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CSC cna ie Compacta
ENG
Easy to use Modules on
Reading, Writing & Grammar
Classroom Assignments,
Practice Assignments
and Homework Assignments
Model Assessment Papers
Series Editor: Anil Kumar NEW REVISED EDITION
© Brajindra Book Company, Karnal
All rights reserved.
No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, without the prior
permission in writing of Brajindra Book Company, Karnal.
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Published by: Kuldip Singh Kalra (Prop.)
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website: wwrw.brajindrabookcompany.com
Printed by:
Impressions Printing and Packaging Ltd., Noida PREFACE
ANIL KUMAR
(Series Edtar end Chief Material Producer)
DEAR TEACHERS AND STUDENTS
In line with our policy of bringing to you top-quality materials that are
revised and updated according to the latest CBSE guidelines and
specifications, we are pleased to humbly present this latest edition of our
book, Hopeyou ind it useful, asalways!
We have tried to provide enhanced web-support to teachers and students
alike so that the book remains user-friendly for a generation that is
increasingly turning tothe Internet and IC technology for all their earning
needs. Our aim is 10 provide more and more of our teaching and learning
materials on different online plasforms for the benefit of both teachers and
students,
This book contains 8 easy-to-use modules on Reading, Writing and
Grammar that have worksheets neatly categorized into 'CAPAHA' —
Classroom Assignments, Practice Assignments and Homework Asignments,
Module 1 (Reading) contains 18 reading comprehension passages with a
variety of questions — multiple choice, true-false, gap-filling, sentence
completion, rable completion, objective type, very short answer type,
referential, inferential and word attack.
Modules 2, 3 and 4 (Writing) contain detailed DIY (Do-It-Yourself) tips
and guidelines, model samples and practice exercises for all types of writing
tasks, both for the year-long assessment and end-of-she-term examinations
The inclusion of detailed rules alongside the exercises in Modules 5, 6 and.
7 (Grammar) means that students do not need to buy a separate book of
grammar, Module 8 (Model Assessment Papers) comprises of 6 practice
question papers forend-of-the-term examinations, PREFACE
OD ca piesa erriarna arta ta eemrenn aed
strategies for all the three components of assessment — Portfolio, Periodic
Asseisment (Multiple Assessment and Pen & Paper Tests) and Subject
Enrichment (Listening & Speaking). To download or play online
listening audio file, scan the QR code given on its corresponding listening
assignment,
In order 10 provide the learners a greater control over their own learning,
we have created a unique online support package that contains additional
resources on reading, writing and grammar as well as answers to selected
assignments Justscan the QR code on the title to get acces to thee resources.
The emphasis continues to be on developing students’ self-confidence,
interpersonal relationships, critical thinking, problem solving and decision
making as well as instilling in them values like collaboration, tolerance
and appreciation for others' point of ew.
For students and teachers who want more, we also offer @ Compacta
[Advanced] that serves asa Main Course Book, Both Compacta [Basie] and
Compacta (Advanced) can be used in combination or as separate resources.
Feedback and suggestions for further improvement are always welcome.
Please, do write to us at bbe. brajindrabookco@yahoo.com.
Happy learning with @)Compactal GENERAL DESIGN
OF THE QUESTION PAPER
The ‘washback effect of frequent changesin question paper design and blueprint
at the secondary and senior-secondary level has muddled up the question papers
of the middle level clasts so much so that different schools often use different
question paper patterns with a variesy of question types and weight of marks.
These changes are so rapid and at times so tentative shat it is really very difficult
‘for a book like this t0 provide custom-made question papers for every school
Nonetheless, we have prepared 6 different types of question papers in Module 8
which individual schools can use as model for sheir question papers.
Noswithstanding the differences in question paper styles, question types and weight
of marks, a typical question paper of English usually should have she following
4 sections: Reading, Writing, Grammar and Literature that together account for
70-90 marks, Such a question paper presupposes that che listening and speaking
skills will be asessed separately, either during a term or atthe end ofit.
Peadiny Section® The reading section of the paper contains unseen comprehension
passages which can be liserary, discursive or factual. These passages generally
include a variety of questions like multiple choice questions (MCQs), true-false,
cloze or gap-filling, sentence completion, table completion, objective type, very-
short-answer type questions and word-attack or vocabulary based questions.
Some questions may test students' ability to interpret, infer ideas and information
and in some students may have to analyze how one part of the text is related to
another. Number of pascages in question paper as well as the number and type of
questions on each passage may vary, but the norm is 2 to 4 passages for 15 to 25
marks ifthe question paper is of 70-90 marks. Usually two to four different types
of question types are used to test global and local comprehension. The total lengeh
of all she passages put together may be 600 to 1100 words, although individual
passages may have varying lengchs. The thumb rule should be that the complete
reading section should be doable in about 40 minutes ifthe paper is of 3 hours. GENERAL DESIGN
OF THE QUESTION PAPER
Wiiling Section* This section may carry a weight of 20-30 marks and tests
students’ ability 10 write a varieey of short and extended writing pieces, While
some of them may require just transferring information from the visual or aural
form into the written, others may require students to respond t0 a variety of
questions, issues, contexts in their personal and social lives, These pieces can be
both formal and informal in nature. Shorter pieces may carry a weight of 3-5
‘marks and may have to be written in about 50 words, They include such types as
notice, diary entry and factual description. The extended ones such as letters,
emails, articles, speeches, debates and short stories usually have a weight of 6-10
‘marks with a word limit ranging from 120-200 words,
Grareniar Section This section usually carries a weight of 15-20 marks for 4 to
5 questions of 3-5 marks each. Students' proficiency in grammar is tested in
natural, real-life contexts with the help of such question types as MCQs (gap-
‘filling; sentence completion and dialogue completion etc.) and supply types that
include sentence reordering, editing, finding the omitted wordlphrase and
sentence transformation.
Atcratwre Section: There are basically 3 types of questions in the lierasure section.
+ Reference to the Contest Questions: These questions are either multiple choice
questions or very-short answer / objective type questions on character traits,
dialogues, incidents and literary forms and devices.
Short Answer Type Questions: These questions are to be answered in about 30-
50 words and usually test student! understanding ofa text, a character, a heme,
an.event, anarrative technique and a ttle ofa literary piece.
Long Answer Type Questions: Such questions require students ro interpret or
analyze a piece or to go beyond the text in a certain context. They are to be
answered in about 100-150 words, Module 1 (Reading)
+ Unseen Passages for Comprehension
‘Module 2 (Weiting — I)
+ Notice .
+ Diary Entry
+ Descriptive Paragraph
+ Determiners
+ Ausiliary Verbs
+ Tag Questions
+ Subject-Verb Agreement .
+ Tenses
+ Modals + Clauses...
Medule 7 (Integrated Grarmar Practice & Vocabulary)
‘A. INTEGRATED GRAMMAR PRACTICE
+ Cloze (Gap-filling)
+ Editing (Error Correction)
+ Editing (Omissions).
+ Sentence Reordering
+ Dialogue Completion
+ Paragraph Completio
+ News Headlines...
B. VOCABULARY
+ Synonyms...
+ One Word Substitution
+ Spelling
Meduled (Rssessment Papers 1-6) e
o
MODULE ONE
READING
[UNSEEN PASSAGES)
ie >
‘The reading section of the paper contains unseen comprehension
passages which can be literary, discursive or factual. These passages
generally include a variety of questions like multiple choice
questions (MCQs), cloze or gap-filling, sentence completion,
table completion, very short answer type and word attack (ie.
vocabulary based) questions. One or two of these questions may
reststudents’ ability to interpret or to draw an inference and/or to
understand how different parts ofa textare related.
Sometimes they may also include such question types as matching
exercise and true-false statements.
Here is a brief explanation of all these types: @
Multiple Choice QUESTIONS
A typical multiple-choice question has a statement, called a stem, which is followed by answer
options (usually three or four) only one of which is valid and the remaining are invalid for one reason
or the other. The incorrect options are called distractors and they are intended to make guessing
correct answers increasingly difficult for students. These distractors appear to be so plausible that in
their hurry or carelessness students can, and often do, mark them as correct answers,
‘The stem can be a complete sentence ~ a simple statement or a question. It can also be an incomplete
sentence that the given options complete. The options differ from one another only very minutely and
often have the same grammatical structure to rule out the possibility of arriving at correct answers
by guessing, In order to arrive at the correct answer, students have to use not only their knowledge
and understanding but also higher order thinking skills (HOTS) of Bloom's xonomy~ evaiatinggy
analysingand applying etc.
Since more than one option at times may be correct, students can hone their reasoning skills by
Iearning to argue, ina healthy way, to defend their point of view and to understand and accept that of
others. This interaction not only results inexcellent group dynamics among them but alsodevelops their
menial abilities as well as their linguistic competence through mental and oral discussion and
frequent exchange of ideas.
Thus, muitiple-choice questions attempt to achieve the following aims:
+ Tohelmunderstandanideaorconcept
understanding themeaning ofaword, expression, clause, sentence orapieceoftext
ionand justifyiton the basis oflogicandreasoning
ot, therefore, make the mistake of treating the multiple choice questions like a
doing so can be counterproductive. Instead, they should arrive at correct answers Reading : Unseen Passages
catgreediy ‘himp —:- toeatorbitefoodnoisly fips + Sisorios down nattredway hungry playful moves away from the fire doesnot let anyone else enjoy the fire going for walks filling his belly digging deep finishing his food fast forgetfulness playfulness Answers 1. 5[_] name | ff = CLASS & SECTION: CLASSROOM 24 ASSIGNMENT ASSESSMENT [_ ie 1g (Poem) 2. Read the following poem carefully. BALLOONS Whenever see Gas balloons go up Iwonder where we'd end up @ If we'reballoons. = (3) Would wego faraway To some unknown destiny? Orwillitbe carefully decided goal We would work our way to? Balloons! How much they're (10) like human beings— So different from cach other incolours, shapes, design and sizes Some live long and some don't Just like us some find (15) Apairof loving hands and some don't ry They get lost, burst, or destroyed Like we do Attimes "They rub cheeks affectionately (20) Occasionally you can hear them whisper secrets Asonly friend will And once in a while, in the chill of the night or the mist of dawn 25) Youmay find one tear flowing down silently. $.Shubhangini Reading : Unseen P: res S English : = fo add shine to the proceedings, The polish did not quite dry, the petals got stuck, the circuit was broken, and the rest, Sir, is foo shameful for me to recount.” (7) RK was duly consoled by the PM. The THbune 1) On the basis of your reading of the passage, answer the following questions as briefly as possible. Write only the answers in the space provided. (a) How many times did the Prime Ministerhave to press the switch? (b) Why wasRK red-faced? (©) How did RK save the situation? (@) What was the only saving grace in the launch ceremony? (©) The authorcalls RK's explanation of the launch ceremony'candid’. Why? (f) What was the technical’ reason behind the failure of the launch ceremony? (g) Who/What did RK hold responsible for the failure of the launch ceremony? (it) "This was the script for the evening ceremony." Complete the following flow chart showing the different steps in the launch ceremony, Write the answers in the space provided. PLAN FOR THE LAUNCH CEREMONY PM to press a button on the dais, f@.. (@).. (il) Find words from the passage which mean the same as the following from the paragraphs indicated. Write the answers in the space provided. (a) pulled hard ina particular direction (Paragraph 5) (b) being frank and honest (Paragraph 6) Sprece for Crsavers e o MODULE ONE READING [UNSEEN PASSAGES) ie > ‘The reading section of the paper contains unseen comprehension passages which can be literary, discursive or factual. These passages generally include a variety of questions like multiple choice questions (MCQs), cloze or gap-filling, sentence completion, table completion, very short answer type and word attack (ie. vocabulary based) questions. One or two of these questions may reststudents’ ability to interpret or to draw an inference and/or to understand how different parts ofa textare related. Sometimes they may also include such question types as matching exercise and true-false statements. Here is a brief explanation of all these types: @ Multiple Choice QUESTIONS A typical multiple-choice question has a statement, called a stem, which is followed by answer options (usually three or four) only one of which is valid and the remaining are invalid for one reason or the other. The incorrect options are called distractors and they are intended to make guessing correct answers increasingly difficult for students. These distractors appear to be so plausible that in their hurry or carelessness students can, and often do, mark them as correct answers, ‘The stem can be a complete sentence ~ a simple statement or a question. It can also be an incomplete sentence that the given options complete. The options differ from one another only very minutely and often have the same grammatical structure to rule out the possibility of arriving at correct answers by guessing, In order to arrive at the correct answer, students have to use not only their knowledge and understanding but also higher order thinking skills (HOTS) of Bloom's xonomy~ evaiatinggy analysingand applying etc. Since more than one option at times may be correct, students can hone their reasoning skills by Iearning to argue, ina healthy way, to defend their point of view and to understand and accept that of others. This interaction not only results inexcellent group dynamics among them but alsodevelops their menial abilities as well as their linguistic competence through mental and oral discussion and frequent exchange of ideas. Thus, muitiple-choice questions attempt to achieve the following aims: + Tohelmunderstandanideaorconcept understanding themeaning ofaword, expression, clause, sentence orapieceoftext ionand justifyiton the basis oflogicandreasoning ot, therefore, make the mistake of treating the multiple choice questions like a doing so can be counterproductive. Instead, they should arrive at correct answers Reading : Unseen Passagescatgreediy ‘himp —:- toeatorbitefoodnoisly fips + Sisorios down nattredway hungry playful moves away from the fire doesnot let anyone else enjoy the fire going for walks filling his belly digging deep finishing his food fast forgetfulness playfulness Answers 1. 5[_] name | ff = CLASS & SECTION: CLASSROOM 24 ASSIGNMENT ASSESSMENT [_ ie 1g (Poem) 2. Read the following poem carefully. BALLOONS Whenever see Gas balloons go up Iwonder where we'd end up @ If we'reballoons. = (3) Would wego faraway To some unknown destiny? Orwillitbe carefully decided goal We would work our way to? Balloons! How much they're (10) like human beings— So different from cach other incolours, shapes, design and sizes Some live long and some don't Just like us some find (15) Apairof loving hands and some don't ry They get lost, burst, or destroyed Like we do Attimes "They rub cheeks affectionately (20) Occasionally you can hear them whisper secrets Asonly friend will And once in a while, in the chill of the night or the mist of dawn 25) Youmay find one tear flowing down silently. $.Shubhangini nah Reading: Unseen Passages < TYPE - | (Multiple Choice Questions) Write the option you consider the most appropriate. 1, Thepoem describes (a) differences between one balloon and another (b) differences between balloons and human beings (©) similarities between balloons and human beings (@) similarities between the stages of a balloon's life and human life 2, Lines 208 describe the poet's uncertainty about (a) the destiny of balloons (©) what destiny is () the destiny of human beings (a) where the balloonsend up 'So different from each other’ (line 11) . The poet has used this expression to describe (@) colours (©) human beings (b) destiny . (d) balloons 4, The rustling sound the balloons make is compared to the sound of (a) breeze (© whispers (b) rubbing cheeks @ bursting 5. Theexpression ‘one tear‘ refers to (a) alonely balloon in the air (© adew drop flowing down a balloon (b) atear drop that looks like a balloon (A) achild crying for balloons Answers 1. 2.[ Bh 4, () | TYPE - Il (Gap Filling & Sentence Completion Questions) (GPBans (ill) Find words/phrases from the passage which mean the same as the following from the paragraphs indicated. Write the answers in the space provided. {a) crowded together in great numbers (Paragraphs 4~5) (©) to improve something; tomake it neat in appearance (Paragraphs 7~8) Space fer Answers Date [tea i ELE CLASS & SECTION ROLLNO, f= | PRACTICE ASSIGNMENT. ASSESSMENT Reading (Passage) @ @ @) ) Read the following passage carefully. ‘THEKING OF COOKIES ‘The chocolate chip cookie was invented by American chef Ruth Graves Wakefield in 1930 at the Toll House Inn, a hotel owned by Wakefield and her husband, Ruth invented the chocolate chip cookie while she was baking a batch of ‘chocolate butter drop do cookies’ a popular colonial recipe. ‘Many food experts believe that the cookie was invented by accident when she added chopped-up bits from a Nestle semi-sweet chocolate bar hoping it would melt to give chocolate cookies. However, the chocolate bits did not blend entirely into the batter; it instead gave rise to the famous chocolate chip cookies. The customers loved the cookies and it became an instant hit. She called her invention the chocolate crunch cookie. On the contrary, there are reports that suggest Wakefield knew the semi-sweet chocolate would not melt into the dough as she was an experienced baker. In an interview she herself had started, "T was trying to give them something different. So I came up with the Toll House cookie," suggesting that she was fully aware of the type of cookies being baked. ‘The recipe made is first appearance in print in the 1938 edition of Wakefield's "Tried and True" cookbook. It has also been published in several newspapers and featured in a few radi programmes. In 1939, Wakefield gave Nestle the right to use her cookie recipe and the name Toll House. In return, she was assured of free chocolate for life and was also a consultant of Nestle. The popularity of the cookie rose during the Great Depression and World War II, as it was an inexpensive and tasty comfort food. The cookies were a common constituent in packages shipped to American soldiers overseas. ‘Once World War ll came to an end, the chocolate chip cookie moved out of American households to become a mass-produced dessert. Apart from the cookies being sold in restaurants and cafes, its refrigerated dough was sold in supermarkets. Within a few years, the cookie became popular globally. Today, chocolate chip cookies are prepared in ways to suit local palates and choices. For instance, in certain west Asian countries, they are topped with chocolate sauce and eaten with a knifeand fork. ‘Source: The Hindu (Harshitha D. Kumayaa) Reading : Unseen Passages 4 On the basis of your reading of the passage, answer the following questions briefly. (a) Who was Ruth Graves Wakefield? What was she trying to bake on the day the chocolate chip cookie wasinvented? (b) How was the chocolate chip cookie invented ‘accidentally’? (c) Some people believe that the invention of the chocolate chip cookie was not an ‘accident’. Why? (d) What name did Ruth give to her new invention? What was the reason for. ‘it becoming an instant hit? (©) When and where was the recipe of the chocolate chip cookie first published? (8) How did the media help in making the cookie more famous in the USA? (g) Which company got the licence to manufacture chocolate chip cookies? What reward was the ®, (i) How did the chocolate chip cookie become popularallover the world? inventor of the chocolate chip cookie given in return for the licence? What made the chocolate chip cookie popular during the Great Depression and World War II? (i) How has the chocolate chip cookie recipe adapted tolocal preferences? Sprce for Consivers Name | | cuassasection [7 | HOMEWORK ; ASSIGNMENT ASSESSMENT | Reading (Poem) 1, oO @ @) a) @) @ @) Read the following poem carefully. FATHERS ARE WONDERFUL! Fathers are wonderful people Toolittle understood, seater And we do not sing their praises rr Asoften as we shoul... nen For; somehow, Father seems tobe Beene The man who pays the bills, While Mother binds up little hurts And nurses all our ills... And Fatherstruggles daily Tolive up to "his image" As protector and provider And "hero of the scrimmage"... And perhaps that is the reason We sometimes get the notion, ‘That Fathers are not subject Tothe thing we call emotion, But if you look inside Dad's heart, Where noone elsecan see You'll find he’s sentimental And as"soft" ashe can be... But he's so busy every day Inthe gruelling race of life, ‘He leaves the sentimental stuif To his partner and his wife... But Fathers are just wonderful Inamillion different ways, And they merit loving compliments And accolades of praise, For the only reason Dad aspires ‘Tofortune and success Istomake the family proud of him And to bring them happiness... ROLLNO. someone who succeeds ina battle orstruggle extremely tiring and demanding (here) deserve ‘expressions of praise orhonour Helen Steiner Rice Reading : Unseen Passages You might also like
