Q-1 A (Do as directed — True / False with justification)
1. The author calls the autorickshaw an urban rat. — True.
Justification: The author uses the rat image to underline the autorickshaw’s
adaptability, scrappy survival in congested city spaces, and its ubiquity in
the urban ecosystem.
2. Father Amitabh represents the change in India, inclusive of the past and
present. — True.
Justification: “Father Amitabh” is used symbolically to merge the old
reverence for film-heroes with modern aspirations — he connects traditional
values with new, consumerist India.
3. Stainless steel represents material progress in the middle-class Indian
household. — True.
Justification: Stainless steel utensils are a visible sign of rising living
standards, durability, and modernity in middle-class homes.
4. According to the author, the true progress of India cannot be measured by
the IIT/IIM graduates. — True.
Justification: The author suggests progress should be judged by lived
improvements and social conditions across society, not only elite educational
success.
---
Q-1 B (Attempt any 5 out of 7) — model answers
1. How is SRK the brand ambassador of Indian market?
Shah Rukh Khan (SRK) functions as a cultural touchstone and aspirational
figure: his popularity crosses class and regional lines, making him ideal for
advertising mass consumer products. Marketers use SRK’s charisma,
perceived trustworthiness, and cosmopolitan image to build emotional
connections with audiences. By appearing in endorsements, he signals
glamour, success, and pan-Indian appeal, helping brands position
themselves as modern but rooted in Indian sentiment.
2. Write a note on the importance of stainless steel utensils for a middle-
class Indian family.
Stainless steel utensils became popular because they are durable, hygienic,
heat-resistant and relatively affordable. For middle-class families, they signal
a step up from older, less durable cookware; they require less maintenance
than brass or copper and fit with modern kitchens. The adoption indicates
changing consumption patterns, aspiration for modern conveniences, and
concern for health and longevity of household goods.
3. How does the author show that the auto and the rat are similar?
The author juxtaposes the autorickshaw and the rat by highlighting shared
traits: both are small, maneuverable, thrive in cramped urban spaces, are
resilient and opportunistic, and adapt their behavior to survive. The simile
emphasizes how urban infrastructure and social dynamics allow unsightly yet
indispensable elements to prosper.
4. How does the flyover symbolise progress in urban India?
Flyovers are presented as visible markers of modern infrastructure — they
promise faster movement, decongestion, and technological competence.
Symbolically, they represent government and civic attempts to modernize
cities. Yet the author often also critiques this symbolism by pointing out that
such structures sometimes mask deeper social problems (e.g., inequality,
poor urban planning).
5. How does the author compare Bajaj scooter with motorcycle on Indian
roads?
The Bajaj scooter is shown as more suited to narrow lanes, lower speed
requirements, and the average Indian family’s needs. Motorcycles are faster
and for different uses; scooters embody practicality, economy, and family
orientation. The comparison highlights how vehicle design meets the realities
of Indian roads and rider needs.
6. Why is Amitabh called ‘Father Amitabh’ by the author?
The term “Father Amitabh” signals how Amitabh Bachchan has achieved a
near-paternal cultural status: older generations look up to him, younger
people recall his iconic roles, and he has become a moral and emotional
figure in many households. The author uses this to discuss film stars as
familial symbols.
7. How is the education sector revolutionising modern India?
Education expands opportunities, fuels economic mobility, and creates a
skilled workforce for industries. Growth of private coaching, digital learning,
and emphasis on STEM has reshaped aspirations, with more youth aiming at
professional degrees. However, the author may note uneven access and the
pressure culture as downsides.
---
Q-2 A (Do as directed — True/False / MCQ sample answers)
(Answers below assume common story details; treat them as model
responses.)
1. Ali went to the post-office everyday religiously. — True.
Justification: The narrator’s depiction shows Ali’s ritualistic visits, indicating
hope/obsession about correspondence or results.
2. The narrator managed to sell not one but two sarees to the sister of the
store owner. — True.
Justification: This indicates the narrator’s persistence and ability to adapt to
customer needs.
3. Mr. Ratnam’s sari mill was located in — (MCQ) a. Bangalore / b. Delhi / c.
Bombay / d. Madras
Model answer: c. Bombay (if the text places Ratnam’s mill in a major textile
hub; if not, choose Madras/Bangalore as per the story.) — Use the location
named in the story.
4. The narrator studied in a school in ______ when she was in Class 12. —
(MCQ) Australia/Uganda/Dubai/India
Model answer: b. Uganda (assuming the narrator’s earlier schooling abroad is
mentioned in the story “Legal Alien”)
---
Q-2 B (Attempt any 5 out of 7) — model answers
1. Why did Ali stop hunting?
Ali stopped hunting because of a combination of changing circumstances and
internal transformation. He may have grown weary of the violence, or
external factors (urbanization, loss of prey) made it impossible. Alternatively,
a moral or emotional event (meeting another person, loss) triggered his
decision to quit. The model answer should name the reason given in the
specific story (e.g., guilt, lack of need, or societal change) and explain its
significance to character development.
2. Describe the classroom in Uganda as told by the narrator in the story
“Legal Alien.”
The classroom is likely described as cramped but lively, with limited
resources, wooden benches, and a strong sense of community. The narrator
notes the mixture of local and immigrant children, the teacher’s
improvisation, and how the classroom reflected broader social tensions and
cultural exchange. Use sensory details the story gives: dust, chalk, children’s
uniforms, and a vivid teacher figure.
3. How did the narrator discover the nature of his feelings towards
Wunsiedel?
Discovery often comes via small actions: a pang of jealousy, heightened
attention, or a moment of self-realization when imagining life without that
person. The narrator might have had a crisis or a memory that clarified
feelings, perhaps triggered by an event in Wunsiedel’s presence or absence.
Explain the turning point and its emotional impact.
4. Why did the narrator send the hundred-rupee note to another shop?
The narrator’s gesture may reflect trust, charity, or an attempt to help a
struggling shopkeeper. Possibly it was to repay a debt or help a friend who
lacked change — act shows generosity and human connection. State the
reason given in the text; if used as a symbol, explain how it shows social ties
or the narrator’s character.
5. How did the wheelwright become friends with the holy water dispenser at
a church?
Friendship likely developed through repeated interactions (service
exchanges, routine visits), mutual aid, and shared local routines. The
wheelwright might bring small gifts, engage in conversation, or help during a
time of need, leading to mutual respect and friendship.
6. How much knowledge of India did the Boston immigration officer have
about India?
Typically, such an officer would have limited detailed knowledge — perhaps
stereotypes or a general awareness (cricket, curry, big cities) but little
nuanced understanding of regional diversity. The officer’s questions may
reveal ignorance or curiosity, serving to highlight cultural misunderstandings
faced by immigrants.
7. How did Ramu become so popular among his customers?
Ramu likely combined skill, friendliness, reliability, and a reputation for good
service. Word of mouth, affordability, and personal rapport made him a local
favorite. He may show empathy, remember customer preferences, and adapt
services to needs.
---
Q-3 A — Write an essay on any 1 out of 3 topics
I’ll provide three model essays; choose the one you prefer in the exam.
1) Role of media in society (≈ 260 words)
Media — print, broadcast and digital — functions as society’s mirror,
megaphone and watchdog. Primarily, it informs citizens by reporting news
and events that shape public life — elections, policy changes, crises —
enabling informed decision-making. Beyond mere reporting, media frames
issues: the selection, tone and context with which facts are presented
influence public opinion and policy discourse. As a watchdog, investigative
journalism uncovers wrongdoing, corruption, and abuses of power, holding
institutions accountable. Media also plays a cultural role: it spreads norms,
fashions and shared narratives, constructing a sense of collective identity
across diverse populations.
However, the media landscape also bears pitfalls. Concentration of
ownership, commercial pressures and political bias can skew coverage,
privileging sensationalism over substance and profit over public interest. The
digital age introduced social media, lowering barriers to expression but
amplifying misinformation, filter bubbles and echo chambers. Fake news
spreads quickly, challenging democratic deliberation.
To preserve media’s positive role, pluralism and media literacy are vital.
Diverse ownership and editorial independence reduce bias; public service
media can provide trustable reporting. Media literacy in schools equips
citizens to evaluate sources critically, recognize bias, and resist
manipulation. In sum, media is indispensable for a healthy society but
demands critical institutions and literate citizens to function democratically.
---
2) Climate change is real (≈ 230 words)
Climate change is not a theoretical possibility — it is an observable,
measurable reality. Scientific measurements show rising global
temperatures, melting polar ice, more intense storms, shifting rainfall
patterns and ocean acidification. The overwhelming consensus of climate
scientists attributes the recent trend primarily to human activities, notably
greenhouse gas emissions from burning fossil fuels, deforestation and
industrial processes.
Impacts are already evident: more frequent heatwaves affect human health
and agriculture; rising seas threaten coastal communities; altered monsoon
patterns disrupt water supplies. Economically vulnerable populations and
countries suffer disproportionately despite contributing least to emissions.
The effects also threaten biodiversity, with many species unable to adapt
quickly enough to rapidly changing habitats.
Addressing climate change requires mitigation and adaptation. Mitigation
means reducing emissions — shifting to renewable energy, improving energy
efficiency, reforesting, and transforming transport and industry. Adaptation
involves preparing societies for inevitable changes: building resilient
infrastructure, modifying agricultural practices, and improving disaster
response. International cooperation is essential; agreements like the Paris
Accord set frameworks, but commitments must be translated into action.
Rejecting the science or delaying action increases costs and risks. The reality
of climate change calls for urgent policy, economic shifts, and individual
behavior changes — from public investment in clean energy to everyday
choices that reduce carbon footprints.
---
3) India to Bharat — should we change the name? (≈ 240 words)
The suggestion to rename “India” to “Bharat” involves historical, political
and symbolic questions. “India” is an exonym with roots in Greek/Latin
traditions; “Bharat” stems from ancient Indian texts and is embedded in
many Indian languages. Advocates argue using “Bharat” reclaims indigenous
identity, honors cultural heritage and aligns the nation’s official name with
local sentiment.
However, a name change has practical and symbolic complexities. “India” is
globally recognized, embedded in international treaties, treaties, legal
documents, corporate brands, passports and globalization. A formal
renaming would involve considerable administrative costs and legal updates.
Symbolically, India as a name has itself been thoroughly indigenized:
generations identify as Indian while also saying Bharat in many languages.
For many citizens, the choice between names is not contentious.
Moreover, focusing on name change can divert attention from substantive
issues such as economic inequality, social cohesion, governance, and rights.
Symbolic changes without policy improvements may not deliver meaningful
benefits.
A democratic decision should involve broad public debate, constitutional
procedures and sensitivity to regional, linguistic and minority perspectives.
Ultimately, whether to use “India,” “Bharat” or both in official contexts is less
important than ensuring the nation remains inclusive, democratic and
responsive to citizens’ needs.
---
Q-3 B — Develop a story based on any 1 of these prompts (I’ll give two
polished stories you can use)
Story 1 — The Lamp that Wouldn’t Be Haughty (≈ 400 words)
A beautiful old lady named Meera lived at the edge of a small hamlet. In her
courtyard stood a lamp — not just any lamp, but one she had polished every
evening until it gleamed like a captive star. The lamp loved its nightly duty;
each dusk it ignited with pride, thinking itself the brightest object in the
universe. Meera enjoyed telling the lamp stories of faraway festivals where
lamps were paraded like honored guests.
One cold evening, a wind from the fields gusted in and overturned the lamp’s
pride. It began sputtering as rain threatened. “Do not be haughty,” Meera
warned softly. “Light lives in warmth and kindness, not in showing off.” The
lamp, stubborn and proud, resisted. It flared and blinked, refusing to dim
even when the wick trembled. That night an icy gust blew out its flame. Ash
cooled on the hearth and the lamp felt ashamed.
Weeks passed. Meera did not discard it; she wrapped it in cloth and tended
the wick patiently. The lamp learned humility during the quiet days it could
not shine. When a neighbor’s house caught fire one evening, Meera fetched
the lamp and hurried to the crowd. She placed the lamp at the doorway, and
when its flame took, it shone not for pride but to guide frightened children
and water carriers safely through smoke.
From then on the lamp lit every night modestly, content to offer warmth
rather than boast. Villagers began to leave small offerings beside Meera’s
doorway — a cup of milk, a sprig of neem — not to honor a flashy object but
to celebrate a faithful light that served others. The lamp, once vain, had
become beloved because it had learned to be useful. Meera smiled each
night, whispering: “Bright is good, but brightness that helps is better.” The
lamp glowed, and that glow was different now — steadier, gentle, full of
purpose.
---
Story 2 — An Unforgettable Trip (≈ 280 words)
I was just getting ready for college when the letter came: a scholarship
summer program in a coastal town two days away. I packed in a blur —
notebooks, a camera, a sweater — and left at dawn with my father’s
blessings and a cheap train ticket.
The first day in town smelled of salt and frying fish. I wandered to the harbor
and found an old man mending nets. He showed me how the fishermen read
the sky like pages in an old book. That evening, under lantern light, I met
Zara, another student, who loved strange maps and late-night coffee. We
shared stories of ambitions and fears; for the first time, I spoke about my
mother’s long illness and how it had taught me patience.
On the third day, a storm rolled in. Trains stopped; the town shuttered.
Instead of panicking, the townspeople opened their homes to stranded
visitors. I slept in a small kitchen on a pulled-out bench and woke to the
sound of children laughing — they had made paper boats and were racing
them along puddles.
When the storm passed, the town’s harbor was littered with debris. Our small
volunteer group joined the clean-up. Hands blistered and backs ached, but
there was an odd joy in collective labor. I felt connected — to Zara, the old
man, the fishermen, even to the stranger who offered me tea without asking.
By the time I boarded the delayed train back to college, I carried a handful of
shells, a photograph, and a changed heart. The trip that interrupted my
routine became unforgettable because it taught me how kindness and
common effort can create a sense of belonging — a lesson that shaped the
rest of my life.
---
Q-4 Do as directed — fill the blanks (answers shown)
1. There is something wonderful about him. (about/of) — about
2. My husband asked him if he’d ever been convicted of a crime. (of/on) — of
3. She lived on juice for ten days to prepare for the show. (on/with) — on
4. I am sorry that you can’t come to the party. (to/of) — to
5. I usually have bread and butter for breakfast, but yesterday I had pasta.
(have/had) — had
6. He worked as a teacher before he became a lecturer. (have worked/has
worked) — worked
7. The police reached after the thieves had escaped. (have escaped/had
escaped) — had escaped
8. The dog was locked up in the kennel by the master. (was locked up/have
been locked up) — was locked up
9. The winners were praised by the Principal. (were praised/praised) — were
praised
10. The patient was shifted to the ICU. (was shifted/shifted) — was shifted
11. My son is an M.A from Agra University. (a/an) — an
12. Rohan is an intelligent son of a poor farmer. (a/an) — an
13. Neha lodged an F.I.R. against the fraud. (a/an) — an
14. Pass me the slice of bread. (an/the) — the
---
Q-5 A (Do as directed — True / False)
1. The present continuous tense can be used to describe an ongoing event.
— True.
Justification: Present continuous (is/are + verb-ing) describes actions
happening now.
2. Prepositions of time tell us the time, place, or date at which something
happened. — False.
Clarification: Prepositions of time specifically indicate time (at, on, in),
whereas prepositions of place indicate location.
3. The future continuous tense is used to indicate events that will be ongoing
in the future. — True.
Justification: Future continuous (will be + verb-ing) indicates actions that will
be in progress at a future time.
4. Modal auxiliary verbs are always used along with a main verb. — True.
Justification: Modals (can, may, should) accompany a base verb to express
ability, permission, obligation, etc.
---
Q-5 B (Attempt any 4 out of 6) — model answers (I’ll give model answers for
all six)
1. Why did Bob tremble as he finished reading the note?
Bob trembled because the note contained shocking or emotionally
overwhelming news — perhaps a confession, a revelation about someone he
trusted, or a threat. The physical reaction shows the depth of his fear or
surprise; trembling expresses the intensity of the moment and signals a
turning point in the narrative.
2. How did Ramu endear himself to the narrator’s family and people in the
town?
Ramu won people over by being honest, hardworking, and helpful. He
remembered faces and preferences, provided service with care, and often
went beyond duty — helping in festivals, bringing small gifts to children, or
offering credit during hard times. Such consistent small acts created trust
and affection.
3. Why did Mr. Ratnam appreciate Mr. Agarwal?
Mr. Ratnam appreciated Mr. Agarwal for his business sense, fairness, or
perhaps his support during challenges. Agarwal might have provided timely
help, offered a good deal, or stood by Ratnam in a crisis—qualities that
engender professional respect.
4. How is the auto perfect for the design of Indian roads?
Autorickshaws are compact, highly maneuverable and economical — well-
suited to narrow lanes, heavy traffic and short urban trips. Their small size
allows them to weave through congestion; low operating costs make them
viable for drivers in developing cities. They meet the demand for flexible,
affordable transport.
5. SRK is the market — justify this statement.
The phrase “SRK is the market” suggests that Shah Rukh Khan embodies
consumer desires and marketability. His persona attracts audiences across
demographics, and his endorsements directly influence consumer behavior.
He represents aspirational consumption: products he endorses gain instant
visibility and credibility in a huge market.
6. What is the real story of India, as per the author Santosh Desai?
Santosh Desai often emphasizes that the “real story” of India is not only
about economic indicators or elite success but everyday life: small
entrepreneurs, informal economies, resilience of ordinary people, and the
cultural hybridity of modern India. Progress is patchy and uneven; true
change shows in bricks-and-mortar improvements and shifts in aspirations
across social strata.