuation and grammar, impeding communication.
Q 5. Answers:
1. The railway platform was unusually crowded last Sunday.
2. Vendors carrying sweet smelling flowers were at the platform.
3. We wondered how they would get on the train.
4. But they boarded the train very carefully.

SECTION C- LITERATURE
6. Attempt ANY FIVE of the six questions given below, within 40 words each. (2x 5= 10 marks)
Content -1 Expression-1
Value Points

i. How does the rain justify its claim ‘I am the Poem of Earth’?

• The poem has the task of bringing joy, happiness, life to its readers
• when the rain falls down over Earth, a rhythm or music is created.

ii. Which awareness according to Nani Palkhivala is growing worldwide?

• The movement gripped the imagination of the entire human race
• the worldwide consciousness that the earth itself is a living organism
• metabolic needs and vital processes that need attention because the earth’s vital signs
reveal its declining health

iii. What does the term ‘remove’ used in the school depicts, in the story ‘The Browning
Version’ mean?

• When a pupil is promoted to a higher class.

iv. What did the poet notice about independent thinking in the poem Childhood?

• The poet discovered that he was different from others and could think independently
• He could have his own opinions without getting influenced by anyone else
• This discovery was very important to him as it revealed to him his abilities for
independent thinking and decision taking.

v. How did music bring comfort to Albert’s life?

• Albert was having a bad time at school where he was supposed to cram facts in which he
had no interest
• The teachers would taunt him and punish him
• Even at his lodging, he had no comfort
• All this made him miserable
• He turned to music as his only solace.

vi. What does Mrs Fitzgerald’s advice to Mrs Pearson after she had put back the family
members in their proper place signify?

• Mrs Fitzgerald advised Mrs Pearson not to be soft and waste all the effort she had put in
to change the attitude of her family for the better
• Mrs Pearson is unsure how she would explain her behaviour.
• Mrs Fitzgerald concern for Mrs Pearson

LONG ANSWER QUESTIONS No. 7(i-ii) (ANY ONE – 5 marks )
Content 3 Expression & Accuracy 2
Note
✓ Use the given descriptors to mark the LQs. For CONTENT (refer to Value points) and
EXPRESSION
✓ If the response does not justify all points of a level, the response is marked down.
DESCRIPTORS FOR CONTENT (with reference to value points) MARKS

• Sustained, clear, well-developed personal response to the task 3
• Well-developed and justified arguments/evidence for the characters
• Largely, a reasonably well-developed personal response to the task 2
• Clear justification with arguments/evidence for the characters
• Fairly competent personal response to the task 1
• Clear justification with restricted arguments/evidence for the characters
• Limited awareness of the task 1⁄2
• Limited justification or relevant arguments/evidence for the characters

DESCRIPTORS FOR EXPRESSION (Coherence & Cohesion + Accuracy). MARKS

• Carefully structured content with a beginning, middle and end with highly relevant 2
ideas presented cohesively.
• Highly effective vocabulary usage, relevant and appropriate sentences for
conveying the ideas precisely and effectively.
• Spelling, punctuation and grammar are almost always accurate
1 1⁄2
• Ideas generally well sequenced and related to the given topic maintaining overall
cohesion of ideas.
• Range of vocabulary suffices in large parts to convey the overall idea and
meaning
• Spelling, punctuation and grammar mostly accurate, with occasional minor
errors but does not impede communication
• Ideas sequenced fairly well and related to the given topic, sometimes 1
maintaining cohesion of ideas.
• Range of vocabulary is limited and conveys a basic idea of the overall meaning
• Spelling, punctuation and grammar fairly accurate, with occasional minor errors
but does not impede communication
• Poor sequencing of ideas; though related to the given topic, expressed in a
disjointed manner exhibiting a lack of coherence of ideas.
1/2
• Very limited expected/ topical vocabulary as per question asked
• A lot of errors in spelling, punctuation and grammar that impede
communication.

7 (i). Andrew’s visit to the Morgan’s gave him pleasure and satisfaction that he had not
achieved earlier. Justify.

Value Points

• At half past three, after an hour’s difficult struggle, the child was born lifeless
• mother lay collapsed and almost pulse-less, injected the medicine and struggled to
restore the lifeless Susan Morgan, intense effort, her heartbeat became steady.
• turned his attention to the lifeless baby, condition was caused by lack of oxygen in the
baby’s blood, artificially induced method of respiration, rushed the child, from one basin
to the next, for fifteen minutes.
• last resort, rubbed the child with a rough towel, crushing and releasing the little chest
with both his hands, trying to get breath into that limp body, miraculously, the tiny chest
began heaving and they heard the child’s cry. He had saved two lives and was eternally
relieved at having ‘done something real at last.’

7 (ii). The narrator in the travelogue ‘Silk Road’, realized that the snow was both dangerous as
well as beautiful. Justify.

Value Points

• Tsetan on his way surveyed the snow, not deep, but car could turn over.
• cover the risk, flung handfuls of dirt across the frozen surface, snow was spread with
soil, they drove without difficulty.
• stopped at another blockage, this time decided to drive round the snow.
• the risks did not undermine the scenic beauty of the place. In the valley, they saw snow-
capped mountains and the river was wide but mostly blocked with ice that was sparkling
in the sunshine.
• turns became sharper and the ride bumpier, rocks around were covered with patches of
bright orange lichen. Under the rocks, seemed unending shade.